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Auswahl der wissenschaftlichen Literatur zum Thema „Maltese schools“
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Zeitschriftenartikel zum Thema "Maltese schools"
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Giordmaina und Zammit. „Shaping the Identity of the New Maltese through Ethics Education in Maltese Schools“. Education Sciences 9, Nr. 4 (04.10.2019): 253. http://dx.doi.org/10.3390/educsci9040253.
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The aim of this paper is to show how changes in the social fabric of Malta have resulted in amendments to the school curriculum in respect to the teaching of moral values. The curriculum now caters for a new subject in schools called Ethics, which is aimed at students who opt out of the mainstream Catholic Religious Education classes. As educators directly involved in its introduction in Maltese schools, as well as in the training of the subject teachers, we reflect on how this new subject relates to the development of both Maltese and migrant students’ identities. We highlight some of the challenges the subject of Ethics presents to parents, teachers and students, and the tensions some students encounter between the religious values taught at home and secular values taught at school.
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Borg, Mark G., und Joseph M. Falzon. „Streaming in Maltese primary schools“. Research in Education 45, Nr. 1 (Mai 1991): 1–12. http://dx.doi.org/10.1177/003452379104500101.
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Mifsud, Francois. „Other faith students in Maltese Catholic schools: responses of school leaders“. International Studies in Catholic Education 2, Nr. 1 (März 2010): 50–63. http://dx.doi.org/10.1080/19422530903494827.
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Borg, Mark G., und Joseph M. Falzon. „Sources of teacher stress in Maltese primary schools“. Research in Education 46, Nr. 1 (November 1991): 1–15. http://dx.doi.org/10.1177/003452379104600101.
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Askell-Williams, Helen, Carmel Cefai und Francis Fabri. „Maltese Students' Perspectives About Their Experiences at School and Their Mental Health“. Australian Journal of Guidance and Counselling 23, Nr. 2 (24.09.2013): 252–70. http://dx.doi.org/10.1017/jgc.2013.13.
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In this article we report Maltese primary and secondary students' perspectives about their school experiences and their mental health. Questionnaires were completed by 281 students. Relationships emerged between students' reports about their involvement in bullying, mental health status, and a range of typical features of school environments. A conservative non-parametric Jonckheere-Terpstra test indicated significant unidirectional differences, from non-involved through to bully/victim groups, for six selected variables that have the potential to be influenced by schools' policies and practices, namely, positive school community, coping with school work, social and emotional education, friendships, safety, and teachers' responses to bullying events. Effect sizes ranged from small to medium. This study illustrates identifiable patterns of students' social, emotional and academic wellbeing. It highlights the need for intervention programs that are conceptualised to meet the needs of different student groups, in this case, involvement in bullying as a victim or as a bully. It also highlights how a range of school-based influences may operate together to affect the wellbeing of students, and points to the need for multi-disciplinary collaboration and approaches to mental health promotion in schools.
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Paris, Anna, und Marie Thérèse Farrugia. „Embracing multilingualism in Maltese schools: from bilingual to multilingual pedagogy“. Cahiers internationaux de sociolinguistique N°16, Nr. 2 (2019): 117. http://dx.doi.org/10.3917/cisl.1902.0117.
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Martinelli, Victor, und Bernardette Brincat. „A Bilingual Perspective on the Possible Universality of Phonological Awareness Skills Across Two Languages“. Journal of Education, Teaching and Social Studies 2, Nr. 2 (07.04.2020): p1. http://dx.doi.org/10.22158/jetss.v2n2p1.
