{"id":555,"date":"2020-05-09T00:36:43","date_gmt":"2020-05-08T22:36:43","guid":{"rendered":"http:\/\/us.edu.pl\/instytut\/ipe\/?page_id=555"},"modified":"2021-03-16T10:42:20","modified_gmt":"2021-03-16T09:42:20","slug":"english-researchers-topcs","status":"publish","type":"page","link":"https:\/\/us.edu.pl\/instytut\/ipe\/en\/english-researchers-topcs\/","title":{"rendered":"Researchers &amp; topics"},"content":{"rendered":"<p>[vc_row][vc_column]\r\n                <div class=\"text-modules\">\r\n                    <div class=\"container\">\r\n                        <h3 class=\"page-title text__title\">Researchers &amp; topics<\/h3>\r\n                        <div class=\"text-modules__content\"><p><strong>Jan Basiaga<\/strong><\/p>\n<ul>\n<li>Dysfunctional family \u2013 ways to support it<\/li>\n<li>Professional foster families<\/li>\n<\/ul>\n<p><strong>Magdalena Be\u0142za-Gajdzica<\/strong><\/p>\n<ul>\n<li>Attitudes towards people with disabilities<\/li>\n<li>Social and educational inclusion of people with disabilities<\/li>\n<li>Surdopedagogics<\/li>\n<\/ul>\n<p><strong>Ewa Bielska<\/strong><\/p>\n<ul>\n<li>Interdisciplinary perspectives on trauma studies<\/li>\n<li>Socio-cultural matrices of resistance to oppressive practices in late modern times<\/li>\n<li>Socio-cultural imaginaries of oppression, resistance and trauma<\/li>\n<\/ul>\n<p><strong>Maciej Bernasiewicz<\/strong><\/p>\n<ul>\n<li>Social rehabilitation work in an open (court-supervised) and closed environment<\/li>\n<li>Aetiology of crime; size, dynamics and structure of juvenile crime<\/li>\n<\/ul>\n<p><strong>Bogumi\u0142a Bobik<\/strong><\/p>\n<ul>\n<li>Support for people with intellectual disabilities<\/li>\n<li>Guidance counselor and organisation of pedagogical assistance for children with various problems<\/li>\n<li>Post-war history of education in Upper Silesia, especially in the years 1945-1961<\/li>\n<\/ul>\n<p><strong>Violetta Bojda<\/strong><\/p>\n<ul>\n<li>Literature for children and teenagers<\/li>\n<li>Magazines for children and teenagers<\/li>\n<li>History of upbringing<\/li>\n<\/ul>\n<p><strong>Ewa Borowiec<\/strong><\/p>\n<ul>\n<li>Biological and cultural conditions of cognitive changes in the educational process<\/li>\n<li>Educational preparation for ethical conduct for sustainable development<\/li>\n<li>Educational contents integrated around the idea of sustainable development<\/li>\n<\/ul>\n<p><strong>Ma\u0142gorzata Bortliczek<\/strong><\/p>\n<ul>\n<li>Handwriting (and writing) in education<\/li>\n<li>Language culture in the educational space<\/li>\n<\/ul>\n<p><strong>Alina Budniak<\/strong><\/p>\n<ul>\n<li>Experiments in working with preschool and younger school-age children<\/li>\n<li>Social education in preschool and early school<\/li>\n<li>Principles of good education for preschool and early school children<\/li>\n<\/ul>\n<p><strong>Irena Burczyk<\/strong><\/p>\n<ul>\n<li>Music education, place and role of music in the psychophysical development of a child<\/li>\n<li>Educational and axiological values of folklore<\/li>\n<li>Voice production<\/li>\n<\/ul>\n<p><strong>Katarzyna Borzucka-Sitkiewicz<\/strong><\/p>\n<ul>\n<li>Threats to psychosocial health<\/li>\n<li>Socialisation determinants of health behaviour<\/li>\n<li>Health education and health promotion in the context of the concepts of <em>empowerment<\/em><\/li>\n<\/ul>\n<p><strong>Agata Caba\u0142a<\/strong><\/p>\n<ul>\n<li>Museum education in pedagogical and museological analyses<\/li>\n<li>Cultural education and its implications for school and university teaching<\/li>\n<li>Out-of-school and school teaching<\/li>\n<\/ul>\n<p><strong>Edyta Charzy\u0144ska<\/strong><\/p>\n<ul>\n<li>Spirituality and religiousness. Moral virtues \u2013 forgiveness and gratitude<\/li>\n<li>Psychoactive substance and