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O'neill, G. Patrick, and Joseph E. Brusutti. "Term Appointments for High School Department Heads: Seeking a Consensus." Clearing House: A Journal of Educational Strategies, Issues and Ideas 62, no. 6 (February 1989): 269–72. http://dx.doi.org/10.1080/00098655.1989.10114070.
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A. Alilio, Paul Joven. "Impact of Faculty Development Programs to the Instructional Performance of Teachers in Governor Feliciano Leviste Memorial National High School." International Multidisciplinary Research Journal 2, no. 2 (June 19, 2020): 117–24. http://dx.doi.org/10.54476/iimrj373.
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Teachers serve as the sole dispenser of knowledge in the schools. They need to be equipped with the skills in teaching using appropriate methodologies, strategies and approaches in dealing with various types of learners. In the Philippines, the Department of Education is determined to provide the teachers the best enhancement programs to achieve its vision for the Filipino people. Localized teacher training programs are being conducted in school levels to upgrade teachers’ level of competency in their needed instructional skills. Several teachers’ development programs are offered to teachers which are usually conducted monthly, quarterly or at least once a year to sustain their needs. This study aimed to determine the impact of faculty development programs to the instructional performance of teachers in Governor Feliciano Leviste Memorial National High School. This also sought to answer how effective were teachers with regard to instructional skills as assessed by teachers themselves and by their respective department heads in relation to the faculty development programs. It also evaluated the faculty development programs offered in GFLMNHS namely, Gender and Development (GAD) Program, In-service trainings (INSET) and Learning Action Cell (LAC). Descriptive method of research was applied to figure out the impact of those enhancement programs in the teacher’s instructional performance. It involved the 203 secondary school teachers and seven department heads of the said school. The researcher utilized the questionnaire as the main data-gathering tool which consisted of two parts. Part one dealt with the instructional performance of teachers and part two was about the evaluation of faculty development programs as assessed by department heads and teachers themselves. The responses were interpreted using the appropriate statistical tools such as Percentage, Weighted Mean, Ranking and t-test based from the obtained answers. Furthermore, the study reveals the significant impact of faculty development programs specifically the GAD, INSET and LAC sessions to the instructional performance of teachers.
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Gapor, Rohamina Palakad, and Teresita Rubang Doctor. "Engagement and Performance among Administrators of Public Secondary School in Nakhon Nayok, Thailand." World Journal of Education 10, no. 5 (October 20, 2020): 29. http://dx.doi.org/10.5430/wje.v10n5p29.
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This study used a descriptive-quantitative research method. The objectives were to assess administrators' level of work engagement, work performance, and to determine the correlation between work engagement and work performance. The respondents of this study were 22 principals/deputy principals, 22 directors/deputy directors, and one hundred seventy-six (176) department heads and deputy department heads of the public secondary schools of Nakhon Nayok, Thailand. All data were based on a self-report. The findings showed that the administrators' engagement level (mean =4.07) and performance level (4.21) was high at a 0.5 level of significance. There is also a strong correlation (r = 0.96) between engagement and performance. The implication of this study is to help administrators maintain or enhance engagement and performance for continuous improvement in the indicators mentioned in this study for the success of school management.
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Bakokonyane, Kaone. "Influence of headship instructional leadership proficiencies on academic performance: the case of rural primary schools of Kweneng region in Botswana." International Journal of Educational Management 36, no. 4 (March 29, 2022): 541–51. http://dx.doi.org/10.1108/ijem-09-2021-0383.
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PurposeThe purpose of this study was to identify the headship instructional leadership proficiencies, and how they influenced academic performance in high and low performing rural primary schools of Kweneng region.Design/methodology/approachQualitative approach, using a multi-cross case study analysis was used. Data were collected through an in-depth, semi-structured and focus group interviews, observations and document analysis. Purposive sampling methods were used, and the study drew data from 56 participants. These were 4 school heads, 4 deputy school heads, 4 heads of department, 8 senior teachers, 12 teachers and 24 learners.FindingsThe cross-analysis case study findings revealed that high-performing rural primary schools involved their staff and stakeholders in crafting and implementation of the school vision, mission, values and strategic plans. This approach helped them in monitoring school and classroom instructions; hence, resulting in improved academic performance. On the contrary, low-performing schools paid lip service to “involvement” approach.Research limitations/implicationsThe implication for further study is that any future study can consolidate and expand the findings of this research by focusing on Botswana's rural secondary schools.Practical implicationsThe implication of this study is that the ability of an excellent school head with instructional leadership proficiencies can change a low-performing rural primary school into a high-performing rural primary school. Therefore, schools heads who have instructional leadership proficiencies can be placed in low-performing schools for transformation.Social implicationsMoreover, the social implication is that school heads from low-performing schools should benchmark instructional leadership proficiencies from high-performing schools.Originality/valueThe written case study narratives were given to participants for approval to find out if what was written was what they said. After their approval, the research supervisors validated them to check for biases and exaggerations.
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Suleman, Qaiser, Ishtiaq Hussain, and Saib Shehzad. "Relation of Occupational Stress and Job Satisfaction: A Study of Secondary School Heads in Khyber Pakhtunkhwa, Pakistan." Global Social Sciences Review III, no. II (June 30, 2018): 237–72. http://dx.doi.org/10.31703/gssr.2018(iii-ii).15.
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This paper examines the relationship between occupational stress and job satisfaction among secondary-school-heads in the province of Khyber Pakhtunkhwa. A sample of only 402 secondary-school-heads (Male n = 260, Female n = 142) was selected with the help of multistage sampling technique. A descriptive and correlative design was employed. Two standardized tools were employed i.e., "Occupational Stress Index (OSI)" and Minnesota Satisfaction Questionnaire (MSQ) for seeking the responses. Pearson's correlation and linear regression were employed to analyze data statistically. The findings exposed a strong inverse relation between occupational stress and job satisfaction. Furthermore, a substantial negative correlation between all the subscales of occupational stress and overall job satisfaction is also present. Eight subscales of occupational stress, i.e., role ambiguity, responsibility for persons, under participation, unreasonable group and political pressure, low status, strenuous working conditions, peer group relations, and unprofitability were found significant predictors and have negative effect on job satisfaction. So, the researchers recommend focusing reduction in the level of occupational stress among secondary-school-heads. Elementary and Secondary Education Department should have collaboration with policy makers to formulate rewarding and effective strategies for stress reduction for secondary school heads to have high spirit for yielding good outcomes.
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Akhtar, Muhammad, and Muzammila Akram. "A STUDY OF ISSUES IN EDUCATIONAL MANAGEMENT AT HIGH SCHOOL LEVEL AT PUNJAB." Pakistan Journal of Social Research 04, no. 01 (March 31, 2022): 213–19. http://dx.doi.org/10.52567/pjsr.v4i1.644.
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The school management is regarded as one of the most important managements in perspective of Pakistani schools. Educational management is a discipline with respect to the management of educational organizations was established to develop disciplines at schools. The present study comprises on to find out the issues in existing school management in education system at high school level in Punjab through survey method. The main objectives of this study were to study some existing school management models, to find out the issues in school department at secondary level and to find out the need for school management improvement. This study has a qualitative approach. The data was collected through a structured interview from four schools of district Bahawalnagar and analyzed data was expressed in detail. The conditions of the public sector school were far different from those of private sector. The schools lacked basic physical infrastructure to carry out daily routine tasks Keywords: Management, School heads, Quality education
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Samuelson, Anne, Leslie Lytle, Keryn Pasch, Kian Farbakhsh, Stacey Moe, and John Ronald Sirard. "The Physical Activity Climate in Minnesota Middle and High Schools." Journal of Physical Activity and Health 7, no. 6 (November 2010): 811–17. http://dx.doi.org/10.1123/jpah.7.6.811.
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Background:This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level.Methods:Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study.Results:While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity.Conclusions:Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.
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Salisna, Rahamdina, Alamsyah Harahap, and Dedi Sofyan. "NEED ANALYSIS OF ENGLISH FOR TOUR AND TRAVEL DEPARTMENT OF VOCATIONAL HIGH SCHOOL IN BENGKULU CITY." JOALL (Journal of Applied Linguistics & Literature) 4, no. 1 (April 26, 2019): 1–12. http://dx.doi.org/10.33369/joall.v4i1.6303.
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This research aimed to investigate the English needs of Tour and Travel Department at Vocational High School Negeri 1 and Vocational High School Negeri 7 in Bengkulu City. The research used mixed method and convergent parallel design. The sample of this research consisted of three groups of respondents. First group was students, consisted of 28 active students and 4 alumni. Second group was English teachers, consisted of 2 English teachers. The third group was stakeholders, consisted of two heads of the Tour and Travel Department, two assistances of curriculum, hotel, and tour staffs. The data of this research were gathered by using adapted questionnaire and interview. The questionnaire was analyzed quantitatively and interview was analyzed qualitatively. The data were combined by using convergent parallel design. Results of this research indicated that listening and speaking are the two prioritized skills needed by the tour and travel department. Topics of speaking which has the greatest importance are flight reservation, prices and payment, tourist destination, tourist attraction, direction, and booking hotels. Topics of listening which has the greatest importance are flight reservation, booking hotels, direction, job interview, complaints, and cultural tourism. Topics of reading which has the greatest importance are memos, letters, cultural tourism, handling a complaint, and tourism terms. Topics of writing which has the greatest importance are rules and regulation, instruction.
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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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Almutairi, Talal S., and Nawaf S. Shraid. "Teacher evaluation by different internal evaluators: Head of departments, teachers themselves, peers and students." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 588. http://dx.doi.org/10.11591/ijere.v10i2.20838.
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<p>This study analyzed teacher evaluation in school, through involving different internal evaluators, in order to determine the extent to which they evaluate teacher performance accurately and objectively. Evaluation survey instruments are used in this study, which are designed based the criteria of existing teacher evaluation system in the context, along with other criteria for evaluating teachers. The sample of this study included teachers, heads of departments and students from high schools in four different districts in Kuwait, received responses as 100 from heads of department, 100 from teachers ‘self-evaluation’, 100 from peer and 912 from students. The findings show that there is no significant difference between teachers’ self-evaluation and heads of departments’ evaluation. On the other hand, this study finds that subjectivism and competition may have an effect on peer evaluation and students may over-evaluate their teachers’ performance as attempt to draw a better picture of their teachers in front of evaluators.</p>
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Rizzo, Terry L., Penny McCullagh, and Donna Pastore. "Recruiting, Evaluating, and Retaining Kinesiology Faculty Members." Kinesiology Review 8, no. 4 (November 1, 2019): 283–90. http://dx.doi.org/10.1123/kr.2019-0038.
