Academic literature on the topic 'DEIS schools'
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Journal articles on the topic "DEIS schools"
Molloy, Grace, Lelia Murtagh, and Laura P. McAvinue. "An examination of the oral language competence of junior infant pupils attending DEIS and Non-DEIS schools." Irish Educational Studies 35, no. 2 (March 2, 2016): 213–31. http://dx.doi.org/10.1080/03323315.2016.1146159.
Full textSkerritt, Craig. "The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland." Irish Journal of Sociology 25, no. 3 (August 11, 2017): 274–96. http://dx.doi.org/10.1177/0791603517724969.
Full textCahill, Kevin. "What CLASS are you in? A study of social class, school choice and identity." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2011 (January 1, 2011): 26–30. http://dx.doi.org/10.33178/boolean.2011.6.
Full textCallaghan, Mary, Michal Molcho, Saoirse Nic Gabhainn, and Colette Kelly. "Food for thought: analysing the internal and external school food environment." Health Education 115, no. 2 (February 2, 2015): 152–70. http://dx.doi.org/10.1108/he-04-2014-0058.
Full textCronin, Anthony Gerard, Aoibhinn Ni Shuilleabhain, Emily Lewanowski-Breen, and Christopher Kennedy. "Maths Sparks: Investigating the impact of outreach on pupil’s attitudes towards mathematics." MSOR Connections 15, no. 3 (April 30, 2017): 4. http://dx.doi.org/10.21100/msor.v15i3.535.
Full textMc Ginley, Hannagh, and Elaine Keane. "“The School for the Travellers and the Blacks”: Student and Teacher Perspectives on “Choosing” a Post-Primary School with a High Concentration of Disadvantage." Education Sciences 11, no. 12 (November 30, 2021): 777. http://dx.doi.org/10.3390/educsci11120777.
Full textZhang, Dennis. "Report on the 2016 IEEE DEIS summer school, co-organized by Xi'an Jiaotong University (DEIS News)." IEEE Electrical Insulation Magazine 33, no. 4 (July 2017): 60–62. http://dx.doi.org/10.1109/mei.2017.7956634.
Full textRana, Muhammad Ahsan. "Business as Usual: District Education Authorities in Punjab." Asian Journal of Management Cases 14, no. 2 (September 2017): 176–97. http://dx.doi.org/10.1177/0972820117713594.
Full textMurphy, Timothy R. N., and Mary Masterson. "Teacher Learning Communities and Leadership: Insights from A DEIS Urban Second-Level School." Societies 12, no. 4 (August 7, 2022): 114. http://dx.doi.org/10.3390/soc12040114.
Full textMorshuis, Peter, Alun Vaughan, and Thomas Andritsch. "Report on DEIS summer school, june 2015 a breakthrough in nanodielectrics: PhD student revolution?" IEEE Electrical Insulation Magazine 32, no. 5 (September 2016): 50–51. http://dx.doi.org/10.1109/mei.2016.7552377.
Full textDissertations / Theses on the topic "DEIS schools"
Johansson, Andreas, and Oliver Carlsén. "Klimatfrågan ur barns perspektiv : En litteraturstudie om elevers uppfattningar om klimatförändringen, dess orsaker, konsekvenser och åtgärder för att minska dess effekter." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43574.
Full textCollberg, Ulrika, and Annelie Ekman. "NÄTMOBBNING OCH DESS PÅVERKAN PÅ ELEVERS HÄLSA : -UR ETT SKOLSKÖTERSKEPERSPEKTIV." Thesis, Högskolan i Skövde, Institutionen för vård och natur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8087.