behavioural addictions<\/li>\n<li>Well-being and quality of life<\/li>\n<\/ul>\n<p><strong>Barbara Chojnacka-Synaszko<\/strong><\/p>\n<ul>\n<li>Cooperation between family and school environments<\/li>\n<li>Social participation of young people in the local environment<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Dagmara Dobosz<\/strong><\/p>\n<ul>\n<li>Socio-cultural gender<\/li>\n<li>Human sexuality and sexualisation of culture<\/li>\n<li>Quality of life of teenagers and young adults<\/li>\n<\/ul>\n<p><strong>Iwona Donocik<\/strong><\/p>\n<ul>\n<li>Inclusive education in local social and educational policies<\/li>\n<\/ul>\n<p><strong>Alina Dworak<\/strong><\/p>\n<ul>\n<li>Cultural and socio-environmental determinants of health and development<\/li>\n<li>Contemporary threats to health and development<\/li>\n<\/ul>\n<p><strong>Beata Ecler-Noco\u0144<\/strong><\/p>\n<ul>\n<li>Concepts of human nature in educational practice and pedagogical research<\/li>\n<\/ul>\n<p><strong>Ilona Fajfer-Kruczek<\/strong><\/p>\n<ul>\n<li>Adaptation strategies of people with disabilities in the penitentiary system<\/li>\n<li>Addictions and violence among children and adults<\/li>\n<\/ul>\n<p><strong>Monika Frania<\/strong><\/p>\n<ul>\n<li>Media education, education to the media, development of digital-media competences<\/li>\n<li>Trends in education (didactics) supported by new technologies and media<\/li>\n<li>Social contexts of phenomena in new media, and social communication<\/li>\n<li>Media culture<\/li>\n<\/ul>\n<p><strong>Katarzyna Front-Dziurkowska<\/strong><\/p>\n<ul>\n<li>Readaptation and prevention programmes from prisons<\/li>\n<\/ul>\n<p><strong>Zenon Gajdzica<\/strong><\/p>\n<ul>\n<li>Inclusive and integrative form of education for students with disabilities<\/li>\n<li>Social and educational contexts of functioning of people with intellectual disabilities<\/li>\n<\/ul>\n<p><strong>Alicja Ga\u0142\u0105zka<\/strong><\/p>\n<ul>\n<li>Drama in developing 21st century skills in the ELT classroom<\/li>\n<li>Mindfulness and resilience \u2013 competences of health care employees<\/li>\n<li>Mindful schools<\/li>\n<\/ul>\n<p><strong>Marcin Gierczyk<\/strong><\/p>\n<ul>\n<li>Social function of a diploma from an elite university<\/li>\n<li>Ethical features and morality of employees of rehabilitation and penitentiary institutions in Poland<\/li>\n<\/ul>\n<p><strong>Joanna Godawa<\/strong><\/p>\n<ul>\n<li>Art therapy in working with and development of people with disabilities<\/li>\n<li>Deficit of contact with nature, and pedagogy of adventure and experiences as educational challenges<\/li>\n<li>Fairy tale therapy in development of and working with children with special educational needs<\/li>\n<li>Arts in the development, therapy and rehabilitation of people with disabilities<\/li>\n<\/ul>\n<p><strong>Szymon Godawa<\/strong><\/p>\n<ul>\n<li>Forest preschools<\/li>\n<li>Optimising the functioning of children with special educational needs<\/li>\n<\/ul>\n<p><strong>El\u017cbieta G\u00f3rnikowska-Zwolak<\/strong><\/p>\n<ul>\n<li>Social pedagogy<\/li>\n<li>Gender studies<\/li>\n<li>Special education (social inequality issues)<\/li>\n<li>Sociology of education\/upbringing<\/li>\n<\/ul>\n<p><strong>Joanna G\u00f3\u017ad\u017a<\/strong><\/p>\n<ul>\n<li>Motivation to act<\/li>\n<li>School readiness<\/li>\n<\/ul>\n<p><strong>Barbara Grabowska<\/strong><\/p>\n<ul>\n<li>Nationalistic education in Central and Eastern European countries<\/li>\n<li>Sense of identity of youth in culturally diverse environments<\/li>\n<li>Family support and assistance<\/li>\n<li>Competencies to communicate in culturally diverse environments<\/li>\n<\/ul>\n<p><strong>Hewilia Hetma\u0144czyk<\/strong><\/p>\n<ul>\n<li>Preschool and early school pedagogy<\/li>\n<li>Social and emotional aspects of school