Relevant bibliographies by topics / Experience of school inspectors

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Experience of school inspectors'

Author: Grafiati
Published: 25 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Experience of school inspectors"

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Tahir, Lokman, Mohammed Borhandden Musah, Siti Aisyah Panatik, Mohd Fadzli Ali, and Mohd Nihra Haruzuan Mohd Said. "Primary school leadership in Malaysia: The experience of stress among deputy heads." Educational Management Administration & Leadership 47, no. 5 (January 22, 2018): 785–814. http://dx.doi.org/10.1177/1741143217751074.

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Unquestionably, studies focusing on school leaders’ stress while managing schools have received extensive attention. However, there is still a lack of research focusing on deputies’ stress, even though deputies play an essential role in a school’s improvement process. Despite deputies’ dual roles, it is an accepted fact that deputies do experience stress while simultaneously dealing with their ‘superiors’, fulfilling their administrative tasks and helping teachers to work at their fullest capacity. Based on these two noteworthy premises, this mixed-methods study was designed to explore and address whether dealing with educational superiors causes stress to primary deputies. Regarding the sample, 120 deputies from across 45 primary public schools in two urban districts were selected as respondents for the study. Regarding the quantitative data, the non-parametric and descriptive statistics were employed in determining deputies’ views of their superiors. Further, eleven deputies were interviewed, and their anonymity was also protected to sustain the ethical considerations of the study. As expected, truculent attitudes and criticisms from school inspectors and parents were highlighted by deputies as contributing to their experiences of stress, with the levels of stress being classified as ‘moderate’ based on their demographic differences. Surprisingly, primary deputies revealed that they do not face much stress when working with their own head teachers; in fact, primary deputies informally revealed that their heads were quite open and understanding of their viewpoints and lenses.
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Wong, Marina Wai-yee, Maria Pik-yuk Chik, and Edmund Sze Shing Chan. "Stressors and stressor response levels of Hong Kong primary school music teachers." International Journal of Music Education 36, no. 1 (February 18, 2017): 4–16. http://dx.doi.org/10.1177/0255761417689923.

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Responses from 309 randomly sampled Hong Kong primary school music teachers to the shortened version of the Chinese Teacher Stress Questionnaire were subjected to a descriptive percentage analysis, one-way ANOVA and independent t test. Obtained results identify five key stressors: “changing education policy of the government”; “being observed by colleague, student teachers, college tutors, inspectors or parents”; “too much subject matter to teach”; “inclusive education”; and “additional administrative work”. An explanation is offered identifying stressor responses being underpinned by either global or contextual issues, while others by a combination of both. Unlike other studies that found relations between stressors and respondents’ individual characteristics, the results of this study uniquely display no significant statistical evidence to link music teachers’ stressor response levels with age, teaching experience, education, specialization or teaching-related workload. The evidence here supports the view that stressors are neutral and reported stressor response levels reflect global or contextual factors which can be intensified by a combination of both.
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Sibaya, Patrick T., and J. A. Malan. "Teachers' Perceptions of Primary School Children's Learning and Behaviour Problems: The Interaction Effects of Teaching Experience, Sex and Contact with Inspectors of Psychological Services." South African Journal of Psychology 22, no. 4 (December 1992): 220–27. http://dx.doi.org/10.1177/008124639202200406.

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To determine the effects and interaction effects of teachers' characteristics on perceptions of pupils' learning and behavioural problems, the Devereux Elementary School Behaviour Rating Scale (DESB) was used in this study. The data obtained on the variables of teacher's sex, teaching experience and teacher's contact with inspectors of psychological services, were analysed by means of a three-way analysis of variance (ANOVA) for the unbalanced design. Results indicated significant interaction effects for Factors 4, 6, 10 and 11. These Factors are external blame, external reliance, creative initiative and need for closeness to the teacher, respectively. Non-significant interaction effects were recorded for Factors 1 (classroom disturbance), 2 (impatience), 5 (achievement anxiety), 8 (inattentive-withdrawn), 9 (irrelevant-responsiveness), and Nonfactor items 27 (inability to change from one task to another) and 41 (slow to complete work). The variables of sex, contact and experience had significant influence on perceptions of Factors 3 (disrespect-defiance), 7 (comprehension) and Nonfactor Item 40 (desire to quit or give up), respectively.
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Rose, Jonathan. "Willingly to School: The Working-Class Response to Elementary Education in Britain, 1875–1918." Journal of British Studies 32, no. 2 (April 1993): 114–38. http://dx.doi.org/10.1086/386025.

