Papers by Paulina Marchlik
Profesorado, Revista de Currículum y Formación del Profesorado
The aim of this article is to analyse the impact of both the latest education system reforms in P... more The aim of this article is to analyse the impact of both the latest education system reforms in Poland and the COVID-19 pandemic on the educational trajectories and the labour market situation of vulnerable youth. To fully grasp the complexity of the current circumstances we start with a review of research on the so-called “lockdown generation”, i.e. young people who, as a result of the pandemic, have had their participation in education and vocational training hindered for a long time due to political decisions on school closures and online education. These analyses are complemented by individual interviews with relevant stakeholders. The results of the analyses conducted so far show the disturbing effects of the current political changes and global crises on the trajectories and labour market entry of groups that are habitually considered as the most at risk of educational exclusion. We discuss the greatest barriers and new inequalities created by the current accumulation of adver...
Problemy Wczesnej Edukacji
The article presents the importance of games and play activities for children in the first years ... more The article presents the importance of games and play activities for children in the first years of primary school during and after distance learning caused by COVID-19. The shift of education to online reality has been a challenging experience. Teachers had to find new ways to work with children, whereas kids had to cope with the new school reality. The aim of the article is to present the ways in which play-based activities were used by primary school teachers during remote education, based on an exploratory and descriptive study. The main research question was whether and how games and play-based activities were used during remote education in the first three grades of primary school in the COVID-19 pandemic. The authors conducted semi-structured interviews with primary school teachers and parents of students from grades 1–3. The main conclusion is that play, perceived as an important factor in early childhood education, was used by teachers in remote education to introduce a new...
Kwartalnik Pedagogiczny, 2016
Educação, Sociedade e Culturas, Jun 1, 2015
The article analyses selected measures implemented by sectors of education and social policy in P... more The article analyses selected measures implemented by sectors of education and social policy in Poland, aimed at tackling the early school leaving (ESL) phenomenon. The data presented is based on an analysis of policy documents, IDIs and FGDs with educational experts, representatives of ministries, local authorities, school staff, regional employment centres and chambers of craft within the RESL.eu project. The starting point for the discussion is the hypothesis that there is a relation between leaving the system of education early, youth unemployment and NEETs rate. While the existence of this relationship is equivocal, as shown by the analysis of existing data, the undertaken policy measures somewhat implicitly assume its presence. Early school leavers are seen as the potential unemployed or at least as people who may have certain difficulties in entering the labour market. This is in contrast with the results of qualitative research, which show that the most common reason for abandoning the school education, according to school principals and teachers, is taking up a job accompanied by the inability to reconcile work and study. Thus, further efforts to develop more flexible alternatives to school-based forms of vocational training and education should be reinforced.
Przegląd Badań Edukacyjnych
Remote education caused by the spread of SARS-CoV-2 virus proved to be a difficult experience for... more Remote education caused by the spread of SARS-CoV-2 virus proved to be a difficult experience for all of its participants. Teachers and parents faced logistical and organisational challenges in teaching young children, but were equally affected by educational and socio-emotional development issues. The aim of this article is to present how personal and social education (PSE) was carried out by Polish teachers of the first three grades of primary school during remote classes. The authors conducted an empirical qualitative study in early 2021, before the third school closures in Poland. The study involved 20 teachers and 20 parents of pupils in grades 1–3 of public primary schools from the Mazovian voivodeship. A semi-structured interview was used to explore the experiences of the respondents and obtain information to address the research question: “How was personal and social education carried out by teachers during remote education in grades 1–3 of Polish primary schools in the COVI...
The aim of the study was to assess the scale of various interrupted schooling trajectories among ... more The aim of the study was to assess the scale of various interrupted schooling trajectories among Polish youth, and to identify the differences and similarities between students following these traj...
