Educational Chances Research Articles

Cyberculture: a Threat or a Chance for Human Education

The subject of this study is to assess the impact of cyberculture on the education of a modern human being. Focusing on this topic is necessary due to statistical data which indicates that the informal education utilising ICT instruments is becoming increasingly important. The research hypothesis assumes that education in cyberspace is extremely useful, providing new opportunities of acquiring new qualifications. Nevertheless, the aim of the work is to indicate possible threats of VR, the solution to which is the creation of cyberculture. The work is interdisciplinary, combining law, sociology and statistics.

Digitalization and A.I. as Challenges and Chances for Future Teaching and Teacher Education: A Reflection

Digitalization as a key issue of society is increasingly a topic in school. Authorities like the recently deceased scientist Stephen Hawking and the founder and ceo of Tesla, Elon Musk, see both challenges and chances in the developing artificial intelligence (A.I.). Musk remarked: “A.I. will be the best or worst thing ever for humanity” ( cnbc 1 2017). The solution, Musk said, is to increase regulatory oversight of the development and implementation of A.I. immediately: “AI is a rare case where I think we need to be proactive in regulation than be reactive.” ( cnbc 2 2017). Stephen Hawking emphasizes the same point: “The emergence of A.I. could be the “worst event in the history of our civilization” unless society finds a way to control its development (…). Success in creating effective A.I. could be the biggest event in the history of our civilization. Or the worst. We just don’t know.” Hawking said during a talk at the Web Summit technology conference in Lisbon, Portugal, in 2017. ( cnbc 3 2017). In view of these considerations and in regard to the meaning for education in school the question arises: Which topics and competencies should be presented to pupils against the background of the rapid processing in the field of digitalization and the corresponding uncertainty of topics and competencies that could be of importance in some years and decades? Verbalized differently: What does sustainable education for our future include? The answer will be aimed at the teaching and acquirement of basic competencies in general and in the field of digitalization. What should this “basic education” include? Another question is: How is it possible to combine learning processes in a “virtual reality” with learning processes in a “natural reality”? Further considerations are given in this article.

Transition to company-based vocational training in Germany by young people from a migrant background – the influence of region of origin and generation status

Purpose: For young people with a migrant background in Germany transition from school to company-based vocational training is much more difficult than for non-migrants. This remains true, when data is controlled for the lower performance of young migrants in general education. In this paper we investigate if and how far the chances of transition to company-based vocational training and the acquisition of different school leaving certificates depend from the migration generation and the region of origin of young migrants. The question is, if disadvantages of young migrants diminish with a longer stay of their family in Germany and if this is also the case for the different groups of regions of origin (Southern Europe, East Europe, Turkey, other Middle East and North Africa, Other regions).
 Methods: We conduct multivariate analyses on the basis of data from the German Educational Panel Study (NEPS). Our analyses relate to young people who left a general education school after Year 9 in the summer of 2011 or Year 10 in the summer of 2012. Our database comprises information provided by a total of 5,952 school leavers.
 Results: For all four origin groups worse chances in comparison to non-migrants were detected. But there are differences in the disadvantages of opportunity between the various groups. They acquire more often lower school qualifications than their counterparts not from a migrant background and also have worse chances than the latter of successfully progressing to company-based vocational education and training. This applies even if other important influencing factors such as social origin are taken into account. Young people from a Turkish or Arab background have the lowest chances in general education and vocational training. As generation status rises disadvantages diminish for all origin groups, but with different magnitudes. A clear upwards-directed integration can be observed solely for the East European origin group.
 Conclusion: The results of our analyses signalise a clear need for action on the part of German policy makers and German society to reduce the educational disadvantages suffered by young migrants and to develop an effective support mechanism. Integration is rarely achieved in the short term. It is a long-term task which frequently extends over several generations.