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This paper offers direction and guidance to help departments develop fair and equitable search, evaluation, and retention strategies for their faculty. Included is how to attract a diverse candidate pool and successfully recruit diverse candidates. In addition, the paper provides guidelines about evaluating faculty members, emphasizing the need for formative evaluation that offers faculty ample opportunities, resources, and support systems for improving their performance before any summative evaluations administered by a department or college. Finally, the paper presents retention stratagems as guidelines to help departments support and retain their high-quality faculty members. Achieving the goals of recruitment, retention, and advancement requires the involvement and leadership of university officers, school deans, department chairs/heads, and faculty.
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Tsegaye, Misganaw Alene, and Birara Asnakew Moges. "Roles And Challenges of Secondary School Instructional Leadership for the Achievement of Student Learning: The Case of South Gondar Administrative Zone, Amhara Region, Ethiopia." Asian Journal of Humanity, Art and Literature 1, no. 1 (June 30, 2014): 48–69. http://dx.doi.org/10.18034/ajhal.v1i1.282.
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This study examined the roles and challenges of secondary school instructional leadership for the achievement of student learning in some selected schools in the South Gondar, Ethiopia. The researchers used a descriptive research design of survey type and gathered data through questionnaire and interview. The sample of this study comprises; principals, unit leaders, teachers and students in eight secondary schools in the South Gondar Zone. Thus, one hundred seventy five (175) teachers, seventy five (75) instructional leaders (20 principals, 11 unit leaders & 44 department heads), two hundred eighty five (285) students and eleven (11) officials at regional and district level were selected. Five research questions guided the study. The data collected were analyzed through the computation of percentages. Findings indicated significant relationships between distributed leadership and school goal achievement; teachers’ professional development; instructional programme management; effective teaching and learning; and promotion of school climate which include facilitating and understanding of the lesson, create an interesting environment with high class participation. Based on this finding, school heads/authorities should make it mandatory that distributed leadership should be adopted in such a way that everyone in schools is empowered to make his or her job more efficient, meaningful, and effective.
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Rahman, Abdur, Arshad Ali, and Alam Zeb. "Human relationship and its impact on schools’ performance in secondary schools of Khyber Pakhtunkhwa." Journal of Social Sciences Review 1, no. 2 (September 13, 2021): 53–69. http://dx.doi.org/10.54183/jssr.v1i2.7.
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Teachers, administrators, heads, and students all need to have good relationships to meet educational goals. It has been found that a school's performance is measured by positive relationships between instructors, pupils, administrators, and other stakeholders. As a result, the study aimed to investigate human relationship issues and determine their effects on school success to change the condition in the future. The study's participants were all heads of Government Higher Secondary Schools (GHSS) in Pakistan's Khyber Pakhtunkhwa province. The researchers used basic random sampling techniques to pick 65 heads from all GHSS in Malakand Division for the sample. Since it was a detailed study, the data was collected using a Likert scale questionnaire. The Chi-square tests and percentage used to tabulate and interpret the data in SPSS. According to the findings, the number of teachers does not comply with school administrators. On the one side, the lack of collaboration among staff members impedes a conducive atmosphere at the colleges. The school principals are dissatisfied with the behaviour and actions of the high-ups when it comes to some subject concerning the college. The report has found that political influence and intervention had uprooted and disrupted the whole educational structure. As a result, the suggestion of depoliticizing the education department was given. The Education Ministry should provide daily seminars and training for teachers and principals to strengthen management skills and involvement, commitment in school matters, and sense of duty, which play a vital role in the growth of organizations.
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Lewis Shattuck, Nita, and Matsangas Panagiotis. "Crew endurance training in the united states navy: Lessons learned from senior leadership, prospective commanding/executive officers, and department heads." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 65, no. 1 (September 2021): 1470–74. http://dx.doi.org/10.1177/1071181321651076.
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The Crew Endurance Team at the Naval Postgraduate School led a 3-year project to develop and deliver crew endurance and sleep hygiene training to support the US Navy’s implementation of circadian-based watchbills. As part of this effort, 16 training sessions were delivered to 362 active-duty service members (ADSMs) of the USN, including senior Navy leaders (n=249), prospective commandingIexecutive officers (PCOIPXOs) (n=30) at the Surface Warfare Officers School (SWOS) and students (n=83) attending SWOS Department Head School. Overall, responses from all audiences were positive indicating a high level of satisfaction with the training. We identified the need to expand two parts of the training: stimulants and sleep-promoting medications, and tips for sleeping in military environments. We will continue to tailor the training to the specific needs of ADSMs. We continue to train military audiences to increase awareness of the critical importance of sleep for operational performance and resilience.
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Umar, Ombuguhim Salman, Husaina Banu Kenayathulla, and Kazi Enamul Hoque. "Principal leadership practices and school effectiveness in Niger State, Nigeria." South African Journal of Education 41, no. 3 (August 31, 2021): 1–12. http://dx.doi.org/10.15700/saje.v41n3a1859.
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In the study reported on here, we investigated the effectiveness of principal leadership practices in secondary schools in Niger State, Nigeria. Surveys were conducted with 154 principals, 269 heads of the department and 25 members of staff from the Secondary Education Board in Niger State. The findings indicate that the extent of principal leadership practices and school effectiveness attributes in secondary schools in Niger State is high. The result of multiple regressions shows that about 14% (R2 =0.14) of the variation in school effectiveness accounted for leadership practices. We recommend that the Federal and State Ministries of Education in Nigeria focus on issues other than leadership practices, such as training programmes for secondary school teachers to enhance school effectiveness. There is also a compelling need for secondary school principals to identify and promote the professional development needs of teachers and to ensure that teachers are effectively trained to enhance the development of secondary schools into centre of excellence.
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Thobani Qwabe, Thamsanqa, Witness Maluleke, and Adewale Adisa Olutola. "Exploring the Nature of School Violence in the Selected Public High Schools: Case Study of Jozini Settlement, Kwazulu-Natal Province, South Africa." International Journal of Social Science Research and Review 5, no. 4 (April 1, 2022): 116–37. http://dx.doi.org/10.47814/ijssrr.v5i4.271.
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The widespread nature of school violence among public high schools negatively affects educational systems, resulting to school possible dropouts and poor academic results. Despite the Department of Basic Education (DBE) strategies and recommendations in managing this scourge, a gap exists concerning management of school violence in public schools of South Africa, Jozini settlement of KwaZulu-Natal (KZN) Province in particular. From a qualitative standpoint, coupled with case study research design, this study used purposive sample to select 25 participants as follows: Fifteen (15) Educators, three (3) Principals, three (3) Heads of Departments (HoD’s) and four (4) Social workers. Data were collected through the application of semi-structured Key Informant Interviews (KIIs) and analysed using Inductive Thematic Content Analysis (TCA). The findings of this study indicate that most students experience violence in school. It is found that the common nature of school violence is verbal abuse and bulling. It is recommended that every school must have intervention team which consist of at least the local South African Police Service (SAPS) officials, KZN DBE personnel from district level, School Governing Body (SGB) members, academics and educators to deal with the outrange nature of school violence in selected public high schools of Jozini settlement. Equally, the intervention team must have at least one mandatory meeting a month to look at the matters of school violence.
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Dwiningrum, S. I. A., N. Sitompul, A. A. Nisa, and D. R. S. Sumunar. "School resilience policy development and strategic steps to disaster-resilient communities." IOP Conference Series: Earth and Environmental Science 989, no. 1 (February 1, 2022): 012017. http://dx.doi.org/10.1088/1755-1315/989/1/012017.
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Abstract Mitigation education policies have not been implemented optimally in schools because they have not received synergistic social support. This study will articulate four main points, which are: 1) social support for disaster mitigation education policy; 2) school resilience profile; 3) development of school’s resilience policy, and 4) factors influencing the success of policy implementation. The research method is descriptive analysis approach to describe the respondents’ opinions as they are regarding the draft policy brief and the indicators of school resilience policies for disaster mitigation. The study sample consisted of the heads of the education office and the principals of upper secondary schools in Indonesia. Sample selection was done by purposive sampling, from the regions in 18 disaster-prone provinces, 24 heads of department and 24 principals of each disaster-prone area at the high school level in Indonesia are taken as respondents. The data collection technique used in the study was the use of online media through Google Forms and focus group discussion through Zoom meetings. The results of the study concluded that: 1) disaster mitigation education policies require social support from the central government, regional governments, higher educational establishments, and students who work synergistically; 2) the school’s resilience profile is still relatively low and requires school policies strengthening; 3) the development of school resilience policies requires strategic and proactive steps from the school; 4) the success of the policy implementation is largely determined by the school’s strategy in dealing with the supporting and hindering factors. By successfully implementing school resilience policies in schools in Indonesia, the role of schools will be more optimal in disaster mitigation.
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García-Martínez, Inmaculada, Pedro J. Arrifano Tadeu, José Luis Ubago-Jiménez, and Carlos Brigas. "Pedagogical Coordination in Secondary Schools from a Distributed Perspective. Adaptation of the Distributed Leadership Inventory (DLI) in the Spanish Context." Education Sciences 10, no. 7 (July 1, 2020): 175. http://dx.doi.org/10.3390/educsci10070175.
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Introduction: Leadership as the second factor in school improvement needs potential leaders to be effective. Method: The present study aimed to know the potential capacity of leaders in Spanish secondary schools through the adaptation of the DLI questionnaire to Spanish. To accurately adapt this questionnaire, the present research group conducted content validity processes in 2017, using the Delphi Method, in which eight experts from the Spanish Network for Research into Leadership and Academic Improvement were invited to participate (RILME). As part of a pilot test, preliminary tools were administered to 547 participants from secondary schools in Granada and Jaén (Spain). Results: The present study reports on the adaptation of the DLI instrument within the Spanish context. Acceptably high values were obtained in the analysis of reliability and internal consistency, suggesting that this item can be reliably utilised for the exploration of the dynamics of internal functioning in secondary education and the evaluation of the distribution of leadership characteristics. Conclusions: The pilot study highlights how heads of studies and department heads are potential leaders, making it easier to set up and sustain educational projects in schools.
