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Journal articles on the topic 'Department of School Education'
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1
Skamp, Keith. "Environmental Education: Implementation in a NSW Department of School Education Region." Australian Journal of Environmental Education 12 (1996): 61–70. http://dx.doi.org/10.1017/s0814062600004195.
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ABSTRACTSurvey results are described for the perceived, implementation of the NSW Environmental Education Curriculum Statement in one School Region. Data provide a picture of the extent to which schools have documented Environmental Education policies and the amount and kind of implementation at school level. Reference is made to the use of field study centres, community involvement, and the extent and possible impact of professional development opportunities on these measures. Comparisons are made between the primary and secondary sectors. Professional development does appear to have had some impact, and the ‘across curricula’ approach seems to have had partial success. Reasons for the limited involvement of secondary schools are suggested. The extent of primary project work which was occurring appeared encouraging but there were unanswered questions about whole school programs. NSW Government initiatives such as Field Study Centres and the Greening of Schools program appeared to be playing important roles.
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González-Vallinas, Paula, David Oterino, and José Luis San Fabián. "The Impact of Lifelong Learning Teacher Education in Secondary School Results." education policy analysis archives 14 (August 5, 2006): 19. http://dx.doi.org/10.14507/epaa.v14n19.2006.
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Studies dealing with factors which have an influence on students outcomes are reviewed, teacher variables and teacher training are among their most common findings to influence school achievement. This study analyses the variable in-service teacher training on students? academic achievement. The analysis levels are departments and schools, being department the level where the relation among variables is more significative. There are significative correlations between the in-service teacher training in their own subject and the subject pedagogy in 50% of the analysed departments. In-service teacher training is recommended to be organized, taking into account these differences (context, teacher variables, in- service teacher training variables) among departments, schools and districts to compensate the unequal school variables.
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Costanza, James F., Saundra J. Tracy, and Roger Holmes. "Expanding Instructional Leadership Through the Department Chair." NASSP Bulletin 71, no. 502 (November 1987): 77–82. http://dx.doi.org/10.1177/019263658707150214.
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Here's how one school district has attempted to expand the instructional leadership role in its secondary schools through the selection and training of a group of department coordina tors. Since no such position had previously existed, it was an opportunity to define and develop this new role based on the research on instructional leadership and school culture.
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Bush, Monique, Gerald T. Powers, David Metzger, Cyrus S. Behroozi, Sheldon Siegel, and Barry R. Cournoyer. "Indiana University School of Social Work: 90 Years of Professional Education." Advances in Social Work 2, no. 2 (November 30, 2001): 83–100. http://dx.doi.org/10.18060/8.
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In this invited article, the authors review the history and development of the Indiana University School of Social Work from its origin in 1911 as a small department to its current status as a large organization offering educational programs to nearly 900 students on five campuses. One of the nation’s oldest, it is the only school to offer the full continuum of social work education from the associate through the doctoral levels. In many respects, the evolution of the School mirrors the experiences of other schools and departments of social work.As such, the article may be enlightening to those interested in the history of social work education in this country.
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Manzoor, Mehwish, Fazal Ahmad, and Muhammad Asghar khan. "ROLE OF EDUCATION DEPARTMENT BASED FACTORS ENHANCE SECONDARY SCHOOL STUDENT’S PERFORMANCE IN EDUCATION." JUNE 02, no. 01 (June 30, 2021): 96–102. http://dx.doi.org/10.53664/jsrd/02-01-2021-10-96-102.
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The current study was carried out to identify role of education department-based factors enhance secondary school student’s achievement in education. Cross-sectional survey research under the umbrella of descriptive research of quantitative approach was carried out. With the help of a two-stage random sampling technique, sampling was selected. A questionnaire-based on two sections demographic and 3 factors (teaching methodologies, the working routine of teachers, and resources) were comprised of 5-point likert scale developed by researcher. The findings of this study helped the researcher to conclude that students are agreed that they have sufficient resources in their school as its mean value is highest among factors and students achieve satisfactory marks in education and there is positive as well as significant but week correlation between these two variables which highlighted there is the Education who are learning in 10th grade at secondary schools of district Sialkot. There results provide a guideline to policy makers to update policies regraded curriculum implementation, at school level regularly by keeping in mind the student’s needs, potential, and requirements of the present tenure in particular context.
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Kingston, Thomas S. "What Can Department of Defense Schools Teach Us about School Reform?" Journal of Education 183, no. 1 (January 2002): 58–67. http://dx.doi.org/10.1177/002205740218300106.
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Safari, Maryam, and Lee David Parker. "Transitioning business school accounting from binary divide to unified national system." Journal of Management History 23, no. 3 (June 12, 2017): 337–67. http://dx.doi.org/10.1108/jmh-03-2017-0014.
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Purpose This paper aims to provide a historical case study of strategic changes in accounting at an Australian university’s business school department during 1972-1992 when it was repositioning itself in the early stages of major changes in the Australian and international tertiary accounting education environment. The study is conducted within the context of the university history within which the department operated as well as major government policy and global education shifts shaping university structures and focus. Design/methodology/approach This study offers a historical analysis of early stage changes in university focus at the business school’s accounting department, developed through departmental and university reports and oral history interviews. A narrative analytical methodology is adopted to portray a history of an academic accounting department in transition. Findings This case study illuminates the impacts of and responses to the beginning of marketisation and globalisation of higher education, and the commercialisation of universities and explains the strategic implementation processes in one university’s business school departmental during a period of significant formative change in the Australian accounting education landscape. Originality/value This study deepens our understanding of environmental, structural, educational and research changes at the operational departmental level of academic institutions, paying particular attention to the organisational culture and human capital dimensions.
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Ko, James, Philip Hallinger, and Allan Walker. "Exploring whole school versus subject department improvement in Hong Kong secondary schools." School Effectiveness and School Improvement 26, no. 2 (February 11, 2014): 215–39. http://dx.doi.org/10.1080/09243453.2014.882848.
