Relevant bibliographies by topics / Marist Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Marist Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 April 2023

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Journal articles on the topic "Marist Education"

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Friales, Wilter. "The Shared Mission: A Phenomenological Study on the Marist-Lay Partnership." JPAIR Multidisciplinary Research 38, no. 1 (October 8, 2019): 42–58. http://dx.doi.org/10.7719/jpair.v38i1.723.

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The term partnership is being viewed in the context that the lay people are not just simply workers or employees of the Brothers in schools, but they are partners in fulfilling the mission of education. This Phenomenological Study of the Marist-lay partnership explored the lived experiences of both the Marist lay and Marist Brothers in the context of a partnership for the mission of the Marist. It is a phenomenological qualitative design of research that aimed to explore the lived experiences of both the Marist Brothers and the Lay in the context of the partnership. This qualitative research used the transcendental Phenomenological approach following the method introduced by Moustaka (1994). The first part of the study explored the lived experiences of the Marist Brothers and lay while they work with the Marist mission. It presented their vocation stories, challenges encountered, and attitudes towards work, working relationships, and the impact of such a partnership in their lives. The second part of the study revealed the different meanings and the themes drawn in understanding the concept of Marist-lay partnership as perceived by the Marist Brothers and the lay in working for the Marist mission. The emergent themes were extracted after the thorough process of thematic coding, analysis, and categorization of the transcripts from the in-depth interview of the researcher to the identified participants of the study. Based on the result of the exploration, it was drawn out that collaboration appeared to be very important to be established in the Marist community.
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do Prado, João Carlos, and Rogério Renato Mateucci. "Marist education in Brazil: achievements and challenges." International Studies in Catholic Education 9, no. 2 (July 3, 2017): 146–61. http://dx.doi.org/10.1080/19422539.2017.1360605.

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McGinty, John W. "Marist College opens new library." College & Research Libraries News 61, no. 3 (March 1, 2000): 171. http://dx.doi.org/10.5860/crln.61.3.171.

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Clerkin, Ciaran. "‘Good Christians and good citizens’: the early years of Marist education in Oceania: 1830s–1900s." International Studies in Catholic Education 2, no. 1 (March 2010): 95–111. http://dx.doi.org/10.1080/19422530903494876.

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Norkeliunas, Casimir J. "TRANSITION FROM MULTIMEDIA MATERIALS TO INTERACTIVE VIDEOTAPE IN TEACHING RUSSIAN CULTURE AND LANGUAGE." CALICO Journal 2, no. 2 (January 14, 2013): 19–22. http://dx.doi.org/10.1558/cj.v2i2.19-22.

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This article describes some of the benefits that can be found by using high technology materials in difficult teaching situations. Marist College is developing several CALI programs. The author describes a slightly different use of technology where multimedia and CAI are used to teach Russian culture. Increased student motivation is a major benefit. The author also discusses how this approach allows for meeting individual needs.
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O’Brien, Patricia M. "Coming in From the Margin." Australasian Journal of Special Education 13, no. 2 (January 1990): 52–59. http://dx.doi.org/10.1017/s1030011200022223.

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Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.
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Aguma, Bernard Meshach, Caroline Kinuu Kimathi, and Martin Situma. "Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria." Journal of Marketing and Communication 4, no. 1 (October 14, 2021): 79–95. http://dx.doi.org/10.53819/81018102t4017.

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The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.
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Aguma, Bernard Meshach, Caroline Kinuu Kimathi, and Martin Situma. "Virtual Teaching and Learning of English As A Second Language in Selected Secondary Schools Isu-Ikwuato, L. G. A. Abia State, Nigeria." Journal of Marketing and Communication 4, no. 1 (October 14, 2021): 79–95. http://dx.doi.org/10.53819/81018102t4017.

