Thematische Bibliographien / Cooperation with ordinary schools

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Cooperation with ordinary schools“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Cooperation with ordinary schools"

1

Nagata, Toshimitsu, und Reo Kimura. „Proposing A Multi-Hazard Approach to Disaster Management Education to Enhance Children’s “Zest for Life”: Development of Disaster Management Education Programs to Be Practiced by Teachers“. Journal of Disaster Research 12, Nr. 1 (01.02.2017): 17–41. http://dx.doi.org/10.20965/jdr.2017.p0017.

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This study reviews the current situation and problems in disaster management education in schools in Japan, proposes systematic programs for elementary and junior high school students, and the proposed programs are verified and evaluated in different schools. The programs aim to educate the students of the correct knowledge on various natural disasters and enhance their capacities to forecast and avoid the risks on their own initiatives.The programs have an advantage that it can be implemented by teachers who can practice disaster management education in the ordinary learning process for elementary and junior high school students in schools; disaster management specialists are not needed for its implementation.Prior to the development of the programs, an awareness survey was conducted to both elementary and junior high school students and teachers regarding their level of “consciousness of the crisis of school safety caused by natural disasters, among others.” The results of the survey revealed that “the disaster management education based on earthquake disaster is effective for students and teachers as a starting point of the learning, since they have already experienced an earthquake and a disaster drill targeting earthquake in their lives.” Thus, the proposed education programs have been designed that earthquake and other natural hazards disaster management education are practiced not separately but jointly to foster children’s “zest for life” at a time of natural disasters. The proposed two programs correspond to earthquake and tornado, and each program consists of three parts. The teaching materials, such as the proposed guidance and worksheet, have been prepared using editable files to allow teachers to edit the content by themselves.A survey method based on the ADDIE process of instructional design is adopted. In the ADDIE process, effectiveness of the proposed education programs is measured through the students’ self-assessment on the extent to which the programs’ learning objectives have been attained. Consequently, the proposed programs are evaluated by measuring the degree of attainment several times: before, during, and after the implementations. As a result of the evaluation, the earthquake and tornado disaster management education programs proved to be highly effective for education. Findings also proved that the knowledge acquired and capabilities improved through the proposed programs can be maintained by repeating the practice of the programs.In carrying out this study, cooperation with disaster prevention organizations and educational institutions was indispensable. To further realize such cooperation, this study proposes that the specific educational institutions, Prefectural Board of Education, Municipal Board of Education, and model schools that are willing to implement the programs must cooperate with one another.
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Lokumannage, A. „A Study on the Effectiveness of Television Exam Hosting Programs in Sri Lanka“. Vidyodaya Journal of Humanities and Social Sciences 06, Nr. 01 (2021): 58–70. http://dx.doi.org/10.31357/fhss/vjhss.v06i01.05.

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This research examines the effectiveness of television exam hosting programs in the Sri Lanka Rupavahini Cooperation’s “Jathika Pasala” Program. There were three objectives of this research. Those were: 1. To identify the percentage of Ordinary Level students and teachers watching the "Jathika Pasala" Exam Hosting Program. 2. To study the outcome of Ordinary Level Students through the "Jathika Pasala" Exam Hosting Program. 3. To analyse the outcome of teaching process of teachers through "Jathika Pasala" Examination Program. The research problems of this study were: 1. How many percentages of Ordinary Level students do watch “Jathika Pasala” Exam Hosting Program? 2. Does the “Jathika Pasala” Exam Hosting Program support the study of Ordinary Level students? and 3. Does the “Jathika Pasala” Exam Hosting Program support the teaching process of Ordinary Level teachers? A written questionnaire was selected under the survey methodology to study the effectiveness of the “Jathika Pasala” Exam Hosting Program. The researcher distributed the questionnaire in each school and completed the questionnaire. 100 students of grade 11 and 50 teachers were selected from 10 selected schools in the Colombo District. 55% of the sample stated that they watch the “Jathika Pasala” Program. Most of them are girls. 70% of teachers watch it. 55% of students said that program would improve their subject knowledge, while 45% said program was more comprehensive than classroom teaching.
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Sun, Wenbo. „Research on Talent Training Mode of Vocational Education under the Background of Industry Education Integration“. Learning & Education 9, Nr. 3 (29.12.2020): 3. http://dx.doi.org/10.18282/l-e.v9i3.1556.