readiness and social competencies<\/li>\n<li>Media in the free time of the youngest children<\/li>\n<\/ul>\n<p><strong>Tomasz Huk<\/strong><\/p>\n<ul>\n<li>Contemporary ideas in scouting upbring<\/li>\n<li>Educational benefits of e-sports<\/li>\n<li>Students&#8217; use of smartphones<\/li>\n<\/ul>\n<p><strong>Katarzyna Jas<\/strong><\/p>\n<ul>\n<li>Social pedagogy<\/li>\n<li>Multicultural and intercultural education<\/li>\n<li>Geragogy<\/li>\n<\/ul>\n<p><strong>Ewa Jarosz<\/strong><\/p>\n<ul>\n<li>Children&#8217;s rights \u2013 development and implementation in societies, environments and social and educational institutions<\/li>\n<li>Violence against children<\/li>\n<li>Social participation of children and youth<\/li>\n<li>Childhood studies \u2013 development and implementation in research and social practice<\/li>\n<\/ul>\n<p><strong>Andrzej Kasperek<\/strong><\/p>\n<ul>\n<li>Contemporary culture and religion \u2013 sociological and pedagogical contexts<\/li>\n<\/ul>\n<p><strong>Ewelina Kawiak<\/strong><\/p>\n<ul>\n<li>Mathematical education of children of preschool and early school age<\/li>\n<li>Preschool and early school pedagogy<\/li>\n<li>Diagnosis and therapy of learning difficulties<\/li>\n<li>The role of games and plays in mathematical education in preschool and grades 1-3<\/li>\n<\/ul>\n<p><strong>Miros\u0142aw Kisiel<\/strong><\/p>\n<ul>\n<li>Music education in a situation of social, cultural and educational change<\/li>\n<li>Dance and music-movement activity of the child<\/li>\n<li>Musical competencies of early school and preschool teachers<\/li>\n<\/ul>\n<p><strong>Ma\u0142gorzata Kitli\u0144ska-Kr\u00f3l<\/strong><\/p>\n<ul>\n<li>Language skills and deficits of different groups<\/li>\n<li>The contemporary Polish family<\/li>\n<li>Psychological and pedagogical assistance for students with special educational\/developmental needs and their parents<\/li>\n<li>Polish education system in the context of the school systems of Europe and the world<\/li>\n<\/ul>\n<p><strong>Urszula Klajmon-Lech<\/strong><\/p>\n<ul>\n<li>Family with a sick child, with a disability \u2013 forms of support<\/li>\n<li>Religion \u2013 intercultural education<\/li>\n<li>Qualitative research in pedagogy \u2013 narrative interview<\/li>\n<\/ul>\n<p><strong>Danuta Kocurek<\/strong><\/p>\n<ul>\n<li>Education in the Pszczyna region from the end of the 19th to mid-20th century<\/li>\n<li>Biographies of teachers of the Pszczyna region<\/li>\n<li>Vocational education in Upper Silesia in the period of autonomy<\/li>\n<li>Upbringing and education of the rural children of Upper Silesia from mid-19th century until 1922.<\/li>\n<\/ul>\n<p><strong>Ewelina Konieczna<\/strong><\/p>\n<ul>\n<li>Film culture and its dissemination<\/li>\n<li>Film and media education<\/li>\n<li>Cultural and intercultural education<\/li>\n<\/ul>\n<p><strong>Kinga Konieczny<\/strong><\/p>\n<ul>\n<li>Education of children from dysfunctional families<\/li>\n<li>Multicultural and intercultural education<\/li>\n<li>Pedagogy in social and educational work<\/li>\n<li>The importance of non-governmental organisations in supporting problem families<\/li>\n<\/ul>\n<p><strong>Tomasz Kopczy\u0144ski<\/strong><\/p>\n<ul>\n<li>Use of technology, Internet, software to develop a person&#8217;s potential<\/li>\n<li>Computational thinking \u2013 improvement of key competences (logic, mathematics, algorithmics, programming) at different stages of education<\/li>\n<li>Biofeedback to optimise memory processes<\/li>\n<li>Shaping the competences of the future in terms of programming, e-sports, remote cooperation<\/li>\n<\/ul>\n<p><strong>Katarzyna Kowalczewska-Grabowska<\/strong><\/p>\n<ul>\n<li>Acting in Context by Training the Trainers in Social Empowerment<\/li>\n<li>Identifying and solving local community health