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Kebbie, Tamba. "Impact of Teacher Education Level, Years of Teaching Experience and Teaching Behaviour as Determinants of Pupils’ Academic Achievement In Integrated Science in Eastern Sierra Leone 2005-2007." Journal of Education 5, no. 4 (October 26, 2022): 114–28. http://dx.doi.org/10.53819/81018102t4091.
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The study investigated “Impact of teacher education level, years of teaching experience and teaching behaviour as determinants of pupils’ academic achievement in integrated science in Eastern Sierra Leone between 2005 and 2007”. A descriptive research type of a survey design was employed for the study. The target population included: junior secondary school pupils, integrated science teachers and integrated science heads of department. Stratified sampling technique was adopted to select the junior secondary schools while purposive sampling technique was used to select sample sizes of 270 JSS pupils, 54 integrated science teachers and 27 Heads of Integrated science Department. The key instrument employed was Self-Administered Integrated Science Questionnaire form (SAISQ).The instrument was validated by a team of science experts in the Department of Science Curriculum Development Centre, Njala University. A reliability coefficient were computed and a Cronbach alpha constant of dependability values of 0.78 and 0.80 were obtained respectively for the instrument. Findings of the study revealed that the highest qualification obtained among the HODs is Bachelor of Science Education degree followed by those with HTC (Primary) and HTC (Secondary) respectively. The study further confirmed that majority of the integrated science teachers obtained HTC (Secondary) and B.Sc Ed. degree respectively. There is clear indication that a very good percentage of Integrated Science teachers of the survey are trained and qualified but they are qualified in other subjects areas, and are found teaching Integrated Science in the schools. There are few teachers trained for the primary schools and are also teaching in the junior secondary schools. Results of the study also confirmed that high concentration of the teachers with experiences fall within (10-14) years. Regarding the extent to which the unprofessional attitude are accepted, the result revealed that teachers conduct or attitude were never acceptable behaviour to the pupils. Based on the findings, the researcher recommended that: Firstly, Government should employ trained and qualified teachers and others with experience in the schools. Secondly, school authorities should ensure that teachers make use of adequate teaching aids and encourage them to improvise equipment where necessary. Thirdly, Government should provide better conditions of service and incentives to retain the existing qualified teachers in the schools. Finally, academic performance of pupils should be a requirement for teachers’ promotion exercise. Keywords: School, Level, Achievement, Impact, Behaviour, experience
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Romanchishen, Anatoliy F. "My way to surgery began in childhood... Autobiographic essay." Pediatrician (St. Petersburg) 10, no. 2 (June 19, 2019): 145–50. http://dx.doi.org/10.17816/ped102145-150.
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The autobiographical essay presents the history of the formation of the head of the department of hospital surgery with courses of traumatology and military surgery Anatoly Philippovich Romanchishen as a person, a surgeon, a high-class specialist in endocrine surgery. The author recalled his school years and his teachers who guided his life path, how it was decided to enter the Leningrad Pediatric Medical Institute. He was lucky to study the specialty under the guidance of such great teachers as A.A. Rusanov, F.H. Kutushev, L.N. Kamardin. The author was linked with the pediatric institute (academy, university) for 50 years and is grateful to it for his wide education, broad professional horizons, which covers the diagnostic of diseases, treatment of both children and adults. Since 1991 and today, Anatoly Philippovich heads the department of hospital surgery. Over the years of his leadership, a lot has been done, including establishing international relations with leading endocrine surgeons of many countries to exchange experience. Russian Endocrine Symposiums with international participation were held in 2003 and 2014 in St. Petersburg under the guidance of Anatoly Philippovich with the help of staff of the department. As a doctor, teacher, researcher, he performs an enormous amount of work, has hundreds of publications in domestic and foreign journals. He is an author of manuals, textbooks, and monographs on surgery of the endocrine system organs. Professor Anatoly Philippovich Romanchishen constantly works at the forefront of science and practice, charging everyone with his energy. He is a worthy surgeon of the Russian surgical school who teaches students and young professionals.
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Dos Santos, Luis M. "Motivations and Experiences in a Distance Learning-Based Degree Programme: A Case Study from a Community College." Academic Journal of Interdisciplinary Studies 10, no. 2 (March 5, 2021): 35. http://dx.doi.org/10.36941/ajis-2021-0036.
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Due to the development of the technologically-assisted teaching and learning approaches and the change of learning behaviours of students, many students decided to start their education in a distance learning-based degree programme at a community college in the United States. Based on the lens of the Social Cognitive Career Theory, the researcher collected qualitative data from 46 traditional-aged students who are currently enrolled in a distance-learning degree programme at a community college. One research question was concerned, which was why would high school graduates (i.e. traditional-aged students) decide to enrol in a distance learning-based associate degree programme at a community college instead of a traditional senior university? The results indicated that financial considerations, and academic and career interests were the biggest concerns of these groups of participants. The outcomes of this study provided the human resources, curriculum development, and workforce plans for government agencies, policymakers, department heads, school leaders, and NGO leaders to reform their policy and regulation in order to absorb the advantages of these groups of future workforces.
Received: 29 November 2020 / Accepted: 25 January 2021 / Published: 5 March 2021
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Wamunyima P, Lungowe, Margaret Mwale Mkandawire, and Harrison Daka. "Formal Education a Multi – sided key in mitigating teenage pregnancy among secondary school children. A case of Munali area, in Lusaka Province, Zambia." International Journal of Research and Innovation in Social Science 06, no. 05 (2022): 337–43. http://dx.doi.org/10.47772/ijriss.2022.6517.
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The purpose of this study was to explore the role of education in mitigating teenage pregnancy among secondary school children in Munali area, Lusaka. The study design was a case study in which interviews were conducted and questionnaires were distributed. This study took a total of 40 participants including 20 school teenage girls who happen to be the main characteristic feature for which this study was undertaken, 10 teachers, and 10 heads of department. In response to the educative measures in order to mitigate teenage pregnancy, among the findings the study found that there is need to promote community service activities, and providing education about birth control among the main measures to consider in order mitigate teenage pregnancies. Also, the study found that misinterpretation of children’s rights, lack of awareness and insight regarding the consequences of teenage pregnancy were among the major factors leading to teenage pregnancy. More so, it found that poor collaboration among school departments, lack of public awareness and programs, lack of sensitization workshops and having unqualified educators in terms of counselling both in the communities and schools were some of the challenges and barriers faced thereby leading to high levels of teenage pregnancies. The study recommended that parents should be actively engaged in partnership with the school, educators and social workers. In addition, that there should be collaboration among different school departments should be emphasized in order for better coordination of programmes about sex education and psychosocial; collaboration with healthcare services, schools and communities to engage trained educators who will be able to counsel learners in relation to psychosocial issues, as they are supposed to focus on the education of learners.
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Lozhnikova, Anna V., Dmitriy M. Khloptsov, Aleksandr Yu Bychkov, Mikhail E. Сhernyak, and Irina E. Andreeva. "The Property and Economic Relations Scientific School of Aleksandr Bychkov, the First Doctor of Economics in Tomsk." Vestnik Tomskogo gosudarstvennogo universiteta. Ekonomika, no. 54 (2021): 319–30. http://dx.doi.org/10.17223/19988648/54/19.
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The article continues the series of articles in memory of Aleksandr Petrovich Bychkov, honorary citizen of Tomsk, rector of Tomsk State University (TSU) (1967–1983) and head of the Department of Political Economy of TSU (1966–1991). The article focuses on the fundamental scientific works of Aleksandr Bychkov as the founder of the Property and Economic Relations scientific school at the TSU Department of Political Economy. During his life (1921–2009), Professor Bychkov undoubtedly managed to build a successful model for the organization and development of scientific knowledge, and a system of continuous professional development for political economy instructors. Holding the high post of the TSU rector for a long time, Professor Bychkov managed to gather his associates in the field of economic education around himself and raise a lot of students and followers, numerous candidates and doctors of economic sciences, faculty and heads of political economy departments of universities in Siberia and the Far East. Professor Bychkov formulated and implemented a highly controversial long-term research program in two sectors (collective farms and the state) and two forms of public ownership in agriculture (kolkhoz–cooperative and state), from which his scientific school developed. Professor Bychkov traced the evolution from the emergence of a collective form of ownership to collective farm forms of land management. The fact that this research program deserves the status of a major scientific problem in the USSR is proved by the scientific session of the USSR Academy of Sciences on the history of peasant and collective farm construction in the USSR, held in Moscow in the period between Bychkov’s defenses of his candidate of science (1955) and doctor of science (1966) dissertations. According to Professor Bychkov, property relations in their economic essence should be separated from their legal expression and should include the entire set of production relations of people in the production, distribution, exchange and consumption of material goods.
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Buru, Kakale, Theophilus I. Emeto, Aduli E. O. Malau-Aduli, and Bunmi S. Malau-Aduli. "Australian School Stakeholders’ Perceived Strategies for Preventing Adolescent Obesity." International Journal of Environmental Research and Public Health 18, no. 17 (September 6, 2021): 9387. http://dx.doi.org/10.3390/ijerph18179387.
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Adolescent obesity is a complex multifactorial disease with a combination of environmental, behavioral, psychosocial, biological, cultural and genetic determinants. It remains a global public health issue that presents a major challenge to chronic disease prevention and health into adulthood. Schools have a rich opportunity to improve youth health and tackle obesity, yet they face barriers in fulfilling this function. This study investigated school stakeholders’ beliefs and perceptions of the barriers and enablers currently experienced by schools, as well as their recommendations towards preventing adolescent obesity. A sequential explanatory mixed-methods study design was utilised with surveys administered for the quantitative phase and individual interviews for the qualitative phase. Descriptive statistics and inductive thematic analyses were utilised for the survey and interview data, respectively. Triangulation of findings from the quantitative and qualitative phases aided in the better understanding and integration of the overall results. In total, 60 school stakeholders (52 subject teachers, 3 senior teachers and 5 heads of department) from both independent and public high schools in Queensland, Australia responded to the survey, while 14 respondents participated in the interviews. The main perceived causes of obesity were poor eating habits and sedentary lifestyle. Highlighted barriers were busy timetables, shortage of trained staff and funding, lack of robustness in the introduction and implementation of school interventions and insufficient motivation of learners to participate in obesity prevention programs. Enabling factors included parental support, easy access to fitness equipment during recess, supportive government policies, provision of healthier school tuck shop menu options and elimination of sugary drinks from vending machines. A model for the prevention of adolescent obesity was developed based on participants’ perceptions. Tripartite collaboration between the school, government and parents was perceived as fundamental to preventing adolescent obesity. Strategies targeting nutrition, physical activity and overall health, including parental education on health, formal health talks in schools by health professionals and better-targeted advertisement encouraging healthy lifestyle choices, were identified as essential for improved adolescent health outcomes.