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Huerta, Grace C. "Implementing AIDS Education." education policy analysis archives 4 (August 15, 1996): 13. http://dx.doi.org/10.14507/epaa.v4n13.1996.
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The world has been challenged by the AIDS epidemic for 15 years. In 1985, the U.S. Department of Health and Human Services, Centers for Disease Control, allocated funds to all state departments of education to assist schools in the development of AIDS education policies and programs. Yet, these policies do not ensure that all students receive effective AIDS education. On September 21, 1991, the Arizona Legislature passed Senate Bill 1396, which requires public schools to annually provide AIDS education in grades K-12. The bill was rescinded in 1995. With prohibitive curriculum guidelines, limited teacher training opportunities and tremendous instructional demands, this educational policy was implemented in disparate forms. By examining the perspectives of the Arizona educators (representing three school districts), this qualitative study reveals how teachers ultimately controlled the delivery and nature of AIDS instruction based upon personal values, views of teacher roles, and their interpretation of the mandate itself.
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Vanblaere, Bénédicte, and Geert Devos. "The Role of Departmental Leadership for Professional Learning Communities." Educational Administration Quarterly 54, no. 1 (June 28, 2017): 85–114. http://dx.doi.org/10.1177/0013161x17718023.
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Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers’ continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and development-oriented) relate to interpersonal PLC characteristics in departments. Survey data were collected from 248 experienced mathematics and French teachers in 62 departments in secondary schools in Flanders (Belgium). Two multilevel regression analyses were conducted with collective responsibility and reflective dialogue as dependent interpersonal PLC characteristics. We controlled for several demographic teacher variables and structural departmental variables. Findings: Our results nurture optimism about the potential of departmental leadership for interpersonal PLC characteristics. More specifically, teachers who perceive high group-oriented departmental leadership experience more collective responsibility in their department. Furthermore, teachers’ perceptions of both group-oriented and development-oriented departmental leadership are significantly related to the reported frequency of teachers’ reflective dialogues. Implications: This study suggests that department heads play a critical role in facilitating interpersonal PLC characteristics in departments. As a result, department heads need to be carefully selected and adequately supported. As this article is one of the first to offer a quantitative perspective on this matter, it offers an instrument for future studies and informs policy about departmental leadership practices.
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Ledenyova, S. N. "School of English for Business Administration." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 209–11. http://dx.doi.org/10.24833/2071-8160-2014-5-38-209-211.
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Department of English Language № 4 was established in 1975 in order to work with students of the Faculty of International Economic Relations, Faculty of International Business and Business Administration and part-time students. Since 2001, the Department works exclusively with the students of the faculty of International Business Administration. Svetlana Ledenyova, PhD in Philology, Honored Worker of Higher Education of the Russian Federation is the Head of the Department, Effective teaching of English is achieved by inspired members of the department, specializing in linguistic and economic education. Most of them have received their education at leading universities in the UK and the USA. Over the past few years the Department published eight textbooks and other learning materials
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George, Donald A., and June R. Landsburg. "Applied sciences continuing education at Simon Fraser." Industry and Higher Education 1, no. 2 (December 1987): 141–43. http://dx.doi.org/10.1177/095042228700100212.
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At Simon Fraser University, continuing education activities are developed and administered by the division of Continuing Studies working in association with the university's academic departments. The Applied Sciences Program, a Continuing Studies unit, was formed in early 1986 to parallel the new Faculty of Applied Sciences established in 1985 in a major reorganization of the University. This faculty is composed of the Schools of Computing Science, Kinesiology and Engineering Science plus the Department of Communication and the Natural Resources Management Program. The article focuses on the School of Engineering Science and their collaborative work with industry in continuing education.
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Marsden, Beth. "“The system of compulsory education is failing”." History of Education Review 47, no. 2 (October 1, 2018): 143–54. http://dx.doi.org/10.1108/her-11-2017-0024.
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Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.
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Leithwood, Kenneth. "Department-Head Leadership for School Improvement." Leadership and Policy in Schools 15, no. 2 (January 11, 2016): 117–40. http://dx.doi.org/10.1080/15700763.2015.1044538.
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Peralta, Louisa R., Renata L. Cinelli, and Claire L. Marvell. "Health literacy in school-based health programmes: A case study in one Australian school." Health Education Journal 80, no. 6 (April 7, 2021): 648–59. http://dx.doi.org/10.1177/00178969211003600.
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Objective: The ability of schools, school leaders and teachers to promote critical health literacy in teaching and learning is central to the development of health literacy in schools. However, research focusing on teachers and planning for health literacy through health programmes in school is minimal. This paper describes how one school Health and Physical Education (HPE) department planned for and implemented health literacy learning across Years 7–10 as part of the first-year delivery of the Australian Curriculum: Health and Physical Education in New South Wales, Australia. Design: Single setting case study. Setting: A Years 7–10 Catholic school for boys. The HPE department comprised five teachers and one head of department. Method: Thirty-four lessons and 61 learning activities were analysed using Nutbeam’s health literacy hierarchy and the Australian Curriculum: Health and Physical Education outcomes and content. Results: A large number of learning activities were categorised as interactive ( n = 37, 60.7%) and a smaller number of learning activities categorised as critical ( n = 16, 26.2%). The number of learning activities categorised as functional was the smallest ( n = 5, 8.1%). Conclusion: Findings suggest that school-based health programmes that lack a connection to a whole school approach may fail to provide opportunities for students to achieve the critical understandings of health literacy that will provide them with the capability to enhance the health of others.
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Turner, Teri L., Mark A. Ward, Debra L. Palazzi, and Martin I. Lorin. "Value Placed on Formal Training in Education by Pediatric Department Chairs and Residency Program Directors." Journal of Graduate Medical Education 3, no. 4 (December 1, 2011): 558–61. http://dx.doi.org/10.4300/jgme-d-11-00205.1.