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Reading comprehension relies on the integration of phonological, semantic, syntactic and pragmatic language abilities. The current study investigated phonological awareness in six-year-old children’s mastery of reading in Maltese and English. The researchers recruited eighty-two bilingual participants attending bilingual schools in Malta and administered two parallel batteries comprising parallel word reading tests and phonological tasks in the two languages. Principal components analysis identified clear componential structures in both of the phonological batteries (Maltese and English). A statistical regression analysis identified similar phonological underpinnings across the two single word reading measures. Specific measures of phonological awareness constituted common phonological underpinnings of reading performance in both Maltese and English, if to different degrees. The results support the notion of similarity in the patterns of association of skills sustaining reading across Maltese and English in bilingual children. The view that the phonological skills underpinning reading development across alphabetic languages may not differ substantially between different orthographies is supported.
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Brincat, Joseph M. „Maltese: blending Semitic, Romance and Germanic lexemes“. Lexicographica 33, Nr. 2017 (28.08.2018): 207–24. http://dx.doi.org/10.1515/lex-2017-0011.
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AbstractMalta’s position at the centre of the Mediterranean attracted various conquerors and settlers, but in its present form Maltese has its origins in the Arabic dialect introduced by the Muslim conquest around the year 1000. Lexical Latinisation started early under Norman rule and kept increasing steadily up to the twentieth century thanks to contact with Chancery and spoken Sicilian up to the sixteenth century, and then with Italian which was introduced by the Knights of Malta. This article traces the historical developments and their influence on the Maltese language, providing statistics concerning the composition of the lexicon and the various methods by which it can be analysed. A look at the present situation explains how Maltese and English bilingualism in the schools and in society is affecting the spoken variety which is often marked by code-switching.
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Brincat, Joseph M. „Maltese: blending Semitic, Romance and Germanic lexemes“. Lexicographica 33, Nr. 1 (01.09.2018): 207–24. http://dx.doi.org/10.1515/lexi-2017-0011.
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AbstractMalta’s position at the centre of the Mediterranean attracted various conquerors and settlers, but in its present form Maltese has its origins in the Arabic dialect introduced by the Muslim conquest around the year 1000. Lexical Latinisation started early under Norman rule and kept increasing steadily up to the twentieth century thanks to contact with Chancery and spoken Sicilian up to the sixteenth century, and then with Italian which was introduced by the Knights of Malta. This article traces the historical developments and their influence on the Maltese language, providing statistics concerning the composition of the lexicon and the various methods by which it can be analysed. A look at the present situation explains how Maltese and English bilingualism in the schools and in society is affecting the spoken variety which is often marked by code-switching.
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Mifsud, Denise. „Distribution dilemmas“. Educational Management Administration & Leadership 45, Nr. 6 (12.08.2016): 978–1001. http://dx.doi.org/10.1177/1741143216653974.
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In this paper, I explore the relationship of democracy to educational leadership; more specifically, to the notion of distributed leadership as it unfolds within policy-mandated multi-site school collaboratives, with particular reference to practices in Malta. Under the policy framework ‘For All Children To Succeed’ introduced in Malta in 2005, Maltese primary and secondary state schools embarked on the process of being organized into networks, legally termed ‘colleges’. I explore leadership distribution among the leaders constituting the college and the subsequent inherent tensions within this educational scenario. The notion of distributed leadership as perceived by the leaders is examined, and especially the leaders’ reception of its presentation in the policy document as the leadership discourse; and its eventual (non-)enactment at both school and college level. A Foucauldian theoretical framework, specifically Foucault’s concepts of power relations, governmentality, discourse, and subjectification, is used to carry out a case study of a Maltese college, collecting data via semi-structured, in-depth interviews, participant observation and documentary analysis. Narrative is both the phenomenon under study and the method of analysis. The policy discourse does not unfold in a participatory democratic manner in practice, resulting in an organizational paradox where leadership enactment in a Maltese college is ‘directed’ from above, rather than ‘distributed’. These findings may be significant for educational practice, policy and theory in terms of the generation of problematization which may lead to further research on this contested topic.
Dissertationen zum Thema "Maltese schools"
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Aquilina, Michael. „Physical education and the Maltese State primary schools“. Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489080.
