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15.10.2020

Who will receive the Roman Czernecki Prize this year?

We know the nominees for the III edition of the Roman Czernecki Prize - the only award in Poland dedicated solely to authors of publications on education. The contest distinguishes scientists, journalists and educators, whose work substantially contributes to the public debate on education.

This year, the Prize Committee acknowledged 16 authors, who write about the challenges of modern education, and ways to overcome them. 

Here are this years nominees:

"SCIENTIFIC ARTICLE" CATEGORY

Anna Abramczyk and prof. Susanne Jurkowski Cooperative learning as an evidence-based teaching strategy: what teachers know, believe, and how they use it, „Journal of Education for Teaching, 2019

Tomasz Knopik, PhD and prof. Urszula Oszwa Self-determination and development of emotional-social competences and the level of school achievements in 10–11-year-old Polish students, „Education 3-13” [online] DOI: 10.1080/03004279.2019.1686048, 2019

prof. Grzegorz Szumski and prof. Maciej Karwowski, Exploring the Pygmalion effect: The role of teacher expectations, academic self-concept, and class context in students’ math achievement, „Contemporary Educational Psychology”, 2019

Hanna Tomaszewska-Pękała, PhD, Paulina Marchlik, PhD, Anna Wrona, PhD, Reversing the trajectory of school disengagement? Lessons from the analysis of Warsaw youth’s educational trajectories, „European Educational Research Journal”, 2019

“JOURNALIST ARTICLE" CATEGORY

Jędrzej Dudkiewicz, series of interviews,ngo.pl”, 2019-2020

 

Anna Kolmer, series of radio auditions, „Polskie Radio Szczecin”, 2019 

 

Aleksandra Pucułek, The trauma of early school hours [online] „Gazeta Wyborcza”, 2019   

“PROFESSIONAL ARTICLE" CATEGORY

Maja Dobiasz-Krysiak, PhD, Would I send my kid to a Waldorf school? mała kultura współczesna”, 2019

Zofia Grudzińska Intellectual helplessness, „Sygnał. Magazyn Wychowawcy”, 2020

Aneta Kochanowicz, PhD, Eye tracking in diagnosis, therapy and education of children with multiple disabilities - an outline, „Edukacja Elementarna w Teorii i Praktyce”, 2019 

Dariusz Żółtowski Reading emotions and reading with emotions at school. [in:] „Dlaczego szkoła nie ufa emocjom? Dążenia emocjonalne w szkole i na uczelni”, red. W. Heller, M. Kaźmierska i M. Wieczorek, Poznań–Kalisz 2019, s. 85-94

 

Congratulations!