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Abstract Background While much is known about how educational leaders at the medical school level (eg, deans) view the importance of formal training in education for medical school teachers, little is known about how leaders at the clinical level (eg, department chairs) view such training. We sought to determine how pediatric department chairs and residency program directors view the value of formal training in education, such as that at a Master of Education (MEd) level, and to estimate the number of clinical pediatric faculty with or pursuing such training. Methods A survey designed to assess the value placed on formal training in education and to estimate the number of clinical faculty with or pursuing such training was mailed to pediatric department chair persons and residency program directors at all 131 allopathic medical schools in the United States and Puerto Rico. Results Eighty department chairs (61%) responded, and most indicated that when hiring new faculty, they view an applicant with an MEd as having an advantage. Both chairs and residency directors considered an MEd to be advantageous for a residency director by a ranking of 4.5 and 4.2, respectively, on a scale of 1 to 5 (P = .008). Of the 80 chairs who responded, 58.8% of respondents reported one or more faculty in their department had or was pursuing an MEd. Of the 72 responding residency directors (55%), 11 respondents (15.3%) indicated that they had an MEd. Conclusion More than half the medical school pediatric chairs responding to the survey had one or more clinical faculty with or pursuing an MEd in their departments. Survey results indicated that such training is valued by both department chairs and residency directors. Given the time and expense involved in obtaining an MEd, awareness of these data may be helpful to those considering pursuing, offering, or requiring such training.
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Bray, E. "Macro Issues of Mikro Primary School." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 10, no. 1 (July 4, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2007/v10i1a2791.
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Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.
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Lea, Suzanne C., and M. J. Huggins. "Linking Higher Education, Industry and School." Industry and Higher Education 8, no. 2 (June 1994): 119–22. http://dx.doi.org/10.1177/095042229400800210.
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The authors describe and review an innovative collaborative approach to the training of postgraduate generalist students of primary education (5–11 year-olds) in the teaching of economic and industrial understanding. The project involves a university education department, industrial and commercial organizations, and related support services.
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Stenstrom, Doug, Mathew Curtis, and Ravi Iyer. "The Relationship between School/Department Rankings, Student Achievements, and Student Experiences: The Case of Psychology." International Journal of Doctoral Studies 10 (2015): 019–37. http://dx.doi.org/10.28945/2095.
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What predicts academic success during graduate school? What are the experiences of graduate students in terms of happiness, stress level, relationships in the program, and feelings of autonomy/competence? Responses from 3,311 graduate students from all psychological disciplines in the US and Canada were collected to answer questions involving (1) the relationship between student-level variables and department/school rankings (US News & World Report, Carnegie Foundation, National Research Council), (2) the determinants of important student-level variables such as number of publications, posters, and life satisfaction, and (3) examining the variables year-by-year in the program to explain changes over time at different points in the graduate career. Results reveal the degree to which certain aspects of higher ranked departments/schools impact student achievements such as number of publications and teaching experience. The results also reveal a unique year-by-year progression including a consistent decrease of happiness for every year in graduate school. While the findings were collected in psychology, the answers to these questions may resonate with graduate students across disciplines that are experiencing similar forces that characterize the graduate school experience. The results can also inform current conversations about the direction of higher education and the value of the graduate school experience.
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Vanisri, C. "Quality Monitoring of School Education and Evaluation Platform Based on Big Data." Asian Journal of Computer Science and Technology 8, S1 (February 5, 2019): 46–49. http://dx.doi.org/10.51983/ajcst-2019.8.s1.1960.
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The Collection and analysis of quality monitoring data of Schools. I consider this data along with combination of effective and efficiency processing of big data and data interpretation, evaluation, and monitor the status of school education and construct a school education quality monitoring and evaluation platform. The platform is teaching centred with schools including system of collecting data, analysis of data, systematic data storage and other areas [1]. With the application of the school education quality monitoring platform, it is possible to understand the current scenario of the development of school education scientifically, and provide the good decision making to the schools administration department.
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Ryberg, Renee, Sarah Her, Deborah Temkin, Rebecca Madill, Claire Kelley, Joy Thompson, and Alexander Gabriel. "Measuring School Climate: Validating the Education Department School Climate Survey in a Sample of Urban Middle and High School Students." AERA Open 6, no. 3 (July 2020): 233285842094802. http://dx.doi.org/10.1177/2332858420948024.
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The U.S. Department of Education’s School Climate Survey (EDSCLS) is a free, open-source school climate survey available for any local or state education agency to use to measure three domains of school climate: engagement, safety, and environment. The present study leverages EDSCLS data from 3,416 students from 26 middle and high schools in Washington, DC to confirm the factor structure of the survey using both single-level and multilevel confirmatory factor analyses. At the individual level, our findings paralleled those from the original validation study conducted by the U.S. Department of Education. At the school level, our findings suggested a simpler factor structure for the engagement and environment domains, and could not identify a reasonable well-fitting model for the safety domain. Particularly, as more states are considering school climate measurement for accountability systems, these findings suggest that simply using the individual-level structure may not yield valid measurement.
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Sofilkanych, Marina. "OUT-OF-SCHOOL ESTABLISHMENTS OF TRANSCARPATHIA AND THEIR ROLE IN THE SYSTEM OF ART EDUCATION." Academic Notes Series Pedagogical Science 1, no. 192 (March 2021): 203–9. http://dx.doi.org/10.36550/2415-7988-2021-1-192-203-209.
