Academic literature on the topic 'Collaborative School Campus Review'
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Journal articles on the topic "Collaborative School Campus Review"
Francis, Kerry, Maia Ratana, and Renata Jadresin Milic. "Tau-utuutu: The Development of a Living Vision for the Unitec School of Architecture." Asylum, no. 1 (December 27, 2022): 292–99. http://dx.doi.org/10.34074/aslm.2022105.
Full textGroves, Christy. "The power of partnerships." Reference Services Review 47, no. 2 (June 10, 2019): 193–202. http://dx.doi.org/10.1108/rsr-02-2019-0010.
Full textHashikawa, Andrew, Stuart Bradin, and Michael Ambrose. "Review of Disaster and Emergency Preparedness Among Summer Camps in the United States: Updates and Challenges." Prehospital and Disaster Medicine 34, s1 (May 2019): s61. http://dx.doi.org/10.1017/s1049023x19001377.
Full textCroisant, Sharon A., John Prochaska, Chantele Singleton, Krista Bohn, Lance Hallberg, Lori Wiseman, Eleanor Hanley, and Lesley Sommer. "14154 Facilitating Community/Campus Research Teams and Projects: Community Health Small Grants Program." Journal of Clinical and Translational Science 5, s1 (March 2021): 133–34. http://dx.doi.org/10.1017/cts.2021.741.
Full textMbilinyi, Christian, Deus Buma, Solobi Ngasa, Rose Maingu, Betty Maganda, Wellu Kaali, Mtoke Uledi, et al. "Advancing Pharmacy Practice in Tanzania: A Descriptive Report of Pharmacy Education and Practice Models in 3 Institutions." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 58 (January 2021): 004695802199993. http://dx.doi.org/10.1177/0046958021999934.
Full textConlon, Kathe M., Margaret A. Dimler, Sylvia J. Petrone, and Michael A. Marano. "563 “After the Fire”; The Legacy of a College Dormitory Fire Twenty Years Later." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S131—S132. http://dx.doi.org/10.1093/jbcr/irab032.213.
Full textShao, Liqun, and Bijun Ni. "Exploration and Practice of School-enterprise Collaborative Education." International Journal of Education and Humanities 4, no. 2 (September 8, 2022): 118–21. http://dx.doi.org/10.54097/ijeh.v4i2.1530.
Full textOakes, Claudia. "Cross-Campus Collaboration." Innovation in Aging 4, Supplement_1 (December 1, 2020): 539. http://dx.doi.org/10.1093/geroni/igaa057.1750.
Full textFilar-Williams, Beth. "Review of the Campus Collaborative Tools Strategy at UC Berkeley." Collaborative Librarianship 1, no. 3 (2009): 118. http://dx.doi.org/10.29087/2009.1.3.09.
Full textTaylor, Kristin Vanderlip. "Building school community through cross-grade collaborations in art." International Journal of Education Through Art 16, no. 3 (September 1, 2020): 351–70. http://dx.doi.org/10.1386/eta_00038_1.
Full textDissertations / Theses on the topic "Collaborative School Campus Review"
(13539291), Bruce T. Fogarty. "Professional practicum report: An analysis and account of the effect subject specialisation has on the professional craft knowledge of teachers working with years 6 and 7 in primary education." Thesis, 1995. https://figshare.com/articles/thesis/Professional_practicum_report_An_analysis_and_account_of_the_effect_subject_specialisation_has_on_the_professional_craft_knowledge_of_teachers_working_with_years_6_and_7_in_primary_education/20742559.
Full textThe teachers of Years 6 and 7 at a rural State Primary School in the South -Burnett Region of South -East Queensland, in response to concerns and issues raised in the 1993 Collaborative School Campus Review, initiated an action research study during which all teachers of Years 6 and 7 students would specialise in a maxium of three subjects. This research study was conducted over a six month period in 1994 and was a natural progression from other initiatives already established within the school campus. Timetable blocking, the establishment of school management teams of teachers in the P-2. Years 3-5, Years 6-7 and Specialist/Support Staff areas had already been completed.
