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Smith, AnneMarie Kestner. "Culture and Middle School Reform| From Stalled to Cruising. A Case Study of a Leadership Team's Journey Implementing Middle School Reform". Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076078.
Pełny tekst źródłaAcademic and behavioral success in middle school is a predictor of academic and behavioral success in high school. How best to provide a developmentally responsive education to students at the middle level is a challenge that American educators and policymakers need to address (Jackson et al., 2000). This case study provides an understanding of the unique organizational structures and school culture that contributed to a diverse school’s fostering and sustaining the goals of a middle school reform initiative designed to contribute to students’ academic and behavioral success.
Once a low-performing school with high disciplinary referrals, Crossroads Middle School is now considered exemplary because of high ratings on district climate surveys and success in increasing student achievement for all student groups since implementation of the reform strategy. Notably, during the reform implementation, three principals led the school. Given this leadership turnover, the school’s success cannot be attributed to one charismatic leader, but rather the organizational culture fostered by the instructional leadership team. Data include interviews with 19 past and present members of the instructional leadership team, meeting observations, and reviews of school documents and artifacts. This exemplary case study reveals the shared norms, values, and beliefs developed over time by the leadership team members as they designed and implemented the structures, policies, and practices needed to foster the goals of the reform.
Crossroads had and continues to have a student population that mirrors the demographics of its large diverse district. This diversity contributes to the relevancy of the findings for other school leaders in districts that have diverse student populations and who seek to improve middle level education. The results of this study may inform district leaders and school-based staff seeking to adopt a middle school model uniquely suited to developing middle school students, and seeking to develop a staff with skill sets unique to teaching students at the middle school level.
Watson, James Richard. "Organizational change and reform in middle grade education: A California middle school case study". CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1140.
Pełny tekst źródłaDelery, Alan. "School Choice: The Black Middle-class Dilemma". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1128.
Pełny tekst źródłaPatrick, Christy M. "Educational Stakeholders' Perceptions during Grading Reform in One Middle School". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736294.
Pełny tekst źródłaThe purpose of this study was to analyze the factors influencing middle school grading reform. The study involved all stakeholders in one middle school community. Participants were surveyed to determine which standards-based grading practices were most welcomed among middle school students, parents, teachers, and administrators. Additionally, students’ perceived motivation levels when evaluated using standards-based grading practices were quantified and the necessary support needs of middle school teachers were identified as they attempted school-wide grading reform. Many are calling for school leaders to evaluate unreliable traditional grading methods and reform grading to a standards-based approach (Guskey, Swan, & Jung, 2011; Wormeli, 2013). For this reason, the survey items used in the study were based on the positive and negative outcomes of standards-based grading found in current research. The sample groups for the study included 137 middle school students, 148 parents, 25 teachers, and three administrators. Descriptive statistics were used to analyze the results of Likert-style survey items and open-ended questions. Findings indicated the most accepted grading changes among all stakeholders included allowing students multiple attempts to show the learning of a concept and providing for awareness and understanding of learning objectives. The teacher survey results revealed necessary support needs when attempting grading reform include the following: making grading decisions together as a faculty, communicating grading changes with parents, and allowing for time to implement grading changes correctly.
Geraghty, Eileen Theresa 1952. "Site-based decision-making in the realm of middle school reform". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282489.
Pełny tekst źródłaAdams, John Ray. "Aligning brain-based middle school reform with the California State Standards". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1878.
Pełny tekst źródłaStuart, Hammer Kathryn Elizabeth. "An assessment of standards based reform in Florida's middle school science programs". [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0004704.
Pełny tekst źródłaCauthen, Sandra Dalton. "Documenting Systemic Reform in Mathematics: A Case Study of One Middle School". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28628.
Pełny tekst źródłaPh. D.
West, Wycondia. "A Program Evaluation of the Comprehensive School Reform Model Making Middle Grades Work". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2704.
Pełny tekst źródłaHill, Lynn Thomas. "TeacherWork: A Journey to Recast the Reggio Emilia Approach for a Middle School Within the Context of Power, Politics, and Personalities". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/29475.
Pełny tekst źródłaPh. D.
Boland, Terry W. "A case study of lower secondary school reform, renewal and culture". Curtin University of Technology, Faculty of Education, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13576.
