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Books on the topic 'Co-educational schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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1

Burnett, J. F. Independent schools yearbook 1989: Boys' schools, co-educational schools and preparatory schools. London: A & C Black, 1989.

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2

Independent schools yearbook 2003-2004: Boys' schools, girls' schools, co-educational schools and preparatory schools. London: A. & C. Black, 2003.

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3

O'Malley, Gráinne M. Educational provision for pupils with special needs in primary schools in Co. Offaly. Dublin: University College Dublin, 1998.

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4

Bisset, Sharon. Gender and physical education: an investigation into co-educational initiatives within two secondary schools. Uxbridge: Brunel University, 1994.

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5

Sizer, Theodore R. Horace's compromise: The dilemma of the American high school : the first report from a study of high schools, co-sponsored by the National Association of Secondary School Principals and the Commission on Educational Issues of the National Association of Independent Schools. Boston: Houghton Mifflin, 1985.

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6

Horace's compromise: The dilemma of the American high school : the first report from a study of high schools, co-sponsored by the National Association of Secondary School Principals and the Commission on Educational Issues of the National Association of Independent Schools. Boston: Houghton Mifflin, 2004.

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7

Sizer, Theodore R. Horace's compromise: The dilemma of the American high school : the first report from a study of high schools, co-sponsored by the National Association of Secondary School Principals and the Commission on Educational Issues of the National Association of Independent Schools. Boston: Houghton Mifflin, 2004.

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8

Kuprina, Elena. Co-creation in music and music education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1019193.

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The monograph is devoted to the problem of musical co-creation, represents the artistic and dynamic system. The author considers the musical co-creation from the perspective of interdisciplinary approach, as the phase of the creative process, featuring self-contained characteristics, manifested in the "I" and "I'm Different" through specific regularities and principles. In music co-creation differentiated into spheres, types and forms, where the role of the ratio of the subjects and the performance of co-creative artistic projects are analyzed from the position of system dynamics. In music education operates a pedagogy of co-creation, manifesting the specifics through professional, psychological, reflective, and educational facets. Presented to the organizational form of the pedagogy of co-creation, from the perspective of information approach given the findings of a study of the influence of pop on the sensory system of the student of a musician-performer (the performer). Can be used in courses of the disciplines of the history of music, music psychology and music pedagogy, pedagogy of co-creation. Addressed to students of music schools, teachers, musicians of all disciplines, musicologists and cultural studies, researchers, creative processes, and a wide circle of curious readers.
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9

Barton, Amanda J. Pupils' responses to foreign language learning in the context of national concern about boys' performance, with specific reference to single-sex classes in co-educational schools. [s.l.]: typescript, 1999.

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10

Gault, Francis. Bullying: a case study in a co-educational grammar school. [S.l: The author], 1994.

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11

Wright, D. Bullying: A case study of a co-educational controlled secondary school. [S.l: The author], 1999.

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12

Mulgrew, Rosemary. From vision to reality: Establishing a new Catholic co-educational primary school (creating an educational community). [s.l: The Author], 1994.

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13

McCauley, Siobhan Lisa. Failing boys and managing improvement: Raising achievement in a co-educational grammar school. [s.l: The Author], 2002.

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14

Hill, Keith John. The management implications of the CLASS project for a co-educational grammar school. [s.l: The Author], 1994.

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15

Successful mathematics leadership in primary schools: The role of the mathematics co-ordinator. Exeter: Learning Matters, 2002.

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16

Mitchell, George. Is science for us?: Girls' experience of science in a co-educational secondary school. [S.l: The author], 1994.

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17

Neill, Samuel Martin. Pastoral care reform in a co-educational grammar school: A question of cultural change?. [s.l: The Author], 1995.

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18

Brogan, Elizabeth. A study of pastoral care in a large co-educational secondary school: An appraisal of practices. [s.l: The author], 2002.

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19

Gillespie, Deirdre A. An investigation into gender differences in pupils attitudes to school subjects and science subject choice in a co-educational grammar school. [S.l: The author], 1999.

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20

Dunlop, Sharman Elizabeth. The introduction of a staff development programme for middle managers in a large co-educational secondary school. [s.l: The Author], 1993.

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21

John, Thacker. Using co-operative inquiry to raise awareness of the leadership and organizational culture in an English primary school. Lewiston, N.Y: Edwin Mellen Press, 1998.

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22

Crone, Robert. A case study of a research and development programme undertaken by one Northern Ireland co-educational secondary (intermediate) school 1981-1985. [s.l: The author], 1986.

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23

Ranson, Samuel Alan. The relationship between methods of communication and staff involvement in decision-making: A case study of a co-educational urban secondary school. [S.l: The author], 1986.

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24

Kifo cha mwalimu. Nairobi, Kenya: Jomo Kenyatta Foundation, 2011.

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25

Hyndman, Elizabeth E. An appraisal of the introduction and implementation of a microelectronics course to the third year curriculum of a co-educational secondary high school. [s.l: The author], 1987.

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26

F, Burnet J., ed. Independent schools yearbook: Boys' schools, co-educational schools & preparatory schools. London: A & C Black, 1988.

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27

Independent schools yearbook: Boys' schools, co-educational schools & preparatory schools. London: A & C Black, 1987.

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28

B, Harries Gillian E., ed. Independent schools yearbook: Boy's schools, co-educational schools and preparatory schools. London: A & C Black, 1991.