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In the guiding ideology, basic ideas and main tasks of the transformation of colleges and universities, the guiding opinions on guiding the transformation of some local ordinary undergraduate colleges and universities to application-oriented have pointed out that “deepening the integration of production and education, establishing the talent training mode of integration of production and education and collaborative education, and promoting vocational education to really transfer the idea of running a school to the integration of industry and education and school enterprise cooperation”.
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Pinkas, Gabriel, und Aid Bulić. „PRINCIPAL'S LEADERSHIP STYLE, AS PERCEIVED BY TEACHERS, IN RELATION TO TEACHER'S EXPERIENCE FACTOR OF SCHOOL CLIMATE IN ELEMENTARY SCHOOLS“. Journal Human Research in Rehabilitation 7, Nr. 2 (September 2017): 34–50. http://dx.doi.org/10.21554/hrr.091705.

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The experience of the environment in which the activity is performed is a significant factor of the outcome of this activity, that is, the efficiency of the work and the degree of achieving the goal. Within the work environment, physical and social conditions can be observed. The first, which includes material and technical means, are mostly static, easily perceivable and measurable. Others, which include social relations, are much more susceptible to change, more difficult to perceive and measure, and their experience with different individuals within the same group can be more distinct. Although all members of the group participate in group dynamics and relationships, not all are equally relevant to these processes. Considering the position that carries the right and responsibility of setting up a vision and mission, setting goals, creating conditions for work, making decisions and providing feedback, the leader is in most cases crucial. This paper analyzes the role of elementary school principals in creating a school climate, as a non - material environment in which educational activity is carried out, and in this sense it is a specific group / work organization. An estimate was used to measure both variables, i.e. teacher's experience. The instruments used are Multifactor Leadership Questionnaire - MLQ (Avolio and Bass) and School Level Environment Questionnaire - SLEQ (Johnson, Stevens and Zvoch). The survey was conducted in elementary schools in the wider city area of Tuzla, on a sample of 467 teachers and 25 principals. In statistical data processing, multiple regression (Ordinary least squares) and direct square discriminatory analysis were applied. The obtained results point to the connection between the perceived leadership style of elementary school principals and the school climate experienced by teachers, especially in the field of innovation in teaching and mutual cooperation.
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Barker, Renae. „Pluralism versus Separation: Tension in the Australian Church-State Relationship“. Religion & Human Rights 16, Nr. 1 (23.03.2021): 1–40. http://dx.doi.org/10.1163/18710328-bja10015.

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Abstract The relationship between the state and religion in Australia exists in a state of tension. On the one hand the “non-establishment” clause in section 116 of the Australian Constitution points to the separation of religion and state. On the other hand there is a high level of cooperation between the state and religion in the public sphere, most visible in the funding of religious schools by the federal government. These two visions of the Australian state-religion relationship are in tension. One requiring the removal of religion from the public sphere while the other calls for a plurality of religions to be accommodated in public spaces. This article seeks to resolve this tension by proposing a new way to understand the Australian state-religion relationship as non-establishment pluralism. Non-establishment in the sense that the Australian Constitution prohibits the establishment of any religion—be that a single state church, multiple state religions, or religion generally. Pluralism in that the state via ordinary legislation, public policy, and government action cooperates with religion in numerous areas of state and religious interest in the public sphere.
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Sulistyarini, Sulistyarini, Tri Utami und Hasmika Hasmika. „Project Citizen Model as Character Education Strengthening“. JETL (Journal Of Education, Teaching and Learning) 4, Nr. 1 (28.03.2019): 233. http://dx.doi.org/10.26737/jetl.v4i1.1023.