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LUKETERO, STEPHEN WANYONYI, and EDITH WAMBUI KANGANGI. "THE FACTORS INFLUENCING STUDENTS’ ACADEMIC PERFOMANCE IN KENYA CERTIFICATE OF SECONDARY EDUCATION IN KIRINYAGA CENTRAL SUB-COUNTY, KIRINYAGA COUNTY, KENYA." International Journal of Innovation Education and Research 7, no. 4 (April 30, 2019): 1–11. http://dx.doi.org/10.31686/ijier.vol7.iss4.1143.
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This paper is on factors students’ academic performance in Kenya Certificate of Secondary Education in Kirinyaga Central Sub-county of Kirinyaga County, Kenya. Literature review dwelt on global examination of academic performance, Africa review and regional including Kenya case. The study was guided by five objectives including but not limited to: factors that influence KCSE performance that include students-teachers ratio, peer pressure, school resources, student’s motivation and family background. The study used descriptive survey research design. The sample comprised of 136 respondents of whom 68 were Heads of department, 34 deans of studies and 34 school captains from all the 34 schools in Kirinyaga Central Sub-county. Results on teacher-students ratio was seen to be highly influencing students’ performance. All the respondents (100%) agreed that high teacher-student ratio influence KCSE performance by either leading to low physical contact between teachers and students hence poor understanding of concepts and poor individual attention to every students. Peer influence influences students’ academic performance. 67.6% of the respondents agreed that some learners might not be interested in academic excellence hence dragging others behind. Peers also influence each other on drug and substance abuse, premarital indecency, dressing indecently, coupling and laziness. It was observed that 94.1% of the respondents agreed that school resources influence students’ performance. These include enough teachers, textbooks, buildings, revision materials etc. on students motivation it was found that attitude of students influence academic performance by 73.3%. It was also noted that 86.7% of the respondents agreed that family background had influence on academic performance.
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Dickens, Dr Serunjogi Charles, and Aimable Ntirenganya. "Instructional Supervision Practices and Teachers’ Performance in Public Primary Schools in Bamunanika Subcounty, Luweero District." International Journal of Research Publication and Reviews 04, no. 01 (2023): 243–50. http://dx.doi.org/10.55248/gengpi.2023.4102.
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The study focused on Instruction Supervision Practices and Teachers’ Performance in Public Primary Schools in Bamunanika Subcounty in Luweero District. The objectives were: to examine the level of instructional supervision practices, to establish the level of teachers’ performance, and to examine the relationship between instructional supervision practices and teachers’ performance in selected primary schools in Bamunanika County, Luweero District. There was a high level of instructional supervision practices in selected primary schools in Bamunanika County, Luweero District as indicated with a grand mean of 3.45 and standard deviation of 1.018. A moderate level of teachers’ performance was found in selected primary schools in Bamunanika County, with a grand mean of 3.32 and standard deviation of 1.060. There is a relationship between instructional supervision practices and teacher’s performance in selected primary schools in Bamunanika County with r= 0.412 and p. value 0.000. The study hypothesized that there is no significant relationship between instructional supervision practices and teacher’s performance in selected primary schools in Bamunanika County, Luweero District. The study was based on descriptive and correlation research designs; data was gathered from 195 teachers using a self-administered questionnaire and 52 head teachers and Heads of Department were interviewed. The researcher recommended that: school administrators in public primary schools should ensure that they provide instructional supervision practices of lesson plan preparation, use of teaching –learning and class management. School administrators and teachers should work together to ensure high teacher performance in different areas where it was found to be weak or low.
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Maidianti, Silfy. "Implementasi Hak Asasi Manusia Sebagai Hak Konstitusional Warga Negara Pada Peraturan Daerah Mengenai Sistem Penyelengaraan Pendidikan Gratis 12 Tahun di Provinsi Sumatera Selatan Khususnya Kota Palembang." Solusi 16, no. 3 (September 1, 2018): 321–43. http://dx.doi.org/10.36546/solusi.v16i3.140.
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This research is motivated by the development of the city of Palembang local government also pay much attention to the aspect of the fulfillment of human rights education free of charge from elementary, junior high, and high school level. It is the fulfillment of socio-cultural rights of the community which has been regulated in the South Sumatera Provincial Regulation No. 16 of 2011 on the implementation of the 12-year free education program and how the implementation of the program's policies is running accordingly and on target. Of the issues to be discussed1. The role of DPRD of Palembang City in Formation and Supervision. Product Regulation Area Free Education Program 12 Years 2. Implementation of the implementation of free education program 12 Years in the field.This research employs the empirical normative method by analyzing, solving and explaining the existing problems by collecting data clarifying and interpreting. The data used are primary, secondary and tertiary data. The result of the research can be concluded that in forming a good regulation should be based on the principles of legislation. as well as the control side to what extent the DPRD has implemented effective oversight of the regional heads in implementing the established public policies. To carry out the oversight function, the DPRD in performing its duties is entitled to ask state officials, government officials or citizens to provide information on a matter that needs to be addressed in the interest of the state, nation of government and regional development. In Regional Regulation No. 3 of 2009 jo Perda 16 of 2011 on the implementation of PSG in South Sumatra, it is stipulated that program funds sourced from Provincial APBD are channeled directly to school accounts by provincial / municipal / private government. While funds sourced from APBD districts / cities distributed by the government district / city to each school / madrasah. This PSG fund is used for school operational costs The mechanism for accounting for the allocation of PSG funds in schools should be arranged in order to be balanced. This means that the money out must be in accordance with the entry money as evidenced by the bill of expenditure. Then the note is attached with the letter of accountability (SPJ) reported to the financial department of the education department once every three months. Suggestion that the sharing of funds from districts / municipalities should not be delivered late in the provincial government about the amount of fund sharing and reporting from school to government on the number of students and must be on target until there is no delay in receiving assistance from the province.
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Ntshoe, Isaac M., and Jacob M. Selesho. "Investing In Leadership, Governance And Management To Improve Quality Of Teaching And Learning: A Human Capital Perspective." International Business & Economics Research Journal (IBER) 13, no. 3 (April 28, 2014): 475. http://dx.doi.org/10.19030/iber.v13i3.8587.
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While funding is undoubtedly necessary to promote the quality of the curriculum, teaching, and learning, funding in and by itself is not a guarantee to achieve equity and equality of outcomes. Accordingly, in some cases, such as the South African context, a sound funding regimen to address inequities and quality in education in the post-apartheid setting, the quality of leadership, governance and management are equally key and sometimes more critical to achieving sustainable quality and equity improvements in education, including the quality of matric learners. Five quintile 1s (non-fee paying schools) in the Fezile Dabi district in the Free State Province of South Africa were sampled for this study. The schools were used as samples because they formed what is known as non-performing schools in terms of their matric results for the 2009 and 2010 academic years. We used purposive sampling comprising schools that did not perform satisfactorily in their matric results and adopted an utilisation-focused strategy that could assist the Free State Department of Education to improve quality. The data were collected from School Management Teams comprising the school principals of the five schools and Heads of Department. Knowledge of how principals manage the curriculum in schools in South Africa is therefore limited. Although there are detailed normative frameworks (often from elsewhere) on what principals should do, there is little consideration of the reality of the work of principals, in particular contexts, and what they actually do. There was a concern about some HODs with regard to their content knowledge of the different subjects streams. There was an outcry of 45% of HODs in highly cognitive subjects, such as Mathematics, Accounting, and Physical Science, who did not possess the content knowledge required in their respective subjects streaming. Consequently, a statement was made concerning the level of leadership in high-focus subjects. Similarly, there is a perception that there should be a strong content knowledge from the HOD as an instruction leader as their subjects are regarded as highly skilled subjects.
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Zdanovska, Valentyna. "Librarians on quarantine: a new challenge and a unique experience." Integrated communications, no. 3 (2022): 67–72. http://dx.doi.org/10.28925/2524-2644.2020.1.9.
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The article highlights the results of the online survey “Librarians in Quarantine” conducted among fans of the page “Scientific and Methodological Department of the National Parliamentary Library of Ukraine” on Facebook. The survey was conducted to find out the readiness of librarians, representatives of different types of domestic libraries, to quickly adapt to working in an emergency and to establish high-quality remote provision of information, educational and cultural needs of users. The survey involved 601 respondents, such as librarians representing various collections of books: from national to rural and school ones. Among them, there are 18 representatives of libraries of higher education institutions (universities): directors and their deputies, heads of departments, and bibliographers / librarians. The studied issues are the following: the creation of closed groups on social networks for communication, online learning, online meetings, webinars; wages during the lockdown; types of work performed by librarians at home, remote customer service, the work of university libraries during the quarantine period, new habits of library users, readers’ perceptions of users during the quarantine period, the functioning of libraries after leaving quarantine. The results of the online survey shows that in a pandemic, many libraries have adequately responded to external challenges and restructured their work, which will enhance the importance of libraries in modern Ukrainian society. For libraries to function effectively in quarantine conditions in particular and in future in general, it is necessary to overcome digital inequality between libraries, provide libraries with computers, high-speed Internet, and modern gadgets for the development of electronic communication channels with users.
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Hameed, Fawad, Javeria Afzal, Ahmad Rafique, M. Khurram Jameel, Khurram Niaz, Humiara Alam, and Muhammad Shoaib. "The Importance of Clinical Data & Prevalence of Breast Tumors in South Punjab, Pakistan." Pakistan Journal of Medical and Health Sciences 16, no. 11 (December 1, 2022): 21–24. http://dx.doi.org/10.53350/pjmhs2022161121.