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The retrospective analysis of emergence of out-of-school art education of the region is made in the article, organization and role of extracurricular education in Ukraine, its organizers and researchers in this field. The emergence and development of art school of Transcarpathia in the twentieth century led to the formation of new generations of artists and the creation of art education. Out-of-school educational establishments of artistic and aesthetic direction were created for young children of the first school age, the first of which was a studio of fine arts under the direction of Zoltan Bakonii. Following the example of this studio in Transcarpathia in the second half of the twentieth century. opened children's art schools with the department of fine arts in the cities of Mukachevo, Uzhhorod, Khust, Vynohradiv, v.Chynadiyevo, etc., where teachers were mostly graduates of Transcarpathian art educational establishments. The development of art education in Transcarpathia and the extracurricular education of the region was studied by Nebesnyk I. I., Voloshchuk A .V, Mochan T. M, Rosul T. I. In the system of art education in Transcarpathia, founded by Adalbert Erdeli and Joseph Boksai, such well-known teachers as V. Skakandii, I. Masniuk, N. Ponomarenko, M. Syrohman, L. Prymych, V. Manailo, E. Roman, T. Bartosh, H. Homoki, V. Dorosh, A. StasIuk and others studied and worked there. Important role in the development of regional extracurricular education of artistic and aesthetic orientation belongs to such well-known pedagogues-educators as V. Burch and V. Tsibere. They played a major role in the creation of Mukachevo Children's ArtSchool named after M. Munkachi. This school of arts, after Z. Bakonii's studio, is one of the first art schools in the field where fine arts is taught. Later the art departments were based on children's music schools. The fine arts department at Uzhhorod Children's School of Arts started its activity in 1984. Most of the teachers came to Zoltan Bakonii's schools: V. Vovchok, O. Sidoruk, G. Kramarenko, E. Roman (head of the department of fine art) and others. Over 200 students study at the fine arts department of named school. During the 1990s, Transcarpathian extracurricular institutions were stagnant and even have undergone a numerical reduction. Since the beginning of 2000, as a result of the successful management of local administrations and their successful policies, their activities have been normalized and coordinated with the work of leading educational establishments of the art education of the region, in particular the College of Arts named after A. Erdeli and the Transcarpathian Academy of Arts. The joint actions and events, workshops for the students of art schools of the region, as well as training courses and seminars for teachers are held. Therefore, in the system of continuous art education (school, college, academy), extra-curricular institutions play an important role. At the School of Arts children learn the basics of fine literacy, academic drawing, painting, composition and get acquainted with examples of the world's best art at the Art history lessons. It is at the School of Arts that the artistic and aesthetic tastes and sensations of beauty are formed, the aesthetic education of young people, its professional orientation, and the formation of artistic environment of the region. In the field of art education, this three-stages system is important, because it solves its sectoral tasks and is a very important link and system of continuous art education in Transcarpathia.
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Simon, Marilyn K. "Alternative Curriculum and Assessment at an Alternative High School." Mathematics Teacher 85, no. 8 (November 1992): 671–74. http://dx.doi.org/10.5951/mt.85.8.0671.
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Academic decathlons and continuing education high schools seem an unlikely mixture, but not for students at Alta Vista High School, a continuing education school in Southern California for teenagers who have had difficulty in traditional high schools. The students made an impressive showing in the academic decathlon sponsored by the Orange County Department of Education. In keeping with the esprit de corps of the academic decathlon, teachers at Alta Vista High School created the Environmental Studies Academic Pentathlon (ESAP) for its students.
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Hayhurst, Bev. "Aboriginal Hearing Program: NT Department of Education." Aboriginal Child at School 19, no. 1 (March 1991): 13–20. http://dx.doi.org/10.1017/s031058220000729x.
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Otitis Media or middle ear infection is more common in Australian Aboriginal children than in any other population. The associated hearing loss causes added learning difficulties for these children particularly when learning a second language.We are all aware of the results of numerous prevalence surveys taken over the past 25 years which suggest that 25 - 50% of all Aboriginal children in school classrooms are likely to be suffering a significant hearing loss at any one time (Neinhuys, 1988; Quinn 1983; Stuart et al., 1972, 1973; Willis, 1985). The incidence of infection varies from place to place and seasonally as well. In some school populations as many as 54% of children have been shown to have significant hearing loss (Quinn, 1985). There is a widely held view that a fluctuating conductive hearing loss over a long period of time can prove to have serious implications on the child’s developing behaviour, language competence and educational performance.
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Tsakeni, Maria, Paul Munje, and Loyiso Jita. "Issues and challenges influencing school improvement opportunities for science and mathematics." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1300–1318. http://dx.doi.org/10.18844/cjes.v16i3.5853.
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This qualitative interpretive study explores issues and challenges influencing school improvement opportunities for Science and Mathematics in selected South African high schools through a systems leadership lens. Unstructured interviews were conducted with 13 participants comprising a principal, deputy principals, heads of department (HODs) for Science and Mathematics, and Mathematics and Physical Sciences teachers in four schools. The data from the interviews were analysed using the constant comparison techniques, allowing for inductive theme and concept building through abstraction. Findings show that participants, irrespective of school context, were generally eager to enhance the teaching and learning of Science and Mathematics. These challenges include the curriculum policy, the role of the district education office, professional development, learner‑related challenges, and resources. It is recommended that the Department of Basic Education work closely with the relevant stakeholders, including teachers, to ensure context-friendly educational policies, thus ameliorating implementation challenges.
Keywords: Issues and challenges, Science and Mathematics, school improvement, systems leadership
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Iovenko, V. A. "School of Spanish." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 231–33. http://dx.doi.org/10.24833/2071-8160-2014-5-38-231-233.
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Spanish language was among foreign languages, studied at MGIMO from its inception. Maria Luisa Gonzalez Vincens was at the origin of the establishment of the School of Spanish language at MGIMO. She as a philologist, belonging to humanitarian tradition. She studied at the University of Madrid with Luis Bunuel, Federico Garcia Lorca and Salvador Dali, and communicated with people who later became the glory and pride of the world culture. The increased role of the Spanish language in international contacts required the creation of the separate Department of Spanish Language at MGIMO. Since 2002, the Department of Spanish Language separated from the Department of Roman Languages and is teaching students of all Departments and at all stages of educating at MGIMO, including almost all masters programs. It is hard to imagine successful language learning without the understanding of a broad cultural context. This is why the Department supports the Spanish theater for more than 20 years. Currently, the Department is headed by of professor, Doctor of Philology Valery Iovenko. The Department staff includes more than 45 teachers who successfully address new educational and scientific objectives, creating teaching materials, fully adapted to the new educational standards.