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This study aims to see the effectiveness of the use of the Project Citizen model as strengthening character education in the learning of Pancasila and Citizenship Education. This research is the experimental research. The model is applied to parallel class XII in State Senior High School (SMAN) 8 Pontianak. Class XII IPS 1 and class XII IPS3. Students of class XII IPS 1 were treated by learning the Project Citizen model and class XII IPS 3 by learning ordinary classical models (the teacher used the lecture and question and answer method). Character values seen are religious, independent, cooperation, integrity, and nationalist values. Based on the results of the t-test on the Expansion class and the Control class, the value of t sig (2-tailed) of 0.000 is smaller than 0.05 so that Ho is rejected. It means that there is a significant difference in strengthening character education in the experimental class using a project citizen model with control who use ordinary learning and effect size. From this study, it is known that the impact of enhancing character education in the XII IPS class of SMAN 8 Pontianak is equal to 1 in the high category, thus learning with the Project citizen model is effective as a reinforcement of character education.
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Shunkhayin, Tsoodol. „Нэрт зохиолч Ч. Лодойдамбын уран бүтээлд орос хүмүүсийн дүрийг бүтээсэн нь (= Отображение образов русских людей в творчестве известного писателя Ч. Лодойдамбы)“. Бюллетень Калмыцкого научного центра Российской академии наук 16, Nr. 4 (27.11.2020): 305–14. http://dx.doi.org/10.22162/2587-6503-2020-4-16-305-314.

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The author of the article analyzes how the images of Russian people are reflected in the works of the famous Mongolian writer, public figure, laureate of state prizes Chadraabalyn Lodoydamba. The writer managed not only to show the results of Russian-Mongolian cooperation over the historical period of time, thereby capturing that historical period of time, he extremely vividly depicted the asceticism of ordinary Russian people who fought for Mongolia without sparing their lives and put all their strength and soul into the development of the country. Thus, the Mongolian author was assessed as a writer who gave the most artistic and most detailed images of the Russian people in modern Mongolian literature. Among his heroes is a Russian doctor in the story “Our School Staff”, an employee of the USSR Academy of Sciences, Doctor of Geological Sciences, Professor Nikolai Vladimirovich Panov in the novel “In Altai”, revolutionary Peter, a Russian merchant Pavlov in the novel “Transparent Tamir”, etc.
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Relja, Renata, Toni Popović und Tea Gutović. „Analysis of elements and process of school principals' professionalization in Croatia“. Management 24 (29.05.2019): 55–71. http://dx.doi.org/10.30924/mjcmi.24.si.4.

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By combining the attributive-taxonomic and process approaches to the profession, resulting from different sociological traditions, the professional elements and the professionalization of school principals in Croatia are analysed. The research was conducted by survey method in 2017. The sample was convenient and included 73 principals who participated in the research activities of the Centre of Scientific Excellence for School Effectiveness and Management. Our results suggest that the job of school principals in Croatia cannot be considered a profession yet. There are no fundamental elements that differentiate the profession from an ordinary occupation. More specifically, there is a lack of expertise in the area of educational management and leadership (authority), cooperation with professional associations in defining the professional socialization (autonomy), as well as high social status (attractiveness) as a result of the state of previous elements. Given the contextual specificity, the discussion presents incentives, obstacles and recommendations for further professionalization of school principals in Croatia. The importance of professional education is emphasized, whose design and implementation should involve representatives of principals’ rofessional associations, as well as decentralization of education system so that theoretical expertise can be developed through the practice. As the trained practitioners focused on a benefit of the educational system stakeholders (altruism), the principals should set the conditions of the profession to make it more attractive for the best candidates.
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Arzhannikov, Andrey V., und Boris A. Knyazev. „First Online Physics Olympiads between United Russian-American High-School Teams“. Siberian Journal of Physics 15, Nr. 1 (2020): 108–38. http://dx.doi.org/10.25205/2541-9447-2020-15-1-108-138.