problems<\/li>\n<\/ul>\n<p><strong>Mariola Kozubek<\/strong><\/p>\n<ul>\n<li>Integral ecology \u2013 pedagogical aspects<\/li>\n<li>Cooperation with the environment<\/li>\n<\/ul>\n<p><strong>Katarzyna Kraso\u0144<\/strong><\/p>\n<ul>\n<li>Act of creation in theatre \u2013 character, designation, story, visualisation \u2013 in the expressive and therapeutic dimension<\/li>\n<li>Creativity, aesthetics, art and contemporary culture in education, integral education and art therapy: visual arts, film, theatre<\/li>\n<li>Literature, intersemiotic translation in literary education and bibliotherapy for early school children<\/li>\n<\/ul>\n<p><strong>Wojciech Kruszelnicki<\/strong><\/p>\n<ul>\n<li>Philosophy of education<\/li>\n<li>Critical theory &amp; education<\/li>\n<li>Critical pedagogy<\/li>\n<li>Contemporary philosophy<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><strong>\u0141ukasz Kwadrans<\/strong><\/p>\n<ul>\n<li>The problems of socially maladjusted people and people at risk of exclusion<\/li>\n<li>The functioning of attendance centres, court guardianship, mediation and probation and proceedings in juvenile cases \u2013 the perspective of Poland and other countries<\/li>\n<li>Support and assistance for families and protection of minor children<\/li>\n<li>Issues of the identity of the Romani, their participation in education, integration, adaptation strategies adopted<\/li>\n<li>Competencies to communicate in culturally diverse environments<\/li>\n<\/ul>\n<p><strong>Hristo Kyuchukov<\/strong><\/p>\n<ul>\n<li>Bilingualism<\/li>\n<li>Psycholinguistics<\/li>\n<li>Intercultural education<\/li>\n<li>Roma in Peru<\/li>\n<\/ul>\n<p><strong>Karina Leksy<\/strong><\/p>\n<ul>\n<li>Health promotion and health education<\/li>\n<li>Environmental and socio-cultural determinants of health and disease<\/li>\n<li>Health, life quality and lifestyle of children and teenagers in terms of their participation in the digital media culture<\/li>\n<li>Socio-cultural requirements on the body and girls&#8217; and women&#8217;s health<\/li>\n<\/ul>\n<p><strong>Agnieszka Lewko<\/strong><\/p>\n<ul>\n<li>Daycare facilities<\/li>\n<li>Inclusion areas for people with autism spectrum<\/li>\n<li>Psychosocial functioning of and support for people with disabilities<\/li>\n<\/ul>\n<p><strong>Agnieszka Majewska-Kafarowska<\/strong><\/p>\n<ul>\n<li>Socio-cultural determinants of the ageing process<\/li>\n<li>Modern migration processes and their importance for the functioning of the elderly<\/li>\n<li>Self-realisation of adults in the context of civilisation processes<\/li>\n<\/ul>\n<p><strong>Katarzyna Maliszewska<\/strong><\/p>\n<ul>\n<li>Theatre in education and pedagogical therapy<\/li>\n<li>Art in education and socio-cultural animation<\/li>\n<li>Cultural education and axiological education \u2013 education as <em>work through culture<\/em><\/li>\n<li>Pedagogical Therapy \u2013 working <em>with scarcity<\/em><\/li>\n<\/ul>\n<p><strong>Krzysztof Maliszewski<\/strong><\/p>\n<ul>\n<li>Transdisciplinary research into the history of pedagogical thought<\/li>\n<li>Imponderability of education \u2013 the weak, hidden, dual, long-term factors of upbringing<\/li>\n<li>Philosophical pedagogy \u2013 anthropological and axiological contexts of education and educational discourses<\/li>\n<li>Pedagogy as a humanistic discipline \u2013 consequences of the anti-positivist breakthrough for pedagogical research<\/li>\n<\/ul>\n<p><strong>El\u017cbieta Marek<\/strong><\/p>\n<ul>\n<li>Training of early education teachers<\/li>\n<li>Teacher competencies<\/li>\n<li>Early education programmes (preschool and early school education)<\/li>\n<li>Creativity of children, students and teachers<\/li>\n<\/ul>\n<p><strong>Magdalena Marekwia<\/strong><\/p>\n<ul>\n<li>Peer learning in shaping the ability to solve