Elicitation of L2 Learners' Reading Comprehension Skills and Strategies through Cognitive Diagnostic Assessment

Cognitive diagnostic assessment (CDA) as an innovative criterion-based approach to assessment has been the center of increasing attention in recent decades due to its inherent merits over its previous psychometric counterpart. Due to the lack of research on the post hoc analyses of classroom assessments to diagnose L2 learners’ strengths and weaknesses in the multidivisible skill of reading comprehension, and also its significance in high-stakes tests, this article offers the implementation of samples of high-stakes tests in the classroom environment due to its beneficial consequences and washback for the learners to increase their educational chances. Therefore, the present article is intended to shed light on the mental processes which the examinees went through in responding to the multiple choice questions of four reading comprehension passages, elicited from the recent Iranian University Entrance Exam 2015. Time-series design was conducted to forty female students aged between 16 and 17 years old who made the control and experimental groups in an EFL context at a high school to help them enhance their reading comprehension skills and strategies by giving proper diagnostic feedback and intervention. The analysis of data collected through triangulation of methods, namely interview, think-aloud, and self-assessment confirmed the usefulness of consistent cognitive diagnostic assessment (CDA) for both teacher and students. Moreover, the CDA analysis led to the development of a number of online reading comprehension strategies which are normally belittled in non-interactive assessments. Finally, the article suggests the use of consistent CDA as a dependable and trustworthy procedure to diagnose and enhance L2 learners’ reading comprehension processes.

ALBANIAN YOUTH IN MACEDONIA, THE FUTURE, EMIGRATION AND PREFERENCES

This research aims to address and explain the perceptions, desires, attitudes and expectations of the Albanian youth in Macedonia on their future, prospects in the context of social and political changes in the country and at the global level. The research affects different dimensions of this age group in order to provide an overview of the vision and views of this generation, always in the aspect of country's prospects in the context of the great wave of migration to the developed Western countries. 220 young people aged 16 to 24 were interviewed, most of whom (86%) represent a relatively low level of satisfaction regarding the quality and standard of living, lack of prospects for building a career and a better life, meanwhile they have lost confidence in the institutions of the country and are desperate by politics so that most of them were ready to leave the country. This is a research on the interdependence of the social context, development or social progress, chances and opportunities of young people in the Republic of Macedonia, facing a dilemma: to stay in Macedonia (with low standard, poor, poor education, etc.) or to leave the country (with a safe job, career opportunities, and prospects for future planning). This research looks at the vital aspects of living of Albanian youth, chance for education and their future prospects. The research consists of ten modules: family values, education, aspirations for employment, prospects and careers, social welfare, religious beliefs, politics and inclusion, spare time and lifestyle. These indicators are also considered as the most important values of the Albanian youth in Macedonia. Reasons of emigration are: the desire to improve the standard of living, the aspiration to have more qualitative education and greater employment opportunities, which means a safer future. The unemployment rate among young people in Macedonia is 52.9%, ranking the country in the third place on the world list. Life in general and the standard of living from year to year has deteriorated, new jobs have been reduced, and unemployment and poverty have increased. This has also resulted in deteriorating interpersonal and interethnic relations in the country, losing hope for the future, especially among young people. Studies show that high unemployment rate has made young people in Macedonia to see their future more and more abroad. Although with a relatively high percentage of inclusion in secondary and university education, young people of this age group declare that education is an important value for them. Despite the preferences for education, the level of satisfaction with the current education system is very low. Only one-third of respondents are satisfied with the education system in the Republic of Macedonia.

Tutor a refreshing change in the education of the information society

Abstract Information society needs refreshing changes in education. Only they make the process of education attractive and optimize in all types of modern schools. They also emphasize taking care of comprehensive development of children and youth and continuous enrichment of their personality. They also implement children and youth to learn throughout life, as well as to independently acquire knowledge from various sources of information and develop together with the changing reality. Such a revitalizing change and the chance of modern education is a tutor, ie a person with high knowledge and experience, appropriate competences, able to work individually with the student and being an adviser, mentor, leader for him.

The lost chance of public education. Fatal heritage, escapism of the elites, sparks of hope

Summary The article raises the question of the causes of the public education crisis, both the crisis in recent past and that conditioned by several centuries of Poland’s past. The position of Adam Podgórecki on the subject of comprehensive analyzes of Polish society is particularly important. It combines two positions. He believes that the causes of Polish systemic crises are the experiences of post-totalitarianism and specific Polish defects persisted for several centuries. The author of the article negatively assesses the possibility of overcoming the crisis of public education by academic elites, which are responsible for the collapse of universities and the crisis of higher education. Common beliefs about public education have turned out to be illusions. The author sees the hopes of improving the state of public education in resistance to the destruction of democracy and to the strong ideological and political pressure. Openness to Europe and the world, which Poles do not give away, also gives hope.