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The adoption of virtual teaching and learning of a second language in the Nigerian educational system has received little attention. COVID-19 lock-down, imposed by the governments of the nations, forced educational institutions globally and locally to adapt virtual teaching and learning of English language. This research paper investigated the challenges of virtual teaching and learning of a second language (English) in selected secondary schools, Isu Ikwuato L.A. Abia State, Nigeria. It used a mixed method convergent parallel research design. The purposive sampling technique was used to select secondary schools that adopted virtual teaching and learning. The targeted population was 2000 English students and teachers with a sample size of 333. The results revealed that the schools made use of synchronous, asynchronous and blended types of online teaching and learning, and the students had a positive attitude. Both students and teachers experienced challenges of poor network, lack of ICT training, unstable electricity, and financial constraint. This study recommends the following: Language Policy Makers in Nigerian Educational System to map out the strategies that will incorporate online second language teaching and learning skills in the curriculum. That Marist Educational Board in partnership with the Ministry of Education in Nigeria, provide virtual supplementary materials for English language education. Adequate virtual training to be provided for English teachers and students. That the challenges of internet fluctuation, power shortage, insufficient virtual materials, inadequate funds, technical issues, virtual skills be addressed by all the stakeholders in education.
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Goodman, Don, and Maggie Smith. "An Interview with Eddie Ellis." Humanity & Society 22, no. 1 (February 1998): 98–111. http://dx.doi.org/10.1177/016059769802200107.

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Edwin (Eddie) Ellis is President of the Community Justice Center, Inc., an anti-crime research, education, and advocacy organization located on 125th Street in Harlem, New York. A target of the FBI's Counter Intelligence Program (COINTELPRO) for his Black Panther Party activities, Ellis served 25 years in various New York State prisons. While he was in prison, he earned a Masters degree from New York Theological Seminary, a Bachelor's from Marist College and a paralegal degree from Sullivan County Community College. Widely recognized as a writer, lecturer, and community activist, Ellis is credited with the successful public dissemination of the research findings of the Think Tank, a group of prisoners from Greenhaven Correction Facility which established that 75% of the prisoners in New York State come from seven neighborhoods in New York City. Eddie Ellis is a fellow of the Bunche Dubois Institute for Public Policy at Medgar Evers College/CUNY, serves on the Board of Directors of Center for Law and Justice in Albany, NY, is a member of the Drug Policy Task Force, The Vera Institute IRB, and the National Criminal Justice Commission. This interview took place in the offices of the Community Justice Center on August 6, 1997.
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Alves, Maicon José, Inês Caroline Reichert, and Fabricio Locatelli Ribeiro. "CAMPUS I FEEVALE: UMA MEMORIA A SER CONTADA." Revista Conhecimento Online 1 (January 2, 2020): 155. http://dx.doi.org/10.25112/rco.v1i0.1698.

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O trabalho “Campus I Feevale: uma memória a ser contada” tem como objetivo pesquisar a memória e a história desse prédio que, além de ser de grande valor histórico, teve grande representação arquitetônica na cidade de Novo Hamburgo e na região, no início do século XX, e foi utilizado ao longo de sua existência para fins educacionais, tendo sido sede do Colégio São Jacó, de 1915 a 1969, e da Universidade Feevale, em 1970, quando teve sua turma inaugural, até os dias atuais. A pesquisa está sendo desenvolvida no âmbito do projeto de ensino “Memória em Movimento” e pretende, além de constituir acervo documental sobre o tema, realizar, posteriormente, ações de Educação Patrimonial. Entendendo que a reconstrução desta memória não é apenas a do prédio, ou das instituições que ali habitaram, mas também da comunidade que ajudou a construí-lo e mantê-lo.Palavras-chave: São Jacó. Ernst Seubert. Irmãos Maristas. Feevale.ABSTRACTThe work “Campus I Feevale: a memory to be told”, aims to search the memory and history of this building, which besides being of great historical value, had a great architectural representation in the city of Novo Hamburgo and in the region, in the and was used throughout its existence for educational purposes, having been the seat of the São Jacó College from 1915 to 1969, and of the Feevale University of 1970, when it had its inaugural class until the present day. The research is being developed within the scope of the “Memory in Motion” teaching project, and intends, besides constituting a collection of documents on the subject, to carry out, afterwards, Patrimonial Education actions. Understanding that the reconstruction of this memory is not only that of the building, or of the institutions that lived there, but also of the community that helped to build and maintain it.Keywords: São Jacó. Ernst Seubert. Marist Brothers. Feevale.
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Dissertations / Theses on the topic "Marist Education"

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McMahon, John Richard. "Educational vision : a Marist perspective." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019125/.