Pełny tekst źródłaMontgomery, Joan B. "Using action research to address the underachievement of middle school students". Diss., This resource online, 1997. http://scholar.lib.vt.edu/theses/available/etd-10052007-143727/.
Pełny tekst źródłaChamberlain, Mark E. "Middle School Students' Perceptions of the Teaching and Learning Initiative: Laptops for Every Student". Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27261.
Pełny tekst źródłaEd. D.
Trenkamp, Kara Karch. "An investigation of the factors that Influence reform implementation practices of middle school mathematics teachers". College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7663.
Pełny tekst źródłaThesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Thieman, Gayle Yvonne. "Factors Influencing Middle School Teachers to Change Classroom Practice in Response to Standards-Based Reform". PDXScholar, 2000. https://pdxscholar.library.pdx.edu/open_access_etds/1461.
Pełny tekst źródłaHallett, Rachel. "SCIENCE TEACHERS' BELIEFS CONCERNING REFORM POLICIES: COMPARISONS BASED ON GRADE LEVEL, ACHIEVEMENT HISTORY, AND SOCIOECONOM". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3440.
Pełny tekst źródłaEd.D.
Department of Educational Studies
Education
Education EdD
Rigelman, Nicole R. "Teaching Mathematical Problem Solving in the Context of Oregon's Educational Reform". PDXScholar, 2002. http://pdxscholar.library.pdx.edu/open_access_etds/1760.
Pełny tekst źródłaJones, Mellita M., i res cand@acu edu au. "Re-Engaging Students in their Learning Through Middle School Reform: a case study evaluation of a vertically structured curriculum". Australian Catholic University. Faculty of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp84.25092005.
Pełny tekst źródłaGabler, Craig Thomas. "Sustained, job-embedded professional development and the learning environment of middle-level mathematics classrooms". Curtin University of Technology, Science and Mathematics Education Centre, 2007. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=21410.
Pełny tekst źródłaClevinger, Vicki Ann. "How Four Reform Initiatives Helped Develop Attitudes Regarding Change in Two Middle Schools in East Tennessee". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1680.
Pełny tekst źródłaNichols, Suzanne D. "Perception and Implementation of the Ohio Academic Content and Process Standards for Mathematics among Middle School Teachers". Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1281557943.
Pełny tekst źródłaSchreiner, Sherry Lynn. "How teachers experience change| A phenomenological case study of a district-wide curricular reform". Thesis, Colorado State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635675.
Pełny tekst źródłaThe purpose of this phenomenological qualitative study was to better understand how teachers experienced the implementation of a guaranteed and viable curriculum. Interpretative phenomenology within a single case study was used to explore the experiences of the teachers as they moved through this significant reform. Thirteen teachers were interviewed and the findings were analyzed according to Van Kaam's method. The key findings are presented in the form of three continua: GVCIA: I like it...but; Leadership: From empowering to demoralizing; and Attitudes toward change: A grand adventure through don't they trust me.
Although most teachers understood the need for unifying the curriculum and appreciated the content, they were also concerned with specific aspects of the implementation, including the speed of the implementation, the lack of resources to support the change, and losing the "art" of teaching. How each specific building-level leader presented the implementation made a difference in the attitudes of the participants towards acceptance. The essence of their experience was hearts in the game. The shadow of hearts in the game was loss of passion and loss of efficacy. Hearts in the game means teachers were able to adjust and adapt to the new curriculum by daily remembering their mission for teaching. Leaders who trusted them to be professionals, honored what they had done in the past, and allowed some flexibility within the curriculum helped keephearts in the game. Although the focus of this study was the experiences of the teachers as they adopted the GVCIA, one factor that appeared to affect the implementation was the fact that many other changes were happening at the same time.
Nelson, Lari Ann. "At the Core of School Reform: A Culture of Commitment, Collaboration, and Collective Leadership". CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/123.
Pełny tekst źródłaLenart, Erin Boothe. "Leadership in School Improvement: Planning and Providing for Barriers to Student Learning". Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91937.