In this publication we want to gain a deeper understanding of the interrelated processes of early... more In this publication we want to gain a deeper understanding of the interrelated processes of early school leaving (ESL) and school disengagement through the triangulation of the qualitative and quantitative data collected in Belgium (Flanders), UK, Sweden, Portugal, the Netherlands, Poland and Spain (as well as supplementary data collected in Hungary and Austria). An in-depth and multifaceted analysis of the educational trajectories of youth at risk of ESL from nine countries led us to create distinct types of trajectories that can provide more insight into the multifaceted routes to early school leaving, and which are used for the development of conceptual models of inspiring practices1 to tackle ESL. Therefore, the main aim of this publication is to provide a link between various educational trajectories and the practices to tackle ESL that can be implemented by schools, as well as other (educational) institutions that work with vulnerable youth, and entities responsible for creating educational policies. This publication provides the readers with insights into the diversity of the youth’s educational trajectories and with possible ways to prevent students from school disengagement. By creating a conceptual model for inspiring practices, we want to ensure that such practices meet the specific needs of young people at risk of early school leaving and that they can be applied in heterogenous institutional educational contexts. For this reason, the model takes the form of general recommendations, rather than detailed, ready-to-use instructions. The content of the publication is as follows. Firstly, we present the theoretical framework, the key concepts and methodological aspects of the RESL.eu project on which this publication is based. Secondly, in Part 2, we give an overview of the existing policies towards ESL in the countries included in the study. Next, in Part 3 selected results of the students’ survey are presented and analysed in order to provide the reader with a broad characteristic of the studied youth at risk of school disengagement and early school leaving. Then, in Part 4 we utilise a micro- and meso-level perspective to present the developed typologies of the educational trajectories of youngsters. Finally, Part 5 of this publication is devoted to the presentation of the conceptual model of inspiring practices for schools and alternative learning pathways2, based on the previous findings of the RESL.eu project. In this final section, we want to bring together insights from the micro-, meso- and macro-level in order to address the needs of young people in a holistic way.
This chapter focuses on education policies in Portugal, Poland and Sweden, exploring links betwee... more This chapter focuses on education policies in Portugal, Poland and Sweden, exploring links between the political construction of ESL and the fight against it. Portugal still has one of the highest ...
Obszary (nie)pewności w pracy współczesnego nauczyciela
The aim of the study was to assess the scale of various interrupted schooling trajectories among ... more The aim of the study was to assess the scale of various interrupted schooling trajectories among Polish youth, and to identify the differences and similarities between students following these traj...
Education and Information Technologies
The article presents selected aspects of the empirical qualitative research conducted by the auth... more The article presents selected aspects of the empirical qualitative research conducted by the authors at the end of the first wave of the COVID-19 pandemic in Poland, in July and August 2020. As in March 2020 SARS-CoV-2 virus started to spread, the Polish Ministry of Education decided to close nearly all educational institutions, and teachers were forced to carry out lessons using the means of distance education. The authors of this paper tried to establish how teachers of English as a second language (ESL) working with young learners in three different types of institutions (public and private (pre-primary and primary) schools, language schools) coped with the situation of teaching a foreign language under these unusual circumstances. One of the results showed that teachers in three types of settings received different support. This either helped them to cope with the new situation of remote teaching, e.g. by choosing a platform for online teaching or providing meetings with a metho...
Contemporary Social Science
European Educational Research Journal
The theoretical framework of the paper combines the notions of school disengagement and education... more The theoretical framework of the paper combines the notions of school disengagement and educational trajectories. Our current research has demonstrated that several trajectories of school disengagement can be distinguished: unanticipated crisis, parabola, downward spiral, boomerang, resilient route, shading out. The text focuses on two trajectory types – the parabola, when youngsters facing increasing school disengagement are provided with substantial support and their trajectory changes its direction, and the downward spiral, which despite the support leads to further school disengagement and school leaving. Analysing the educational biographies of students from secondary schools in Warsaw, we focus on their perceptions of the support provided by different formal and informal sources. Investigating the protective factors and successful interventions might thus be useful in fostering the educational success of youth at risk. An analysis of the trajectories might be treated as guidan...
European Educational Research Journal
The theoretical framework of the paper combines the notions of school disengagement and education... more The theoretical framework of the paper combines the notions of school disengagement and educational trajectories. Our current research has demonstrated that several trajectories of school disengagement can be distinguished: unanticipated crisis, parabola, downward spiral, boomerang, resilient route, shading out. The text focuses on two trajectory types – the parabola, when youngsters facing increasing school disengagement are provided with substantial support and their trajectory changes its direction, and the downward spiral, which despite the support leads to further school disengagement and school leaving. Analysing the educational biographies of students from secondary schools in Warsaw, we focus on their perceptions of the support provided by different formal and informal sources. Investigating the protective factors and successful interventions might thus be useful in fostering the educational success of youth at risk. An analysis of the trajectories might be treated as guidan...