text-based tasks by younger school-age children<\/li>\n<li>Difficulties of primary school pupils in learning mathematics<\/li>\n<\/ul>\n<p><strong>Beata Mazepa-Domaga\u0142a<\/strong><\/p>\n<ul>\n<li>Art education of younger school-age children<\/li>\n<li>Art and children\u2019s expression<\/li>\n<li>Children&#8217;s reception preferences for visual messages<\/li>\n<li>Evaluation of children&#8217;s arts works<\/li>\n<\/ul>\n<p><strong>\u0141ukasz Michalski<\/strong><\/p>\n<ul>\n<li>History of pedagogical thought and theory of historiography of upbringing<\/li>\n<li>The interface between philosophy of education and literary research<\/li>\n<li>(Pop)cultural contexts of education<\/li>\n<\/ul>\n<p><strong>Patrycja M\u0142ynek<\/strong><\/p>\n<ul>\n<li>Students of Ukrainian origin \u2013 adaptation to the school environment<\/li>\n<li>Level of manual dexterity of 6-year-old children<\/li>\n<\/ul>\n<p><strong>Sebastian Mrozek<\/strong><\/p>\n<ul>\n<li>Special education and inclusion of people with disabilities<\/li>\n<li>Local social policy towards people with disabilities<\/li>\n<li>The problem of social maladjustment of children and teenagers<\/li>\n<\/ul>\n<p><strong>Edyta Nieduziak<\/strong><\/p>\n<ul>\n<li>Social inclusion and inclusive education for people with disabilities<\/li>\n<li>Support for people with disabilities about to become adults<\/li>\n<li>Developmental and therapeutic potential of artistic activities of people with disabilities among others in the context of <em>disability studies<\/em><\/li>\n<li>Educational and upbringing resources for artistic activities as well as cultural and animation projects<\/li>\n<\/ul>\n<p><strong>Marta Niemiec<\/strong><\/p>\n<ul>\n<li>Diagnosis and treatment of people with special educational needs<\/li>\n<li>Social contexts of the functioning of disabled and socially disadvantaged people<\/li>\n<li>Social inclusion and inclusive education<\/li>\n<li>The issues of functioning of adults with disabilities<\/li>\n<\/ul>\n<p><strong>Monika Noszczyk-Bernasiewicz<\/strong><\/p>\n<ul>\n<li>Biographies of juvenile wards in juvenile detention centres and juvenile shelters<\/li>\n<li>Size and structure of juvenile delinquency and the measures imposed on them<\/li>\n<li>Institutional rehabilitation \u2013 programmes for the rehabilitation of minors in the Polish juvenile detention centres and juvenile shelters<\/li>\n<\/ul>\n<p><strong>Anna Nowak<\/strong><\/p>\n<ul>\n<li>Social inclusion of people with disabilities<\/li>\n<li>Stigmatisation, discrimination and legal exclusion of people with disabilities<\/li>\n<\/ul>\n<p><strong>Beata Oelszlaeger-Kosturek<\/strong><\/p>\n<ul>\n<li>Education for child development<\/li>\n<li>Teacher education and child education<\/li>\n<li>Pedagogical innovations in education<\/li>\n<\/ul>\n<p><strong>Ewa Ogrodzka-Mazur<\/strong><\/p>\n<ul>\n<li>Cultural identity of young learners in selected Central and Eastern European countries. From traditional patriotism to multidimensional identity and cultural pluralism<\/li>\n<li>Between ethnicity and integration. Functioning of communities of schools with the Polish as the language of instruction in Europe and worldwide<\/li>\n<li>Values in intercultural upbringing. The needs, opportunities and limitations of axiological education for children and teenagers<\/li>\n<li>Cultural and cognitive contexts of early school intercultural pedagogy<\/li>\n<\/ul>\n<p><strong>Sabina Pawlik<\/strong><\/p>\n<ul>\n<li>Biographical experiences of people with disabilities<\/li>\n<li>Art\/creativity of people with disabilities as a tool of social inclusion<\/li>\n<li>Social activism of people with disabilities \u2013 historical perspective and present day<\/li>\n<\/ul>\n<p><strong>Gabriela Piechaczek-Ogierman<\/strong><\/p>\n<ul>\n<li>The functioning of a child