Pełny tekst źródłaDoctor of Education
The process of improving schools is important. The decision-making and school improvement structures that most schools employ is one that focuses mainly on classroom instruction with little regard to planning for students who may struggle because of outside barriers, like the effects of poverty, lack of exposure to background knowledge, or insufficient schooling and experiences. This study used a qualitative, multiple case-study methodology, a semi-structured interview protocol, and a document review to identify how school principals in five, accredited high or mid-high poverty Virginia middle schools both identified and provided resources to address barriers to student learning. The study used the learning or enabling components of the Adelman and Taylor improvement model (2008) to qualify the school leaders’ site-based school resource allocation and then analyzed them for common themes. The study found that some learning or enabling supports were more represented than others. The study also found that there were three key leadership traits among school leaders who had effectively resourced the learning supports: instructional leadership; human-resource leadership; and culture and expectations leadership.
Cambray-Nunez, Rodrigo. "Reform process of the mathematics curriculum for basic education in Mexico during 1992-2000". Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272418.
Pełny tekst źródłaSanassian, Dermenjian. "A critical assessment of female middle school mathematics and science teachers' perspectives of the Abu Dhabi education reform programme and the use of English as a medium of instruction". Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3475.
Pełny tekst źródłaJung, Wongie. "Korean middle school students’ reflections on the Free Semester policy : How young adolescents in Korea exercise agency in the context of East Asian education reform". Thesis, Linköpings universitet, Tema Barn, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148615.
Pełny tekst źródłaHeath, Amy Lynn. "We Are Crew, Not Passengers: Middle Level Students’ Experiences of the Expeditionary Learning School Reform Model and Its Relationship to Literacy, Agency, and Diversity". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374167174.
Pełny tekst źródłaRamahi, Hanan. "Teachers leading school improvement and education reconstruction in Palestine". Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277681.
Pełny tekst źródłaBrown, Lori Lynne. "Educator Perceptions of Instructional Leadership in the School Improvement Process". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3031.
Pełny tekst źródłaMcNeil-McDaniel, Arrickia. "Exploring students' decisions to attend an early college high school". Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/67.
Pełny tekst źródłaCrowell, Victoria. "Teachers' Perceptions of Cultural Change in a Challenged High School During the Implementation of the International Baccalaureate Diploma Programme". UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/445.
Pełny tekst źródłaGeller, Rachel. "Schools Uniting Neighborhoods: Sustainability and Racial Equity in a Community Schools Initiative". Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1210.
Pełny tekst źródłaSpoerndle, Regenia E. "Critical Pedagogy in Action: A Case Study of Our Lady of the Elms". University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1341876922.
Pełny tekst źródłaStern, Rebecca H. "Not Just Common Sense: Principled Sensemaking and Implementation of the Common Core at Two Middle Schools". Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:106723.
Pełny tekst źródłaAcross the nation, most states are implementing a new set of standards- and accountability-based reforms: the Common Core State Standards and their accompanying assessments. Unfortunately, the perspectives of school-based educators are largely missing from policy and implementation decisions about the Common Core. To address some of the gaps in previous research, the purpose of this dissertation—a comparative case study of two middle schools on the East Coast of the United States—was to describe and analyze school-based educators’ perceptions of and responses to the Common Core and the Smarter Balanced Assessment Consortium (SBAC) Exam. Data analysis revealed that educators in the two schools generally worked from an inquiry stance on teaching, learning, and schooling (Cochran-Smith & Lytle, 2009) in that they collectively and critically analyzed the intentions of educational policy and practice based in part on their beliefs about student-centered, constructivist teaching and learning. Consistent with this perspective, they made sense of the Common Core and SBAC based on the degree of alignment they perceived between their own educational values and beliefs, on the one hand, and the values and beliefs that animated the policies, on the other hand, which I conceptualized as “principled sensemaking.” How the educators actually implemented the Common Core and SBAC was the result of the intersection of their principled sensemaking of these standards-based reforms and the degree of agency they had over policy implementation. I termed this type of response to policy “principled implementation.” Four types of principled implementation were identified: principled adoption, principled neglect, principled compliance, and principled resistance. New understandings of school-based educators’ unique, critical, and nuanced perceptions of the Common Core and SBAC and how they believe the Common Core and SBAC influence teaching and learning have the capacity to inform decisions about the future of the Common Core in schools, and contributes to a broader understanding of how school-based educators take up and respond to standards- and accountability-based reforms
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Clausen, Kurt W. "The meaning and implementation of curriculum integration in the middle school years, Ministry of Education reforms and current practice in the Ontario school system". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66139.pdf.
Pełny tekst źródłaCarr, Diann P. "Middle School Teachers' Intentions to Refer Eating Disorder Students for Professional Counseling". FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/517.