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This thesis is mainly concerned with the peripheral standing of Physical Education (PE) in Maltese state primary schools, presenting the first in-depth study of its type in this context. It draws upon the interpretive and critical approaches to qualitative research to portray the interpretations of various key stakeholders, and offer possibilities for change. 1 he study adopts a mixed-method approach that fit the purpose of the study.
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Debono, David. „Enhancing positive relationships for effective leadership in Maltese schools“. Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22710/.
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This thesis has investigated how positive relationships between school leaders, teachers, and students can enhance school leadership. Adopting a case-study approach the study used semi-structured interviews with eight Heads of School and five members of the teaching staff: two assistant heads, a Head of Department, and two teachers, a questionnaire to all the teaching staff, and eight focus groups with students from different schools in one state college in Malta. The findings presented in this thesis offer practical insights for educational leaders in Malta in order to enhance school leadership through positive relationships. The major outcome of this study is the conceptual framework presented in a cyclical model, showing clearly that communication, trust, motivation, sense of community, and the fact that people matter, all result from positive relationships. The emerging themes of communication, trust, motivation, sense of community, and 'people matter' which emerged from the data, all contribute towards enhancing school leadership, and the thesis invites consideration of the term 'Leadership that Loves', to describe a focus on leadership in schools which features care, respect, and love. Findings indicate that the link between positive relationships and the emerging themes is highly dependent on how a school leader goes about nurturing all of these qualities. Currently, Malta is facing a crisis in education and whilst major reforms have been implemented, it is necessary to address the role of positive relationships of school leaders in order to better support every teacher and student, whilst aiming for effective school leadership in Malta. The way forward for school leadership in Malta is highlighted in the light of the findings emanating from this research study. Recommendations for policy and practice are also given.
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Bonello, Charmaine. „Boys and early literacy learning in three Maltese state schools“. Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22737/.
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Internationally, there is a gender-related performance gap in literacy attainment, and in the Maltese islands, recently published international literacy test results caused rising concern about the academic achievement of boys. Within the global context of concern about 'boys' underachievement', this thesis reports a study which investigated the lived literacy experiences of young boys in three co-educational Maltese state schools. The purpose of this enquiry was not to solve the widely discussed phenomenon of 'boys' underachievement' but rather to create new understandings about boys and early literacy learning in the first years of compulsory schooling in Maltese state schools. Consequently, this study is framed within the exploration of the concepts of 'boys' underachievement', 'early literacy learning', and 'school readiness' in its local context. The theoretical foundations of this research were underpinned by several theoretical perspectives including posthumanist, emancipatory, socio-cultural, experiential education and childhood theories, attuned to my epistemological stance of pragmatism in mixed methods phenomenological research. Young boys' voices, several stakeholders' perspectives and the lived experience of three groups of five- to six-year-old boys during schooled reading and writing practices were investigated through an online questionnaire, classroom observations, individual interviews, and focus groups. Findings suggest that the three main concepts explored were inclined to biased and constricted worldviews that resulted in the majority of the young boys experiencing undesirable reading and writing practices. Merged findings funneled down to questioning whether a 'paradigm paralysis' effect - the inability or rejection to embrace new ways of thinking - is restraining stakeholders and policymakers from taking action, rethinking and repositioning existing conceptualisations concerning 'underachieving boys', 'early literacy learning' and 'school readiness'. Subsequently, this research study implies the risk of a 'paradigm paralysis' in the fields of gender, literacy, and early years education in the local context, and offers new conceptualisations towards an educational response. This study posits that policymakers, educators and all stakeholders involved in education should ensure that all children have access to quality early literacy learning through a more socially just education system: a solid foundation for all successful literate citizens.
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Galea, Sonia. „The inclusive school? : a study of education for all in Maltese secondary schools : implications for improvement“. Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/22721/.