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Mungal, Angus Shiva. "Teach For America, Relay Graduate School, and charter school networks: The making of a parallel education structure." education policy analysis archives 24 (February 7, 2016): 17. http://dx.doi.org/10.14507/epaa.24.2037.
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In New York City, a partnership between Teach For America (TFA), the New York City Department of Education (NYCDOE), the Relay Graduate School of Education (Relay), and three charter school networks produced a parallel education structure within the public school system. Driving the partnership and the parallel education structure are the free market ideologies that emerged in the late 1970s that helped to open education to outside organizations. This paper captures two intertwined phenomena; the formation of the parallel education structure and the various partnerships that helped built it. This has resulted in two unique pathways within the public school system. One pathway focuses upon local area conventional public schools that are administered by the NYCDOE. The other pathway represents failing local area public schools that are run by charter school networks. This paper looks beyond TFA’s current influence within the classroom and explores how market forces led to its role with other educational organizations.
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Forlin, Chris, and Garry Bamford. "Sustaining an Inclusive Approach to Schooling in a Middle School Location." Australasian Journal of Special Education 29, no. 2 (2005): 172–81. http://dx.doi.org/10.1017/s1030011200025343.
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In Western Australia (WA), similar to practices elsewhere, there has been a strong focus on the need for schools to reconsider their practices to increase opportunities for more equitable and inclusive access for all children. Subsequent to a major review of service provision for students with disabilities in WA (Department of Education and Training, 2004), a Building Inclusive Schools initiative is being implemented in all Government schools (Department of Education and Training, 2003). This paper explores how, following a trial inclusive program, one middle school is utilizing this initiative to further its own inclusive practices. To support this review a collaborative partnership has been established between the school and a university to provide an avenue for deliberate reflection on the processes employed to develop the school’s vision of Education For All by Incorporating Diversity. A model on sustaining education for all is identified and the impact of government directives is investigated. Consideration is given to the likely impact on the school of systemic procedures being developed to support the progress of the Building Inclusive Schools initiative.
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Costa, Deborah A. "Transforming Traumatised Children within NSW Department of Education Schools: One School Counsellor's Model for Practise – REWIRE." Children Australia 42, no. 2 (June 2017): 113–26. http://dx.doi.org/10.1017/cha.2017.14.
Full textAbstract:
Adequately supporting the needs of maltreated and traumatised children within New South Wales (NSW) public education system schools is often frustrated by poor perception of the impact of developmental trauma on children's school-based functioning and the need for additional, specialist support; the push for, and provision of, behaviour diagnoses for these children to fund basic assistance and supervision; competing demands on an overextended School Counselling resource impacting capacity for school-based trauma informed psychological services, and seemingly stretched capacity of government/non-government agencies to reliably provide effective support. This is accompanied by a lack of understanding of behavioural signals of distress children display and underreporting to agencies; persistent, simplistic behaviourist views of children's behaviours within schools and low-level collaboration between schools and external agencies. Facilitating a trauma sensitive environment within NSW schools can ameliorate these frustrations and attend to these inadequacies in a pragmatic, achievable way. This practice paper presents a School Counsellor-led model (REWIRE) for achieving this.
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Farrell, Caitlin C., Cynthia E. Coburn, and Seenae Chong. "Under What Conditions Do School Districts Learn From External Partners? The Role of Absorptive Capacity." American Educational Research Journal 56, no. 3 (November 9, 2018): 955–94. http://dx.doi.org/10.3102/0002831218808219.
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School district central offices regularly engage with external partners in improvement efforts, but these partnerships are not always productive. Indeed, little is known about under what conditions partnerships are likely to lead to organizational learning outcomes. We conducted a longitudinal comparative case study of two departments in one urban school district central office, both working with the same external partner. Data included 131 interviews and 372 hours of observations as well as artifacts and social network data. While one department did not incorporate the partner’s ideas into policies and routines, the other demonstrated greater integration. We argue this difference is due to organizational conditions that foster absorptive capacity and to the nature of department–partner interactions.
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McQuillan, Patrick J., and Yves Salomon-Fernandez. "The impact of state intervention on "underperforming" schools in Massachusetts: Implications for policy and practice." education policy analysis archives 16 (September 30, 2008): 18. http://dx.doi.org/10.14507/epaa.v16n18.2008.
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Since passage of the federal No Child Left Behind Act (NCLB) in 2002, state departments of education across the U.S. have been busy creating or modifying school accountability systems to meet NCLB guidelines. Ultimately, NCLB seeks to have all public school students proficient in English/Language Arts and mathematics by 2014. To identify schools in danger of not meeting this goal, states must establish student performance benchmarks and identify schools not making adequate yearly progress (AYP). Those consistently failing to make AYP can be ordered into "radical restructuring," which may include having the state intervene in running the school (U. S. Department of Education, 2002). Given these NCLB provisions and the growing number of schools not meeting AYP, the number of state interventions in low-performing schools will certainly increase. Accordingly, this article explores two questions about state-led interventions. First, how have teachers and administrators in underperforming schools in Massachusetts perceived state intervention? In addition, based on their perceptions, what might be done to make the process more effective? At three schools that experienced interventions from the Massachusetts Department of Education, a qualitative study explored the process of state intervention. A survey to principals in 22 of the 23 schools deemed underperforming by the state between 2000 and 2004 supplemented the in-depth qualitative work. Drawing on these mixed methods data sources, this article offers a series of proposals aimed at informing future state interventions in Massachusetts and elsewhere.