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This research seeks to understand the current educational vision of the Marist Brothers' Teaching congregation, a Catholic religious order founded by Marcellin Chainpagnat in rural France in 1817 which currently has 5,000 Brothers educating young people in 76 countries. The Congregation is conceptualised as a charismatic social movement Using case study methodology, it is investigated as a single bounded system comprising many sub-systems, namely its individual school communities, which can be studied both as interesting in themselves and as leading to a significant measure of understanding of the overall system. The work of Marist Brothers in three schools in three continents is studied in detail. Marceilin College, Melbourne, St Mungo's Academy, Glasgow and Archbishop Molloy High School, New York. Interviews, document analyses and observations are carried out over a two year period, from 1990 to 1992. Theory contributes to the research, first, through an appropriation and adaptation of Max Weber's sociology of charismatic authority, second, through a study of the self understanding of religious congregations as reflected in and influenced by the current theology of religious life, and third, through brief analyses of some educational social movements with a claim to be charismatic, in particular the United World Colleges and the Society of Jesus. With the data from the three case study schools collected and analysed, initii1 research findings were sent to Marist educators in eight further schools in seven different countries. These educators affirmed those findings which coincided with their experience of Marist educational vision and added other findings based on their current work. Some theoretical conclusions are drawn about the fruitfulness of bringing the theological and sociological literatures on charisma into relationship with each other. A series of more practical conclusions relates to the nature of Marist educational vision, the possibility of pursuing this vision with different levels of contribution in terms of numbers and roles of Brothers in a school, of the relationship of Brothers to lay staff in Marist schools, and the process of school self-definition of educational vision.
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Braniff, John Michael. "The Marist Brothers' teaching tradition in Australia, 1872-2000." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/691.

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Recent Australian academic attempts to define the 'charism,' or distinguishing spirit, of the Marist Brothers' style of education, have been conducted using sociological methodologies and have resulted in findings which are more religious than educational or pedagogical, in content. The present enquiry is more educational in focus and historical in approach. This enquiry poses a series of questions e.g: Did the Marists who arrived in Australia in 1872 come as the conscious bearers of a distinctive style of teaching? Did they adapt this distinctive style to meet the needs of the Australian society? How faithfully did they cling to their founding inspiration? Have they been successful in preserving this distinctiveness in the face of modern developments in Australian education and in the Catholic Church? Or, is all that remains the name 'Marist'? The historical methodology employed uses both recent academic analyses of the Marist Brothers' Founder's work and also of the archival documentation of the Order's foundation and development in Australia. It also tracks, though not in isolation, the development of the first Marist school in Sydney, St Patrick's, Church Hill; founded in 1872 and still operating, at a new location 'Dundas' in the more recently-formed diocese of Parramatta. This individual school's role in Marist teacher education in early, and more recent times, makes it an appropriate focus. In summary, the thesis concludes that the Marists did come as conscious disciples of St Marcellin Champagnat, their founder; but that the pristine inspiration had already begun to evolve. In Australia the brothers continued to follow his example in adapting to the newer demands of Church and State. After Vatican II and the return of State Aid, however, the pace and scope of development precipitated changes which arguably constitute a break from all but the names 'Marist' and 'Champagnat'.
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Braniff, John Michael. "The Marist Brothers' teaching tradition in Australia, 1872-2000." University of Sydney. Policy and Practice, 2004. http://hdl.handle.net/2123/691.