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The thesis explores what makes an inclusive school in the Maltese context. Three main themes are discussed in the literature review: inclusive leadership, Universal Design for Learning and professional learning communities for inclusion. The study is focused in six Maltese secondary state schools across different parts of Malta and Gozo, where three groups of participants, Heads of School, Inclusion Coordinators and teachers discuss their views, their challenges and their strategies with regards to inclusion. They also share their lived experiences, feelings and attitudes within their work. A mixed-methods approach is applied for the study; data comprise interviews with six Heads of School, six Inclusion Coordinators and twelve teachers; questionnaires distributed to two hundred and twenty-two teachers. Data are analysed according to four themes: views about inclusion, difficulties and challenges, good practices and recommendations. Findings indicate that the majority of stakeholders in Maltese secondary state schools believe in inclusion and do their best to implement the inclusion policy. However, the participants demonstrate feelings of worry and frustration, especially when catering for mixed ability classes, learners with multiple living and learning needs, gifted students and international students. The principal implications for improvement that emerge from this study suggest that primarily, there is the need: to re-evaluate the national inclusion policy; to provide effective training for all educators; to offer more human resources and, to revise particular syllabi so as to further accommodate the educational needs of all learners. These implications are also presented as suggestions to policy-makers as a means to further develop inclusive schools.
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Milton, Josephine. „'Speak in English!' : the language use of student teachers teaching English in Maltese primary schools : case studies“. Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/14576/.
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The National Minimum Curriculum recommends that English lessons should be taught in English, with some code-switching if necessary for the pupils to understand. Maltese and English are the official languages of Malta and both are used in primary education. The aim of this study was to explore the actual use of Maltese and English by student teachers during English lessons. This was done through the use of case studies of three participants: Anne, Suzanne and Lisa. I was interested in how the student teachers used English and why and when they drew on Maltese during their lessons. Through the process of data collection, coding and analysis I became more aware of the possible pedagogic use of Maltese that was involved in the teaching and learning process. I came to the conclusion that both languages were being used to mediate learning and to negotiate meaning and understanding in Maltese primary school classrooms. I also realised that the choice of using Maltese or English in the classroom depended on the identity of the user, as constructed through lived experiences, knowledge about language, and beliefs about language use and teaching as well as the social, cultural, educational and linguistic context. In the classrooms I observed, Maltese was drawn on frequently to ensure understanding and learning, for procedural issues, to address classroom management issues and at times to establish a friendly atmosphere during English lessons. Thus, I came to question the 'English-only' immersion policy in view of the use of Maltese as an additional pedagogical resource in the classroom.
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Bezzina, Christopher George. „The Maltese primary school principalship : perceptions, roles and responsibilities“. Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5149.
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The main aim of this research was to investigate the conditions that influence and shape the occupational perceptions of principals; systematically observe primary school principals in the islands of Malta, and to contrast these findings with the perceptions of a group of deputy principals. To achieve this aim three studies were conducted. The first study employed a self-administered questionnaire survey method employed with all principals in primary schools (i. e. state, church and private). 'Discussions with parents', 'discussions with staff' and 'desk work' have been highlighted as the major job functions taking up most of the principals' time. Half of the respondents rated 'desk work' as their majorjob function. The Maltese principal tended to perceive his/her role as falling within the chief executive model. The principal's duties related largely to the division and allocation of work, the co-ordination and control of organisational activities, communication with parents and staff, maintaining discipline and order, and maintaining the level of resources and plant upkeep. This survey, however, shows that principals wanted to take on functions within the leading professional model. In the second study, an observational study was conducted with the aim of checking out some of the perceptions principals held towards their role and to add another dimension to the overall picture by