Full textBackground: The use of internet offers an arena for social interaction but can imply a risk of being subjected for cyberbullying. Several children and youth describe negative emotional and psychological effects as a cause of cyberbullying. It is a part of the school nurse responsibility to work proactive and health- promoting with physical, psychological and social environment in the school.Aim: The purpose of the study was to describe school nurses experience of how cyberbullying affects health of pupils in intermediate- and senior level.Method: Data collection was made by qualitative interviews with seven school nurses. Data was analyzed using an inductive approach to a qualitative content analysis according to Graneheim and Lundman (2004).Results: The analysis showed that cyberbullying has a deteriorating effect on pupil’s wellbeing in various ways. It drains the pupils mentally, affects the self-esteem, causes self destructive behavior and creates stress. It can also affect exposed pupils social relationship by the way it causes degraded self confidence, alienation and acting out behavior.Conclusion: The school nurses experience matches the results from earlier research studies where children and youth describe how they are affected by cyberbullying. Cyberbullying may sometimes affect not only the exposed pupil but also be regarded as a collective insult against a whole group or family. According to the authors, cyberbullying may be seen as a risk factor which can affect the pupil’s sense of coherence and thus affect their health in a negative way.
Rubio, i. Serrano Laura. "La cultura moral dels centres educatius: via institucional de l'educació moral." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/670538.
Full textFerrer, Esteban Gerard. "Autonomia de centre, segregació escolar i mercats en educació. Una anàlisi internacional dels efectes de l’autonomia en l’equitat i l’eficàcia dels sistemes educatius." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/285744.
Full textThe agenda of numerous educational reforms around the world, which can be brought together under the umbrella concept of the ‘new public management’, has been articulated around proposals to direct public education towards market-based models such as quasi-markets in education or public-private partnerships. Such proposals combine market-based mechanisms with systems which are more or less publicly controlled or regulated. These reforms emphasize the administrative reorganization of the public education system to increase its efficiency, encouraging family participation in the choice of school and fostering competition between schools. As such, autonomy and self-regulation become a strategy for schools to articulate a diversified offer that allows them to position themselves in the market, to manage their own resources, and to compete with other schools, with the ultimate goal of efficiently responding to the specific demands of students and their families. School autonomy thus becomes key in education policy to promote a better fit between the educational offer and demand. However, in a system where school management is decentralised, deviations may arise from divergent interests and lack of consistency between the objectives pursued by the agents and the functions delegated by the principal – education authorities and families. Faced with the pressure of school choice, schools may move away from their primary mission when using the margins of autonomy to find a strategic position in the market. Schools can use these margins to attract a socially homogenous profile of students, which in turn may be seen as a way to facilitate the school internal management and organisation. Such deviations can occur due to the asymmetry of information inherent in the distance between principal and agency, becoming an adverse incentive for agents to act opportunistically with a minimal risk of being penalized. The use of resources which is in detriment to the objective of maximising learning, or that maybe marginally favours it but violates the distributive principles of educational goods, may have consequences in terms of school segregation and, in turn, could be considered a breach of the principle of equal educational opportunities. This research is based on a theoretical framework that defines school autonomy as a strategy of self-positioning in market-oriented systems, which can lead to undesirable effects in terms of school segregation and equal educational opportunities. Through cross-national analyses conducted with the five sequential OECD PISA studies (2000-2012), the effects of different dimensions of autonomy on school composition and the effectiveness of educational systems, depending on the configuration of education systems and the level of dysfunction, are estimated. We demonstrate empirically that: 1) school segregation is associated with greater margins of school autonomy, both in school admission and school management (staff and educational offer); 2) the within-school practice of grouping students by ability, which provides unequal conditions of teaching and learning, is associated with higher levels of autonomy in educational matters. This probability increases to the extent that schools concentrate immigrant students or those with low social status; and 3) school autonomy reforms seem to damage student outcomes in countries with market-oriented systems – competition between schools and private ownership – while favouring performance in countries with lower levels of school segregation.
Westberg, Johannes. "Förskolepedagogikens framväxt : Pedagogisk förändring och dess förutsättningar, ca 1835-1945." Doctoral thesis, Uppsala universitet, Historiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8639.
Full textKarlsson, Madeleine, and Huokko Elina Olsen. "Stödsamtal: Skolkuratorers hantverk : En kvalitativ studie om stödsamtal och dess utformning." Thesis, Högskolan Dalarna, Socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29646.