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Background: In Western countries, middle-aged women are more vulnerable to breast cancer. Globally, almost a million new cases were identified in 1998. One in 12 women in England and Wales will get the disease at some point.1 Even 5,000 years after it was first reported, the etiology of breast cancer is still unclear, and effective preventative measures are even further off. Aim: To characterize the varied ways in which breast cancer has presented itself among patients at Bahawal Victoria Hospital in Bahawalpur. Methods: This investigation employed a descriptive case series research design. This research was conducted at Bahawal Victoria Hospital's Surgery Department in Bahawalpur (Pakistan). From March 13th, 2020 through March 12th, 2021, the study was conducted (12 months). With their assent, 100 women with definite cases of breast cancer were enrolled in the study. Results: Cancer of the breast most commonly affected women between the ages of 31 and 50 (59%). Seventy-six patients arrived from the outlying rural areas of Bahawalpur and the neighboring districts. Only 18 patients had completed high school after 10 years and 5 patients were discovered to be college graduates. The single rate was 12%, with 12 patients. Eighty-one percent of patients reported having a breast lump. 56% of breast cancers involve the left breast, while 43% involve the right. One patient alone had breast cancer that had spread to both of her breasts. Illness duration varied from 1 month to 5 years. Stage III was the most prevalent presentation, with 46 instances, and Stage IV was the least common, with 16 patients. Practical implication Community based effective awareness and prompt screening programme will improve better outcomes in breast cancer management. Conclusion: Breast cancer is very common cancer in the females, and most commonly it presented as a lump in the breast, because of some social aspects, lack of awareness, poverty, no proper screening programs and above all the fear of diagnosis, females try to hide this problem and often it presented at late and more advance stage. Keywords: Breast, Nipple, Cancer, Lump, Surgery, Tumor
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Hameed, Fawad, Javeria Afzal, Ahmad Rafique, M. Khurram Jameel, Khurram Niaz, Humiara Alam, and Muhammad Shoaib. "The Importance of Clinical Data & Prevalence of Breast Tumors in South Punjab, Pakistan." Pakistan Journal of Medical and Health Sciences 16, no. 11 (November 30, 2022): 85–88. http://dx.doi.org/10.53350/pjmhs2022161185.
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Background: In Western countries, middle-aged women are more vulnerable to breast cancer. Globally, almost a million new cases were identified in 1998. One in 12 women in England and Wales will get the disease at some point.1 Even 5,000 years after it was first reported, the etiology of breast cancer is still unclear, and effective preventative measures are even further off. Aim: To characterize the varied ways in which breast cancer has presented itself among patients at Bahawal Victoria Hospital in Bahawalpur. Methods: This investigation employed a descriptive case series research design. This research was conducted at Bahawal Victoria Hospital's Surgery Department in Bahawalpur (Pakistan). From March 13th, 2020 through March 12th, 2021, the study was conducted (12 months). With their assent, 100 women with definite cases of breast cancer were enrolled in the study. Results: Cancer of the breast most commonly affected women between the ages of 31 and 50 (59%). Seventy-six patients arrived from the outlying rural areas of Bahawalpur and the neighboring districts. Only 18 patients had completed high school after 10 years and 5 patients were discovered to be college graduates. The single rate was 12%, with 12 patients. Eighty-one percent of patients reported having a breast lump. 56% of breast cancers involve the left breast, while 43% involve the right. One patient alone had breast cancer that had spread to both of her breasts. Illness duration varied from 1 month to 5 years. Stage III was the most prevalent presentation, with 46 instances, and Stage IV was the least common, with 16 patients. The histological hallmark most frequently attested by examination of slides was infiltrating ductal carcinoma, and this was the case in 87% of the cases. Conclusion: Breast cancer is very common cancer in the females, and most commonly it presented as a lump in the breast, because of some social aspects, lack of awareness, poverty, no proper screening programs and above all the fear of diagnosis, females try to hide this problem and often it presented at late and more advance stage. Keywords: Breast, Nipple, Cancer, Lump, Surgery, Tumor
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Cherniavskyi, S., and V. Yusupov. "Forensic researches at National Academy of Internal Affairs: heritage of scientific schools (Review Article)." Theory and Practice of Forensic Science and Criminalistics 23, no. 1 (April 19, 2021): 24–44. http://dx.doi.org/10.32353/khrife.1.2021.02.
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The Article purpose is to disclose the process of the formation of forensic scientific schools in the National Academy of Internal Affairs on the basis of the study of its historical development; to emphasize the role of heads of departments and leading professors of the National Academy of Internal Affairs in formation of forensic scientific schools, identify the main research directions of forensic scientific schools of the National Academy of Internal Affairs, highlight their contribution in training of highly qualified scientific and pedagogical staff; to emphasize achievements of forensic scientific schools of the National Academy of Internal Affairs and their significance for advancement of legal science and education in Ukraine.
When covering the article content, historical, historiographic, terminological, systemic-structural, formal-logical, comparative-legal and statistical methods have been applied.
It is substantiated that the center for the development of forensic scientific schools in the National Academy of Internal Affairs is the Department of Criminalistics. Main directions of research of forensic scientific schools in the National Academy of Internal Affairs have been systematized and shown. It has been proved that forensic scientific schools of the National Academy of Internal Affairs are developing according to two scientific directions: innovative research of non-traditional traces of crime (the school of Professor M. V. Saltevskij); advancement of investigative activities and methods of investigating criminal offenses based on studying tactics applied by criminals, current achievements in science and technology (school of Professor V. P. Bahin). Scientific links between forensic schools of the National Academy of Internal Affairs and other forensic schools and centers of research institutions, higher educational institutions, law enforcement agencies have been demonstrated.
Forensic scientific schools of the National Academy of Internal Affairs play a crucial role in the development of legal science and education, contribute to the formation of the high level of professionalism in law enforcement agencies and lawyers, ensure the unity of law enforcement practice and educational-scientific activity in higher education institutions.
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Botunova,, H. Ya. "Organizational-pedagogical, scientific-research and theatrical-critical activity of A. V. Pletniov through the prism of time." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 51, no. 51 (October 3, 2018): 9–40. http://dx.doi.org/10.34064/khnum1-51.01.
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The article deals with the main aspects of organizational-pedagogical, scientific- research and theatrical-critical activity of the candidate of art studies A. V. Pletniov. Little-known biographical data on the life of the theater scientist and the creative environment, in which his professional formation took place, are presented. It is noted that A. V. Pletniov was one of the first graduates of the State Institute of Theatrical Arts named after A. V. Lunacharsky (now – RUTM). He studied there in 1934–1938, surrounded by highly-qualified students, many of whom subsequently became the pride of Russian theater studies. A. V. Pletniov entered the history of the theatrical culture of Kharkiv as a talented scientist-researcher, a well-known theater critic and teacher. He stood at the origins of theater studies in Kharkiv and for almost 30 years he headed the department of the History of the Theater (now – the Department of Theater Studies) of the higher theater educational institution in the city. However, the value of his activity is much wider. The formation of the Kharkiv State Theater Institute is closely linked with the personality of A. V. Pletniov, since 1963 he wax also connected with the theater department of the Kharkiv Institute of Arts named after I. P. Kotliarevsky, and in general – with the theatrical culture of our city. However, until this time his organizational-pedagogical, scientific-research, and theatrical-critical heritage has not been properly investigated and objectively not covered. The purpose of the research is to analyze the organizational, pedagogical, scientific, research and theatrical-critical activity of A. V. Pletniov, writing it into the socio-political and artistic context of time and, at the same time, into the history of theater studies of Ukraine. A. V. Pletniov started his pedagogical activity in 1938 at the Kharkiv Theater School as a teacher of the history of the theater and the head of the educational department. With the beginning of the war, the school, which merged with the Kyiv State Theater Institute, was evacuated to the city Saratov, where A. Pletniov as a teacher worked until January 1942. From this time until the end of the war he was on the front in the field force. In 1945 he returned to the newly founded Kharkiv State Theater Institute and was immediately appointed Deputy Director of Educational and Scientific Work and a senior lecturer at the Department of History of the Theater. Together with the director of the institute Z. Smoktiy, A. Pletniov was making considerable efforts to organize the educational process in the time of economic trouble, lack of staff with the corresponding education, and provided basic conditions of work and education in the newly created higher education. Existing and new departments were supplemented and opened, the prominent artists from Kharkiv theaters and leading scientists from other universities were invited to work. Among them: D. Antonovych, O. Serdiuk, M. Krushelnytsky, O. Kramov, L. Dubovyk, V. Chystiakova and others. The peculiarity of the organization of research and methodological work was its focus on providing educational process. Several comprehensive topics on the methodology of actor education, stage language teaching, encyclopedic dictionary of theatrical terms, and a study on the history of theater development in Kharkiv were planned. It was at that time that several dissertations were planned, including A. Pletniov’s “Kharkiv Theater of the Second Quarter of the 19th Century”, which he successfully presented in 1952 in his alma mater – State Institute of Theater Art after A. V. Lunacharsky, and he was awarded a degree Doctor of Arts. In 1960, the completed dissertation study was published in the form of a monograph titled “At the Origins of the Kharkiv Theater”, which until now has not lost its relevance and is actively used in the educational process. In 1947, while being the Deputy Director of the Institute, A. Pletniov also headed the Department of Theater History. It was with him as the head of the department, the actual renewal of the department as a theatrical research center and methodological center began, it largely determined the main directions of its activities for the future. Under the direction of A. V. Pletniov, the department trained a lot of talented theatrical scholars who successfully worked and work as teachers of higher educational institutions, heads of literary units of creative groups, heads of leading theaters, heads of cultural management, members of mass media staff, well-known theatrical critics. A. Pletniov headed the department for almost 30 years – until 1976 (with a brief break in 1961–1962), giving a significant impetus to the development of theater studies in Kharkiv, in particular, theatrical criticism. He himself was actively involved in the illumination of the theatrical process in Kharkiv, leaving after himself dozens of highly professional reviews, articles, notes, sometimes controversial, bearing the imprint of time. The article emphasizes that A. Pletniov was one of the most skilled and highly educated teachers. He taught a whole range of theater studies disciplines: the history of Russian theater, the history of foreign theater, the theory of drama, theatrical criticism. Until the last years of his life, A. Pletniov conducted active scientific research, methodological, theatrical-critical and public activity. In 1968–1972, he was the Vice-Rector of the Kharkiv State Institute of Arts named after I. P. Kotliarevsky for the scientific work and theatrical department. In 1975, he finished a doctoral dissertation “From the History of the Establishment of the Soviet Theater in Ukraine”, in which he for the first time thoroughly recreated the extremely complex and multifaceted theatric life of Kharkov in the October decade (1917–1927) in the socio-cultural context, but he did not have time to defense this study. Nowadays this scientific work is striking by its multidimensional and enormous amount of material. Conclusions. As a result of the research was established that with A. Pletniov personality as a well-known teacher, a scientist and theater critic, one of the leaders of the Kharkiv Theater Institute (1945–1953), later the Kharkiv Institute of Arts named after I. P. Kotliarevsky, more than thirty years of theater education in Kharkiv were connected. Particularly remarcable the role of A. Pletniov was in the development of theater studies and theater education in such a significant theatrical center as Kharkiv, where he nearly thirty years was heading the specialized department of the history of theater (now the department of theater studies). It was under his leadership that a methodology for preparing theatrical scholars of a broad profile was formed, based on a high level of general culture and education of future specialists, on the possession of a wide spectrum of theatrical research tools. Despite some contradictions inherent in A. Pletniov’s scientific and theatrical- critical activity and reflected in his heritage, that was typical for most scholars of the humanitarian sphere of the 1930–1970s, he remains one of the decisive figures in the development of theater education and theater researches in Kharkiv. All the above motivates for a further, more profound study of the scientific-pedagogical and theatrical-critical activity of A. Pletniov and, more broadly, the development of theater studies in Kharkiv.