I’m looking for a teacher and a master... – tutoring in the face of contemporary culture challenges

Abstract The article shows the actuality of Tadeusz Różewicz’s poetic confession: “I’m looking for a teacher and a master” in the postmodern world, dominated by mass media and multimedia, the world not guided by authorities. A young man is surrounded by chaos of mass culture, popular culture and cyberculture and he needs a tutor – master, he needs a tutor – guide, who will carry him through the world of cultural values specific for 21st century, emphasizing educational chances and dangers. The tutor should also inform his pupil about the importance of tradition for shaping one’s personality. From this perspective the tutoring is one of the most important challenge standing before the contemporary cultural education.

Abstract 227: The Acceptability and Impact of a Pilot Community Hands-Only Cardiopulmonary Resuscitation Training Program in India

Background: Sudden Cardiac Arrest (SCA) is a leading cause of global mortality. In India, 700,000 people die from SCA annually, many of which are under the age of 50. Immediate bystander CPR improves chances of survival, however, CPR education and training are difficult in a developing country such as India. In collaboration with University of Illinois Global Health Program, the Indian American Medical Association (Illinois), SHARE INDIA, and the American Heart Association we studied native rural Indian populations, hoping to enhance CPR education and skills training. This is the first rural community CPR project in India involving a university residency-training program from the USA. Methods: We conducted hands-only CPR training (based on the latest AHA guidelines) in the Telangana State in India, recruiting 582 participants with the help of local health outreach workers. A pre-training survey was used to assess baseline knowledge and impressions of CPR. This was followed by training in hands-only CPR consisting of an oral presentation followed by interactive CPR manikin training. A post-course survey was conducted after training. Chi square test and McNemar’s test were used for the analysis of data using SAS. Results: Of 582 participants, 65% were males and the mean age was 19.4 + 5.9. Gender was not associated with pre/post-test CPR knowledge, comfort with CPR, or belief in CPR efficacy. However, in paired analysis, there were significant differences (p<0.0001) in all knowledge and perception measures from pre-to-post training. While only 6% knew the correct compression rate pre-training, 96% knew the correct answer post-training (4% vs. 94% in females, 6% vs. 96% in males). Similar results were seen for the compression depth variable. Training also improved comfort level in performing CPR (64% vs. 87% in females and 70% vs. 89% in males) and belief that CPR can save lives (49% vs. 96% in females and 51% vs. 97% in males). Conclusions: The program was successful in enhancing knowledge, comfort, and perceptions of CPR. Given the high prevalence of SCA in India, training the public in hands-only CPR can be a cost-effective care strategy in resource-limited areas. Due to the success of this pilot, we are planning to continue the program.

(Un)safe sex in James Bond films: what chance for sex education?

Many women in Bond films make love to James Bond (alias 007). Our objective was to quantify the practice of (un)safe sex in Bond films. All 24 Bond films were watched together by the authors and the following data were recorded: if the women had sex with 007, whether the women consumed any alcohol before they had sex, whether contraceptives were mentioned and/or used by 007 or the women and whether the women survived the film. Bond had sexual relations with a total of 58 different women. Twenty-two percent of the women had consumed alcohol. In none of the films was any type of contraception mentioned or used. A total of 28% women did not survive the film. If he were real, Bond outnumbers the British men at least fivefold when it comes to the number of sexual partners over a lifetime. Nevertheless, over time casual sex is becoming less frequent for 007. Sexually transmitted diseases, safe sex and (unwanted) pregnancies seem not to exist in the films. Some suggestions were made to promote safe sex in future Bond films as movies can play an important role in sex education.

“The great unspoken shame of UK Higher Education”: addressing inequalities of attainment

UK universities are achieving some success in attracting increasingly diverse undergraduate cohorts, although distributed unevenly across different types of institutions. It is therefore a concern that once at university, students from black and minority ethnic (BME) backgrounds perform less well in their final degree classifications, even when entry qualifications, subject of study and student characteristics are taken into account. This paper firstly, reviews the research on what is understood about the BME attainment gap, described by an independent university governor as “the great unspoken shame of higher education” and secondly tells the story of institutional change initiated by Kingston University, which is a large, “modern” and widening participation institution in South West London. The multifaceted change involved: defining the problem; establishing an institutional key performance indicator; engaging the university leadership and academy; using a value added metric; and measuring attainment outcomes over a four year period. Results show significant improvement in attainment and qualitative evidence of improved staff awareness. The paper discusses the ethical challenges of complex and institutional change, including, the importance of committed leadership, the value of data as a vehicle for initiating engagement when staff are reluctant to discuss race, equality and social justice, and the implications for moving away from a student deficit to an institutional deficit model through developing inclusive cultures and an inclusive curriculum. It reflects on the parallels with higher education chances and success for young black South Africans and concludes with describing Kingston University’s role in influencing change across the sector.