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Clayton‐Jones, Louise, John McMahon, Ken Rodzvell, John Skehan, Sid Bourke, and Allyson Holbrook. "Appraisal of school principals in an Australian department of education." Peabody Journal of Education 68, no. 2 (January 1991): 110–31. http://dx.doi.org/10.1080/01619569309538722.
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Kabataş, Mustafa. "How Do Kastamonu University Education Faculty Fine Arts Education Department Music Education Department Students Use Their Smartphones?" World Journal of Education 11, no. 1 (February 20, 2021): 1. http://dx.doi.org/10.5430/wje.v11n1p1.
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This work; Kastamonu University, Department of Fine Arts Education Faculty of Education was made to students in the Music Department in Turkey. The study is a descriptive field study and it was conducted with a questionnaire model. The study group of this study consists of all students of Kastamonu University Education Faculty Music Education Department. The aim of this study is to get an idea about the use of smart phones by music department students. In the study, a review was made of how music students use their smartphones. The questionnaire method was used to answer questions such as what kind of applications they use on smartphones and how much they benefit from the applications they use professionally. Research questions were asked which applications are the most popular for personal and school use, which applications are satisfied and which applications they are not satisfied with. The data obtained were presented in the form of a table and interpreted. It was concluded that the students used certain programs on their smartphones beneficial for their field education. The study is important because it contributes to researchers, field experts and similar studies.
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Hewson, Daphne, Anne Nielsen, and Caroline Powell. "Factors affecting the implementation of the NSW Department of School Education child protection curriculum." Journal of Psychologists and Counsellors in Schools 5 (November 1995): 99–110. http://dx.doi.org/10.1017/s103729110000176x.
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In response to increased awareness of the negative consequences of child sexual assault, the New South Wales Department of School Education has developed the Child Protection: Preventing Child Sexual Assault curriculum, which is a K-12 school based program. The attitudes and experiences of 250 members of staff in the Metropolitan North Region were analysed to identify some of the factors which affect implementation of this curriculum in schools. The results indicate that the most important factors were not the quality of the package or the beliefs of staff, but the support of those staff responsible for implementing the program and practical consideration of the day-to-day running of the school. The findings have implications for (1) further education of school personnel prior to specialist training, (2) the importance of establishing support for the curriculum as a priority within the school community, and (3) practical strategies and support for teachers in the implementation process.
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Provázková Stolinská, Dominika. "Education of Future Primary School Teachers at the Department of Primary and Pre-primary Education, Faculty of Education, Palacký University Olomouc." Magistra Iadertina 15, no. 2 (May 25, 2021): 9–18. http://dx.doi.org/10.15291/magistra.3376.
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The objective of the paper was to present the concept of undergraduate preparation of future primary school teachers at the Faculty of Education in Olomouc. This course has had a long tradition in Olomouc, and the current concept of the course is based on an overview of the system of primary education presented in this paper. In addition to this concept, the authors reflect on the needs of primary schools and try to implement these needs within the educational context. The concept of the course focuses not only on students’ theoretical knowledge but primarily on the application sphere. The
paper is a partial outcome of the project Development of the concept of undergraduate training of primary school teachers with an emphasis on communication competences.
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Buckby, Rick. "Enhancing School Effectiveness through Heads of Department." Management in Education 11, no. 4 (September 1997): 26–28. http://dx.doi.org/10.1177/089202069701100413.
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Rasmussen, Chris. "Creating Segregation in the Era of Integration: School Consolidation and Local Control in New Brunswick, New Jersey, 1965–1976." History of Education Quarterly 57, no. 4 (November 2017): 480–514. http://dx.doi.org/10.1017/heq.2017.29.
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New Brunswick High School, which had been racially integrated for decades, became majority-minority (and soon, all minority) in the 1970s, after years of legal wrangling led hundreds of its students to depart for a new, nearly all-white high school in the adjacent suburb of North Brunswick. White suburbanites invoked “local control” to justify building their own high school and battled against both New Brunswick and the New Jersey Department of Education, which ostensibly supported integration and the creation of larger, consolidated school districts. Black and Latino city residents initially advocated integration but soon renounced integration and demanded “community control” over New Brunswick High. Ultimately, the New Jersey Department of Education permitted the schools in the city and the suburb to become separate, allowing segregation to prevail in the so-called “era of integration.”
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Fetler, Mark. "Accountability in California Public Schools." Educational Evaluation and Policy Analysis 8, no. 1 (March 1986): 31–44. http://dx.doi.org/10.3102/01623737008001031.
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The California Department of Education has adopted a school accountability program with three main components: a statewide summary report, individual school performance reports, and local school self-reports of effectiveness. This article discusses implementation of the accountability program, its structure and function, selection of performance indicators, and recognition of schools. A survey of school officials found strong support for the concept of accountability, but weak agreement on the specific means used to implement it. Comparisons with other state and federal programs are drawn.
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Eber, Lucille, C. Michael Nelson, and Patricia Miles. "School-Based Wraparound for Students with Emotional and Behavioral Challenges." Exceptional Children 63, no. 4 (June 1997): 539–55. http://dx.doi.org/10.1177/001440299706300414.
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In this article, we describe a process, wraparound planning, for extending educational services to students with emotional and behavioral disorders (EBD) and their families which allows the children to remain in their home communities and schools. A merger of community and school-based wraparound has been established in the La Grange Area Department of Special Education (LADSE) and currently is being implemented in pilot school districts throughout the state of Illinois. Guidelines for implementing school-based wraparound for students with EBD are provided, and implications for the organization of schools to facilitate the wraparound approach are discussed.
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Thaba-Nkadimene, Kgomotlokoa Linda. "The influence of educational provision on teacher performance and learner outcomes among Limpopo primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n4a2039.