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Cuthbert, Denise, and Marian Quartly. "Adoption, fostering, permanent care and beyond Re-thinking policy and practice on out-of-home care for children in Australia." Children Australia 35, no. 2 (2010): 2–5. http://dx.doi.org/10.1017/s1035077200000985.
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The papers published in this special issue of Children Australia were originally presented at a two day symposium held in Melbourne on 26 and 27 November 2009. The symposium, Adoption, fostering, permanent care and beyond: Re-thinking policy and practice on out-of-home care for children in Australia, was jointly convened by the Department of Human Services (DHS), Victoria and the School of Political and Social Inquiry at Monash University in conjunction with the History of Adoption in Australia project (Monash University 2009).The event was a partnership between professionals working in this area and university researchers. Each group brought different perspectives and imperatives to the table. For DHS and the sector, the immediate frame of the symposium was the major policy statement Directions for out-of-home care, announced in May 2009 by the Victorian Minister for Community Services after consultation with community service organisations and young people living in care (DHS 2009a). It announces a framework for change which incorporates action on seven fronts or ‘reform directions’. These are to support children to remain at home with their families; to provide a better choice of care placement; to promote wellbeing; to prepare young people who are leaving care to make the transition into adult life; to improve the education of children in care; to develop effective and culturally appropriate responses to the high numbers of Aboriginal children in our care; and to create a child-focused system and processes (DHS 2009a). The driving principle informing the reforms is to ensure that policy and service provision are centred on the needs and interests of children and young people, and to ensure that young people are consulted as to what their needs are (rather than assumptions being made by adults as to their needs).
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Griffin, Farah Jasmine. "“Race,” Writing, and Difference: A Meditation." PMLA/Publications of the Modern Language Association of America 123, no. 5 (October 2008): 1516–21. http://dx.doi.org/10.1632/pmla.2008.123.5.1516.
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“Race,” Writing, and Difference first appeared in 1986. That Fall, I entered graduate school at Yale University; I still associate the book with those intellectually heady times. Henry Louis Gates, Jr., left the university before my arrival, but his influence was still felt, and we graduate students followed his every move. We also read and debated the essays of his volume with great excitement. The collection legitimated our intellectual concerns and delineated a set of questions that we would pursue throughout our graduate school careers. The volume set the bar high and helped prepare us for the task ahead. These were the days when we anticipated and greeted the appearance of works by Gates, Houston Baker, Jr., Hortense Spillers, Sylvia Wynter, and Cornel West with almost as much excitement that years earlier accompanied the release of recordings by Stevie Wonder and Earth, Wind, and Fire. Many of us came to Jacques Derrida, Michel Foucault, Jacques Lacan, and Paul de Man through these brilliant theorists of African American literature and culture. Those were intellectually exciting times: the period also produced Black Literature and Literary Theory; the painful exchange between Gates, Baker, and Joyce Ann Joyce on the pages of New Literary History; Hazel Carby's Reconstructing Womanhood, and Spillers's “Mama's Baby, Papa's Maybe: An American Grammar Book.” Furthermore, through his books Black Literature and Literary Theory, Figures in Black, and The Signifying Monkey, Gates not only provided a theoretical framework for the study of African American literature, he also set forth an intellectual agenda that he would institutionalize in a number of projects, especially The Norton Anthology of African American Literature and the Department of African and African American Studies at Harvard. In fact, Gates's PBS series African American Lives might be seen as part of this larger project as well in that it demonstrates the fiction of race through scientific evidence without denying its power to determine the lived experience of those identified as black in the United States. Despite the appearance of texts such as Richard J. Herrnstein and Charles Murray's The Bell Curve (and other arguments for the biological basis of race that rear their heads every so often), few people would disagree with the fundamental premise of “Race,” Writing, and Difference: that race was not fixed or naturalized but instead socially and historically constructed and institutionalized.
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Wijayanti, Metha, and Amat Jaedun. "THE RELEVANCE OF CIVIL ENGINEERING GRADUATE’S COMPETENCES TO WORK IN CONSTRUCTION INDUSTRY." Jurnal Kependidikan: Penelitian Inovasi Pembelajaran 3, no. 1 (July 8, 2020): 81–94. http://dx.doi.org/10.21831/jk.v3i1.18115.
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This study was aimed at analyzing the competencies that are provided and the relevance of graduate competence of vocational schools to work in the construction industry. The evaluation study used was a discrepancy model by identifying gaps between the needs of construction industry competencies and the competencies of Building Engineering graduates. The objects of the study were company owners, heads of the Human Resources Department, and head of the Building Engineering Expertise Program. The data were retrieved using a questionnaire with 60 open statements. The instruments were prepared based on the Director General of Secondary Education Decree Number 7013/D/KP/2013 which is adjusted to the theory of competence and competency of the pre-survey results. The data then were analyzed using quantitative descriptive analysis technique. The results of the study showed that industry requires seven attitude competencies, seven knowledge competencies, and six skills competencies. Industrial competency requirements that are relevant to the competencies supplied by Vocational Schools are six attitude competencies, five knowledge competencies, and one skill competency with a level of relevance in the high category which shows that vocational school graduates are competent to work in the construction industry.RELEVANSI KOMPETENSI LULUSAN SMK TEKNIK BANGUNAN UNTUK BEKERJA DI INDUSTRI KONSTRUKSIPenelitian ini bertujuan untuk menganalisis kompetensi yang dibekalkan dan tingkat relevansi kompetensi lulusan Sekolah Memengah Kejuruan (SMK) Teknik Bangunan untuk bekerja di industri jasa konstruksi. Penelitian evaluasi menggunakan model diskrepansi dengan mengidentifikasikan kesenjangan antara kebutuhan kompetensi industri konstruksi dan kompetensi lulusan Teknik Bangunan. Objek penelitian adalah pemilik perusahaan, kepala Human Resources Departement (HRD), dan kepala Program Keahlian Teknik Bangunan. Pengambilan data menggunakan kuesioner dengan 60 pernyataan terbuka. Instrumen disusun berdasarkan Keputusan Direktur Jenderal Pendidikan Menengah Nomor 7013/D/KP/2013 yang disesuaikan dengan teori kompetensi dan kompetensi hasil prasurvei. Data dianalisis dengan menggunakan teknik analisis deskriptif kuantitatif. Hasil penelitian menunjukkan kompetensi yang sangat dibutuhkan industri adalah tujuh kompetensi sikap, tujuh kompetensi pengetahuan, dan enam kompetensi keterampilan. Kebutuhan kompetensi industri yang relevan dengan kompetensi yang dibekalkan SMK adalah enam kompetensi sikap, lima kompetensi pengetahuan, dan satu kompetensi keterampilan dengan tingkat relevansi dalam kategori tinggi yang menunjukkan bahwa lulusan SMK kompeten untuk bekerja di industri konstruksi.
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Benson, PJ. "Seven sins in publishing (but who's counting…)." Annals of The Royal College of Surgeons of England 98, no. 1 (January 1, 2016): 1–5. http://dx.doi.org/10.1308/rcsann.2016.0046.
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'Oh what a tangled web we weave, When first we practise to deceive.’ Sir Walter Scott (Marmion, 1808) Think of scientific misconduct in the UK and Malcolm Pearce – one of the most high-profile cases – comes immediately to mind. Malcolm Pearce was an assistant editor of the British Journal of Obstetrics and Gynaecology, and a senior lecturer at St George's Medical School, when two fraudulent papers were published in the journal. A whistleblower at the hospital was the catalyst for an investigation that led to Pearce being fired, found guilty of serious professional misconduct by the General Medical Council, and struck off.1 The professor of the department, Geoffrey Chamberlain, who was also President of the Royal College of Obstetricians and Gynaecologists and Editor of the journal, resigned from both positions as he was named as an author on one of the fraudulent papers. He reportedly did not know that his name was on the manuscript and, in his defence, it was not unusual at the time for Heads of Department to have ‘gift’ authorship on the department’s publications, despite not making any contribution. Regardless, both were disgraced. Scientific misconduct has many faces and its true prevalence is unknown, although many agree that it is increasing. Is it because researchers are committing more publication crimes, or are we just better at discovering them? In the race to find a home for articles, are authors getting lazy, sloppy and making more mistakes? In the era of online publications reaching wider audiences, mistakes are easier to detect and report, and beware if Clare Francis stumbles across such misdemeanours… Since 2010 an individual (or perhaps even a group) whose gender, identity and occupation are unknown, but who operate under the name ‘Clare Francis’, has upped the ante and flagged hundreds of suspected cases of potential fraud across the globe. Notorious among journal editors as a relentless whistleblower and crusader against text and image fraud, some of Francis’ tips have resulted in corrections and retractions. For example, a 2006 paper in the Journal of Cell Biology was retracted after Francis raised concerns years after publication about image manipulation, which were validated by the publisher. .2 But why does it happen? Why not? Researchers are human and subject to the same frailties as in other walks of life. If a measure of a good academic is solely the number of articles they have published, then – when quantity is rewarded over quality – scientific misconduct may reveal a glimpse of the pressure researchers are under. It is worth remembering that, despite the stress of the ‘publish or perish’ culture, scientific misconduct is unacceptable in any guise and likely to be discovered, with embarrassing if not downright career- and reputation-destroying consequences. Good publishing etiquette is ultimately down to the integrity and moral sensibilities of researchers and authors. In this excellent article about some of the ‘sins’ of publishing, Philippa Benson, who has kindly written for this series before, provides a thought-provoking insight into scientific misconduct. Jyoti Shah Commissioning Editor References Lock S. Lessons from the Pearce affair: handling scientific fraud. BMJ 1995; 310: 1,547. Retraction notice. J Cell Biol 2013; 200: 359. doi:10.1083/jcb.2005070832003r.