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Recent Australian academic attempts to define the 'charism,' or distinguishing spirit, of the Marist Brothers' style of education, have been conducted using sociological methodologies and have resulted in findings which are more religious than educational or pedagogical, in content. The present enquiry is more educational in focus and historical in approach. This enquiry poses a series of questions e.g: Did the Marists who arrived in Australia in 1872 come as the conscious bearers of a distinctive style of teaching? Did they adapt this distinctive style to meet the needs of the Australian society? How faithfully did they cling to their founding inspiration? Have they been successful in preserving this distinctiveness in the face of modern developments in Australian education and in the Catholic Church? Or, is all that remains the name �Marist�? The historical methodology employed uses both recent academic analyses of the Marist Brothers� Founder�s work and also of the archival documentation of the Order�s foundation and development in Australia. It also tracks, though not in isolation, the development of the first Marist school in Sydney, St Patrick�s, Church Hill; founded in 1872 and still operating, at a new location � Dundas � in the more recently-formed diocese of Parramatta. This individual school�s role in Marist teacher education in early, and more recent times, makes it an appropriate focus. In summary, the thesis concludes that the Marists did come as conscious disciples of St Marcellin Champagnat, their founder; but that the pristine inspiration had already begun to evolve. In Australia the brothers continued to follow his example in adapting to the newer demands of Church and State. After Vatican II and the return of State Aid, however, the pace and scope of development precipitated changes which arguably constitute a break from all but the names �Marist� and �Champagnat�.
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Anele, Rogério Francisco Caldas. "Os desafios do executivo ao inserir-se na cultura Marista: um estudo nas organizações educativas da província Marista do Rio Grande do Sul." Universidade do Vale do Rio dos Sinos, 2013. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3710.

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Este estudo se propôs a investigar quais são os desafios dos gestores leigos, em cargos de alta gestão, frente às mudanças que vêm ocorrendo nas Organizações Educativas da Província Marista do Rio Grande do Sul. Tal fato depreende-se do crescimento e da alta competitividade do setor de educação, implantação de novo modelo de governança e diminuição da formação de religiosos com vocação em gestão, o que gera a entrada de gestores leigos e, assim, a convivência de executivos com formação e lógicas de atuação diferentes, aumentando a complexidade dos desafios desta Instituição. O referencial teórico desenvolvido versa sobre conceito e componentes de cultura organizacional (Edgar Schein e Gareth Morgan), visão holística (Afonso Murad, Emma Bell e Scott Taylor), sua relação com a liderança (Ram Charan, Humberto e William Cohen) e o poder (Max Weber e Gareth Morgan). O estudo teve abordagem qualitativa e exploratória, com dados coletados a partir de pesquisa documental, sobre o tema de Cultura Marista, e pesquisa de campo, realizada com gestores leigos e religiosos, mediante entrevistas semiestruturadas. Os dados da pesquisa documental e de campo foram tratados pela Análise de Conteúdo (Roberto J. Richardson). Os resultados, obtidos através de pesquisa de campo, permitem apontar os principais desafios a serem superados, constatar diferenças na forma de atuar e decidir entre os gestores leigos e religiosos, assim como identificar os possíveis atributos de liderança necessários para que a Instituição tenha sucesso nos próximos anos.
This study proposes to investigate witch challenges lay managers in positions of senior management are having, due to changes that have occurred in Educational Organizations in the Province of Rio Grande do Sul. This fact is inferred by the high growth and competitiveness of the education sector, the implementation of new governance model and the decreasing of formation of religious with management vocation, generating involvement of lay manager, and thus the coexistence of executives with different training and action logics, increasing the complexity of the challenges of this institution. The theoretical referential developed is about the concept and components of organizational culture (Edgar Schein e Gareth Morgan), holistic vision (Afonso Murad, Emma Bell e Scott Taylor), its relationship with the leadership (Ram Charan, Humberto e William Cohen) and the power (Max Weber e Gareth Morgan). The research had qualitative and exploratory approach, with data collected from documentary research on the topic of the Marist Culture and field research conducted with lay managers and religious, through semi-structured interviews. The survey data document and field were treated by Content Analysis (Roberto J. Richardson). The results obtained through field research, may point out the main challenges to be overcome, show differences in the way we act and decide between lay managers and religious, as well as identify potential leadership attributes necessary for the institution to succeed in coming years.
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Pedro, Ricardo Tomasiello. "História da equiparação do Colégio Marista Arquidiocesano de São Paulo ao Colégio Pedro II (1900-1940)." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10450.