The School Education System Reforms in Modern Poland

AbstractThe article studies the reforms that took place in the education system of the Republic of Poland in 1999 and proceeded in 2009. The structural changes were characterized; the types of educational institutions were given; the changes in programs, forms and methods of a teacher with a student work were analyzed; evolutionary processes in the evaluation system were traced. Special attention was paid to structural changes in school education. The problems of the education system reform in Poland were highlighted (the convergence of learning with the realities of modern life, the upbringing of a modern individual, deprived stereotypes of the past, the democratization of the education system in the light of European experience, preparation for an accession to the EU, the self-regulation possibility of a new educationsystem). The new accents of the school education contents were analyzed (safe and healthy for the pupil’s health, focusing on the construction of their own values systems, their development and improvement, the obligation to enhance children’s independence through the provision of a high level of internal self-government, the elimination of a single educational programme in the senior classes and the opportunity for students to choose their own future profession). It has been concluded that reforms implemented at the turn of the 20th and 21st centuries in the Republic of Poland reflected obvious advantages in systemic educational processes. One of the major trends in systemic reform was the introduction of the three-level structure of the school system “6 + 3 + 3” (six year primary school, three-year gymnasium and a three-year profile lyceum). The result of reforms was the adaptation of education levels and upbringing to periods of children and young people development, ensuring their better understanding of themselves, other people and the world; educational chances equalization; improving the quality of education. The prospective areas of research in this area include the study of reforms in preschool education as a starting point for a holistic education system in Poland, the disclosure of organizational and content aspects of child’s preparation for schooling.

Pedagogiczne emergencje w 1993 roku. Cienie przeszłości czy szanse teraźniejszości?

ThThe 25th anniversary of the Department of Educational Studies is an inspiration for the author to return to the pedagogical events of 1993. The article by Mikołaj Kozakiewicz published this year contains warnings that the chances of Polish education after a major educational change after 1989 (democracy, pluralism, europeization) are lost, and anticipates their reversal. centralism, authoritarianism, ideological monism, the closing of Poland to Europe are coming back. These anxieties also appeared at the First National Pedagogical Congress in Rembertów in 1993, although the prevailing concern was whether pedagogy as science kept up with the great changes. At the same time, a new formation and a generation of academic pedagogues emerged at this Congress, undertaking new challenges of this time. Unfortunately, sociologists and intercultural psychologists studies have shown that the chances of great change have been educationally wasted, which is manifested in the low culture of everyday life of Poles and in the persistence of Polish perennial, negative social stereotypes. The author, however, finds and presents reasons for the pedagogy of possibilities, supporting the development of people to autonomy and humanity.e 25th anniversary of the Department of Educational Studies is an inspiration for the author to return to the pedagogical events of 1993. The article by Mikołaj Kozakiewicz published this year contains warnings that the chances of Polish education after a major educational change after 1989 (democracy, pluralism, europeization) are lost, and anticipates their reversal. centralism, authoritarianism, ideological monism, the closing of Poland to Europe are coming back. These anxieties also appeared at the First National Pedagogical Congress in Rembertów in 1993, although the prevailing concern was whether pedagogy as science kept up with the great changes. At the same time, a new formation and a generation of academic pedagogues emerged at this Congress, undertaking new challenges of this time. Unfortunately, sociologists and intercultural psychologists studies have shown that the chances of great change have been educationally wasted, which is manifested in the low culture of everyday life of Poles and in the persistence of Polish perennial, negative social stereotypes. The author, however, finds and presents reasons for the pedagogy of possibilities, supporting the development of people to autonomy and humanity.