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Caingcoy, Manuel E., and Romeo Jr L. Lepardo. "School Performance, Leadership and Core Behavioral Competencies of School Heads: Does Higher Degree Matter?" Journal of Advances in Social Science and Humanities 6, no. 5 (May 20, 2020). http://dx.doi.org/10.15520/jassh.v6i5.491.
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This paper finds out whether a higher degree matters in school performance, and in demonstrating leadership and core behavioral competencies among school heads. This was conducted to support the existing and future policies of the Department of Education and interested funders for the scholarship and advanced studies of school heads. Using a cross-sectional method, it involved 192 randomly selected participants. Data on school performance was obtained at the office of Surigao del Sur Division, while data on competencies were gathered through the self-administered assessment tools developed by the Department of Education. These data were analyzed using descriptive statistics and analysis of variance. Results revealed that there was no significant difference in the school performance of school heads. This implies that the highest degree obtained is not a guarantee for better school performance. As found, those with doctorate degrees had a very high and consistent demonstration in all dimensions of leadership and core behavioral competencies. As unveiled, there were significant differences in the demonstrated competencies based on the highest educational qualifications. These imply that obtaining the highest degrees can allow school heads to acquire, develop, and demonstrate the competencies consistently better than their counterparts. Results have implications for DepEd officials, funders, and policy-makers.
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Bello, Amelie T., and John H. Olaer. "The Influence of Clinical Supervision on the Instructional Competence of Secondary School Teachers." Asian Journal of Education and Social Studies, November 14, 2020, 42–50. http://dx.doi.org/10.9734/ajess/2020/v12i330314.
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Aims: To determine the influence of clinical supervision of department heads on the instructional competence of secondary school teachers.
Study Design: Descriptive-correlational research design.
Place and Duration of Study: Digos City National High School during the School Year 2018-2019.
Methodology: Respondents were the eight (8) school heads and one hundred seventy eight (178) teachers who were permanently employed at Digos City National High School during the School Year 2018-2019. Complete enumeration was used in the identification of department heads while simple random sampling for the teacher respondents. Mean, Pearson r and Multiple Regression were the statistical tools used to treat the gathered data.
Results: The department heads had a high level of clinical supervision in terms of pre-observation, observation/analysis and strategy post-observation conference/analysis. Similarly, teachers a had high level of instructional competence of teachers. This result signified a very strong positive relationship between the two variables which indicated that about 75.80% on the variance of instructional competence can be attributed by the variation of the level of clinical observation. Regression analysis further entailed that clinical supervision significantly influenced the instructional competence of teachers.
Conclusion: The significant influence of clinical supervision on teachers’ instructional competence implies that the more teachers are mentored, the better teachers they would become. Thus, it was recommended clinical supervision in schools shall be constantly monitored and implemented so as to improve competence of teachers in the teaching learning process.
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Sheryl O.Laraño. "COVID 19 PANDEMIC: A PSYCHOLOGICAL AND SOCIAL IMPACT TO THE EFFECTIVENESS OF TEACHERS FROM THE SECONDARY TEACHERS OF VICTORIA LAGUNA." EPRA International Journal of Multidisciplinary Research (IJMR), July 9, 2021, 186–90. http://dx.doi.org/10.36713/epra7633.
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The Purpose of this study is to determine the Psychological and Social Impact of Covid 19 pandemic to the Teachers Effectiveness from the Ninety Four ( 94 ) Secondary Teachers of Victoria,Laguna. A questionnaire was proposed and was approved, this was administered thru google platform with the permission of the Secondary School Heads and Public District Supervisor through a formal letter to disseminate the questionnaire to the respective teacher respondents from the different Secondary Schools in Victoria, Laguna.The Questionnaire composed and based from the statement of the Problem (1) The Demographic profile of the respondents such as age,gender,status,position.(2) What are the Psychological Impact of Covid 19 pandemic to the secondary teachers in terms of anxiety,fear,stress (3) Social Impact of covid 19 pandemic to the Secondary Teachers of Victoria, Laguna in terms of responsiveness and commitment, (4) What are the impact of covid 19 pandemic to teachers effectiveness in terms of the teacher and the profession. (5)Is there a signifanct relationship between the psychological ans social impacts of covid 19 pandemic to teachers effectiveness. Qualitative Research design was used to evaluate the Psychological and Social Impact of covid 19 pandemic to teachers effectiveness. The researcher submit a formal letter to Public School District Supervisor of Victoria to ask a permision to conduct a study to her scope and also ask permission to the School Head for disseminating the questionnaires for the teacher respondents.Google form was a platform used to answered the questionnaires it was answered by the (18) teachers from Banca Banca Integrated National High School, (13) teachers from Masapang Integrated National High School,(13) teachers from Nanhaya National High School (5) teachers from San Benito National High School (21) teachers from San Francisco Integrated National High School (15) teachers from San Roque National High School and (9) teachers from Victoria Senior High School total of (94) respondent. Based on the findings of the study, the following conclusion were made, There is a significant relationship in the psychological and social impact of covid 19 Pandemic to the teachers effectiveness of secondary teachers of Victoria,Laguna. The Hypothesis stated that there is no significant differenence from the psychological and social impact to the teachers effectiveness.
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Montecinos, Carmen, Mónica Cortez, Bárbara Zoro, and Isabel Zett. "Senior leaders’ theories of action for managing subject departments as a school improvement strategy." Educational Management Administration & Leadership, April 4, 2022, 174114322210892. http://dx.doi.org/10.1177/17411432221089200.
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The current study examines senior school leaders’ theories of action driving their decision-making around how they manage departments and distribute leadership to department heads. Based on a thematic analysis of transcripts of interviews with the principal, head of the curriculum unit, and two department heads from nine high schools, four approaches for managing departments were identified: (a) quasi self-managing units; (b) hierarchical managerial control; (c) participatory management; and (d) transitioning from hierarchical control to incipient participatory management. All approaches, to varying degrees, involved hierarchical managerial control and, to a greater or lesser extent, department heads participated in decision-making. At the centre of the distinct patterns for the distribution of leadership associated with each management model was a concern for aligning teachers’ improvement priorities. These approaches are examined through a distributed leadership lens in terms of their potential affordances and constraints for strengthening the contributions of departments to school improvement processes. The main conclusion is that variations in how senior leaders manage departments for the distribution of leadership need to be understood in the context of a school's history and culture.
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Millar, Sarah-Kate, Jia Yi Chow, Mo Gleeson, and Michelle Cleaver. "Teachers' Perceptions of Applying Contemporary Skill Acquisition Approaches in High School Physical Education." Frontiers in Sports and Active Living 3 (December 13, 2021). http://dx.doi.org/10.3389/fspor.2021.775423.
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Using contemporary skill acquisition approaches to skill learning appears to be a worthwhile pedagogical option for teachers and coaches in sports and Physical Education (PE). However, PE at the High School level in New Zealand has assessment components that are still underpinned by traditional and outdated skill learning theories. In response to this challenge, two motivated Heads of Department in PE undertook a department-wide professional development initiative to teach the national standard assessment via the use of a contemporary skill acquisition approach, which is student-centred, with an emphasis on enhancing exploratory learning and encouraging autonomy. Each department worked together over a 10-week period with a Higher Education specialist in skill acquisition to design and teach using contemporary skill acquisition approaches. Qualitative data was collected via semi-structured focus group interviews. Insightful data on the influence of teaching using contemporary skill acquisition approaches was acquired from the teachers in the two PE departments. It was found that substantial pedagogical practice changes were achieved by the teachers (e.g., less focus on ideal technique and more on varying the context). They also enjoyed the learning experience that the contemporary skill acquisition approach offered as compared to their previous experience of more traditional teaching approaches, which have a focus on knowledge acquirement with little opportunities for exploratory learning. In addition, from a practical perspective, teachers were observed to demonstrate greater engagement in professional conversations around learning and could see greater relevance in the transfer of learning in the use of contemporary skill acquisition approaches to other teaching contexts.
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Raida Hussein Mohammed Sous. "The role of school activities in reducing school dropout phenomenon from the point of view of the principals of public schools in the Deir Ala district in Jordan: دور الأنشطة المدرسية في الحد من ظاهرة التسرب المدرسي من وجهة نظر مديري المدارس الحكومية في لواء دير علا بالأردن." مجلة العلوم التربوية و النفسية 4, no. 4 (January 30, 2020). http://dx.doi.org/10.26389/ajsrp.r220519.
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The study aimed at uncovering the role of school activities in reducing school dropout phenomenon from the point of view of the principals of public schools in the Deir Ala district. The researcher used the descriptive approach. In order to achieve the goal of the study, The results showed that the role of school activities in reducing the phenomenon of school dropout with an average of (3.66). The order of the fields ranked in descending order according to the level of fields: Educational field, reached (3.92) (3.40), all of which are rated (high) That the administrative level of creativity of the department heads are high average (3.94), also showed a strong correlation by (0.82). In the light of the results, a number of recommendations and proposals were presented to raise the level of school activities to reduce school dropouts.
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Ryan, Bill. "Better Public Services: a window of opportunity." Policy Quarterly 8, no. 3 (August 1, 2012). http://dx.doi.org/10.26686/pq.v8i3.4420.
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Led by an advisory group, Better Public Services is the government’s programme to reform the state sector to provide high-quality, flexible and cost-effective public services. The advisory group was established May 2011 and reported December 2011, with the report released March 2012 (Better Public Services Advisory Group (BPSAG), 2011). It comprised eight members: (then) Department of the Prime Minister and Cabinet chief executive, Maarten Wevers (chair); Watercare Services Ltd (Auckland) chief executive Mark Ford; Air New Zealand group general manager, people and technical operations, Vanessa Stoddart; Wise Group chief executive Jacqui Graham; the state services commissioner, Iain Rennie; State Services Commission deputy commissioner Sandi Beatie; secretary to the Treasury Gabriel Makhlouf; Victoria University School of Government professor Peter Hughes
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Molway, Laura. "'It's all about coping with the new specifications': Coping professional development – the new CPD." London Review of Education, July 18, 2019. http://dx.doi.org/10.18546/lre.17.2.01.