in a multicultural environment<\/li>\n<li>Psychophysical and social condition of students<\/li>\n<li>Problematic and risky behaviours and their determinants<\/li>\n<\/ul>\n<p><strong>Irena Polewczyk<\/strong><\/p>\n<ul>\n<li><em>Auditory perception \u2013 diagnosis, disorders and stimulation of development<\/em><\/li>\n<li><em>Auditory processing disorders (CAPD\/APD)<\/em><\/li>\n<li><em>Impact of noise on student and teacher functioning at school<\/em><\/li>\n<li><em>Education for preschool and early school teachers<\/em><\/li>\n<\/ul>\n<p><strong>Anna Porczy\u0144ska-Cieszewska<\/strong><\/p>\n<ul>\n<li>Special education<\/li>\n<li>Mental well-being of people with intellectual disabilities<\/li>\n<\/ul>\n<p><strong>Dorota Prysak<\/strong><\/p>\n<ul>\n<li>Social functioning of people with disabilities<\/li>\n<li>Special education for people with profound or serious intellectual disability about to become adults<\/li>\n<li>Therapy, psychodrama<\/li>\n<li>Social inclusion of people with disabilities about to become adults<\/li>\n<\/ul>\n<p><strong>Irena Przybylska<\/strong><\/p>\n<ul>\n<li>Emotional culture and upbringing<\/li>\n<li>Emotional work of men and women<\/li>\n<li>Social constructivism and emotional competence<\/li>\n<\/ul>\n<p><strong>Aleksandra Pyrzyk-Kuta<\/strong><\/p>\n<ul>\n<li>Choreotherapy and conscious body work<\/li>\n<li>Social perception of deaf people and their culture \u2013 socioeducational aspects<\/li>\n<\/ul>\n<p><strong>Danuta Ra\u015b<\/strong><\/p>\n<ul>\n<li>History of social rehabilitation and prevention<\/li>\n<li>Prevention and resocialisation performed by representatives of the Church<\/li>\n<li>Social biographies of educators<\/li>\n<li>Selected issues of penitentiary rehabilitation and prevention<\/li>\n<\/ul>\n<p><strong>Renata Raszka<\/strong><\/p>\n<ul>\n<li>Early school and preschool pedagogy \u2013 perspective of mathematical education<\/li>\n<li>Economic and financial education and entrepreneurship education<\/li>\n<li>Innovation in pedagogical practice<\/li>\n<li>Application of ICT in the education of and instruction for students<\/li>\n<\/ul>\n<p><strong>Marek Rembierz<\/strong><\/p>\n<ul>\n<li>Intercultural pedagogy<\/li>\n<li>Comparative pedagogy of religions and interreligious dialogue<\/li>\n<li>Inclusion as an issue of education philosophy<\/li>\n<li>Methodology of pedagogy in the context of general methodology of learning<\/li>\n<\/ul>\n<p><strong>Violetta Rodek<\/strong><\/p>\n<ul>\n<li>Passion as the highest form of engagement, creativity and active creation of one&#8217;s own biography \u2013 a pedagogical approach<\/li>\n<li>Cultural education and its significance for personal human development in in the context of the challenges of fluid modernity and anticipation of the future<\/li>\n<li>Students&#8217; self-study process and its determinants<\/li>\n<li>Private pedagogical theories of teachers and their consequences in behaviourism-inspired education<\/li>\n<\/ul>\n<p><strong>Aniela R\u00f3\u017ca\u0144ska<\/strong><\/p>\n<ul>\n<li>Intercultural education \u2013 religious education<\/li>\n<li>Educational aspects of religious pluralism<\/li>\n<li>Socio-cultural identity of people in multicultural regions<\/li>\n<li>Environmental education<\/li>\n<\/ul>\n<p><strong>Natalia Ruman<\/strong><\/p>\n<ul>\n<li>Multimedia in education for sustainable development<\/li>\n<li>Environmental education<\/li>\n<li>Thanatological education<\/li>\n<li>Integration of people with disabilities in post-primary education<\/li>\n<\/ul>\n<p><strong>Sylwia Ryszawy<\/strong><\/p>\n<ul>\n<li>Social pedagogy<\/li>\n<li>Health education<\/li>\n<li>Women&#8217;s sports activity from a pedagogical and socio-cultural perspective<\/li>\n<li>Intercultural education<\/li>\n<\/ul>\n<p><strong>Agata