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In Elementary Schooling and the Working Classes, 1860–1914, J. S. Hurt employs what has become a classic opening in works of social history. “Much of the history of education,” he declares, “has been written from the top, from the perspective of those who ran and provided the schools, be they civil servants or members of the religious societies that promoted the cause of popular education. Little has been written from the viewpoint of those who were the recipients of this semi-charitable endeavour, the parents who paid the weekly schoolpence and the children who sat in the schoolrooms of nineteenth-century England.”Hurt's point is well taken, but he leaves himself open to the retort that he also draws his information mainly from official sources. The parents rarely speak in his book, the children almost never. One could make the same criticism of Phil Gardner's The Lost Elementary Schools of Victorian England. Gardner claims that the so-called dame schools, the private venture schools that served a large fraction of the Victorian working class, were unfairly disparaged and suppressed by educational bureaucrats. But he too depends largely on bureaucratic reports to reconstruct the history of schools outside the state system. Neither Gardner nor Hurt quite succeeds in plumbing educational history to the very bottom: they do little to reconstruct the classroom experience from the viewpoint of the working-class child.What sources could we use to recover that history? There are, of course, the reports of school inspectors, but Gardner warns us that they had a vested interest in condemning dame shools.
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Ghosh, Gour Sundar, and Prasenjit Deb. "Attitude of School Teachers of Dooars Region of West Bengal towards Elementary Education." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 3 (March 28, 2017): 209. http://dx.doi.org/10.21013/jems.v6.n3.p1.

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<em>Teachers are one of the most important components in education system. Apart from teaching learning, teachers are directly involved towards mental, physical, moral, spiritual, and psycho-social development of the students. This study conducted in Jalpaiguri, a Sarva Shiksha Mission (SSM) district of West Bengal to evaluate and assess the level of achievement earned by the Elementary Teachers from the SSM. While the level of attitude of school teachers towards elementary education (Y) had been the dependent/predictor character (Y), the contributory factors had been Age (X<sub>1</sub>), Education of teachers (X<sub>2</sub>), Training Experience (X<sub>3</sub>), Year of Experience (X<sub>4</sub>), Engagement in other activity (X<sub>5</sub>), Family Income (X<sub>6</sub>), Social Participation (X<sub>7</sub>), Interaction with Head Teacher (X<sub>8</sub>), Interaction with School Inspectors (X<sub>9</sub>), Interaction with SSM Personnel (X<sub>10</sub>), Organizational Interfacing (X<sub>11</sub>), Involvement in SSM activities (X<sub>12</sub>), Value Judgement (X<sub>13</sub>), Response about SSM activities (X<sub>14</sub>), Use of TL Materials (X<sub>15</sub>), Exposures to Media (X<sub>16</sub>), and Opinion about present education system (X<sub>17</sub>). The statistical analysis illustrated that while the variables: like (1) Education of teachers (X<sub>2</sub>), Engagement in other activity (X<sub>5</sub>), Family Income (X<sub>6</sub>), Social Participation (X<sub>7</sub>), Interaction with Head Teacher (X<sub>8</sub>), Use of TL Materials (X<sub>15</sub>) had wielded a substantive effect on the determining level of attitude of school teachers towards elementary education (Y) and (2) variables: like Year of Experience (X4),</em><em> Interaction with Head Teacher (X<sub>8</sub>) have been found to exercise significant regressional effect on the level of attitude of school teachers towards elementary education (Y).</em>
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Mita, Rudina, and Enkelejda Balla. "Educational Situation in the Prefecture of Elbasan in the Years of the Albanian Parliamentary Republic 1925-1928." European Journal of Interdisciplinary Studies 5, no. 2 (May 31, 2019): 54. http://dx.doi.org/10.26417/ejis-2019.v5i2-285.

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Our study aims to highlight one of the most important aspects of the Elbasan Prefecture, the educational aspect during 1925-1928. In order to analyze the education during the mentioned years, the attention and tradition and educational environment of Elbasan had to be considered during the earlier periods since the Ottoman conquest. The historical educational experience culminated in the opening of the "Normal" School in 1909, the first high school that trained and prepared teachers' teachers for the Albanian language; experience and educational achievements of 1920-1924, years in which education was given priority on the basis of the principles of massivization, nationalization, secularization and unification. Given this educational tradition even during the years we have been studying, the Prefecture of Elbasan has taken important steps in Education. In the educational development of Elbasan, the intellectual elite and educated teachers in the West, Austria and Italy, etc., who together with their scientific formation brought together the Elbasan City and the educational experience of the countries of who came. Problems, the level of primary and secondary education, the difficulties in the education system, the lack of school buildings and funds for opening and maintaining them, the education of women in special schools by males, and the charitable activity of elbasanas in terms of education, the school of education of the children of the region are some of the aspects that we have included in our study. Through this paper, the educational aspect of 1925-1928, a little handled in the context of the local history of the Elbasan Prefecture, sheds light on. Keywords: education, school, inspector of education, general director of education, "normal" school, plotor, student
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Mita, Rudina, and Enkelejda Balla. "Educational Situation in the Prefecture of Elbasan in the Years of the Albanian Parliamentary Republic 1925-1928." European Journal of Interdisciplinary Studies 5, no. 2 (May 31, 2019): 54. http://dx.doi.org/10.26417/ejis.v5i2.p54-60.