identifying what principals actually did in their daily life at work. The study explored the work patterns of eight primary school principals in the state sector. The observational study attested to the multi-varied nature of the principal's role. The principal's day was generally hectic in pace, varied in its composition, discontinuous and superficial in any pursuit of tasks, with the unexpected always as one of the few certainties of thejob. The principal's energy was observed as being devoted to keeping the school ticking over in the short run with hardly any time being devoted to discuss matters of direct relevance to the teaching-learning process, such as classroom practice, curriculum review and update. The dominant model was that of the transactional leader who is fixing things, managing and coping in order to maintain the smooth operation of the organisation. As highlighted in the questionnaire survey principals devoted their time to administration, pastoral care and communication with parents. Little to no time was stated as being devoted to high value tasks such as strategic planning and curriculum review. The portrayal of Maltese primary school principals is that they are not so much reflective or transformational leaders, rather they are chronically busy, reactive as against proactive, and caught up in, and tied down by the unceasing demands of others for their attention. The present research seems to have identified the transactional nature of leadership as the main medium of interaction that the primary school principals opted for. Bearing in mind the present period of changes and development of school management practices in Malta, it was felt appropriate to seek feedback from deputy principals whose own role was undergoing change. A small group of twenty newly-appointed deputy principals were approached to view how they perceived the role of the principal. At the same time it sought to identify their perceptions of their own role, and get an indication of how they viewed tomorrow's principalship. This, it was felt, would provide data as to how Maltese administrators in general viewed their role. Deputy principals presented similar feedback to that presented by principals. The major difference being in the way deputy principals perceived tomorrow's principalship – one which went beyond the transactional model of principal as administrator to the transformational model of principal as leading professional. However, nothing conclusive can be drawn out. There is a strong indication that principals and deputy principals desire this move but some responses express a certain degree of inconsistency which shows that the implications behind the transformational model are not well and truly understood by the participants of this survey. The implications of the findings for today's and tomorrow's principalship were discussed.
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Spiteri, Jane. „Young children's perceptions of environmental sustainability : a Maltese perspective“. Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/21696.
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This thesis is located in the emerging field of early childhood education for sustainability and has particular focus on Malta. It sought to gather insights into young children’s perceptions of environmental sustainability, and the influences that shaped these perceptions, particularly in the context of the family and the school. Twelve Maltese children, aged between 3 and 7 years, ten parents, five teachers and a head teacher participated in this study, which was conducted in two Maltese State schools and one household. Designed within interpretive methodology, this study adopted a qualitative multiple case study approach. It was guided by cognitive theory, socio-cultural theory, bio-ecological theory of human development, the “new sociology of childhood” and related policy initiatives like the United Nations Convention on the Rights of the Child, and theories of inter-generational influence. Data were generated through observations; conversational interviews with children; their interpretations of photographs; and their drawings and interpretation of them. Semi-structured interviews with parents, teachers and head teacher, a researcher’s journal and document analysis were used to triangulate the data. Manual data analysis produced a plethora of rich and in-depth data. The main findings reveal three themes which reveal children’s perceptions of the environment; their perceptions of environmental sustainability; and the contextual influences upon these perceptions. Children’s perceptions of environmental sustainability started at an early age; were influenced by context; and were socially and culturally constructed. Children were able to discuss issues related to environmental sustainability at a basic level by drawing on personal experience. Overall, the study indicates that young children possess some knowledge of environmental sustainability and can talk about it. This thesis concludes by considering the implications of the study for educators, researchers, curriculum and policy-makers; and by outlining several avenues for future research.
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Mifsud, Denise. „Raising the curtain on relations of power in a Maltese school network“. Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21710.