Full textThe aim of this study was to examine what counselling means to school counselors who work at lower secondary schools and how they use counselling in their practice. The collected data is based on qualitative interviews with six school counselors. The data was analyzed towards a theoretical framework consisting of perspectives of counselling, counselling skills as well as tools and methods which can be used in conversations. The data was also analyzed towards previous research. The result shows that counselling is seen as unclear, a non-treatment method and counselling apprehends as a handicraft. The counselling is flexible and the design can be adapted to the pupils needs and situation. It’s important with a structure in conversations, the alliance with the pupil and the school counselors approach in counselling. The result also shows that motivational interviewing is used and that the school counselors is using an integrated work procedure in counselling.
Rahmqvist, Samuel, and Karolina Bergman. "Vem är gud över skolan? : En studie av Plymouthbrödernas lära och dess yttringar i Laboraskolan." Thesis, Linköpings universitet, Avdelningen för kulturvetenskaper, KVA, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113767.
Full textSebbin, Wibke. "Arbetsterapeutiska interventioner och dess effekter, för barn med koncentrationssvårigheter vid skolaktiviteter : En litteraturstudie." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för rehabilitering, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20762.
Full textThe project aimed to describe the current research of school-based occupational therapy interventions for children with attention difficulties. A literature study was conducted to provide a description of existing research and knowledge about interventions for occupational therapists. The literature study was carried out in digital data bases and consisted of eight scientific articles from year 2007 to 2012. The result describes school-based interventions for children who were between five and sixteen years old, with and without any diagnosis. The interventions based on different approaches. The effectiveness of the interventions was measured by different instruments which mostly focused on body functions. The interventions which are described was; weighted vest, stability ball, Disc’o’sit cushion, various strategies and adjustments of the activity, physical and social environment. The effect of the interventions varied in the different studies and there seemed to be a correlation between participants' degree of difficulty, the design and/or the context of interventions.
Prieto, Villanueva Jesús-Àngel. "La lluita pel reconeixement dels oficis artístics i l'Escola Massana de Barcelona. El cas dels esmalts, la ceràmica i la joieria." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/461175.
Full textIn – “The struggle for recognition of crafts and Escola Massana in Barcelona. The enamels, ceramics and jewellery case” - we have tried to reflect on the process of recognition applied to the crafts. These processes have been studied within the sociology of art (Bowness, Heinich, Furió, Peist) applied to artists, trying to use a methodology that tries to take an objective approach on how the reputation and commercial value operates on different authors. This methodology involves the description of the different moments of recognition, which involved actors or instances, being of paramount importance so-called gatekeepers (Mauger), those that open or close doors on the market in the write-up, museums. In the case of crafts (and this is a novelty in the approach: social recognition not only linked to an author) a new element is the process of artification (Heinich, Shapiro), which is why a particular activity is considered art (and vice versa). It seems obvious that the worlds of art and crafts (Becker) have vague limits and poses a long historical discussion (Shiner), these limits and their fluctuation explains artification mechanisms. The 20th century in Barcelona is a good field of analysis to see how different artistic trades have traversed from high consideration to almost oblivion, while the different historical moments are significant. How are these moments of social recognition? Which aspects have helped to provide consideration? Was this recognition equivalent to that of the artistic field? What synergies were activated? What trades did these interrelations carry out? Did this change the recognition of all trades or just some of them? Did the position of various artistic languages vary? The connections between these worlds have been consolidated? In this fight for recognition, what has been the final balance at the end of the s. XX? We also provide the inclusion of the role of the training centers in the processes of recognition, in this case with a clear role of the Escola Massana of Barcelona that carried out during this century a leadership in the field of enamel (Miquel Soldevila), ceramics (Josep Llorens Artigas) and jewellery (Manuel Capdevila). The findings will lead to the crossed consecrations (teachers and schools) endogamous awards (enamel), glass ceilings (ceramics) and a search for a specific recognition (jewellery) which may open a new mechanism for artistic trades in general. We show the role that the paradigm of contemporary art (Heinich) has had and has in the process of assessment. This role affects not only the so-called "Fine Arts" but also the reputed practices of painting and sculpture.
Persson, Johanna. "Idrottsundervisning i särskolan - lärarnas erfarenheter och dess betydelse för elevernas inlärningsmiljö." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30130.