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In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers’ productivity and learners’ academic outcomes was examined. The primary objective of this study was to examine teachers’ and principals’ perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of participants. Semi-structured interviews and observations were used to collect data from 5 school principals and 10 teachers in 5 primary schools in the Limpopo province, South Africa. Inadequacies in school provisioning was found to influence teacher performance and learner outcomes, causing psychological stress and low morale among teachers as a result of poor working conditions. Inadequacies in school resources constitute an unfair and unjust practice by the Department of Education and infringes upon learners’ right to education. Such infringement exacerbates learners’ demotivation, which subsequently results in them dropping out of school. Poor schools ultimately exclude Black students from quality education in South Africa. I recommend that the Department spearheads the implementation of the Framework on Equitable Provision of Infrastructure in Public Schools as a matter of urgency to ensure equity and access for poor schools.
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Wade, Kerri, and Allison Nichols. "Catch ‘Em Being Good:” An Extension Service and State School System Team Up to Promote Positive Outcomes for Youth." Journal of Youth Development 3, no. 3 (December 1, 2008): 144–53. http://dx.doi.org/10.5195/jyd.2008.293.
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This feature article describes a collaboration between the West Virginia University Extension Service and the West Virginia Department of Education to implement the “Responsible Students through School Wide Positive Behavior Supports” program (RS-SWPBS) throughout the state. A case study of Grandview Elementary School in Kanawha County illustrates the benefits that the collaboration brought to local youth. West Virginia Department of Education established the program and brought local schools onboard, while educators from the West Virginia University Extension Service became coaches and led the effort to collect and analyze data. Results included the development of positive behaviors, a decrease in negative behaviors, and the creation of a positive school climate.
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Waasdorp, Tracy Evian, Sarah Lindstrom Johnson, Kathan D. Shukla, and Catherine P. Bradshaw. "Measuring School Climate: Invariance across Middle and High School Students." Children & Schools 42, no. 1 (December 18, 2019): 53–62. http://dx.doi.org/10.1093/cs/cdz026.
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Abstract Positive school climate has been consistently associated with many desirable student outcomes in both middle and high schools. However, there has been little work comparing the perceptions across these two school settings. The U.S. Department of Education conceptualized a three-factor model for school climate consisting of safety, engagement, and environment. Drawing on data from 29,720 middle and 34,950 high school students, the fit of the three-factor model was examined for measurement invariance, to explore whether the measure functioned similarly across both middle and high schools. The results indicated measurement invariance, which suggests that practitioners and researchers can confidently compare findings across middle and high schools to inform local decision making related to school-based programming. A series of multilevel analyses also explored the extent to which perceptions of school climate differed for middle and high school students; these results generally indicated that middle school students perceived the school more favorably than high school students. Implications of these findings for social workers are considered.
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Ilyina, O. K. "School of English in Journalism." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 218–20. http://dx.doi.org/10.24833/2071-8160-2014-5-38-218-220.
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Department of English Language № 3 was established in 1976 and leads the teaching of English language at the Faculty of International Journalism. The Department trains future international journalists, PR-professionals as well as experts in the field of sociology of mass communications. Since early 2010 the department has been headed by Olga K. Ilyina, PhD in Philology, Associate Professor. Since the opening of the specialty "Public Relations" at the Faculty of International Journalism the Department staff has done a great job providing educational materials for the teaching process, which include textbooks and manuals that contribute significantly to the education of highly qualified specialists. Since the early1990s in the department has created 32 textbooks and teaching materials.
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Zandi, Gholamreza, Ananda Devan Sivalingam, and Shaheen Mansori. "An Empirical Study in Human Resource Management to Optimize Malaysian School Counselling Department." International Journal of Financial Research 10, no. 5 (June 10, 2019): 32. http://dx.doi.org/10.5430/ijfr.v10n5p32.
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This conceptual paper is to study the departmental improvement that needs to be implemented at Malaysian Schools Counselling Center by integrating Human Resources Management Practices. The study reviews literature on the Historical Background of Malaysian School Counselling Center and human resource management practices. The paper goes on to analyse factors and perceptions that is needed for revamping a systematic Counselling and Career Development Center in schools. Furthermore, its operational needs relevant human resource management approach which will contribute towards building the future human capital via the school systems. As human capital is the backbone of any country, it has become essential for any nation to produce the right human capital to ensure the workforce of the country is able to develop well balance country from political, economic and socially. However, there is rising challenges for the education sector to produce and feed the talents and various initiatives have been addressed in the Malaysian Education Blueprint 2013- 2025(MEB) by the Ministry of Education Malaysia. Hence, pilot study will be carried out at two governments secondary school in Malaysia located in an urban and a sub urban platform and to contribute at end of the research towards improvement in schools counselling center by using Human Resource Management approach. It is also aim that can support future studies can be carried out based on the practical implementation.
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Nagata, Jason M., Melvin B. Heyman, and Janet M. Wojcicki. "Evaluation of a Fresh Fruit Distribution Program in an Ethnically Diverse San Francisco High School." ISRN Public Health 2012 (August 27, 2012): 1–8. http://dx.doi.org/10.5402/2012/252738.
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Objectives. We evaluated the effects of a Department of Education Fresh Fruit and Vegetable Program (FFVP) on food consumption habits in an inner-city, San Francisco high school. Methods. One intervention high school received a California state grant from the Department of Education to distribute fruit biweekly from fall 2008 to spring 2010 and coordinate associated nutrition education. Students completed 1793 surveys at the intervention school and 778 surveys at a comparison school that assessed fruit, vegetable, fast food and soda consumption habits. Pearson's chi-squared tests were used to compare consumption of foods. Results. At the end of the intervention period, the percentage of students consuming soft drinks once or more per day was significantly lower in the intervention versus comparison school (3.1% versus 8.9%, ). Consumption of candy once or more per week was also lower in the intervention versus the comparison school in fall 2009 (55.7% versus 64.0%, ). No significant changes in fruit and vegetable consumption were observed in the intervention or comparison schools. Conclusions. Fruit distribution programs in high schools may decrease high school students' consumption of soft drinks and candy.