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The Archdiocesan School was founded in 1858, and it is considered one of the oldest schools of São Paulo city. Due to its strong connection to secondary education, the school tried to equate to Pedro II School. Such an attempt meant, among other things, to guarantee that the school s students had access to higher education without having to apply for new tests or exams. In order to obtain this privilege it was necessary, in the curriculum organization, that the school should be equated to the role model institution in this educational level. Under the Marist Brothers management, the school obtained the definitive equivalence in 1934, during the term of Francisco Campos s Reform (Decree no. 19.890/1931). This dissertation intends to historicize the equivalence process of the Marist Archdiocesan School of São Paulo, under the management of this religious congregation, attempting to understand the construction of such process. The strategies used by a private school were identified a confessional approach to adapt to the educational demands of a secular view in order to verify how the guidelines provided by the Education National Department were followed. For this research, the analysis was primarily of the documents on the equivalence belonging to the National Archives (RJ) and of the case itself available in the Memorial s collection of the Marist Archdiocesan School of São Paulo
O Colégio Arquidiocesano foi fundado em 1858, sendo considerado um dos mais antigos da cidade de São Paulo. Por conta de sua forte ligação com o ensino secundário o Arquidiocesano buscou equiparar-se ao Colégio Pedro II. Tal procedimento significava, dentre outras coisas, garantia de acesso ao nível superior dos alunos do Colégio sem que houvesse a necessidade de novas provas ou exames. Para a obtenção desse privilégio era necessário, no aspecto curricular, igualar-se à instituição modelo desse nível educacional. Sob a administração dos Irmãos Maristas, o colégio obteve a equiparação definitiva em 1934, dentro da vigência da Reforma Francisco Campos (Decreto nº 19.890/1931). Este trabalho pretende historicizar o processo de equiparação do Colégio Marista Arquidiocesano de São Paulo, sob a administração dessa congregação religiosa, buscando compreender a montagem de tal processo. Foram identificadas as estratégias utilizadas por um colégio privado, confessional para adaptar-se às demandas educacionais de caráter laico, de modo a flagrar como foram atendidas as diretrizes dadas pelo Departamento Nacional do Ensino. Para a pesquisa foram analisados, primordialmente, os documentos sobre a equiparação do Arquivo Nacional (RJ) e o próprio processo disponível no acervo do Memorial do Colégio Marista Arquidiocesano de São Paulo
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Robenstine, Clark. "Some problems in the application of Marxist philosophy by selected contemporary neo-Marxist educational theorists /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662146012.

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Mentges, Manuir Jos? "Autoforma??o do ser gestor Marista preconizada ? luz do projeto educativo do Brasil Marista." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2013. http://tede2.pucrs.br/tede2/handle/tede/3746.