Full textIn this study the differences between teachers who have special education compared to the teachers who does not have special education are being examined. How is this affecting the students learning environment? Shortly said: “Teachers’ experiences and its meaning to the students learning environment.”I have worked with Assarsons (2007) studie about the competence to meet every student and I have also worked with theory about praxis triangle. This triangle is about teachers personal experiences connected to transmitted knowledge to others, in this case the students. The collection of the empiricism I used observations of PE lessons and I interviewed the teachers. Altogether I observed 13 lectures and interviewed four teachers at four different schools. The participating teachers are working in year 7-9 in special school and two of the teachers have special education while the other two does not have any special education. Three of the participating teachers are authorized physical education teachers while the fourth teacher is not an authorized physical education teacher. While observing the lectures I focused on the teacher’s participation, how the lectures were planned and the response from the students. During the interviews I focused on the questions about their past experiences such as sports and education. To summarize, the teachers who had a background in sport showed more involvement during lectures. According to the education background there are similarities between the authorized teachers when it comes to lecture planning and education. Compared to the teachers who did not have a Special teaching qualification, the authorized teachers had more thought about planning extra exercises for the students who not master all exercises.
Books on the topic "DEIS schools"
School effectiveness: The key ingredients of schools with heart. Springfield, Ill., U.S.A: Thomas, 1988.
Find full textOliva, Peter F. Supervision for today's schools. 7th ed. New York: Wiley, 2004.
Find full textOliva, Peter F. Supervision for today's schools. 5th ed. New York: Longman, 1997.
Find full textSupervision for today's schools. 4th ed. New York: Longman, 1993.
Find full textGeorge, Pawlas, ed. Supervision for today's schools. 6th ed. New York: Wiley, 2001.
Find full textSupervision for today's schools. 3rd ed. New York: Longman, 1989.
Find full textCommission, Montreal Catholic School. Historical and statistical sketch of the schools controlled by the Catholic School Commission of Montreal. Montreal: [s.n.], 1994.
Find full textSociety, National, ed. Values for Church schools. London: National Society, 1998.
Find full textMerino, Rafael. Itineraris de formació i inserció laboral dels joves a Catalunya. Barcelona: Fundació Jaume Bofill, 2007.
Find full textInstitut d'Estudis Metropolitans de Barcelona. Inventari de centres i activitats de formació en el camp dels ensenyaments artístics a la província de Barcelona. [Barcelona]: Diputació de Barcelona, Àrea d'Educació, 1998.
Find full textBook chapters on the topic "DEIS schools"
Delamont, Sara. "Debs, Dollies, Swots and Weeds: Classroom Styles at St Luke's." In British Public Schools, 65–86. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282778-4.
Full textParola, Alberto, Elena Liliana Vitti, Margherita Maria Sacco, and Ilio Trafeli. "Educational Robotics: From Structured Game to Curricular Activity in Lower Secondary Schools." In Makers at School, Educational Robotics and Innovative Learning Environments, 223–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_29.
Full textSell, Madlen. "School Shooting." In Anatomie des Amoklaufs, 101–94. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33104-7_6.
Full textSell, Madlen. "Vergleichende Diskussion und Perspektiven der Forschung." In Anatomie des Amoklaufs, 195–208. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33104-7_7.
Full textMarchart, Oliver. "Die Diskursanalyse der Essex School." In Ordnungen des Politischen, 57–79. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17259-6_4.
Full textSimon, Bernadette Clarissa. "Sophie Scholl." In Psychologie des Guten und Bösen, 153–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-58742-3_13.
Full textGeimer, Alexander. "Empirisch begründete Theoriegenerierung der Chicago School." In Die Herausforderungen des Films, 141–62. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-18352-3_7.
Full textLuscombe, David. "Philosophy and Philosophers in the Schools of the Twelfth Century." In Vocabulaire des écoles et des méthodes d'enseignement au moyen âge, 73–85. Turnhout: Brepols Publishers, 1992. http://dx.doi.org/10.1484/m.civi-eb.4.00086.
Full textGrzeszyk, André. "Tödliche Bilder – Strategien der Selbstinszenierung von school shootern." In Vermittlungskulturen des Amoklaufs, 105–21. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-16602-1_7.
Full textSell, Madlen. "Begriffsdefinitionen." In Anatomie des Amoklaufs, 7–19. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-33104-7_3.