Pełny tekst źródłaBlanchard, Myrna Elizabeth. "The Identification and Participation of Latino Students in Advanced Mathematics Courses". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157571/.
Pełny tekst źródłaSilva, Guilherme Alves da. "A formação humana integral e o ensino médio (integrado) no contexto das reformas educacionais (2016-2017): uma parada do velho novo?" Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/8055.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This dissertation investigates the proposal of integration of high school to professional education, known as Integrated High School, based on the assumption to what extent the reform of secondary education started in 2016 and implemented in 2017 prevents or opposes the formation of the onmilateral man proposed by the Vocational training. To do so, we chose the specific objectives, as follows: To make a historical retrospective of the structural duality between professional education and basic education of Brazilian education; To understand and situate Gramsci's writings on the unitary school and their influence on the idea of integration that permeates the Brazilian high school legislation; Investigate and analyze Law No. 13,415 of February 16, 2017 and Amendment to Constitution No. 95 of December 15, 2016, in order to understand how they relate to the proposal of omnilaterality and its consequences for the future of the Integrated secondary education. The research used the qualitative approach, delimiting the documentary analysis as a technical-methodological procedure. In this way, we seek laws, documents, writings and research on Brazilian education, whether recent public policies have been involved in the integration or division of secondary education with professional education.
Esta dissertação investiga a proposta de integração do ensino médio a educação profissional, conhecida como Ensino Médio Integrado, tendo como ponto de partida a reforma do ensino médio iniciada em 2016 e implementada em 2017, com o objetivo central de compreender em que medida essa (contra)reforma impede e/ou opõe-se à formação do homem onmilateral, proposto pelo ensino médio integrado à formação profissional. Para tanto, optou-se, em um primeiro momento, por um resgate da história da educação brasileira; na busca de compreender o passado entende-se melhor o presente e se vislumbra as tendências para o futuro; dessa retrospectiva histórica constatou-se a dualidade estrutural entre educação profissional e a educação básica do sistema de ensino brasileiro. Buscou-se nesse trabalho também compreender e situar os escritos de Gramsci sobre a escola unitária e a influência destes escritos na ideia de integração que permeia a legislação para o ensino médio brasileiro. Analisou-se, portanto, a lei de nº 13.415, de 16 de fevereiro de 2017 e a Emenda à Constituição de n° 95, de 15 de dezembro de 2016, com o intuito de compreender como se relacionam com a proposta da omnilateralidade e suas consequências para o futuro do ensino médio integrado. A pesquisa utilizou a abordagem qualitativa, delimitando a análise documental como procedimento técnico-metodológico. Desta forma, através da análise de leis, documentos, escritos e pesquisas sobre a educação brasileira, buscou-se refletir se as políticas públicas recentes têm atuado na integração ou no afastamento do ensino médio da educação profissionalizante.
Trumberg, Anders. "Den delade skolan : segregationsprocesser i det svenska skolsystemet". Doctoral thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-14527.
Pełny tekst źródłaGonzalez, Todd Anthony. "Middle-school mathematics curriculum reform in Japan and Georgia". 2005. http://purl.galileo.usg.edu/uga%5Fetd/gonzalez%5Ftodd%5Fa%5F200512%5Fma.
Pełny tekst źródłaOdom, Daphne Helen. "Examining A School’s Reform Efforts Through Capacity Building: A Case Study of an Elementary School". 2011. http://trace.tennessee.edu/utk_graddiss/1011.
Pełny tekst źródłaKlein, Sarah V. "PROMISES WE KEPT: MIDDLE SCHOOL ENGLISH TEACHERS WHO STAYED AMIDST ONGOING EDUCATIONAL REFORMS". 2017. http://scholarworks.gsu.edu/mse_diss/42.
Pełny tekst źródłaOlsen, Kris J. "Time is the key to reform : a study of teacher perceptions regarding a change in a middle school schedule". Thesis, 1999. http://hdl.handle.net/1957/33542.
Pełny tekst źródłaGraduation date: 1999
PAN, CHIN-JUI, i 潘金瑞. "The Investigation of the Present Learning Situation of Teenaged Reform Schools under the Ministry of Justice – Ming-Yang Middle School". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/34050917975483993593.
