Parental participation in co-management of state school becomes a key issue for democratization of public life in poland and for the quality and effectiveness of civic education of the young. The system of education needs social control, first of all of those whose children are subjected to school duty. “Such will the Republics of poland be as their youth is educated” is the thesis forming the foundations of the school system in the 3rd Republic of Poland. In compliance with the postulates and ethics of Solidarity, the system was supposed to be self-governing. What is analyzed in this study is the relation between politics and school education in the normative-empirical dimension. The (so far unpublished) research results of the author's own studies on democratization of state education are popularized here. This is done, after the dispute on some studies diagnosing the nationwide lack of socialization, in order to indicate subsequent aspects of fiction and appearances of the central authority, the rule of safe position employment, common paralysis of parental care, as well as natural expectations and aspirations which should be fulfilled by the subjects running state schools.

The author’s aim was to present actual conditions of rural primary schools functioning and the spatial differentiation of their network reorganization with particular emphasis on the consequences of those schools liquidation change their a governing body other from the local government units (LGU) to local community organizators. The study was focused on rural areas of the Małopolskie Voivodship over 2000–2016 period. In the paper were presented the number of pupils and schools (open and closed) and the school governing bodies structure too. Those data, obtained by the author from the Local Data Banks and the Board of Education in Cracow and were presented for each statistical locality. A population and settlement concentration in many rural areas made costs of schools maintenance higher and higher. Thus school governing bodies faced a difficult decision – either to reorganize the actual school network or to spend more on education from the municipal budget. Most complicated structures is observed in the rural areas showing depopulation and dispersed settlement, the zones of traditional agricultural. In all rural areas of the Małopolskie Voivodship, the number of pupils in primary schools during the analysed period decreased nearly by 30%. Thus 118 small rural schools were closed i.e. in the county Miechów, of 43 schools remained only 21. The number of closed schools would be much higher without a activity of the local communities, which began to take over their schools from the LGU. Within rural areas the Małopolskie Voivodship in 2016, 123 schools were run by local organization i.e. over 11,5% of all the rural primary schools.

The article deals with the issue of the meaning of the Polish early education coursebooks for conservation/change in educational practices. It is the liberal and constructivist discourse to which the coursebook authors should refer (especially in the context of the present time and democracy) if these books are to become a tool of the prodevelopmental and emancipatory interest of both students and society. However, the research on Polish coursebooks for early education (grades I – III), show that this very condition has not been ful3 lled. In such a situation it is the German school coursebooks that might be inspiring because of their discursive background as well as of the methodological proposals and the range of content present in them. The article is also an attempt to reconstruct “the image of school” present in German early education coursebooks. It is possible to name and describe the key dimensions in this image such as: the democratic nature of teacher-student relations, the focus on the activation of students’ personal knowledge as well as on their ethical and cognitive autonomy, realistic vision of the world, trust in students’ competences, and creating the sphere of the nearest development.

What is focused on in the undertaken study are teachers from schools educating in the Polish language in the Czech Republic. The author refers to the studies conducted in 2014–2016 and in 2017 among teachers from schools for the Polish national minority located in Zaolzie. These schools effectively compete with schools for the Czech majority. Among other things, they have survived owing to teachers and their decisive strategies, which involve not only strictly competitive but also various forms of collaborative behaviour.

Poles are today the largest group of family immigrants to Norway. Since Polish immigration is an intra-Euro-pean movement of labour, there are no specific laws or regulations, apart from labour regulations, pertaining to the introduction of Polish families to Norway and their settlement there. Consequently, there are few guidelines in schools and local authorities on dealing with Polish children in school. They receive the same introduction to school as immigrants from any other background, with no considera-tion of the specific characteristics of Poles. Equally, their parents are not eligible for the orientation courses and language classes that are offered to adult asylum seekers or refugees. As these are expen-sive, many Polish parents postpone language classes until they can afford them or find alternative ways of learning language and culture. In this article, I explore the inclusion of Polish children in Norwegian schools through the voices of teachers receiving Polish children in their classrooms and Polish mothers of children attending school in Norway. Interviews with both teachers and mothers reveal inadequate understandings of each other’s conceptions of school, education and the roles of home and school in the education of children. They also demonstrate a limited understanding of culturally bound interpre-tations of each other’s actions. Although both sides are committed to the idea of effective integration, we risk overlooking the social and academic challenges that Polish children face in Norwegian schools unless conceptions and expectations of school and education are articulated and actions are explained and contextualised. There is also a risk that cultural differences will be perceived as individual prob-lems, while real individual problems may be overlooked due to poor communication between schools and families. The data is drawn from an extended case study including classroom observations, inter-views with teachers and Polish mothers in Norway, and focus groups of educators and researchers in the field of social work.