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The article is dedicated to the twentieth anniversary of two Internet physics olympiads organized by the Physics Department of Novosibirsk State University, in which senior pupils from Russia and the USA participated. For the time when before the advent of popular social networks there were a few more years when the currently popular messengers were not yet widespread, the organization of such competitions was technically and organizationally far from a trivial task. It was also necessary to overcome the problem of different programs and different levels of school physics teaching in Russia and the USA, as well as the problem of the language barrier. All these tasks were successfully solved by the joint efforts of the Russian and American organizing committees, and in 1999 the competitions Novosibirsk – San Diego and in 2000 Novosibirsk – St. Petersburg – San Diego – Seattle were held. A successful invention that allowed equalizing the chances of teams and replacing interethnic rivalry with cooperation was the idea to hold competitions between international teams, consisting of an equal number of Russian and American schoolchildren communicating with each other via direct video communication. Sets of tasks were prepared for the olympiads, both ordinary, written, and video clips with tasks-demonstrations. The latter have been particularly successful in resolving the problem of the language barrier. The great help in conducting these two Olympiads was the many years of experience gained by NSU during the All-Siberian Olympiads and the idea of the demonstration tasks used in entrance examinations at the Physics Department of NSU. We present in this article both the content of the tasks of the Olympiads and the responses of the domestic and American press to the events described.
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Škodáček, I. „Child ombudsmen as collaborators of child psychiatry ?“ European Psychiatry 26, S2 (März 2011): 353. http://dx.doi.org/10.1016/s0924-9338(11)72062-4.

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Legislation regulates rights also of individuals with mental disorders. Observance of these regulations is monitored by so-called Ombudsperson,or the Public Defender of the Rights. Since 2002, special attention has been paid to young generation in Slovakia. Developmental problems and issues of rights of ordinary and mentally handicapped children have also been dealt with, applying the paradigm that childhood is entitled to special care and assistance. And this is the ground for collaborators of the Public Defender of Rights, i.e. for school. They are helpful to parents of the minor, to teachers, healthcare professionals and to other adults working with minors. Thus the children ombudspersons become assistants of pedopsychiatry. From the viewpoint of a child psychiatrist, it was important to solve cases of Child Abuse and Neglect syndrome of various scope. Since December 2008, a project for creating the network of children collaborators of the Public Defender of Rights is in operation in Slovakia. Children from a school or other institution selected from their ranks a “children ombudsperson” who is willing to defend the rights of each member also with mental problems and disorders. For this reason is the necessity of development of international cooperation of ombudspersons for children which takes place in 22 European countries within the ENOC (The European Network of Ombudspersons for Children) which was commenced in a greater scale in April 2010. The children ombudspersons should be taken into account in the public healthcare system and they should become a part of the standard care for minor patients.
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Dissertationen zum Thema "Cooperation with ordinary schools"

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Lynas, W. A. „Some aspects of the integration of hearing-impaired pupils into ordinary schools“. Thesis, University of Manchester, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484404.

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Andersson, Pariyakorn. „En studie om villkor för samarbete mellan ordinarie lärare och modersmålslärare“. Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28406.

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The aim of this study is to describe condition for cooperation between motherlanguage teachers and ordinary teacher in Swedish school. The investigation is based on a case study with teachers in one school and tries to find implications, causes and possible solutions for this problem. The theoretical framework of the investigation is based on intercultural and educational theories. Qualitative methodological approach in form of semi-structure interviews is used. The investigation shows, among other things, that it is differences and monocultural attitudes in both groups that becomes an obstacle for professional cooperation between teachers in mother language and ordinary teachers. The investigation also shows that the implications for motherlanguage teachers are problems with planning and teaching students. The results discussion suggests that guiding values come in focus through an action oriented research with external researcher competence that actively take part and lead the process. One important area is to consciously lead the project with democracy where difference ideas and opinions do not make other person an enemy but an opponent. Examples of training unthinking and automatic way to respond and communicate with and about others that seems like a stranger to us is a step in development in a form of transcultural ability
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Reiman, Liezel. „Sports for learners with physical disabilities in ordinary schools in the Western Cape“. Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1955_1264382927.