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This study concerns school reform in Malta. Under the policy framework ‘For All Children to Succeed’ (Ministry of Education, Youth & Employment, 2005) [henceforth referred to as FACT], Maltese state schools embarked on the process of being organized into networks called ‘colleges’. These consisted of primary and secondary schools according to geographical location, under the leadership of the Principal – a newly-designated role hierarchically above that of the individual Heads of School. The purpose of my research is to explore relations of power in a Maltese college. My study gives prominence to both theory and methodology. The theoretical research question investigates how networking unfolds among the various leadership hierarchies in school governance in a Maltese college. This is explored through the performance of policy-mandated collegiality; the circulating relations of power; and leadership distribution. My study is framed within a postmodern paradigm and adopts a Foucauldian theoretical framework, more specifically his concepts of power, discipline, governmentality, discourse, and subjectification. Data for my case study are collected through semi-structured, in-depth interviews; observation of a Council of Heads meeting; and a documentary analysis of FACT. Narrative is not only the phenomenon under exploration, but also the method of analysis, and mode of representation. Thus, I attempt to answer my methodological research question that investigates the ways a researcher negotiates the methodological tensions and contradictions in the conduct of qualitative inquiry in order to construct knowledge differently. The Maltese college is viewed as a surveillance mechanism by both the Principal and the Heads, with collegiality being regarded as a straitjacket imposed by the State through a policy mandate. However, there is unanimous agreement on conscription being the only way forward for Maltese state schools. Different degrees of ‘support’ and empowerment exist, according to the directives of the Principal and the State. College setup is problematized on geographical clustering and college streaming, due to which it may end up defying the primary aim of networking by clustering students from particular areas in isolation, resulting in social injustice and educational inequality. This study exposes a strong sense of sectoral isolation among the Heads – a situation being mirrored at macro-level with very few opportunities for inter-networking among colleges. There is an asymmetrical power flow among the college schools, both within the same level and across different levels. Despite the policy FACT mandating distributed leadership, hierarchical forms of accountability are still inherent within the system, bringing out a tension between autonomy and centralization.
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Mifsud, Edward. „The visualization of natural history museum habitat dioramas by Maltese primary school children“. Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021923/.
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The thesis addresses a relatively under-explored area in this field of study within the socio-constructivist paradigm. The main aim is to investigate how 9-year-old school children visualize habitat dioramas to build a mental model, how they make sense of the dioramas to understand local flora and fauna, and how previous knowledge influences the way they visualise habitat dioramas. Data collected included a first drawing done in class, a second drawing done at the Natural History Museum before and a third following the viewing of the habitat dioramas. Each pupil was interviewed after the respective task to allow for a comprehensive description of the content of the drawings. The children we also asked to produce a web (mind map) and they were also observed as they interacted with the dioramas. Data was mainly analysed qualitatively through direct examination of the drawings and with the aid of the computer package Atlas.ti. Some general trends emerge in the findings such as animals being more present in drawings than plants. Animal diversity ranks in decreasing order from birds, mammals, arthropods and fish to reptiles, while plants are mainly seeded and ornamental. Generally drawings progress from imaginative in class and before seeing the diorama, to increasingly drawing from observation in the diorama drawings. More significantly, pupils undergo a transformation through their drawings, which may show a change from isolated organisms on a sheet of paper to greater elaboration or better accuracy in placing organisms in habitat. However, others show an opposite transformation or no significant change at all. To a certain extent, children seem to interpret the diorama through the lens of their previously held mental model. What children already know partly influences what they choose to represent, but they also accommodate new knowledge they obtain from the diorama. Dioramas that help recall familiar environments are more likely to capture attention and afford a longer viewing time, thus imparting new knowledge and moulding the child’s mental model. Habitat dioramas have the potential to serve as models for learning in Biology and Environmental Education at primary level. An interpretative model for museum settings is proposed, while its potential applications in other areas of science education and limitations are considered.
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Cutajar, Mario. „An analysis of inter-school working in State-maintained colleges in the Maltese Islands“. Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675719.
