http://hdl.handle.net/11089/1031 2026-04-03T21:05:50Z http://hdl.handle.net/11089/54171 From educational experiment to an alternative to the national programme. International Baccalaureate Programmes in Poland – policy and practice perspectives Leek, Joanna The goal of this study is to examine the distinctive features of International Baccalaureate (IB) programmes in Poland, and the role of IB programmes in the Polish education system. To address this aim, a review of the relevant legislation has been carried out, accompanied by interviews with teachers and students in 9 IB schools in Poland. Results revealed that even though the functions of IB schools differ somewhat from country to country, there appear to be several common features underpinning the development of IB in Poland: (1) the deregulatory policy of establishing international schools after the socio-political changes of the 1990s, (2) the growing demand for internationally validated programmes among students that come to Poland from abroad, and (3) a growing aspiration among students and their parents for a wider selection of programmes to choose from compared to the limited choices available in Poland during the communist era. 2021-01-01T00:00:00Z http://hdl.handle.net/11089/54170 Functions of digital learning within the international mobility programme – perspectives of university students and staff from Europe Leek, Joanna; Rojek, Marcin This paper is based on research studies conducted in the academic community of students and staff members (teachers, researchers and administrative staff) from 16 European universities that focus on digital learning in international mobility. The context of our qualitative study is digital learning during an international mobility scheme when university staff and students do not go abroad for their mobility programme but take courses offered by a partner university from home. By taking the perspectives of both of these academic groups, we aimed to arrive at a clearer understanding of how the digital environment supports digital learning within mobility, ascertain the functions of digital learning and describe the opportunities and challenges that are presented to students engaged in international mobility. Empirical data was gathered using questionnaires and focus group interviews. This study puts forward the assertion that distinctive features of learning in a digital environment within international mobility are systems thinking, self-directed learning and focus on course content. Digital learning environments support motivation to learn, and independence in gaining knowledge. In international digital learning, the online courses of which are characterized by their innovative pedagogical and assessment practices, students and staff become more autonomous in their learning, and more willing to open up to meeting the challenges encountered in various educational settings. Digital learning in the context of mobility means giving meaning to one’s own activity in a digital environment and extension of the course content, meaning oral expression such as discussing and interacting with teachers and peers. 2022-01-01T00:00:00Z http://hdl.handle.net/11089/54169 Navigating the power of time in classroom practices: teachers’ and students’ perspectives Leek, Joanna; Kosiorek, Małgorzata; Rojek, Marcin; Dobińska, Gabriela The paper examines educational functions related to time within classroom practices and aims to find out how curriculum delivery shapes the time experience, how time impacts curricular activities, how teachers and students negotiate time to achieve the goals of the curriculum, and how teachers and students manage time in the classroom. Using observations and interviews as a datagathering method in schools with International Baccalareate and Cambridge International General Certificate of Secondary Education curricula in Poland, the following study revealed that despite common opinions about the slow pace of school life, time within classroom practices makes lessons a dynamic process. The study suggests that time (1) imposes a tempo and rhythm (waves), sequences (lesson order), and synchronisation (of teachers’ and students’ activities), (2) guarantees stabilisation within learning, (3) triggers motivation to negotiate time while carrying out tasks, and (4) provides orientation for activities and emotional well-being, where repeated tasks provide a certain level of emotional safety and support. The temporal organisation of school practices determines the educational functions of the curriculum, and their time inflexibility and non-linearity constitute a functional part of a hidden curriculum. The results of this study underscore the importance of investigating flexible time management strategies, student-centered pedagogies, and interdisciplinary approaches that can alleviate the burdens of overcrowded curricula 2024-12-20T00:00:00Z http://hdl.handle.net/11089/48100 Personality traits favourable for non-adherence to treatment in patients with chronic myeloid leukaemia: role of type A and D personality Rychter, Anna; Miniszewska, Joanna; Góra-Tybor, Joanna Background The introduction of BCR-ABL tyrosine kinase inhibitors (TKIs) to chronic myeloid leukemia (CML) therapy has revolutionized the treatment of this disease. Although regular TKI intake is a prerequisite for successful therapy, it has been shown that a significant proportion of patients are non-compliant. Recently there is growing evidence that personality traits may influenced the tendency for non-adherence to treatment in patients with chronic diseases. As far as we know, such a relationship in patients with CML has not been examined, yet. The aim of our study was to determine if personality traits favor non-adherence to treatment recommendations. We investigated the relationship between five-factor model personality factors (conscientiousness, neuroticism, agreeableness, extraversion, and openness) and medication non-adherence. We also checked if the patients with type A and type D personality, were at higher risk of poor medication adherence. Methods The following tools were used: self-constructed survey, the NEO-Five Factor Inventory, the Framingham Type A Scale, the D-Scale 14. The study included 140 CML patients treated with imatinib, dasatinib, or nilotinib. Results 39% of patients reported skipping at least one dose of medication in the month prior to follow-up visit. 51% admitted to skipping such doses from the start of their treatment to the time at which our assessment was performed. We did not find any relationship between the mean values of the analyzed factors of the Big Five (neuroticism, extraversion, openness, agreeableness, conscientiousness) and adherence. However, our analysis revealed that CML patients who admitted to missing doses of drugs during the entire course of treatment demonstrated greater intensity of type A personality traits (p = 0.020). Regarding both factors of type D personality, it was revealed that higher level of negative affectivity significantly decreased the adherence (p = 0.020). Conclusion The results of our study indicate that screening for type D and A personalities may help to identify patients who are at higher risk of poor medication adherence. 2023-01-01T00:00:00Z