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Our study aims to highlight one of the most important aspects of the Elbasan Prefecture, the educational aspect during 1925-1928. In order to analyze the education during the mentioned years, the attention and tradition and educational environment of Elbasan had to be considered during the earlier periods since the Ottoman conquest. The historical educational experience culminated in the opening of the "Normal" School in 1909, the first high school that trained and prepared teachers' teachers for the Albanian language; experience and educational achievements of 1920-1924, years in which education was given priority on the basis of the principles of massivization, nationalization, secularization and unification. Given this educational tradition even during the years we have been studying, the Prefecture of Elbasan has taken important steps in Education. In the educational development of Elbasan, the intellectual elite and educated teachers in the West, Austria and Italy, etc., who together with their scientific formation brought together the Elbasan City and the educational experience of the countries of who came. Problems, the level of primary and secondary education, the difficulties in the education system, the lack of school buildings and funds for opening and maintaining them, the education of women in special schools by males, and the charitable activity of elbasanas in terms of education, the school of education of the children of the region are some of the aspects that we have included in our study. Through this paper, the educational aspect of 1925-1928, a little handled in the context of the local history of the Elbasan Prefecture, sheds light on. Keywords: education, school, inspector of education, general director of education, "normal" school, plotor, student
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Mohr, Peter D. "Dr Catherine Louisa Corbett MB ChB DPH (1877–1960), Diary in Serbia. Her work with the Scottish Women's Hospitals in Serbia and Russia, 1915–1917." Journal of Medical Biography 26, no. 4 (January 26, 2018): 242–51. http://dx.doi.org/10.1177/0967772018756275.

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Catherine Corbett was the second woman to gain a medical degree from the University of Manchester Medical School in 1905; however, little was known about her life or work, apart from the fact that she was a School Medical Inspector (SMI) and never married. The rediscovery of her Diary in Serbia (1916) has revealed her work for the Scottish Women's Hospitals (SWH) during the First World War in Serbia (1915–1916). Her time alongside her female colleagues was a good experience, however the harsh conditions, especially those she experienced during a further period working in Russia (1916–1917), left her exhausted and psychologically stressed. After the war, her job as a SMI in Burnley and her pursuit of rock climbing helped her adjust to a normal life and allowed her to promote her views on female education.
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Yeşilpınar Uyar, Melis. "A need analysis study regarding to develop a school-based curriculum for teaching principles and methods course." Pegem Eğitim ve Öğretim Dergisi 6, no. 1 (January 11, 2016): 73–96. http://dx.doi.org/10.14527/pegegog.2016.005.

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In this study, conducting the needs analysis which is the first phase of a school-based curriculum for teaching principles and methods course was aimed. The research was designed as a case study and the participants, 15 pre-service teachers, eight instructors, five class teachers and five education inspectors were chosen by sampling criteria. The interviews and document analysis data collection methods were used to collect the data. In conclusion, in this study it has been found that there should be given place for objectives regarding cognitive skills, cognitive and affective comprehension dimensions in teaching principles and methods course; the subjects which are functional in practice and have common usage area should be included within content dimension. Besides, it has been identified that during the learning-teaching process the knowledge should be presented and explained, the quality of teaching service should be increased, pre-service teachers should be provided with authentic learning experiences, student centered approach should be used as a base; and it has been asserted that this process should be rearranged aiming at enhancing the practice dimension of it. Moreover, it has been seen that a measurement -evaluation process is needed which includes use of process-based alternative assessment tools and gives feedback to all assessment results.
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Reihenova, Austra. "SECONDARY SCHOOL STUDENTS' TYPES OF THINKING IN LEARNING MATHEMATICS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 405. http://dx.doi.org/10.17770/sie2018vol1.3427.