Full textConference papers on the topic "DEIS schools"
Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.
Full textBally, Alexandra. "Le plagiat comme pratique informationnelle : le rôle méconnu des professeurs-documentalistes et bibliothécaires dans la formation des étudiants pré-universitaires." In 2ème Colloque International de Recherche et Action sur l’Intégrité Académique. « Les nouvelles frontières de l’intégrité ». IRAFPA, 2022. http://dx.doi.org/10.56240/cmb9930.
Full textTorsney, Benjamin. "A Onetime Mind-Set Intervention Using Refutation Texts in an Irish DEIS School." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1575074.
Full textBarioglio, Caterina, and Daniele Campobenedetto. "Doctor Jekyll and Architect Hyde: Investigating the Double Nature of Architectural Teachers Within Polytechnic Schools." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.19.
Full textJackson, John M., Catherine K. Skokan, and David R. Muñoz. "Humanitarian Engineering: Groundwater Investigation for St. Denis Secondary School, Makondo, Uganda." In Symposium on the Application of Geophysics to Engineering and Environmental Problems 2009. Environment and Engineering Geophysical Society, 2009. http://dx.doi.org/10.4133/1.3176790.
Full textBernard, Rachel E. "RISKS AND REWARDS OF DOING DEI WORK IN GRAD SCHOOL." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-354501.
Full textQuintella, Ivvy Pedrosa Cavalcante Pessôa. "A concepção da forma urbana na escola francesa de urbanismo: rupturas e continuidades." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Curso de Arquitetura e Urbanismo. Universidade do Vale do Itajaí, 2016. http://dx.doi.org/10.5821/siiu.6252.
Full textDU BOIS, Philippe, and Emmanuel ROBIN. "DEVISSAGE DE LA FORME DE SEIFERT ENTIERE DES GERMES DE COURBE PLANE A DEUX BRANCHES." In Proceedings of the 2005 Marseille Singularity School and Conference. WORLD SCIENTIFIC, 2007. http://dx.doi.org/10.1142/9789812707499_0020.
Full textSunardi, Sunardi, and Swasto Imam Teguh. "Inclusion Education Profile at Daar El Salam (DES) School Bogor Regency, West Java." In Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsie-18.2019.19.
Full textMartínez, Anna, Claudia Rueda, Jordi Gordon, and Juan José Ospina. "Estratègies per a la regeneració sostenible d’assentaments turístics a la costa mediterrània." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Instituto de Arte Americano. Universidad de Buenos Aires, 2013. http://dx.doi.org/10.5821/siiu.5970.
Full textReports on the topic "DEIS schools"
Borgès Da Silva, Roxane. COVID-19 : Comprendre et agir sur l’acceptabilité sociale des mesures de santé publique. CIRANO, May 2022. http://dx.doi.org/10.54932/izck1391.
Full textTorre, Costanza. Considérations clés : Mobiliser les « personnes en déplacement » pour promouvoir l’acceptation du vaccin contre la COVID-19 en Italie. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.023.
Full textEnria, Luisa. Ethnographie citoyenne dans la réponse aux épidémies : orientation pour l’établissement de réseaux de chercheurs. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.032.
Full textVallerani, Sara, Elizabeth Storer, and Costanza Torre. Considerazioni chiave: equità e partecipazione nella promozione della vaccinazione per il covid-19 tra le persone razzializzate e senza documenti. SSHAP, May 2022. http://dx.doi.org/10.19088/sshap.2022.025.
Full textHealth hazard evaluation report: HETA-97-0189-2668, Valley High School, West Des Moines, Iowa. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, December 1997. http://dx.doi.org/10.26616/nioshheta9701892668.
Full textNational report 2009-2019 - Rural NEET in Montenegro. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrme.2020.12.
Full textNational report 2009-2019 - Rural NEET in Portugal. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrpt.2020.12.
Full textNational report 2009-2019 - Rural NEET in Spain. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nres.2020.12.
Full textNational report 2009-2019 - Rural NEET in Bulgaria. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.ndbg.2020.12.
Full textNational report 2009-2019 - Rural NEET in Germany. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrde.2020.12.
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