The article describes the relationship between the local community and the primary school considered as “place” within the meaning derived from the book by yi-Fu Tuan “Space and place: The perspective of experience”. The article compares the cases of two schools in the city of bielsko-biała (the city has a population of 175 thousands inhabitants). One school is overcrowded, yet its future existence has been secured. The second school, however, was first transferred to another location and it eventually went into liquidation in 2012. The article demonstrates then underlying reasons and consequences of losing the school as place. Moreover, it indicates potential problems emerging in such cases altogether with a set of possible solutions.

Educational policy is a complex social phenomenon which both determines and is determined by political, socio-cultural, economic or demographic conditions. It is treated as deliberate activities of state and local authorities strictly related to educational practice. Therefore, each educational policy should be a planned activity which is based on a broader programme and which takes into account developmental strategies not only of education but also of the region or state. The period following the system transformation in Poland has involved numerous activities which – from teachers' perspective – have been treated as unexpected or even threatening their professional situation or the whole education. however, J. Rutkowiak emphasizes that relations between politics and pedagogy result from social engagement of both educationalists and teachers in politics and, thus, it is indispensable to treat politics as a dimension of their daily functioning at work [1]. The following questions are raised: what are actual teachers' expectations from politicians and the educational policy? how do teachers assess the educational policy and situate it in their professional daily routine? Referring to Rutkowiak, is this policy a significant dimension of their daily functioning at work or a factor of unpredictable results which may appear at any time – the expected unexpected as the title suggests? what is presented in this study are some analyses of the data collected in the studies on educational policy and politicians, conducted among teachers in 2000–2014.

Expectations are understood as more or less justified beliefs about the future and relate external to us states of affairs (state expectations), ourselves (selfexpectations) or others (interpersonal expectations). in this article are presented state expectations and interpersonal expectations emerging from the process of education student with a disability. This article is based on focus research conducted among teachers and interviews with the head teachers of schools where students with disabilities are taught. The purpose of the article is to show expectations according to exchange theory and finding common and divergent benefit exchange planes between the different actors of the educational process. It turned out that very few of them are the same for all actors. Most of them are assigned to a lesser or greater degree of individual operators. The most important conclusion is the fact that the state implementing educational policy (inclusive) very often dumps the responsibility for the implementation of this policy on local governments, who saw the "economic attractiveness" of student with a disability the chance to see a budget increase and no longer necessarily increase educational opportunities for their students with disabilities.

Contemporary school is exposed to a number of tensions and conflicts arising from the difference in expectations of everyday interactions. in particular, this can manifest itself in difficult situations for which shall be the student's social maladjustment or a threat to social maladjustment, because the multiplicity of involved actors can express different beliefs about the same substance and procedure changes desired and their effectiveness. The solution thus understood the conflict of expectations may be an institutional alliance, instead too far-reaching assumptions about the collaboration.

The aim of this article is to present circumstances of South american schools functioning in disadvantaged societies on the examples of brazil and peru. Those local societies have been struggling with social and educational poverty, illiteracy, ethnic conflicts, pressures connected with gangs’ activities, etc. in many cases they try to solve their problems on the basis of school which is the center of social activity. These issues are little known in poland and only from literature and journalistic writing what has created their stereotyped image. Meanwhile, you cannot overestimate pedagogical implications of this phenomenon.

The expectations of South american local societies are in many cases not the same as the expectations of school defined by creators and administrators of the education system. Pressures and conflicts usually are caused by discrepancy between the activities of the central institutions and the needs (expectations) of different ethnic groups, clans, families and individuals. Students speaking dialects or the languages of ethnic minorities, normally experiencing domestic violence and forced to work on the border of law, are regarded by the education system as the others/aliens. in such a situation the assistance comes from volunteers and professional educators working for non-governmental organizations. Many of them refer to the ideas taken from Freire’s ‘pedagogy of the oppressed’. he was convinced that a man will never be free alone and his hope of freedom lies in education realized in cooperation with the others. The condition of liberating the oppressed individuals and groups from treating themselves as inferior, powerless, dependent on the others’ support ( which is typical for disadvantaged communities) is, according to paulo Freire, obtaining a new level of awareness through, among others, participating in educational projects based on the idea of social dialogue and creating the feeling of independence, elf-responsibility and co-responsibility for their own community.

In reflection, which is the basis of the above article, i am trying to answer the following question: in what circumstances a school can be a place of social dialogue and fulfilment of basic expectations of disadvantaged communities members? i assume that even in such exotic societies as Latin american countries you can find a lot of inspiration for solving problems similar to those encountered in poland.