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The aim of this study was to determine the types of sport that are available for the learner with a physical disability in ordinary schools in the Western Cape and what prevents and facilitates participation in sport.

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Egan, David William. „Disenchanting philosophy : Wittgenstein, Austin, and the appeal to ordinary language“. Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:8afc21cc-7909-4954-89d8-878820f95762.

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This thesis examines the appeal to ordinary language as a distinctive methodological feature in the later philosophy of Ludwig Wittgenstein and the work of J. L. Austin. This appeal situates our language and concepts within the broader forms of life in which we use them, and seeks to ‘disenchant’ idealizations that extract our language and concepts from this broader context. A disenchanted philosophy recognizes our forms of life as manifestations of attunement: a shared common ground of understanding and behaviour that cannot itself be further explained or justified. By working through the consequences of seeing our forms of life as ultimately ungrounded in this way, the thesis illuminates the underlying importance of play to shared practices like language. The first two chapters consider the appeal to ordinary language as it features in the work of Austin and Wittgenstein, respectively. By placing each author in turn in dialogue with Jacques Derrida, the thesis draws out the importance of seeing our attunement as ungrounded, and the difficulty of doing so. Austin’s appeal to a ‘total context’ betrays the sort of idealization Austin himself opposes, whereas Wittgenstein and Derrida must remain self-reflexively vigilant in order to avoid the same pitfall. Chapter Three explores connections between the appeal to ordinary language and Martin Heidegger’s analysis of ‘average everydayness’ in Being and Time. Heidegger takes average everydayness to be a mark of inauthenticity. However, in acknowledging the ungroundedness of attunement, the appeal to ordinary language manifests a turn similar to Heidegger’s appeal to authenticity. Furthermore, Wittgenstein’s use of conceptual ‘pictures’ also allows him to avoid some of the confusions in Heidegger’s work. Chapter Four considers the nature of our ungrounded attunement, and argues that we both discover and create this attunement through play, which is unregulated activity that itself gives rise to regularity.
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Wong, Chun-miao, und 王春苗. „The integration of children with disabilities into ordinary schools inHong Kong: a study of policyimplementation“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965672.

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Amaireh, Saleem. „Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools“. Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44620/.

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The purpose of this study is to investigate the attitudes of teachers towards inclusive education in Jordanian ‘ordinary’ schools. The first phase of the project reports questionnaire data from 367 teachers. Attitudes are examined in terms of three components: their beliefs and knowledge, feelings and behaviour. The results of the questionnaire revealed that ordinary teachers in Jordan hold relatively neutral views towards inclusive education. Several variables are found which relate to teachers’ attitudes; including training, experience of inclusive education and the type of disability. The qualitative phase of the project involves a series of semi-structured interviews with nineteen teachers to explore their understanding, concerns and suggestions for improvement, regarding inclusive education. Findings suggest that although teachers are not against inclusion per se, they express concerns about implementation. Most teachers perceive they are unprepared and appear to need to be told ‘how to be’ inclusive. A number of recommendations are made, these include: promoting a more positive attitude towards inclusion amongst the teaching profession, improving pre- and- in service training and support, and extending the role of resource rooms as provision for children with SEN.
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Wong, Chun-miao. „The integration of children with disabilities into ordinary schools in Hong Kong : a study of policy implementation /“. Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19709109.

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方玉英 und Yuk-ying Theresa Fong. „To study the hearing impaired children's academic and social adjustment in ordinary schools and the supportive services theyrequired“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977315.

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Theodoropoulou, Maria. „Teachers' attitudes towards the integration of children with special educational needs in ordinary schools : a cross-cultural study“. Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/20243.