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In October 2005, the Maltese Government embarked on a new phase of its national educational reform; primarily re-organising all State maintained schools into semi-autonomous regional colleges, sustaining partnerships between the schools, the parents and the wider community and re-structuring the education authorities into two Directorates. This thesis reports research into inter-school working that Malta, as in other countries, was actively promoting. The research aims were to: •analyse the nature of collaboration in a policy context that required joint working within and by individual schools; •explore the implications for educational leadership, governance and accountability within and between the institutions involved. Case studies of four colleges were carried out. Key participants were interviewed and documents analysed. The cases were analysed individually and a cross-case analysis was also undertaken. The classification and interpretation of the data focuses on the four key themes: - collaboration, (presented by the 2006 Education Act as a meta-concept and the basis for the success of the Colleges reform), educational leadership, governance and accountability. The data helped me to appreciate the importance of tradition, history and time which are necessary to understand how reforms impact differently on schools in general and school life in particular. The results show that in spite of a highly centralised system, we were used to examples of collaboration that had existed, albeit in informal and ad hoc ways. Many respondents felt that their school leaders lacked leadership qualities and failed to foster a culture of shared leadership. At the same time there was growing concern about the growing administrative responsibilities facing school management. There was consensus that the move to devolve greater responsibilities to the schools through inter-school working and the college system was a move in the right direction. This, in turn, was fostering an ethos of collective accountability within and across schools.
Bücher zum Thema "Maltese schools"
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Sollars, Valerie. Introducing English as a second language to six-year-old Maltese school children. Manchester: University of Manchester, 1996.
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Hale, Bruce. The malted falcon: From the tattered casebook of Chet Gecko, private eye. San Diego: Harcourt, 2003.
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The malted falcon: From the tattered casebook of Chet Gecko, private eye. Orlando: Harcourt, 2004.
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G, Sultana Ronald, Hrsg. Yesterday's schools: Readings in Maltese educational history. San GwannbPublishers Enterprises Group, 2001.
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The Malted Falcon (Chet Gecko). Spotlight, 2008.
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Hale, Bruce. Malted Falcon (Chet Gecko Mysteries). Tandem Library, 2004.
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Hale, Bruce. Malted Falcon: A Chet Gecko Mystery. Houghton Mifflin Harcourt Publishing Company, 2008.
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Hale, Bruce. The Malted Falcon: A Chet Gecko Mystery (Chet Gecko). Harcourt Paperbacks, 2004.
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Röthel, Anne, und Karsten Schmidt, Hrsg. Die Familie des Familienunternehmers. Nomos Verlagsgesellschaft mbH & Co. KG, 2021. http://dx.doi.org/10.5771/9783748920861.
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This volume documents the 7th annual conference of the Notarial Center for Family Enterprises of Bucerius Law School on October 26, 2018, which focused on legal issues of family businesses and the entrepreneur’s family: the entrepreneur’s lasting power of attorney Children’s involvement in family business international matrimonial property and family law EU matrimonial property regulations With contributions by Dr. Malte Ivo, Prof. Dr. Anne Röthel, Prof. Dr. Dr. h.c. mult. Karsten Schmidt, Dr. Johannes Weber, LL.M. (Cambridge) and Prof. Dr. Frauke Wedemann.
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Plumb, Tristan. Notebook: Maltese Dog Lover Retro Vintage 70s Dog Pet Gift Notebook for Student Teacher Back to School and Home College Writing Notes Size 6 X 9 120 Pages. Independently Published, 2020.
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Darmanin, Mary. „The Material and Symbolic Cultures of the Everyday: Religion in Maltese Primary Schools“. In Religious Education in a Multicultural Europe, 69–100. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137281500_4.
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Abawi, Lindy-Anne, Ana Maria de Albuquerque Moreira und Christopher Bezzina. „Leadership for the Attainment of Improved School Outcomes: A Brazilian, Australian and Maltese Study“. In Cultures of Educational Leadership, 169–93. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58567-7_8.
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„Social and Emotional Education in Maltese Schools“. In Social and Emotional Learning in the Mediterranean, 25–35. Brill | Sense, 2020. http://dx.doi.org/10.1163/9789004444515_003.
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Camilleri, Patrick. „Digitally Mediated Leadership“. In Advances in Educational Marketing, Administration, and Leadership, 78–96. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5858-3.ch005.