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In this article author discusses different patterns of learners’ thinking learning mathematics. The main topic of this article is related to the different perceptions of each pupil, the ability to analyze and draw conclusions, therefore, the author proposes to change the organization of the study process and divide pupils into two groups, which will provide opportunities to acquire knowledge for each type of thinking in separate groups and at the appropriate pace and level. The aim of the article is to analyze the results of mathematical learning using different types of thinking and strategies. Student inspections, which were used as primary documents and questionnaires with open questions, were used to collect the data. The analysis of documents and the author's long-term work experience form the study. In the initial stage of the study, a case study analysis method was used for data processing.
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Dissertations / Theses on the topic "Experience of school inspectors"

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Lugemoi, Wilfred Bongomin. "Experience of primary school inspectors in ensuring quality teaching and learning in Northern Uganda." Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/80458.

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This is a qualitative study that investigated the experience of school inspectors in ensuring quality teaching and learning in primary schools in Northern Uganda, using hermeneutics phenomenological design. The study was underpinned by relative ontology, personal epistemology and accountability theory. In-depth interviews and document analysis were used to explore the understanding of the school inspectors on quality teaching and learning, techniques they use to ensure quality teaching and learning, their effectiveness and challenges. The study revealed that the inspectors understand quality teaching and learning as a multidimensional reality that entails attaining of literacy and numeracy; life skills; holistic development of learners; teachers’ competencies and professionalism; measure of learning achievement; broadness without ambiguity; collaborative; innovate; dynamic and contextual issue. The main techniques that the inspectors used to ensure quality teaching and learning in the primary schools are: assessment of quality of inputs into educational programs; assessment of educational processes; assessment of learning outcomes;psychosocial support; ensuring compliance with educational standards, laws and regulations; creating awareness on educational standards, laws and regulations; administration of rewards and sanctions. The study showed that the inspectors believe that they have been effective in supporting teachers; improving learning, learning environment and professional development of teachers; fighting corruption and malpractices among teachers. They however experienced insubordination of teachers; negative attitude of teachers towards the teaching profession; inadequate training of teachers; failure of teachers to adhere to educational laws; policies and regulations; excess work overload to the school inspectors; negative perception of some teachers on school inspection; corruption; lack of resources for school inspection; ineffectiveness of the head teachers; and difficulties in enforcing educational standards, rules, regulations and laws. They mainly use laws, policies and regulations and peer to peer support as the strategies to solve problems which they encounter in ensuring quality teaching and learning in the primary schools. The unique contribution of the study is that quality teaching and learning as understood by primary school inspectors is a multidimensional reality that can best be achieved using a logical, psychosocial legal approach. Policies, practices and future studies need to examine critically the dynamics and characteristics of these approaches to quality teaching and learning in primary schools.
Thesis (PhD)--University of Pretoria, 2019.
pt2021
Education Management and Policy Studies
PhD
Unrestricted
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Raybin, Fagmieda. "Experience of work-life balance by female traffic inspectors within the Western Cape provincial traffic: Metro region." University of the Western Cape, 2018. http://hdl.handle.net/11394/6819.

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Magister Commercii (Industrial Psychology) - MCom(IPS)
Twenty-first century organisations have become more conscious of implementing work-life balance practices due to the fusion of females into the labour market, the existence of double career couples with children and equality gender. Several studies around work-life balance has been embarked upon, however, the perception of female traffic officers within the South African environment has not yet been explored. The present study seeks to understand and provide female traffic inspectors with better insights about how they are currently experiencing work and home life through self-awareness. A phenomenological approach based on a research design of inquiry was used to engage with female traffic inspectors and to obtain their experience, as well as its impact. The sample used for this study consisted of six female traffic inspectors from the Western Cape Government, Department of Transport and Public Works: Metro Region. The current research used one research instrument namely in-depth interview to address the research question using semi-structured, audio-taped interviews. Recurring themes that emerged from the study indicate that female traffic inspectors’ experience of work-life balance challenges involved job stress, work support, organisational culture and the work environment. These challenges have impacted on their work life and family life which gave rise to inter-role conflict, work-to-family conflict and family-to-work conflict, which negatively impacted on their attitude in attempting to adapt to their work environment. It became evident that most of the participants were finding it difficult to balance work and family as they realise that “something had to give”.
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Kawana, Irene. "Inspectors of education's perceptions of female principalship in the Rundu region of Namibia." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1015746.