Teachers’ attitudes towards students with high- and low-educated parents

Educational inequalities may be derived from differential teacher expectations toward students from different backgrounds. Such expectations may be associated with stereotypical beliefs and attitudes, which guide behavior and judgments. Although ample research is available concerning differential teacher attitudes based on student ethnicity, few studies have considered the effect of the educational level of the parents. The aim of the current study was to investigate teachers’ implicit and explicit attitudes toward students with differentially educated parents. Implicit attitudes were measured using an implicit association task (IAT). The first name of the student was used as a proxy for the educational level of parents, whereby we created separate versions for boys and girls. Participants were randomly divided in two groups, whereby the first group completed the IAT-boys version and the other group the IAT-girls version. Explicit attitudes were measured using a questionnaire. Participants indicated positive implicit attitudes toward students with highly educated parents, independent of the gender of the student. Teachers did not express differential explicit beliefs regarding the learning and social behaviors of students based on the educational level of the parents, and their expectations concerning the motivation and ambitions or educational chances of these students were neutral. The dissociation between implicit and explicit attitudes may be an indication of the social sensitivity of the relationship between students’ social background and educational achievements and opportunities. Especially implicit attitudes may account for differences in teacher behaviors toward different groups of students and in turn their educational opportunities, and could therefore partly account for consistent findings of educational inequalities based on the social status of families.

Compensatory education, educational inequalities, social injustices, urban education, Bernstein

In England, as in many countries across the economically developed world, governments have seen the reform of the school system as a major strategy for promoting social justice. The focus has been on the continual ‘improvement’ of schools through increasing central control of curriculum and pedagogy, the introduction of high-stakes testing and accountability, and the creation of education quasi-markets in which schools compete to attract students. Whatever the achievements of these reforms, it is increasingly clear that they have been unsuccessful in overcoming the deeply-entrenched relationship between socio-economic disadvantage, low educational achievement and limited life chances. This paper argues that reform efforts need to be refocused so that the work of schools is aligned more fully with wider public policy efforts to address disadvantage. In particular, it advocates the development of ‘community focused’ schools which look beyond their gates to the social justice issues in the areas they serve. The paper shows how such schools have developed in different forms in many countries, and concludes by suggesting that their work can become part of an ‘area approach’ to promoting social justice.

A typology of education and training provisions for low educated adults: categories and definitions

It is Europe’s ambition to be a strong knowledge based economy. The European Commission recognises the role of lifelong learning in achieving this aim. However, exploring participation rates in post-compulsory learning, it is clear that access to education and training is unequally distributed in society. We know that participation rates vary by socio-economic and socio-demographic groups, as well as by country. However, the role of education and training institutions in facilitating and enabling participation is less well known and deserves further in-depth attention. In order to fill this gap, we scrutinised definitions and categorisations of adult education provisions as published by the leading international organisations in the field of education and training. We paid specific attention to opportunities available for the lowest educated adults in society. Based on our review, we constructed a new typology consisting of seven categories for addition to the knowledge base and use in our own Horizon 2020 project. The categories are: (1) basic skills and basic education, (2) second chance education at upper secondary levels, (3) post-secondary VET, (4) apprenticeships, (5) training that forms part of Active Labour Market Policies, (6) workplace or job-related learning and (7) personal or social learning.

Empirical Facts of Educational Chances for Women in Islamic World: Past and Present

<p>This article explores educational opportunities in the early period of Islam until the 13th century, which shows the significant role of women in education. It can be argued that the role of women in education can be traced not only in certain areas of religious knowledge but also in the patronage of education and even in determining the political policy of the government. Unfortunately, compared to the next period until the 21st century, policy concerning education has recently turned to unfair treatment such as marginalization, exclusion, and even deprivation. What is surprising is that the reasons for the genitals, which deprive women of their right to participate in education, casually occurred. In other cases, socio-cultures are restricting their access to education. The factual errors on educational thoughts for woman here are explicitly used as an empirical description in this study, while its purpose is to demonstrate the shift in the treatment of female education. The result expected in this study is to reach the historical footprint of Islamic education and ensure inappropriate reasons, such as genital terms, used and abused as arguments for not allowing woman to get education.</p><p>Artikel ini mengeksplorasi peluang pendidikan pada periode awal Islam hingga abad ke-13 yang menunjukkan peran penting wanita dalam pendidikan. Dapat dikatakan bahwa peran perempuan dalam pendidikan dapat ditelusuri tidak hanya di bidang pengetahuan agama tertentu tetapi juga mereka terlibat dalam patronase pendidikan dan bahkan terlibat dalam penentuan kebijakan politik pemerintah. Sayangnya, dibandingkan dengan periode berikutnya hingga pada abad ke-21, kebijakan penanganan pendidikan akhir-akhir ini berubah menjadi perlakuan tidak adil seperti marginalisasi, eksklusi, dan bahkan deprivasi. Satu hal yang mengejutkan adalah perempuan dianggap sebagai aurat dan dijadikan alasan untuk mencabut hak mereka untuk berpartisipasi dalam pendidikan terjadi begitu saja. Kasus lainnya, sosio-budaya membatasi akses perempuan untuk berpendidikan. Kesalahan faktual pada pemikiran pendidikan bagi perempuan sebagaimana tersebut, secara eksplisit digambarkan sebagai deskripsi empiris dalam penelitian ini sementara tujuan penelitian adalah untuk menunjukkan pergeseran perlakuan atas pendidikan perempuan. dengan mencapai jejak historis pendidikan Islam dan memastikan tidak tepatnya penggunaan alasan seputar aurat dan penyalahgunaannya sebagai argumen untuk tidak mengizinkan perempuan mendapatkan pendidikan.</p>