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This thesis examines the attitudes of teachers from two quite different educational contexts (i.e. that of Scotland and that of Greece) towards the integration of children with special educational needs (SENs) in ordinary schools in order to identify factors which may influence those attitudes. For the purpose of this study quantitative and qualitative data were gathered. A questionnaire was distributed to a sample of Scottish and Greek teachers, and in addition, ten case studies (five in Scotland and five in Greece) were conducted. From the analysis of the data, quantitative and qualitative, it appeared that Scottish teachers were slightly more positive than Greek teachers were in their attitude towards the idea of integration. Moreover, both Scottish and Greek teachers appeared to recognize that such policy can have social advantages for children with SENs, while they doubted the extent to which these children can benefit academically from their integration. The following factors appeared to influence Scottish and Greek teachers' attitudes towards integration: the nature and quality of initial and in-service training; the support which is provided to teachers in terms of advice, support staff and appropriate material; class size; and the degree and type of disability. In addition to the above factors, Greek teachers' attitudes were influenced by the following conditions: the conceptualization of special educational needs; the centrally administered curriculum; the whole-class method of instruction which is currently followed by the Greek teachers; and the lack of the appropriate educational environment and material.
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Hrabánková, Petra. „Schools of Higher Education in various Regions“. Master's thesis, Vysoká škola ekonomická v Praze, 2007. http://www.nusl.cz/ntk/nusl-10184.

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(The importance of universities for the development of regions, possible benefits and risks) In the framework of this thesis, the present state of Czech university education system will be described in the opening chapter. After defining the methodology of research, the relation between universities and the particular regions will be analysed and possible forms of cooperation described. Within the investigation the level of cooperation between universities and companies in the region Hradec Králové will be evaluated, based on outcome of the research problematic areas of cooperation defined and steps toward future effective cooperation proposed.
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Bücher zum Thema "Cooperation with ordinary schools"

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Rubino-Bradway, Caitlen. Ordinary magic. New York: Bloomsbury Children's Books, 2012.

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Moses, Diana. Supporting ordinary schools: LEA initiatives. Windsor: NFER-Nelson, 1988.

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Able children in ordinary schools. London: D. Fulton Publishers, 1997.

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Strong, Jeremy. A perfectly ordinary school. Edinburgh: Barrington Stoke, 2014.

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Ordinary ghosts. New York: Scholastic Press, 2007.

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Seven kinds of ordinary catastrophes. New York: Delacorte Press, 2011.

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ill, Florian Melanie, Hrsg. Emma, the extra ordinary princess. New York: Dutton Children's Books, 2009.

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Clement, Rod. Just another ordinary day. New York: HarperCollinsPublishers, 1997.

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Clement, Rod. Just another ordinary day. Sydney, NSW, Australia: Angus & Robertson, 1995.

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Clement, Rod. Just another ordinary day. New York: HarperCollinsPublishers, 1995.

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Buchteile zum Thema "Cooperation with ordinary schools"

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Schmalenbach, Christine. „Survey of Cooperation in Schools“. In Learning Cooperatively under Challenging Circumstances, 113–48. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-21333-6_5.

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Benjamin, Dexter, und Francesca Benjamin. „Ordinary emotional development in the primary school years“. In Child Psychoanalytic Psychotherapy in Primary Schools, 13–29. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003185925-3.

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Viaene, Lieselotte, und Guillermo Fernández-Maldonado. „Legislating coordination and cooperation mechanisms between indigenous and ordinary jurisdictions“. In Critical Indigenous Rights Studies, 201–26. Abingdon, Oxon [UK] ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315189925-10.

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King, Kenneth. „Re-targeting Schools, Skills and Jobs in Kenya: Quality, Quantity and Outcomes“. In Education, Skills and International Cooperation, 209–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-29790-9_8.

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Demo, G. Barbara, Simonetta Siega und M. Stella De Michele. „University and Primary Schools Cooperation for Small Robots Programming“. In Visioning and Engineering the Knowledge Society. A Web Science Perspective, 238–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04754-1_25.