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While women constitute more than 51% of the population and far outnumber men in teaching positions in Namibia, very few occupy positions of leadership. Male candidates are still favoured for top positions, thereby denying women the chance to gain entrance to these positions. One of the reasons for this imbalance seems to be that, in spite of conscious political effort and legislation, women may still be perceived as less effective leaders than men. This research focused on leadership in education, in particular school principals, and explored the perceptions of female principalship held by school inspectors. Three school inspectors from the Rundu Education Region were purposefully selected and interviewed. Inspectors were selected on the grounds of their considerable influence in the selection and appointment of school principals. The study found that these inspectors favour school principals who show commitment to their work, have good interpersonal working relationships, are caring, good listeners, visionary and produce good results. The inspectors attribute female principals’ success to their traditionally perceived characteristics, such as caring leadership and ability to develop good human relations. Instead of perceiving these qualities as professionally negative (as is sometimes argued in the literature) the inspectors see them as indisputable assets to leadership. The respondents acknowledge the cultural stereotyping that may have influenced male attitudes to women in the past, but argue that good leadership is not specific to gender, but part of the qualities a person possesses, regardless of sex. This study concludes that, contrary to what has been reported in many studies, these inspectors perceive women principals as effective – equal to their male counterparts or sometimes even more effective - because they are caring, well organized and good at communicating and establishing relations with others. Though these qualities are different from the traditional masculine qualities which include independence and emotional strength, the respondents recognize and legitimize them as preferred qualities in current effective leadership practice.
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Bagworth, Hazel Joy. "The role of agents, visitors and inspectors in the development of elementary education c.1826-c.1870." Thesis, Brunel University, 1998. http://bura.brunel.ac.uk/handle/2438/5470.

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This thesis is an analytical examination of the inspectorates established by the British and Foreign School Society and the Anglican National Society between c. 1826-1870. Its aim is to demonstrate the important role their officials played in the development of a nation-wide system of elementary education in England and Wales. The thesis is divided into six chapters. The Introductory Chapter places the study in context by considering the concept of inspection in the nineteenth century. It examines 'state' inspectorates other than those for education, school inspection abroad and the long tradition of visitation and inspection by the Established Church. Chapter Two considers the appointment and development of HMIs between 1840-1870, providing an essential foundation and context for the subsequent chapters. Chapter Three examines the BFSS system of inspection. All aspects of this branch of the Society's work are considered including the reasons for the establishment of an inspectorate, the social backgrounds of the men appointed, the work they carried out and their changing and developing roles during this period. It not only reveals their important contribution to the work of their Society but also to national educational developments. Chapter Four focuses on the National Society's system of inspection and visitation. It considers the development of a three tier system during the 1840s with centrally appointed Inspectors, Diocesan Inspectors and Organising Masters. The issues central to the National Society's Inspectors' reports are also considered in detail. Chapter Five assesses the contribution made by the BFSS and National Society officials to the establishment of other school inspectorates. It then offers final analysis in Chapter Six on the significance of the work of the Agents and Inspectors of the two major Societies, not only for their respective organisations, but also for the development of nineteenth century elementary education.
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Harris-Aran, Shai Sarah. "School inspectors in Israel : autonomy, levels and direction of effort in a context of multiple functions and expectations." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323026.

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Price, Suzanne Phillips. "The black student medical school experience /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1106299x.

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Thesis (Ed.D)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Ellen Condliffe Lagemann. Dissertation Committee: Gary Natriello. Includes bibliographical references (p. 113-117).
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Tate, Monique. "Investigating How Families Experience School Criminalization." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2695.

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Public school students across the United States have been criminalized for minor youth behavior issues such as truancy, defiance, and minor fighting incidents. The presence of law enforcement is expanding in school spaces, increasing the likelihood of young students facing court systems for minor offenses. Criminalization of students is counterproductive considering schools are designed to promote student growth and development. Little is known about how students and parents experience school criminalization. The purpose of this multi-case study, based on Freire's conceptual framework of critical consciousness, was to investigate how a small group of families experienced school criminalization. Three families of youths who had been criminalized for minor school offences were recruited using community partners as referral sources. Interviews were conducted with parents using a semi-structured protocol, and data were also obtained from school and court records provided by parents. Data were triangulated, summarized as case descriptions, member checked, and then cross-theme analyzed based on Gibbs and Taylor's approach for emergent themes. Study results demonstrated that these families felt trapped between two institutions and experienced fear and frustration trying to deal with both systems. Participants also recommended ways parents and schools might improve discipline for minor offences. This study will influence social change by informing school and juvenile justice discipline policy reform about working with two systems in managing student behavior concerns. In addition, the interview protocol can be used by human services professionals to help improve understanding of clients faced with school criminalization issues.
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Trees, Sue. "Pre-school children s experience of place." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2428/.