The level of literacy of the adult population of the Orenburg region according to the materials of the first Soviet census

This paper analyzes the evolution of literacy in different categories of the Orenburg region adult population according to the censuses in 1920, 1926 and 1939 as well as the influence of the educational policy of the Soviet state. The analysis of the census gives an opportunity to give literacy demographic characteristics: gender, age, nationality, social status, occupation, etc. The author notes that the proclamation of compulsory education principle for illiterate adults and the organization of universal education for school-age children gave an opportunity for education to all categories of the Soviet Russian population. Literacy level started to rise; it was reflected in the census. The censuses of 1926, 1939 showed that literacy level of certain age groups in different generations rose after the October revolution. The paper has a certain pattern: the older the generation age was, the higher the level of literacy was. Generalized materials of the first Soviet censuses allow us to conclude that the effect of positive and negative factors in the education of children and illiterate adults was different in urban and rural areas. As a rule, more women and men had a chance for education in urban areas. The results of the study allow us to conclude on the impact of the Soviet government activities to adult education.

Results of socially responsible transformational leadership: increased holism and success

PurposeThe aim of this paper is to present a research on how – the extremely necessary – systemic rather than one-sided and short-term behavior can enjoy support from (corporate and individual) social responsibility (SR) enhanced by transformational leadership as a source of success.Design/methodology/approachBased on the previously published empirical research, the authors use qualitative research methodology including desk and informal field research, the Dialectical Systems Theory and its law of requisite holism.FindingsThe entire humankind is in big trouble and facing the danger of the Third World War resulting from the “war against terrorism” proclaimed in USA in 2002 and making close to 100 million persons need relief aid; this situation is because of monopolies in the global economy, both business and government monopolies. Application of knowledge that might be able to solve the problem depends on values, culture, ethics and norms that prevail in all/any entities from families via corporations and other organizations, countries, international entities (such as European Union) to the entire world and humankind (and its United Nations Organization). The most influential of all of them are the corporations, hence, their corporate governance and strategic management. Hence, they should urgently implement SR principles and methods supporting its realization instead of the prevailing short-term and one-sided criteria of right and wrong, for clear and proven economic reasons; satisfied and healthy people are causing much less cost and trouble than strikes, medical care, renewal of safe natural environment, wars, unhappy/abused partners, etc.Research limitations/implicationsThe hypothesis is researched to the greatest extent possible, with qualitative analysis in desk and field research. Quantitative methodological approach took place in the cited previous publications.Practical implicationsFor humankind and managers, the use of the transformational leadership is very important because of its positive impact on health and well-being of employees and, hence, on humankind’s survival in the current global socio-economic crisis.Social implicationsGood health and well-being of employees reduce many societal troubles and related cost resulting otherwise from the too short-term and narrow-minded behavior of managers and employees, potentially their families as well, all way to tens of millions of homeless migrants, killed and injured people, children with no chance for education, etc.Originality/valueNo similar concept is offered in the available literature.

The development of a Polish pre-literacy manual based on action research evidence

There is a quantity of research in English speaking countries into the relationship between early oral language concepts and literacy. The research described in this paper attempted to transfer to the Polish language context the knowledge developed in English speaking countries on pre-literacy developmental norms. The aim of the study was also to increase children’s educational chances through an intervention program addressing pre-literacy concept deficit. As part of the research into Polish pre-literacy developmental norms and the teacher development program, a resource book was created with preliteracy concepts and activities sequenced developmentally according to current knowledge about how Polish children develop their skills in these areas. The textbook developed from a collaborative process between the researchers and pre-school teachers during the collection of pre-literacy developmental norm data and regular collaborative workshops focused of planning and implementing intervention programs with the use of explicit methodologies and formative assessment.