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Keser Özmantar, Zehra, and Fadime Yalçın Arslan. "Metaphorical perceptions of prospective EFL teachers related to Turkish education system." Pegem Eğitim ve Öğretim Dergisi 9, no. 1 (October 24, 2018): 255–304. http://dx.doi.org/10.14527/pegegog.2019.009.
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This study aims to determine prospective teachers’ perceptions on the basic concepts of the education system in terms of its inputs, processes and outputs through metaphors. Phenomenological analysis was used. The participants were senior students from Gaziantep University, English Language Teaching (ELT) department and pedagogic formation program students from the English Language and Literature (ELL) department. The data were collected by asking about metaphorical perceptions related to the concepts of student, parent, school, school principal, curriculum, teaching materials, principles and methods of teaching, assessment and evaluation, ethics, class management, success and graduate students. Content analysis was employed for analysis. Teacher candidates produced 528 valid metaphors related to 13 concepts of education system. Out of these, 269 metaphors were positive, 109 were negative and 150 were related to basic features of education system. While 34 prospective teachers from ELL department produced 338 metaphors, 18 prospective teachers from ELT department produced 190 metaphors. The perceptions of teacher candidates in both groups were similar in terms of teacher, student, parent, school principal, teaching materials, ethics, and success. While ELL department students identified the concepts of school and graduate more positively, ELT department students described curriculum and classroom management more positively.
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Phú, BìnhNghiêm. "Rap Music, Department Image and Student Intention; A Study in Japan." JOURNAL OF EDUCATIONAL SCIENCES 3, no. 1 (February 15, 2019): 1. http://dx.doi.org/10.31258/jes.3.1.p.1-12.
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In the education context, the majority of studies on student intentions (school selection, retention and dropout) focused on the internal affecting factors (e.g., sex, family background, school performance and satisfaction). Those on the external determinants (e.g., school image) seem to be too thin, although these factors can be more easily and effectively regulated by education institutions. School image, however, does not stay unchanged but revolves over time. Nevertheless, the instability of school image has not been examined by previous research. Based on these understandings, this study aims to examine the change of a school department’s images with the input of rap music as an image change agent. In addition, it investigates the correlation between department images and student intentions. Using the quantitative data collected from 96 students in three low-grade classes (1-3) in a junior technology college in the Tohoku region of Japan, this study found that the impacts that a piece of rap music can produce is marginally limited, and the images of the department are decaying. In addition, the study figured out that department images are significant to the formation of students’ intentions to go to the advanced course and to recommend the department, but don’t have any significant effect on students’ intention to finish their five-year study. Some implications for the management of education activities to retain and recruit students are proposed based on these outcomes.
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Baker, Christina, Cynthia A. Galemore, and Kerri McGowan Lowrey. "Information Sharing in the School Setting During a Public Health Emergency." NASN School Nurse 35, no. 4 (May 15, 2020): 198–202. http://dx.doi.org/10.1177/1942602x20925031.
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The Family Educational Rights and Privacy Act of 1974 is the federal law that protects the privacy of personally identifiable information from student education records and applies to all education entities that receive funding under any program administered by the U.S. Department of Education. The Health Insurance Portability and Accountability Act of 1996 is the federal law that establishes privacy requirements for patients’ protected health information. Together these privacy laws establish rules that guide school nurses in the sharing of student information, even in times of public health emergencies. The U.S. Department of Education and the U.S. Department of Health and Human Services have issued special updates to privacy laws in response to the Novel Coronavirus Disease providing certain waivers of typical privacy requirements and direction to allow the sharing of information during this public health emergency. The purpose of this article is to briefly review the privacy laws as they relate to schools, as well as to provide an overview of the recent waivers to assist school nurses, school administrators, healthcare professionals, and public health agencies in protecting the health and safety of students during this current public health emergency.
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Saleh, Ilhamdaniah. "Longitudinal Study of the Vocational and High School Graduation Rate from 2011 to 2016 in Erie County, New York." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 2 (September 29, 2018): 229–37. http://dx.doi.org/10.21831/jptk.v24i2.20019.
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This study highlighted the discrepancies of education outcomes in urban-suburban settings and the differences between the graduates of vocational high schools and general high schools from 2011 to 2016 in Erie County, New York State, United States. Erie was infamous for racial segregation and the discrepancy of school quality between urban, suburban, and rural areas. New York State Department of Education has invested efforts to improve the education outcomes of vocational and high school education in the region. However, the education outcome gap still existed between those schools. The data source was derived from the School Report Card from 2011 to 2016 published by New York State Department of Education. The outcome variable was the percentage of high school graduates who attained Regent diploma (New York State standard) or the graduation rate. Methods utilized were an independent sample t-test, an analysis of variance, and a hierarchical linear model to measure the difference in longitudinal growth of graduation rate from 2011 to 2016. The results showed that there was a significant difference in the means of the graduation rate between vocational and general high schools. Teacher academic qualifications and certifications had a positive relationship with the graduation rate. The implication of this study called for tremendous efforts to improve the educational outcome, leverage teacher competencies, and close the gap.
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Siedlaczek-Szwed, Aleksandra, and Agata Jałowiecka-Frania. "SOCIAL WORK IN SCHOOL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 397–405. http://dx.doi.org/10.17770/sie2018vol1.3103.
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This work comments on issues connected with an aspect to include tasks from widely perceived social work into the activity of school. School, by fulfilling certain social tasks, consolidates characteristics which are significant for workplaces, as well as social institutions, e.g. children’s homes, community centres, social units. Thus, for a student, school is some kind of mind training department. The time spend at educational facility forces, apart from didactical activities, insurance that children in care will get a possibility to relax, play or to provide safe development, then by defined part of a day the school replaces a family. Didactical functions, character and social education of school are equal and mutually connected. By understanding social work within categories of support in gaining abilities of self functioning within society, it will be then an activity which includes various behaviours and attitudes which drive to equip a client with necessary strength or means which are crucial for individual development and proper social functioning.