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This article addresses the issue of in-service teacher education, which has become a focus of international education policy attention in recent years. Professional learning (PL) is often envisioned by policymakers as a mechanism by which the professionalism of the teaching workforce can be remodelled and refreshed. It offers a means to enhance teachers' professional efficacy and, consequently, the outcomes of students. The article examines the case of England, and takes a single subject area (modern foreign languages) as the context in which to explore teachers' PL experiences over the course of one calendar year. Data tracking the PL priorities and experiences of 54 teachers clustered in 14 state school languages departments were collected via four iterations of an online questionnaire. This was followed by in-depth semi-structured interviews with heads of department in six of the schools, enabling a process of triangulation. Analysis shows very limited engagement in PL activities of the kind identified in previous literature as effective in impacting student outcomes. In all the schools, teachers' PL experiences were shaped by a sharp focus on instrumental organizational aims related to the introduction of new examination specifications and curricula, reducing available time and resources for the pursuit of other development goals. A large amount of the variance in teachers' reported engagement in PL activities known to be effective can be explained by school membership. Heads of department recognize their role in shielding colleagues from excessive workload and promoting collaborative PL. However, they report varying degrees of agency in addressing contextual barriers to achieving these aims. In contexts where teachers report high levels of stress, this is associated with lower professional self-efficacy, engagement and intention to remain in the profession.
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"Leslie Harold Martin, 21 December 1900 - 1 February 1983." Biographical Memoirs of Fellows of the Royal Society 33 (December 1987): 387–409. http://dx.doi.org/10.1098/rsbm.1987.0015.
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Leslie Harold Martin was born on 21 December 1900 at Footscray, Melbourne, in the State of Victoria, Australia, the son of Henry Richard and Ettie Emily Martin ( née Tutty). His father came from Somerset and was superintendent of transport for the Victorian Railways, but died prematurely as the result of an accident. His mother was born midway between the cities of Sydney and Melbourne on a bullock train that her father operated for many years between the two cities [1]*. As a child he received his primary education in Melbourne at the Flemington State School from which he gained a scholarship to Essendon High School. He was only 11 years old when his father died and, as money was always scarce, he had to work as a grocer’s errand boy to help support him self at home and at school. He studied hard and managed to win a Junior State Scholarship that took him to the premier Melbourne High School for his final three years of secondary schooling. Here his natural gifts and interest in mathematics and science were soon recognized and encouraged by his mathematics teacher, Miss Julia Flynn, and this led to his winning a Victorian Education Department Senior Government Scholarship on the basis of his excellent performance in the school leaving examinations in December 1918. This scholarship enabled him to enter the University of Melbourne at the beginning of 1919. He was admitted to the course ‘B.Sc. for Education’ to train to become a teacher.
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Sengai, Walter. "Heads of Department's role in implementation of History syllabi at selected Zimbabwean secondary schools: an instructional leadership perspective." Yesterday and Today, no. 25 (2021). http://dx.doi.org/10.17159/2223-0386/2021/n25a6.
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ABSTRACT This qualitative study explores the school-based instructional leadership role of Heads of Department (HODs) in the implementation of different History syllabi. It seeks to establish the practices that History HODs carry out in order to improve the teaching and learning of the subject. HODs are subject specialists who are responsible for establishing and ensuring high standards of teaching and learning in their subjects. This study is a response to the claim that History HODs often fail to rise to expectations in ensuring effective curriculum implementation in the subject. Qualitative data was collected through the study of circulars and policy documents and by conducting structured, in-depth interviews with fifteen key informants sampled from selected schools in the Glen View/Mufakose district in Harare. The key finding from this study is that the HODs were the de facto instructional leaders during the implementation of the History syllabi and that their level of involvement determines the success and/or failure of History syllabi. The paper concludes by asserting that HODs play a critical role in the implementation of History syllabi, since they are at the chalk face and directly supervise the implementation of changes in the subject as illustrated at five secondary schools used in the study. Keywords: HOD; Instructional leadership; Implementation; History Syllabus; Supervision.
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Danso, Afua Akomaa, Nana Afia Amponsaa Opoku-Asare, and Eric Appau Asante. "EXAMINING THE FORMS AND STRATEGIES OF TEACHER INDUCTION PROGRAMMES ORGANISED FOR NEWLY QUALIFIED TEACHERS IN SENIOR HIGH SCHOOLS IN GHANA." European Journal of Education Studies 9, no. 7 (July 25, 2022). http://dx.doi.org/10.46827/ejes.v9i7.4385.
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<p>The education system recognises the positive impact of induction on the retention and professional growth of Newly Qualified Teachers in Ghana. This points out the question of how teacher induction programmes should be planned, organised and implemented, and what it should entail. The study sought to examine the forms and strategies of induction programmes organised for Newly Qualified Teachers in Senior High Schools during their initial professional practice. Using the descriptive case study method, data was gathered from forty-two Newly Qualified Teachers, three Assistant head teachers (Academics) from three sampled schools and one municipal human resource officer, all from Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Questionnaire, interview, observation and document analysis were the research instruments used. Data were analysed using inductive and deductive analysis where similar themes and patterns were identified from responses and compared with literature. Findings show that, though an induction was organised for Newly Qualified Teachers, the schools lacked formal principles to guide and regulate the school-based induction programmes. Orientation and a few aspects of mentoring were the components of the induction programmes while continuous professional development activities were totally absent. Again, the whole induction took place within some hours which put Newly Qualified Teachers at a great disadvantage of not acquiring what they need as support. While assistant head teachers and heads of department were key stakeholders responsible for the induction, the latter was Newly Qualified Teachers’ point of call when faced with challenges. Since it is argued that teachers who receive the full components of induction are likely to adopt and implement effective pedagogical approaches, in the absence of formal policy to guide the planning and implementation of induction in Ghana, there is a need for officials at the district and municipal levels to closely monitor Senior High Schools and ensure proper organisation of their induction programmes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0953/a.php" alt="Hit counter" /></p>
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Cherniavskyi, S., and V. Yusupov. "FORENSIC SCIENTIFIC SCHOOLS OF THE NATIONAL ACADEMY OF INTERNAL AFFAIRS (TO THE 100th ANNIVERSARY OF THE INSTITUTION OF HIGHER EDUCATION OF THE MINISTRY OF INTERNAL AFFAIRS OF UKRAINE)." Criminalistics and Forensics, no. 66 (2021). http://dx.doi.org/10.33994/kndise.2020.66.95.
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It is revealed the process of the formation of forensic scientific schools based on the research of the historical development of the National Academy of Internal Affairs. It is shown the role of heads of departments and leading professors of the National Academy of Internal Affairs in the formation of forensic scientific schools. The main directions of research of forensic scientific schools of the National Academy of Internal Affairs are revealed, its contribution to the training of highly qualified scientific and pedagogical workers is highlighted. The achievements of the forensic scientific schools of the National Academy of Internal Affairs and its importance in the development of legal science and education in Ukraine are determined. It is substantiated that the center of the development of forensic scientific schools at the National Academy of Internal Affairs is the Department of Criminalistics and Forensic Medicine. There are systematized main directions of research of forensic scientific schools of the National Academy of Internal Affairs. It has been proved that the forensic schools of the National Academy of Internal Affairs are developing based on two scientific vectors, innovative research of non-traditional traces of crime (the school of Professor M. V. Saltevskyi). It is also underlined improvement of investigative activities and methods of investigating criminal offenses based on studying the tactics of criminals, modern achievements of science and technology (school of Professor V. P. Bakhin). It is shown the scientific connections of the forensic schools of the National Academy of Internal Affairs with other forensic schools and centers of research institutions, higher educational institutions, and law enforcement agencies. The interrelationships of forensic research made by scientific schools of the National Academy of Internal Affairs with other forensic schools and research institutions, higher education institutions, law enforcement agencies are shown. Forensic research of scientific schools of the National Academy of Internal Affairs occupies an important place in the development of legal science and education, promotes the formation of high professionalism of law enforcement officers and lawyers, and ensures the unity of law enforcement practice and educational and scientific activities in higher education of Ministry of Internal Affairs of Ukraine.
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G. Almerez, Queenie Lyn, Geonor Cuevas Adolfo, Jasmine Eve G. Bucod, Maricel B. Egos, and Anabell S. Tangpos. "Technical Vocational Education in the Context of Globalization: Its Pedagogy and Strategies." Asian Journal of Education and Social Studies, October 19, 2019, 1–10. http://dx.doi.org/10.9734/ajess/2019/v5i330144.
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Aims: The aim of this study was to determine the personal experiences of the teacher-participants in the teaching of Technology and Livelihood Education. It also ascertained and met the following objectives: 1) determine the teaching experiences of the TLE teachers; 2) to identify the training needs of TLE teachers; 3) ascertain the challenges faced by the TLE teachers; 3) discover the pedagogy and strategies used by the TLE teachers; and 4) find out the recommendations of the TLE teachers to improve the delivery of the course.
Study Design: Qualitative-phenomenological approach.
Place and Duration of Study: The study was conducted in Sta Cruz National High School, Sta. Cruz, Davao del Sur. The study was conducted for 6 months.
Methodology: The researchers purposely chose all the Technology and Livelihood Education (TLE) teachers. The information were gathered through Focus Group Discussion (FGD).
Results: Six themes emerged from the data analysis. Generally, the teacher-participants found teaching of TLE subject was challenging because the activities were focused on exploration. Moreover, they felt satisfied because they were able to share their knowledge and skills to their students. It implies that the TLE teachers were committed and dedicated to their jobs despite the difficulties they encountered. However, the teacher-participants revealed that generally, they were not sent outside of the school to attend training-seminar for skills enhancement. It is an indication that the school heads lack concern for their teachers’ professional development. In addressing the challenges of the teachers, they collaborate with each other by sharing their resources. Despite the challenges they encountered, they were still optimistic to be globally competitive. It implies that the TLE teachers do not give up easily. They suggested that the school administration needed to develop the participants’ personal character so that their teaching goals were met.
Conclusion: The TLE teachers loved and enjoyed their teaching jobs despite the challenges they faced. However, they clamored to the Department of Education (DepEd) to address their needs such as sending them to trainings and seminar-workshop to enhance their skills and capabilities. To show their dedication to their jobs, they brought their own tools and shared the same to other teachers. Notably, the participants only used three teaching strategies. It shows that TLE teachers lack the knowledge of other teaching strategies. The participants were optimistic that sooner or later their TLE programs are accredited and recognized locally and internationally. This implies that the participants were committed to their jobs. Ironically, they suggested that improvement of the teachers’ self was better than improving the TLE implementation. This shows that the teachers believed that materials can be easily acquired but not the attitude.