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The experience of place has been the subject of attention by researchers from a variety of disciplines. However, despite a growing interest in the geographies of children there have been very few empirical studies investigating pre-school children’s experience of place. To address this issue, this thesis seeks to gather understandings of this phenomenon that may inform educational research. This study investigates the individual experiences of place of 12 pre-school children in 3 locations - Durham City, England; Drumlithie a village in Aberdeenshire, Scotland, and Fraserburgh a town also in Aberdeenshire. The empirical work is set within an interpretive approach that is sensitive to the competencies of the children and which is in line with the author's philosophical assumptions. The strategies employed to generate data include an affective activity, research conversations, walking expeditions with cameras, semi-structured interviews and artwork. The theoretical framework for this research is based on an extensive inter-disciplinary review of the literature and is informed by ecological and developmental psychology theories and recent concepts of childhood. It assumes a holistic approach to understanding the complex, multifaceted concept of place as experienced by pre-school children who are themselves viewed as active learners and experts in their own lives. The analysis suggests that the pre-school children in this research experience place on highly personal and individual bases. It appears that the children employ the strategy of breaking a place down into component parts and use these components to structure their understandings. A tentative model is devised to show the workings of this process. The implications of the findings are discussed in relation to current understandings of pre-school children's learning, and suggestions are made for further research.
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stjernstrom, anna-karin. "Students´Experience of School Support in Dyslexia." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29293.

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The purpose of this study was to research the experience of support in school for five students with dyslexia. Based on the above, the type of support the students received was examined, their individual experience with their learning difficulties, digital technology and their views about themselves and their individual learning. The study was based on a special educational and socio-cultural perspective.Support in the form of individualized teaching of special educators or specialist teachers has been the method that has historically been used the longest and all students testified to such support in the earlier years. Recently, digital tools have begun to be used more and the studies conducted in this field show that the effect is positive.The study was conducted using qualitative method based on personal interviews of five students in age 14 and 15. The results of this study showed that a majority of the students were positive about the support they received in school for their dyslexic difficulties. The teacher was an important factor in having the dyslexic student’s learning to be most effective. It appears that support for their dyslexic difficulties can contribute to the students feeling more involved in the school, which leads to increased motivation. However, detailed requirements for implementation and support are required for digital learning support to work most effectively. The teacher and their competencies are of great importance when working with students with dyslexia related to the use of digital technology.The school is facing a dilemma as special support can be perceived as a stigma and at the same time it is the prerequisite for the student’s experience of inclusion at the school. It also became clear that several students experienced the level of technology support inadequate.In a future study, the school should review the organizational structure and the specialist teacher’s role as the one who has the key responsibility and assists in the implementation of digital tools in the continuous support for their students.
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Leary, Riley. "Understanding the Hybrid High School Student Experience." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792647.

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Hybrid High School education is a disruptive innovation that has begun to replace traditional brick and mortar schools for many students world-wide. In addition to a traditional school model are the traditional metrics by which schools are compared. These metrics have been achievement data, success rates, and funding analyses. These metrics do not account for the lived experience of the high school students, in the same way that the traditional model of education does not account for the changing methods available for learning. This study is a phenomenological analysis of the lived experience of high school students who have attended hybrid educational programs. These programs utilize the digital advances available for learning by offering at least half of their curriculum online, while maintaining face to face instruction during the rest of curricular time. The premise of this study is that high school provides an ethos, or manifested culture, for each student served. The questions used in nine interviews to understand this ethos were created using research in the area of adolescent life satisfaction. The research resulted in focus areas to be discussed: autonomy, engagement, social capital, and community connectedness. Participants in this study age 18–20 recently graduated from four years attending a hybrid program. The participants were introspective and detailed in their explanations of life experiences during their time in hybrid programs, and how their ethos was shaped by experiences in each of the areas of life satisfaction listed above. The interview analyses led to four conclusions regarding hybrid high school student life. First, the hybrid program graduates interviewed have a rich sense of community. These communities vary and most are members of multiple communities. All feel a sense of belonging and are connected to groups beyond family. Second, the hybrid program graduates are highly self-reliant. Participants pointed out that they have relationships with people who are supportive, but that they are independently responsible for overcoming life’s obstacles. Third, these conclusions are intended to influence design of future innovational programs. Finally, the hybrid high school did serve as a disruptive innovation which had clear benefits for the adolescents participating. This study, in combination with additional studies focusing on specific program elements, could result in quality innovative programs that meet the needs of a changing adolescent population.

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Books on the topic "Experience of school inspectors"

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Baxter, Jacqueline, ed. School Inspectors. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5.

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Department of Education & Science. Report by HM Inspectors on Holte School. Stanmore: Department of Education and Science, 1989.

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Department of Education & Science. Report by HM Inspectors on Cranford Community School. Stanmore: Department of Education and Science, 1986.