The action research study, officially included within the school campus operational plan, sought such outcomes as (a) the improvement of teaching practices; (b) enhanced learning opportunities/outcomes for students; (c) enhanced professional support for teachers; (d) promotion of Years 7-8 transition ease for students: and (e) working smarter, not harder within a context of devolved education departmental responsibilities and accountabilities for school -based staff. Conducted by the school principal in collaboration with the School Child Needs and Staff Professional Development Committees, the intent of the study was to (1) develop a plan of action to improve present teaching practices; (2) act on and implement the plan devised collaboratively by the teaching team, comprising the principal and Year 6 and 7 teachers; (3) observe and record the effects of the action within the classroom teaching context, using student opinion to provide an additional perspective; and (4) reflect on these effects as a basis for further planning and action.
Each teacher of Years 6 and 7 specialised in a combination of up to three of the following subjects: (a) English,(b) Mathematics, (c) Science.(d) Social Studies,(e) Environmental Education/Health/Personal Development,(f) Art,(g) Physical Education,(h) Music.(i) German; and (j) Library/Research Studies. Each subject was taught by each teacher at least four times per week for a minimum period of 3Omins. Classroom teachers retained English and Mathematics in their subject selection and specialist teachers retained their official subject area of responsibility. It was thought that by focusing a teacher's time and expertise on a maximum of three subjects, teachers would be able to reflect on their teaching strategies and through improved practice, enhance student learning.
The study found that in transition from successful general teaching practice to that of successful specialist teaching practice, many aspects of a teacher's professional craft knowledge remain constant enabling such a transition to successfully be undertaken. It was also found that over time, many aspects of effective teaching practice evolve and/or specialise.
Tasi, Ching-hsiung, and 蔡慶雄. "Review and discuss of administration form “New Campus Movement”An example of Feng Shan Junior High School of Kaohsiung County." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/12061344625160391286.
Full text國立高雄大學
都市發展與建築研究所
94
Abstract The conception of new campus movement comes from the current tendency of internationalization﹒Since 921 calamity the movement get started and it rarely comes to succeed﹒According to the example of Feng Shan Junior High﹐most people who concern this movement is focused on conflict between local and central government﹒However﹐the conflict is usually caused by identity and standardize of the school building itself﹒ School construction is built according to executive regulation and order of central policy that ask for identity and unity﹒No doubt every school child have the same learning space under the executive control﹒The architects has respect for their specialty﹒However the principle of superficial fairness and justice ignore local culture for last fifty years﹒Form north to south ﹐schools locks almost the same due to standardize﹒Identity is the best evidence﹒ Reference: to the build of new school under executive operation﹐our research tried to discuss the tendency of development for school construction in the future﹒Compare with existing school to find out the reason that caused the difference﹒Rebuilt of “Feng Shan Junior High”school house is a example to see partner relations between the central government and local﹐school and professionals﹒For the development executive tendency and direction﹐we hope to provide some suggestions for the campus construction in the future﹒
Books on the topic "Collaborative School Campus Review"
Education, Alberta Alberta. A collaborative learning community: Calgary Board of Education review. Edmonton, AB: Alberta Education, 1998.
Find full textCraig, Melanie. The initiation of a collaborative approach through a review of the school development plan. [s.l: The Author], 1995.
Find full textPanel, Virginia Tech Review. Mass shootings at Virginia Tech, April 16, 2007: Report of the Virginia Tech Review Panel presented to Timothy M. Kaine, Governor, Commonwealth of Virginia. [Richmond, Va.]: Virginia Tech Review Panel, 2007.
Find full textCollaborative School Self-review (Guides to Education Management). Lemos & Crane, 1996.
Find full textMinnesota Higher Education Coordinating Board. and Minnesota Attorney General, eds. Review and comment on campus plans to prevent violence and sexual harassment. [St. Paul, Minn.]: The Board, 1993.
Find full textFregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.