Pełny tekst źródła樹德科技大學
經營管理研究所
96
The Investigation of the Present Learning Situation of Teenaged Reform Schools under the Ministry of Justice – Ming-Yang Middle School Abstract The main intention of our research is to investigate the effect of reform schools for teenagers, during which, we took Ming-Yang middle school, a school directly subordinated to the Ministry of Justice, as our research target. Since The” Decree for the establishment and education promotion of reform schools” passed the third reading on May 6, 1997, teenaged reform work has reached a new milestone. The main purpose of the decree is to rectify the undesirable behaviors of delinquents and those under reclamation through school education, in order for them to turn over a new leaf and readapt to society. Approximately 8 years after its enforcement, our goal is to investigate its acamulated administrative result. Our research focuses on Ming-Yang students who accepted reformative education, investigating the possible changes in their learning, self awareness, self control, social interaction, interpersonal relationship, and social skills after the reclamation, while investigating the system’s administration at the same time. According to our research model, the student population is taken as a variable while the reforming process and effects as variants, in order to discuss the influences of reform schools. Surveys produced by random sampling have been done, and after undergoing efficiency and reliability examination, data were processed and analyzed by means of cause analysis, t-certification, and variable analysis. Besides providing discussions and analytic results to our problems, our research also reached a conclusion. In addition to the government, schools, and students, our research also provides relevant suggestions for future studies. Keywords: Teenaged Reform School, Present Learning Situation, Ming-Yang Middle School.
Hina, Ellah Hendriatta Ziningi. "An investigation of the changing roles and responsibilities of educators in middle management in the context of education reform in secondary schools". Thesis, 2009. http://hdl.handle.net/10413/814.
Pełny tekst źródłaThesis (M.Ed.)-University of KwaZulu-Natal, Pietermarizburg, 2009.
Mitchell, Tammy. "A study of the reform process to provide an inclusive model of service delivery within a Manitoba middle years school". 2012. http://hdl.handle.net/1993/8121.
Pełny tekst źródłaEady, Charlotte King. "Rural middle school principals' perspectives of supervision and evaluation as they implement Georgia's A Plus Education Reform Act of 2000". 2002. http://purl.galileo.usg.edu/uga%5Fetd/eady%5Fcharlotte%5Fk%5F200205%5Fedd.
Pełny tekst źródłaYA-WEN, MAO, i 毛亞文. "The Career Plan and Adjustment on the Middle- and Older-aged Elementary School Tteachers in the Wave of the Pension Reform". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/m6bwbp.
Pełny tekst źródła玄奘大學
應用心理學系碩士在職專班
106
This study aimed to understand the career plan and adjustment of the middle-and older-aged elementary school teachers, and to focus on the effects in the wave of the pension reform. This study was adopted for in-depth interviews with eleven middle-and older-aged elementary school teachers. It also collected their original intention of wanting to be teachers in their early careers and their thoughts and feelings in the wave of the pension reform, and summarized the effects of their career plans and adjustment in the wave of pension reform. Four major finding of this study were listed as follows: 1. Four categories of their original intention of wanting to be teachers: to live a stable and simple life, to consider the financial factors, to own enthusiasm and interests in teaching and to be attracted by tantalizing welfare and additional value. 2. Three career plans before the pension reform starts although most of them are vague: financial management, leisure and traveling and mental health and growth. 3. Four categories of the thoughts and feelings of the middle-and older-aged elementary school teachers toward pension reform: depression and anger, anxiety, face the music and flexible adjustment. 4. Four career plans and adjustment after the pension reform started: stick to the plan, flexible adjustment, anxiety and retirement. The study also showed that there are some impacts on teachers after pension reform started. 1. Financial factors will be important while middle-and older-aged elementary school teachers have retirement planning. 2. Critical speech and misunderstanding hurts teachers during the process of pension reform. According to these findings of the study, the further effects of the career plan and psychology on the middle-and older-aged elementary school teachers in the wave of the pension reform in terms of career adaptability and psychological contract were discussed. Briefly, this study provides variety career plans and adjustment effects of middle-and older-aged elementary school teachers in the wave of pension reform and references for further study.
Sadri, Pejmon. "Teaching mathematics for understanding : intentions and practices of an expert middle school mathematics teacher in the context of a reform-based curriculum /". 2008. http://hdl.handle.net/1957/8657.
Pełny tekst źródła