Rzyme\u0142ka-Fr\u0105ckiewicz<\/strong><\/p>\n<ul>\n<li>The functioning of the education system in Poland and selected countries<\/li>\n<li>Reform of the education system at different levels<\/li>\n<li>Contemporary schools in the wake of socio-cultural transformation<\/li>\n<li>Higher education and building of individual success and general social development<\/li>\n<\/ul>\n<p><strong>Iwona Samborska<\/strong><\/p>\n<ul>\n<li>Learning responsibility in childhood and adulthood<\/li>\n<li>Food education of children<\/li>\n<li>Experiences of preschool age children<\/li>\n<li>Cognitive activity of children in the context of STEM education<\/li>\n<\/ul>\n<p><strong>Ma\u0142gorzata Sato\u0142a<\/strong><\/p>\n<ul>\n<li>Occupational development of special education teachers and motivation for choosing the profession of special education teacher<\/li>\n<li>Sustainable development in a pedagogical context<\/li>\n<li>Implementation of a practical module in the course of special pedagogy<\/li>\n<\/ul>\n<p><strong>Beata Skotnicka<\/strong><\/p>\n<ul>\n<li>Social inclusion of people with disabilities in rural areas<\/li>\n<li>Inclusive education<\/li>\n<li>Social support for people with disabilities in rural areas<\/li>\n<\/ul>\n<p><strong>Eugenia Smyrnova-Trybulska<\/strong><\/p>\n<ul>\n<li>Distance learning \u2013 forms and effectiveness<\/li>\n<li>Activating methods and innovative technologies in modern education<\/li>\n<li>SMART university and competences of university teachers and students in the scope of ICT and e-learning. Innovative courses of study<\/li>\n<li>Robotics and STEM education<\/li>\n<li>Multimedia in early school education<\/li>\n<\/ul>\n<p><strong>Anna Studenska<\/strong><\/p>\n<ul>\n<li>Student autonomy in learning<\/li>\n<\/ul>\n<p><strong>Monika Sulik<\/strong><\/p>\n<ul>\n<li><strong>Biographical determinants of development and education of adults<\/strong><\/li>\n<li><strong>Biographical didactics \u2013 inspirations and multidimensional contexts<\/strong><\/li>\n<li><strong>Educational thought and practice <\/strong><strong>in different generations<\/strong><\/li>\n<\/ul>\n<p><strong>Ewa Syrek<\/strong><\/p>\n<ul>\n<li>Psychosocial health of children and teenagers \u2013 socioenvironmental determinants<\/li>\n<li>Institutional and non-institutional possibilities to provide help and support to students with mental health problems<\/li>\n<\/ul>\n<p><strong>Anida Szafra\u0144ska<\/strong><\/p>\n<ul>\n<li>Social support for families with a child with autism spectrum<\/li>\n<li>Families of adults with autism spectrum<\/li>\n<li>Children and teenagers with special educational needs in educational care facilities<\/li>\n<li>Education of students with autism spectrum \u2013 inclusive education<\/li>\n<\/ul>\n<p><strong>Anna Szafra\u0144ska<\/strong><\/p>\n<ul>\n<li>Educational policy<\/li>\n<li>Intercultural education<\/li>\n<li>Pedeutology<\/li>\n<li>Early school education<\/li>\n<\/ul>\n<p><strong>Alina Szczurek-Boruta<\/strong><\/p>\n<ul>\n<li>Education of different age groups; school, students, teachers<\/li>\n<li>Socio-cultural reality of the borderland<\/li>\n<\/ul>\n<p><strong>Urszula Szu\u015bcik<\/strong><\/p>\n<ul>\n<li>Early school and preschool pedagogy<\/li>\n<li>Psychology of creativity<\/li>\n<li>Artistic pedagogy<\/li>\n<li>Art therapy<\/li>\n<\/ul>\n<p><strong>Leokadia Szymczyk<\/strong><\/p>\n<ul>\n<li>Development of interests and talents of children aged 5-6<\/li>\n<li>Functioning of a family with a chronically ill child<\/li>\n<li>Death as perceived by preschool children<\/li>\n<\/ul>\n<p><strong>Eugeniusz Szymik<\/strong><\/p>\n<ul>\n<li>Drama interpretation of fairy tales<\/li>\n<li>Development of interpersonal relations of early school age children<\/li>\n<li>The role of drama in development of communication competences of early school age