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29

Independent schools yearbook: Boys' schools, girls' schools, co-educational schools & preparatory schools. London: A & C Black., 1992.

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30

B, Harries Gillian E., ed. Independent schools yearbook.: Boys' schools, girls' schools, co-educational schools and preparatory schools. London: Black, 1993.

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31

B, Harries Gillian E., ed. Independent schools yearbook: Boys' schools, girls' schools, co-educational schools & preparatory schools : the officialbook of reference of the headmasters' conference ... Independent Schools Association Incorporated. London: Black, 1994.

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32

The Role of the special educational needs co-ordinator in schools: Analytical report. [Newcastle]: Department of Education, University of Newcastle, 1997.

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33

Tarlau, Rebecca. Occupying Schools, Occupying Land. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190870324.001.0001.

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Contrary to the conventional belief that social movements cannot engage the state without becoming co-opted and demobilized, this study shows how movements can advance their struggles by strategically working with, in, through, and outside of state institutions. The success of Brazil’s Landless Workers Movement (MST) in occupying land, winning land rights, and developing alternative economic enterprises for over a million landless workers has made it an inspiration for progressive organizations globally. The MST’s educational initiatives, which are less well known but equally as important, teach students about participatory democracy, collective work, agroecological farming, and other practices that support its socialist vision. This study details how MST activists have pressured municipalities, states, and the federal government to implement their educational proposal in public schools and universities, affecting hundreds of thousands of students. Based on twenty months of ethnographic fieldwork, Occupying Schools, Occupying Land documents the potentials, constraints, failures, and contradictions of the MST’s educational struggle. A major lesson is that participating in the contentious co-governance of public education can help movements recruit new activists, diversify their membership, increase practical and technical knowledge, and garner political power. Activists are most effective when combining disruption, persuasion, negotiation, and co-governance into their tactical repertoires. Through expansive leadership development, the MST implemented its educational program in local schools, even under conservative governments. Such gains demonstrate the potential of schools as sites for activists to prefigure, enact, and develop the social and economic practices they hope to use in the future.
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34

Dryfoos, Joy G., Jane Quinn, and Carol Barkin, eds. Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.001.0001.

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A community school differs from other public schools in important ways: it is generally open most of the time, governed by a partnership between the school system and a community agency, and offers a broad array of health and social services. It often has an extended day before and after school, features parent involvement programs, and works for community enrichment. How should such a school be structured? How can its success be measured? Community Schools in Action: Lessons from a Decade of Practice presents the Children's Aid Society's (CAS) approach to creating community schools for the 21st century. CAS began this work more than a decade ago and today operates thirteen such schools in three low-income areas of New York City. Through a technical assistance center operated by CAS, hundreds of other schools across the country and the world are adapting this model. Based on their own experiences working with community schools, the contributors to the volume supply invaluable information about the selected program components. They describe how and why CAS started its community school initiative and explain how CAS community schools are organized, integrated with the school system, sustained, and evaluated. The book also includes several contributions from experts outside of CAS: a city superintendent, an architect, and the director of the Coalition for Community Schools. Co-editors Joy Dryfoos, an authority on community schools, and Jane Quinn, CAS's Assistant Executive Director of Community Schools, have teamed up with freelance writer Carol Barkin to provide commentary linking the various components together. For those interested in transforming their schools into effective child- and family-centered institutions, this book provides a detailed road map. For those concerned with educational and social policy, the book offers a unique example of research-based action that has significant implications for our society.
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35

Litawski, Rosemary E. The role of the deputy head: An investigation into the role of the female deputy head in co-educational, maintained, comprehensive schools. 1992.

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36

Chandler, Arthur. Alleyn's - the Co-educational School. Gresham Books Ltd, 1998.

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37

A catalogue of educational works in all the branches of tuition, in use in the universities, colleges, high, common, and private schools of Canada: For sale by Willing & Williamson (late Adam, Stevenson & Co.) .. [Toronto?: s.n., 1994.

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38

The Role of the Special Educational Needs Co-Ordinator (Senco) in Pre-School Settings. Pre-school Learning Alliance, 2002.

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39

Tikhonov, Vladimir. Contemporary Buddhism and Education. Edited by Michael Jerryson. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199362387.013.7.

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Modern Buddhist education in Asia is an organic part of the project of Buddhist modernization pursued by a number of Buddhist reformers, often as a response to the challenges of imperialism, capitalism, and Christian proselytism. While in some cases (notably in colonial Burma) the resistance to colonialism could translate into the resistance of the monastery schools to the introduction of “modern” subjects, in most cases Buddhist educational systems attempted to reinvent themselves, using modern techniques of teaching and evaluation as well as modern institutional forms—for example, that of a sectarian Buddhist university. Such a reinvention brought considerable successes in many places, notably Japan and South Korea, but modernization success is rife with inherent pitfalls. Once integrated into standardized modern educational marketplace, Buddhist educational institutions risk quickly losing their specifically religious character, with religion remaining as simply one compartmentalized and professionalized subject. In the countries where modernization has been state-driven (typically, People’s Republic of China), Buddhist educational modernization often implies close cooperation with—and ultimately co-optation by—the state institutions.
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40

Kifo cha mwalimu. JOMO-KENYATTA FOUNDATION PUBLISHERS, 2011.

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41

Joshi, Smita. Assessing stakeholders' perspectives on the status and impact of educational partnerships in the high school co-op and enterprise education programs in Newfoundland and Labrador. 1999.

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