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The introduction of digital technologies and accompanying arbitrated attitudes in formal educational contexts have for a long time been expected to trigger radical transformation in schools. Yet, these still have to materialize. The subsequent engagement of the first generation of maturing digital natives as school-leaders is in itself not a guarantee that the associated and much-anticipated change will take place. In the interim, the situation is weighed against a theoretical backdrop that merges transformational leadership qualities, work experience and embraced interpretational traits, a designated group of Maltese school-leaders manifest with respect to technology inclusion in their school. Subsequently disclosed experiences and insights were used to synthesize forward directions that current school-leaders and future educational leadership personnel may choose to adopt for the initiation and setting of today's 21st century school leaders in the anticipation of tomorrow's schools.
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„An Emerging Approach to Spiritual Development through Religious Education in Maltese Schools“. In Global Perspectives on Spirituality and Education, 72–84. Routledge, 2013. http://dx.doi.org/10.4324/9780203085578-11.
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Milton, Josephine. „Identity and Language as Experienced by Student Teachers in Maltese Primary Schools“. In The Bloomsbury Handbook of Culture and Identity from Early Childhood to Early Adulthood. Bloomsbury Academic, 2021. http://dx.doi.org/10.5040/9781350157187.ch-14.
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„Social Justice and Education in the Maltese State School System“. In Enacting and Conceptualizing Educational Leadership within the Mediterranean Region, 11–36. BRILL, 2021. http://dx.doi.org/10.1163/9789004461871_002.
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Busuttil, Leonard, Christina Gruppetta und Vanessa Camilleri. „Minecraft Schooling“. In Advances in Game-Based Learning, 481–501. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9629-7.ch023.
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Playing digital games is an important leisure activity for a large number of us. Research shows that a large number of children play digital games for leisure purposes. One of the games played is Minecraft. This chapter outlines how Minecraft is being used in junior year settings by referring to academic literature as well as communities of practice available on the internet. The authors outline a set of activities incorporating Minecraft aimed at seven year olds which were designed to introduce a series of curricular topics in a class in a Maltese school. Following qualitative data analysis the chapter outlines a series of outcomes that were extracted from this project
Konferenzberichte zum Thema "Maltese schools"
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Hortnagl, Josef G., und John P. Parmigiani. „The Oregon State University Mini Malter“. In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86056.
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In the past 30 years the growing micro brewing community has stimulated research in the science of brewing beer. The Oregon State University (OSU) food science and crop science departments are resources for such research. There has existed a gap between the two departments that hinders the combination of their work. This gap is the production of malted barley, which is a key ingredient in beer. There currently exists no industry equivalent that can malt a batch size on a scale appropriate for the OSU food science brewery. This factor was the motivation for the mini malter project. This project was a collaborative effort between the schools of mechanical, industrial, manufacturing engineering and food science technology to design and build a prototype malting machine. The design chosen was a round stainless steel vessel for washing, steeping, germinating and kilning. Its main capability is incorporating all the different processes required for malting barley into a single machine. These multiple systems are controlled by a dedicated PC, data acquisition and conditioning hardware, and a custom LabVIEW program. After calibrating to produce malt similar to industry standard the mini malter has become a permanent addition to the food science department. The mini malter has also attracted interest from local brewers and barley farmers.
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Keskin, Y. „ENVIRONMENTAL BEHAVIORS OF STUDENTS ATTENDING SCHOOL OF MEDICINE, MALTEPE UNIVERSITY AND CONFOUNDING FACTORS“. In SGEM2011 11th International Multidisciplinary Scientific GeoConference and EXPO. Stef92 Technology, 2011. http://dx.doi.org/10.5593/sgem2011/s23.105.
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Keskin, Y. „ENVIRONMENTAL VIEWS OF STUDENTS ATTENDING SCHOOL OF MEDICINE, MALTEPE UNIVERSITY AND CONFOUNDING FACTORS“. In SGEM2011 11th International Multidisciplinary Scientific GeoConference and EXPO. Stef92 Technology, 2011. http://dx.doi.org/10.5593/sgem2011/s23.106.
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