children<\/li>\n<\/ul>\n<p><strong>Iwona Tomas<\/strong><\/p>\n<ul>\n<li>Fine arts education<\/li>\n<li>Aesthetics and visual culture of the school<\/li>\n<\/ul>\n<p><strong>Katarzyna W\u0119sierska<\/strong><\/p>\n<ul>\n<li>Attitudes of Polish students and teachers towards stuttering<\/li>\n<li>School bullying and environmental support for the stuttering students<\/li>\n<\/ul>\n<p><strong>Edyta Widawska<\/strong><\/p>\n<ul>\n<li>Monitoring of human rights and equality policies in companies, public institutions, non-governmental institutions<\/li>\n<li>Local community animation and implementation of participatory activities<\/li>\n<li>Educational Transactional Analysis in pedagogical work<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Teresa Wilk<\/strong><\/p>\n<ul>\n<li>Culture and art in the process of social revitalisation, in the education and upbringing of children and youth and in leisure activities<\/li>\n<\/ul>\n<p><strong>Agnieszka Wysocka<\/strong><\/p>\n<ul>\n<li>Family and institutional forms of childcare<\/li>\n<\/ul>\n<p><strong>Ewa Wysocka<\/strong><\/p>\n<ul>\n<li>Psychosocial functioning of the youth \u2013 construction and validation of research tools<\/li>\n<li>Readiness of the young generation to act \u2013 construction and validation of research tools<\/li>\n<li>Creative attitudes and special abilities of socially maladjusted youth and the factors determining their development<\/li>\n<li>Temporal perspective and psychosocial functioning of socially maladjusted youth in conditions of institutional isolation<\/li>\n<\/ul>\n<p><strong>Ma\u0142gorzata Zalewska-Bujak<\/strong><\/p>\n<ul>\n<li>Cultural, social and political entanglements of the profession of teacher<\/li>\n<li>Teacher \u2013 educator and tutor of children and creator of school communication<\/li>\n<\/ul>\n<p><strong>Lucie Zormanova<\/strong><\/p>\n<ul>\n<li>Pedeutology<\/li>\n<li>Intercultural pedagogy<\/li>\n<\/ul>\n<p><strong>Alicja \u017bywczok<\/strong><\/p>\n<ul>\n<li>Psychosocial well-being of children and teenagers and methods of counteracting the attitude of life negation<\/li>\n<li>Cognitive values and methods of shaping them<\/li>\n<li>Meta-theoretical research into pedagogical ethics and theory of education<\/li>\n<li>The significance of tradition for social, cultural and moral development<\/li>\n<\/ul>\n<p>\n<\/div>\r\n                    <\/div>\r\n                <\/div>[\/vc_column][\/vc_row]<\/p>","protected":false},"excerpt":{"rendered":"<p>[vc_row][vc_column][\/vc_column][\/vc_row] [&#8230;]<\/p>\n<p><a class=\"btn btn-secondary understrap-read-more-link\" href=\"https:\/\/us.edu.pl\/instytut\/ipe\/en\/english-researchers-topcs\/\">Read More&#8230;<\/a><\/p>\n","protected":false},"author":201,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_expiration-date-status":"saved","_expiration-date":0,"_expiration-date-type":"","_expiration-date-categories":[],"_expiration-date-options":[]},"acf":[],"_links":{"self":[{"href":"https:\/\/us.edu.pl\/instytut\/ipe\/en\/wp-json\/wp\/v2\/pages\/555"}],"collection":[{"href":"https:\/\/us.edu.pl\/instytut\/ipe\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/us.edu.pl\/instytut\/ipe\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/us.edu.pl\/instytut\/ipe\/en\/wp-json\/wp\/v2\/users\/201"}],"replies":[{"embeddable":true,"href":"https:\/\/us.edu.pl\/instytut\/ipe\/en\/wp-json\/wp\/v2\/comments?post=555"}],"version-history":[{"count":5,"href":"https:\/\/us.edu.pl\/instytut\/ipe\/en\/wp-json\/wp\/v2\/pages\/555\/revisions"}],"predecessor-version":[{"id":1365,"href":"https:\/\/us.edu.pl\/instytut\/ipe\/en\/wp-json\/wp\/v2\/pages\/555\/revisions\/1365"}],"wp:attachment":[{"href":"https:\/\/us.edu.pl\/instytut\/ipe\/en\/wp-json\/wp\/v2\/media?parent=555"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}