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Klar, Hans W., Kathryn Lee D’Andrea und Seth D. Young. „South Carolina, USA: Educational Authorities and the Schools: Conflict and Cooperation in South Carolina“. In Educational Authorities and the Schools, 289–307. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_16.

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Schmidt, Jan-Erik, und Caterina Gawrilow. „Reciprocal Student–Teacher Feedback: Effects on Perceived Quality of Cooperation and Teacher Health“. In Student Feedback on Teaching in Schools, 191–205. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_12.

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AbstractHigh lesson quality in schools is, in addition to other factors, the result of good cooperation between teachers and students. The long history of research on offer-use models of lesson quality and student–teacher relationships documents this interaction. Feedback focused on expressing the quality of cooperation can lead to higher quality of cooperation. The fact that feedback is reciprocal, from teacher to student and vice versa, helps to avoid effects of perceived injustice and rejections of feedback which otherwise are severe obstacles to the efficient use of feedback. High-frequency applications of feedback allow for the timely detection of (positive and negative) critical fluctuations of cooperation between individuals and groups and for the monitoring of processes of adaptation, as shown in other areas of applied psychology. This chapter describes the theoretical parameters of such a feedback method for students and teachers, and outlines results of an empirical study on the effects of the reciprocal method on (1) perceived quality of cooperation and (2) teacher health. Results show that, subsequent to a three-month period of reciprocal feedback, the quality of cooperation as perceived by both students and their teachers increases significantly and teacher health scores improve significantly. Reciprocal feedback techniques should be considered in teacher education and teacher training as a way to help teachers to initiate processes of improvement of lesson quality.
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Li, Jian. „Chinese-Foreign Cooperation in Running Schools: Backgrounds, Problems, and Suggestions“. In Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices, 65–86. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4205-0_4.

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Santone, Susan. „Beyond Neoliberalism: Education for Sustainable Development and a New Paradigm of Global Cooperation“. In Building for a Sustainable Future in Our Schools, 61–84. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12403-2_5.

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Plaisance, Eric. „The Integration of ‘Disabled’ Children in Ordinary Schools in France: A New Challenge“. In Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education, 37–51. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-5119-7_4.

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Konferenzberichte zum Thema "Cooperation with ordinary schools"

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Daraee, Minoo, Keyvan Salehi und Maryam Fakhr. „Comparison of Social Skills between Students in Ordinary and Talented Schools“. In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.52.

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Ku, Chien-kuo, und Trai-Shar Kao. „The Development Mode of Taiwan’s Sustainable Schools-The cooperation Between Schools and Corporate“. In 2nd Annual International Conference on Sustainable Energy and Environmental Sciences (SEES 2013). Global Science and Technology Forum, 2013. http://dx.doi.org/10.5176/2251-189x_sees13.36.

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Dorczak, Roman. „BARRIERS OF COOPERATION BETWEEN SCHOOLS AND OTHER SOCIAL SERVICES“. In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2337.

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Bojic, Iva, Tomislav Jagust und Ana Sovic. „Selected examples of cooperation between universities and schools in STEM education“. In 2015 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2015. http://dx.doi.org/10.1109/isecon.2015.7119921.

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Chen, Qun, und Jun Ni. „Development of E-Commerce Curriculum with Educational Cooperation between Schools and SMEs“. In 2015 Eighth International Conference on Internet Computing for Science and Engineering (ICICSE). IEEE, 2015. http://dx.doi.org/10.1109/icicse.2015.52.

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Liu, Jialong, Yuandong Zhang und Yuanming Wang. „Cooperation between universities and primary a secondary schools --Investigation on Teachers' Participation“. In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.180.

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Sallier, Rene, Katja Beckhauser, Benjamin Bruck und Andreas Schutze. „Improved cooperation between schools and science labs by adapting experiments to the curriculum“. In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773264.