In this publication we want to gain a deeper understanding of the interrelated processes of early... more In this publication we want to gain a deeper understanding of the interrelated processes of early school leaving (ESL) and school disengagement through the triangulation of the qualitative and quantitative data collected in Belgium (Flanders), UK, Sweden, Portugal, the Netherlands, Poland and Spain (as well as supplementary data collected in Hungary and Austria). An in-depth and multifaceted analysis of the educational trajectories of youth at risk of ESL from nine countries led us to create distinct types of trajectories that can provide more insight into the multifaceted routes to early school leaving, and which are used for the development of conceptual models of inspiring practices1 to tackle ESL. Therefore, the main aim of this publication is to provide a link between various educational trajectories and the practices to tackle ESL that can be implemented by schools, as well as other (educational) institutions that work with vulnerable youth, and entities responsible for creating educational policies.
This publication provides the readers with insights into the diversity of the youth’s educational trajectories and with possible ways to prevent students from school disengagement. By creating a conceptual model for inspiring practices, we want to ensure that such practices meet the specific needs of young people at risk of early school leaving and that they can be applied in heterogenous institutional educational contexts. For this reason, the model takes the form of general recommendations, rather than detailed, ready-to-use instructions.
The content of the publication is as follows. Firstly, we present the theoretical framework, the key concepts and methodological aspects of the RESL.eu project on which this publication is based. Secondly, in Part 2, we give an overview of the existing policies towards ESL in the countries included in the study. Next, in Part 3 selected results of the students’ survey are presented and analysed in order to provide the reader with a broad characteristic of the studied youth at risk of school disengagement and early school leaving. Then, in Part 4 we utilise a micro- and meso-level perspective to present the developed typologies of the educational trajectories of youngsters. Finally, Part 5 of this publication is devoted to the presentation of the conceptual model of inspiring practices for schools and alternative learning pathways2, based on the previous findings of the RESL.eu project. In this final section, we want to bring together insights from the micro-, meso- and macro-level in order to address the needs of young people in a holistic way.
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Papers by Paulina Marchlik
This publication provides the readers with insights into the diversity of the youth’s educational trajectories and with possible ways to prevent students from school disengagement. By creating a conceptual model for inspiring practices, we want to ensure that such practices meet the specific needs of young people at risk of early school leaving and that they can be applied in heterogenous institutional educational contexts. For this reason, the model takes the form of general recommendations, rather than detailed, ready-to-use instructions.
The content of the publication is as follows. Firstly, we present the theoretical framework, the key concepts and methodological aspects of the RESL.eu project on which this publication is based. Secondly, in Part 2, we give an overview of the existing policies towards ESL in the countries included in the study. Next, in Part 3 selected results of the students’ survey are presented and analysed in order to provide the reader with a broad characteristic of the studied youth at risk of school disengagement and early school leaving. Then, in Part 4 we utilise a micro- and meso-level perspective to present the developed typologies of the educational trajectories of youngsters. Finally, Part 5 of this publication is devoted to the presentation of the conceptual model of inspiring practices for schools and alternative learning pathways2, based on the previous findings of the RESL.eu project. In this final section, we want to bring together insights from the micro-, meso- and macro-level in order to address the needs of young people in a holistic way.
This publication provides the readers with insights into the diversity of the youth’s educational trajectories and with possible ways to prevent students from school disengagement. By creating a conceptual model for inspiring practices, we want to ensure that such practices meet the specific needs of young people at risk of early school leaving and that they can be applied in heterogenous institutional educational contexts. For this reason, the model takes the form of general recommendations, rather than detailed, ready-to-use instructions.
The content of the publication is as follows. Firstly, we present the theoretical framework, the key concepts and methodological aspects of the RESL.eu project on which this publication is based. Secondly, in Part 2, we give an overview of the existing policies towards ESL in the countries included in the study. Next, in Part 3 selected results of the students’ survey are presented and analysed in order to provide the reader with a broad characteristic of the studied youth at risk of school disengagement and early school leaving. Then, in Part 4 we utilise a micro- and meso-level perspective to present the developed typologies of the educational trajectories of youngsters. Finally, Part 5 of this publication is devoted to the presentation of the conceptual model of inspiring practices for schools and alternative learning pathways2, based on the previous findings of the RESL.eu project. In this final section, we want to bring together insights from the micro-, meso- and macro-level in order to address the needs of young people in a holistic way.