Full textBook chapters on the topic "Collaborative School Campus Review"
Ettinger, Andrew, John Cronin, and Maggie Farrar. "Education Development Trust’s Schools Partnership Programme: A Collaborative School Improvement Movement." In School Peer Review for Educational Improvement and Accountability, 181–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_9.
Full textGautam, Saurav, K. C. Aman, Rabin Ojha, and Gaurav Parajuli. "Stories from Students Building Sustainability Through Transfer of Leadership." In Sustainable Development Goals Series, 153–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05182-1_13.
Full textUrrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.
Full textUrrea, Claudia, Kirky Delong, Joe Diaz, Eric Klopfer, Meredith Thompson, Aditi Wagh, Jenny Gardony, Emma Anderson, and Rohan Kundargi. "MIT Full STEAM Ahead: Bringing Project-Based, Collaborative Learning to Remote Learning Environments." In Knowledge Studies in Higher Education, 299–319. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_20.
Full textLoewen, Bradley, Stig Larssæther, Savis Gohari-Krangsås, Heidi Vinge, and Alenka Temeljotov-Salaj. "Contested Urban Green Space Development: Rolling Back the Frontiers of Sustainability in Trondheim, Norway." In Whose Green City?, 103–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04636-0_6.
Full text"Nurturing School Culture and Collaborative Curriculum as Campus Leader." In Curriculum Leadership Development, 113–30. Routledge, 2012. http://dx.doi.org/10.4324/9780203063095-14.
Full textTartas, Valérie, and Marcelo Giglio. "Collaborative Design in School." In Handbook of Research on Applied Learning Theory and Design in Modern Education, 420–38. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9634-1.ch020.
Full textTrujillo-Jenks, Laura, Landon Turrubiarte, and Claudia Ayala Brito. "Leading Successful Novice Teachers." In Collaborative Approaches to Recruiting, Preparing, and Retaining Teachers for the Field, 156–66. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9047-8.ch009.
Full textMallett, Christopher A. "School Shootings, Locked-Down Campuses, and Fear." In Advances in Educational Marketing, Administration, and Leadership, 15–38. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-5200-1.ch002.
Full textGallo, W. Cory, and Michael W. Seymour. "Environmental Considerations of Green School Grounds." In Marketing the Green School, 129–42. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6312-1.ch009.
Full textConference papers on the topic "Collaborative School Campus Review"
Cavalli, Matthew, Nate Carlson, and Pat Compton. "Design Collaboration Between High School, On-Campus, and Distance Engineering Students." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42284.
Full textLavrinoviča, Beata. "School Gardening: What is Current Trend about?" In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.51.
Full textKlamo, Joseph T., Leo M. Jones, Young W. Kwon, and Jarema M. Didoszak. "Upgrades to and Current Research Efforts Involving the Tow Tank Facility at the Naval Postgraduate School." In SNAME 30th American Towing Tank Conference. SNAME, 2017. http://dx.doi.org/10.5957/attc-2017-0046.
Full textKarbalaei, Alireza, Damla Turgut, Melissa Dagley, Eleazar Vasquez, and Hyoung J. Cho. "Collaborative Multidisciplinary Engineering Design Experiences in IoT (Internet of Things) for Teachers Through Summer Research Site Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87491.
Full textWendt, Lauren, Eugene Du Toit, and Helen Naug. "‘Face-to Face vs. Flipped’: A Comparative Study on Academic Outcomes and Learning Preferences in First Year Allied Health Students Undertaking Anatomy and Physiology." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13017.
Full textReports on the topic "Collaborative School Campus Review"
Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.
Full textRosen, Jeffrey A., Kesha Hudson, Susan Rotermund, Cheryl Roberts, and Anna-Lisa Mackey. Social Emotional Learning in Middle School: Developing Evidence-Based Programs. RTI Press, July 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0075.2207.
Full textAhluwalia, Manvir, Katie Shillington, and Jennifer Irwin. The Relationship Between Resilience and Mental Health of Undergraduate Students: A Scoping Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2022. http://dx.doi.org/10.37766/inplasy2022.7.0075.
Full textMatera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.
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