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Widiyanti, Yoto und Solichin. „Cooperation between schools and businesses/industries in meeting the demand for working experience“. In GREEN CONSTRUCTION AND ENGINEERING EDUCATION FOR SUSTAINABLE FUTURE: Proceedings of the Green Construction and Engineering Education (GCEE) Conference 2017. Author(s), 2017. http://dx.doi.org/10.1063/1.5003554.

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Wang, Zeng-Zhong, Yu-Xin Zhang und I. Smith. „The Practice of the Sino-foreign Cooperation in Running Schools of Engineering Disciplines“. In 2015 International Conference on Management Science and Management Innovation (MSMI 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msmi-15.2015.3.

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Kang, Hui. „The Development Stages of Chinese-foreign Cooperation in Running Schools in Recent Decades“. In 2018 International Conference on Management and Education, Humanities and Social Sciences (MEHSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/mehss-18.2018.78.

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Berichte der Organisationen zum Thema "Cooperation with ordinary schools"

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates und Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), Mai 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Venäläinen, Ari, Sanna Luhtala, Mikko Laapas, Otto Hyvärinen, Hilppa Gregow, Mikko Strahlendorff, Mikko Peltoniemi et al. Sää- ja ilmastotiedot sekä uudet palvelut auttavat metsäbiotaloutta sopeutumaan ilmastonmuutokseen. Finnish Meteorological Institute, Januar 2021. http://dx.doi.org/10.35614/isbn.9789523361317.

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Climate change will increase weather induced risks to forests, and thus effective adaptation measures are needed. In Säätyö project funded by the Ministry of Agriculture and Forestry, we have summarized the data that facilitate adaptation measures, developed weather and climate services that benefit forestry, and mapped what kind of new weather and climate services are needed in forestry. In addition, we have recorded key further development needs to promote adaptation. The Säätyö project developed a service product describing the harvesting conditions of trees based on the soil moisture assessment. The output includes an analysis of the current situation and a 10-day forecast. In the project we also tested the usefulness of long forecasts beyond three months. The weather forecasting service is sidelined and supplemented by another co-operation project between the Finnish Meteorological Institute and Metsäteho called HarvesterSeasons (https://harvesterseasons.com/). The HarvesterSeasons service utilizes long-term forecasts of up to 6 months to assess terrain bearing conditions. A test version of a wind damage risk tool was developed in cooperation with the Department of Forest Sciences of the University of Eastern Finland and the Finnish Meteorological Institute. It can be used to calculate the wind speeds required in a forest area for wind damage (falling trees). It is currently only suitable for researcher use. In the Säätyö project the possibility of locating the most severe wind damage areas immediately after a storm was also tested. The method is based on the spatial interpolation of wind observations. The method was used to analyze storms that caused forest damages in the summer and fall of 2020. The produced maps were considered illustrative and useful to those responsible for compiling the situational picture. The accumulation of snow on tree branches, can be modeled using weather data such as rainfall, temperature, air humidity, and wind speed. In the Säätyö project, the snow damage risk assessment model was further developed in such a way that, in addition to the accumulated snow load amount, the characteristics of the stand and the variations in terrain height were also taken into account. According to the verification performed, the importance of abiotic factors increased under extreme snow load conditions (winter 2017-2018). In ordinary winters, the importance of biotic factors was emphasized. According to the comparison, the actual snow damage could be explained well with the tested model. In the interviews and workshop, the uses of information products, their benefits, the conditions for their introduction and development opportunities were mapped. According to the results, diverse uses and benefits of information products and services were seen. Information products would make it possible to develop proactive forest management, which would reduce the economic costs caused by wind and snow damages. A more up-to-date understanding of harvesting conditions, enabled by information products, would enhance the implementation of harvesting and harvesting operations and the management of timber stocks, as well as reduce terrain, trunk and root damage. According to the study, the introduction of information is particularly affected by the availability of timeliness. Although the interviewees were not currently willing to pay for the information products developed in the project, the interviews highlighted several suggestions for the development of information products, which could make it possible to commercialize them.
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