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Department of Education & Science. Report by HM Inspectors on the Woodlands School. Stanmore: Department of Education and Science, 1986.

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Bitz, Michael, ed. The Charter School Experience. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3.

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Billett, Stephen, Greer Johnson, Sue Thomas, Cheryl Sim, Stephen Hay, and Jill Ryan, eds. Experience of School Transitions. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0.

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Science, Department of Education &. Report by H. M. Inspectors on Lockleaze School , Bristol. London: Department of Education and Science, 1988.

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Department of Education & Science. Report by HM Inspectors on Hall Green Comprehensive School. Stanmore: Department of Education and Science, 1986.

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Department of Education & Science. Report by HM Inspectors on the Grange School, Stourbridge. Stanmore: Department of Education and Science, 1988.

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Department of Education & Science. Report by HM Inspectors on Ingatestone Anglo-European School. Stanmore: Department of Education and Science, 1985.

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Book chapters on the topic "Experience of school inspectors"

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Baxter, Jacqueline. "School Inspectors as Policy Implementers: Influences and Activities." In School Inspectors, 1–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_1.

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Altrichter, Herbert. "The Short Flourishing of an Inspection System." In School Inspectors, 207–30. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_10.

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Penninckx, Maarten, and Jan Vanhoof. "What Stated Aims Should School Inspection Pursue?—Views of Inspectors, Policy-Makers and Practitioners." In School Inspectors, 231–57. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_11.

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Baxter, Jacqueline. "School Inspectors: Shaping and Evolving Policy Understandings." In School Inspectors, 259–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_12.

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Baxter, Jacqueline. "Erratum to: School Inspectors." In School Inspectors, E1. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_13.

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Baxter, Jacqueline. "Erratum to: School Inspectors as Policy Implementers: Influences and Activities." In School Inspectors, E3. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-52536-5_14.

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Dedering, Kathrin, and Moritz G. Sowada. "Changing Policies—Changing Inspection Practices? Or the Other Way Round?" In School Inspectors, 25–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_2.

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Baxter, Jacqueline, and Agneta Hult. "Different Systems, Different Identities: The Work of Inspectors in Sweden and England." In School Inspectors, 45–69. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_3.

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Brown, Martin, Gerry McNamara, Joe O’Hara, and Shivaun O’Brien. "Inspectors and the Process of Self-Evaluation in Ireland." In School Inspectors, 71–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_4.

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Dobbelaer, M. J., D. Godfrey, and H. M. B. Franssen. "Feedback by Dutch Inspectors to Schools." In School Inspectors, 97–119. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52536-5_5.

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Conference papers on the topic "Experience of school inspectors"

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Heinzova, Zuzana, and Lada Kaliska. "SLOVAK SCHOOL INSPECTORS AS POTENTIAL SCHOOL LEADERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2392.

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Oliveira, Ailton C., Jose´ A. B. Barbosa, and Jose´ M. B. Rabello. "Qualification and Certification of Inspection Personnel in Brazil: Petrobras Experience." In 2006 International Pipeline Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/ipc2006-10540.

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The purpose of this paper is to present Petrobras experience in the activity of qualification and certification of inspectors of onshore pipelines, based on Petrobras standard N2776. N2776 structure showing inspector duties and responsibilities in the various stages of the construction and assembly of onshore pipelines is also presented as well as pre-requirements for qualification: education level, physical aptitude, professional experience and training. The scheme of theoretical and practical exams required for qualification is also detailed. The advantages and difficulties arising out of the use of certified labor for quality control activities is discussed and both technical and social aspects are approached.
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Öztürk, Mustafa, and Ali İlker Gümüşeli. "ANALYSING TEACHERS, SCHOOL ADMINISTRATORS AND EDUCATION INSPECTORS OPINIONS ACCORDING TO TURKEY’S EDUCATION VISION 2023 ABOUT THE APPOINTMENT AND TRAINING OF SCHOOL ADMINISTRATORS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0229.

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L. Mari, J., S. Boyer, C. Laffont, and D. Sfez. "The IFP School Blended-Learning Experience." In 66th EAGE Conference & Exhibition. European Association of Geoscientists & Engineers, 2004. http://dx.doi.org/10.3997/2214-4609.201405679.

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Paz-Albo Prieto, Jesús, and Aránzazu Hervás Escobar. "THE ETWINNING EXPERIENCE: BEYOND SCHOOL CLASSROOMS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2445.

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Tsybrova, Irina Olegovna. "Project making experience in primary school." In VII International Research and Practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112620.