The public character of school has recently been called into question more often. I examine the question given in the title in terms of three different aspects (juridical, institutional and performative), each of which is linked with a number of disturbing transformations of public schools (privatization of that which is public, re-feudalization, and commodification of education). By virtue of such an analysis and with reference to research on the essence of what is public, I make an attempt to formulate the key meanings of the public character of school.

Student engagement and burnout have become the latest focus of attention among researchers and practitioners. This is because both are seen as the main factors connected with the meaningful and purposeful educational activities that lead to high learning outcomes and better physical and mental health. Specifically, burnout decreases, and engagements heightened these characteristics.

The aim of the present study was to explore the relationships between alienation, engagement and burnout in an educational context. Additionally, the mediation role of school engagement on the association between alienation and burnout was tested.

The study was conducted among 109 early adolescents, aged 13–15 years (NFemale=52). ESSBS (Elementary Student School Burnout Scale), PAI (Alienation Inventory – Short Form) and SSEM (Student School Engagement Scale) were used to measure the levels of burnout, alienation and engagement, respectively.

The results indicated that higher alienation was associated with lower engagement and with higher school burnout. Student engagement, productivity and belonging significantly mediated the links between alienation total score, normlessness, powerlessness and school burnout. The path analysis revealed that normlessness significantly predicted student engagement (-.44) and school burnout (-.20). The model explained 31% of the variances for school engagement, and 46% of the variances for school burnout.

In conclusion, alienated students – especially those suffering from normlessness – feel disconnected and overwhelmed by school duties. In addition, to diminish the risk of alienation and burnout in a school context of students, educational practitioners should include school engagement (especially belonging and productivity) improvement as one of the most significant protective factors.

In this text, a critical reflection is presented on assessment practices in early childhood education, which are discussed in the context of the creation by those practices of the students’ sense of agency which, according to J. Bruner, is treated as a category of school culture. The discussion is based on the results of the recent research conducted in Poland on students’ agency and an analysis of the data collected as part of the author’s own research.

The picture obtained by using the triangulation of methods and sources confirms that assessment in early childhood education strips children of the opportunity to build a sense of agency, even in terms of independent control of a task situation. The surveyed students, admittedly, are capable of a relatively independent reflection on the context of school assessment, but the world of their educational experience is limited to the incapacitating culture of the school grade. It is a culture that becomes one of the sources of children’s self-restraint in the perception of themselves as agents, perpetuating their external steerability and passivity. To change this situation, external regulations will not suffice, but only the organizing of the learning environment based on the relationship between the teacher and the student, which is free from the daily pressures of assessment and the worship of formal correctness.

In the article the author discusses the relationship between education and socio-cultural needs. The socio – cultural reality is the reality of a permanent change. It is difficult to describe and even more difficult to understand. The specific character of qualitatively new changes in the relations between globality and locality implies a completely new perception of reality, ways of interpreting the world, and a new quality of judgments about the condition of the modern man. This reality is also a ”multiplicity of worlds”, which means a large number of possibilities to create oneself. What individuals perceive as their ”own” has the biggest developmental potential when it is worked out on the proactivity path. proactive people are distinguished by interrelated features: the search for a possibility of change (the environment examination, going beyond limitations of a given situation), establishing effective and change oriented goals (opening new paths of action), foreseeing problems and remedia measures (the analysis of one’s own achievements, looking for signals of threats or dangers), looking for new ways of achieving goals (the ambition is to make a new tradition).

Over the past few years, a great deal of research has been conducted concerning the mathematical skills of children after the first stage of education. In my report, I present a selection of results from this research in order to illustrate the most typical didactical effects of the style in which mathematical education is performed in our schools. Comparing some detailed results from research in a number of chosen fields, I also try to assess whether or not, and how, the level of schoolchildren’s skills has changed in the recent years.

In the historical and educational literature, there is no text, which present the history of the academic colony of the University of Cracow in Lviv from its inception in the 17th century to the next transformation at the end of the 18th century. This paper is based on manuscript archival materials collected at the Jagiellonian University, the Archbishop of Lviv, in including consistory files, and also in printed annals, published official magazines of the city of Lviv, printed works of the teaching staff and students of the colony. As a result of many years of collecting source facts, the following was reconstructed: establishment of an academic colony in 1608, directors, some auxiliary teachers, pupils’ case, their activity in the city and the church in Lviv, school building and conditions for teaching, scattered grounds for financing teachers, pupils and building maintenance school. The article is the first part of the school’s history, the archival material owned by the author, after completing the query in the Lviv city archives, allows the author to write its history in the 18th century. This is the third academic colony (Chełmno, Nowy Sącz) presenting by the author.