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Walters, Barbara, and Vicki Jones. "Middle school experience with visual programming environments." In 2015 IEEE Blocks and Beyond Workshop (Blocks and Beyond). IEEE, 2015. http://dx.doi.org/10.1109/blocks.2015.7369022.

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Campos, Helena, Sofia Teixeira, and Sofia Sampaio. "CLASS BLOG: AN EXPERIENCE IN ELEMENTARY SCHOOL." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1618.

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Prokop, Jiří, and Joanna Lukasik. "SCHOOL AS A WORKPLACE IN TEACHERS’ EXPERIENCE." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0332.

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Pepkolaj, Leke, Sidite Duraj, Volfrida Toma, and Dritan Gerbeti. "A collaborative learning experience in high school mathematics." In 2020 International Congress on Human-Computer Interaction, Optimization and Robotic Applications (HORA). IEEE, 2020. http://dx.doi.org/10.1109/hora49412.2020.9152852.

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Reports on the topic "Experience of school inspectors"

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Gruber, Samuel H. The Bimini Research Experience for ONR Science High School Students. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada628274.

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Amdahl-Mason, Ameena. The Lived Experience of High School Policy Debate in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.531.

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Summers, Aeylin. Characteristics of Marginally Achieving Secondary Students and the Nature of their School Experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1383.

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Mboup, Massene. Perceptions of Students of Color About Their Experience in an Alternative High School: A Phenomenological Inquiry. Portland State University Library, May 2020. http://dx.doi.org/10.15760/etd.7334.

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Apple, Lauri M., Kathleen R. Smith, Zola K. Moon, and Glenda Revelle. Creating E-Textile Activities in a Textile Design Course to Engage Female Middle School Students in STEM Learning: An Undergraduate Design Experience. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-1.

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Groeneveld, Andrew B., Stephanie G. Wood, and Edgardo Ruiz. Estimating Bridge Reliability by Using Bayesian Networks. Engineer Research and Development Center (U.S.), February 2021. http://dx.doi.org/10.21079/11681/39601.

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As part of an inspection, bridge inspectors assign condition ratings to the main components of a bridge’s structural system and identify any defects that they observe. Condition ratings are necessarily somewhat subjective, as they are influenced by the experience of the inspectors. In the current work, procedures were developed for making inferences on the reliability of reinforced concrete girders with defects at both the cross section and the girder level. The Bayesian network (BN) tools constructed in this work use simple structural m echanics to model the capacity of girders. By using expert elicitation, defects observed during inspection are correlated with underlying deterioration mechanisms. By linking these deterioration mechanisms with reductions in mechanical properties, inferences on the reliability of a bridge can be made based on visual observation of defects. With more development, this BN tool can be used to compare conditions of bridges relative to one another and aid in the prioritization of repairs. However, an extensive survey of bridges affected by deterioration mechanisms is needed to confidently establish valid relationships between deterioration severity and mechanical properties.
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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Rosato-Scott, Claire, Dani J. Barrington, Amita Bhakta, Sarah J. House, Islay Mactaggart, and Jane Wilbur. How to Talk About Incontinence: A Checklist. Institute of Development Studies (IDS), October 2020. http://dx.doi.org/10.19088/slh.2020.006.

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Incontinence is the medical term used to describe the involuntary loss of urine or faeces. Women, men, girls, boys and people of all genders, at any age, can experience incontinence. A person with incontinence can experience leakage occasionally, regularly or constantly; and leakage can happen at any time, day or night. A person may also experience leakage of urinary or faecal matter due to not being able to get to the toilet in time or not wanting to use the toilet facilities available. This is known as social, or functional, incontinence. In many low- and middle-income countries (LMICs) understanding of incontinence is still in its early stages: the term ‘incontinence’ may not be known, knowledge of the condition is rare, and the provision of support is lacking. Those who experience incontinence may face stigma due to having the condition, and this may affect their willingness or confidence to talk about it. There is a need to better understand incontinence in LMICs, and how best to support people living with the condition to improve their quality of life. This requires having conversations with individuals that experience the condition, and with individuals who care for those who do: they will have the lived experiences of what it means to live with incontinence practically, emotionally and socially for them and their families. Living with incontinence can have a range of impacts on the people living with it and their carers. These include increased stress and distress; additional needs for water and soap; and restricted ability to join in community activities, school or work. Living with incontinence can also lead to a range of protection issues. The potential challenges that people face may be quite diverse and may vary between people and households. The checklist below, and corresponding page references to ‘Incontinence: We Need to Talk About Leaks’ can be used to increase your understanding of incontinence and the options available to support people living with the condition; and provide guidance on how to have conversations to understand how best to support people living with incontinence in your area.
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