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The present paper researched about the self-training Being Maristas Manager, inspired in Educative Project, document that gives singleness to Maristas Brazil educatives process, in respect to diversities. It depicts some aspects of my personal career, related to work with education and management, research weaved its process starting problem-question: How do the perspectives and horizons related self-training being Maristas manager aimed to Maristas Brazil s Educational Project, it makes present in everyday exercise s management? From, that the paper objected understanding the management s process, advocated the light of education project, it is deepening your horizons and your implications in self-training of Being Maristas Manager. The research sought to go your, with goals through study, with qualitative approach, descriptive and interpretative, that, to Bogdan and Biklen (1994), it concerns with process, by being inductive and having as essential significance. The research developed at Gra?as Maristas Institute, located on Viam?o city, school in which I assumed the role of Director in 2012. The subjects of the research were team members managers directive, that include the Director, the Vice-Director, the Pedagogical Co-ordination, Shift s Co-ordination, the Educational Guidance and Pastoral s Co-ordination. The paper was developed in stages structured blocks, with objectives and guiding questions.The Educative Project and others Maristas documents, that have devoted authors especially in Management and Spirituality s areas, referential. The research revealed constitutive elements, to self-training Being Maristas Manager, and a clear perception of reality of our school, it is approaching the current reality of the ideal aimed at educational project. It perceived the full importance of training managers, in all dimensions, as well as the importance of spirituality, as a cross element that gives flavor and life to mission. Promoting a great personal growth, this paper also fermented the revision and improvement systemic processes of administrative-pedagogical-pastorals, pointing the possibility of internal and external actions of the management team, the cultivation of an organizational climate and, people s appreciation, culminating with a evangelizing education quality.
O presente trabalho pesquisou a autoforma??o do Ser Gestor Marista, inspirada no Projeto Educativo, documento que d? unicidade aos processos educativos do Brasil Marista, no respeito ?s diversidades. Ao retratar aspectos da minha caminhada pessoal, relacionada ao trabalho com a educa??o e com a gest?o escolar, a pesquisa teceu seu processo a partir da seguinte quest?o-problema: Como as perspectivas e horizontes relacionados ? autoforma??o do Ser Gestor Marista, apontadas pelo Projeto Educativo do Brasil Marista, se fazem presentes no exerc?cio cotidiano da Gest?o? A partir disso, o trabalho objetivou compreender o processo de Gest?o, preconizado ? luz do Projeto Educativo, aprofundando seus horizontes e suas implica??es na autoforma??o do Ser Gestor Marista. A pesquisa buscou percorrer seus objetivos por meio de estudos, com abordagem qualitativa, descritiva e interpretativa, que, para Bogdan e Biklen (1994), gera preocupa??o com o processo, por ser indutiva e ter como essencial a significa??o. A pesquisa desenvolveu-se no Instituto Marista Gra?as, localizado no munic?pio de Viam?o, escola em que assumi a fun??o de Diretor no ano de 2012. Foram sujeitos da pesquisa os gestores integrantes da equipe diretiva, que compreende a Dire??o, a Vice-Dire??o, a Coordena??o Pedag?gica, a Coordena??o de Turno, a Coordena??o de Pastoral e a Orienta??o Educacional. O trabalho foi desenvolvido por meio de uma proposta de Semin?rio de Estudos, desenvolvida em etapas estruturadas em blocos, com objetivos e quest?es norteadoras. O Projeto Educativo e outros documentos maristas, que contam com autores consagrados, especialmente na ?rea de Gest?o e Espiritualidade, serviram de referencial te?rico. A pesquisa revelou elementos constitutivos para a autoforma??o do Ser Gestor Marista, e uma clara percep??o acerca da realidade da nossa escola, aproximando a realidade atual do ideal apontado pelo Projeto Educativo. Percebeu-se a import?ncia da forma??o plena de gestores, em todas as dimens?es, bem como a import?ncia da Espiritualidade, como elemento transversal que confere sabor e vida ? miss?o. Promovendo um grande crescimento pessoal, esse trabalho tamb?m fomentou a revis?o e o aprimoramento de processos sist?micos administrativo-pedag?gicopastorais, apontando a possibilidade de a??es ao interno e externo da equipe diretiva, no cultivo de um clima organizacional e na valoriza??o das pessoas, culminando com uma educa??o evangelizadora de qualidade.
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Mentges, Manuir José. "Autoformação do ser gestor Marista preconizada à luz do projeto educativo do Brasil Marista." Pontifícia Universidade Católica do Rio Grande do Sul, 2013. http://hdl.handle.net/10923/2838.

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The present paper researched about the self-training Being Maristas Manager, inspired in Educative Project, document that gives singleness to Maristas Brazil educatives process, in respect to diversities. It depicts some aspects of my personal career, related to work with education and management, research weaved its process starting problem-question: How do the perspectives and horizons related self-training being Maristas manager aimed to Maristas Brazil’s Educational Project, it makes present in everyday exercise’s management? From, that the paper objected understanding the management’s process, advocated the light of education project, it is deepening your horizons and your implications in self-training of Being Maristas Manager. The research sought to go your, with goals through study, with qualitative approach, descriptive and interpretative, that, to Bogdan and Biklen (1994), it concerns with process, by being inductive and having as essential significance. The research developed at Graças Maristas Institute, located on Viamão city, school in which I assumed the role of Director in 2012. The subjects of the research were team members managers directive, that include the Director, the Vice-Director, the Pedagogical Co-ordination, Shift’s Co-ordination, the Educational Guidance and Pastoral’s Co-ordination. The paper was developed in stages structured blocks, with objectives and guiding questions. The Educative Project and others Maristas documents, that have devoted authors especially in Management and Spirituality’s areas, referential. The research revealed constitutive elements, to self-training Being Maristas Manager, and a clear perception of reality of our school, it is approaching the current reality of the ideal aimed at educational project. It perceived the full importance of training managers, in all dimensions, as well as the importance of spirituality, as a cross element that gives flavor and life to mission. Promoting a great personal growth, this paper also fermented the revision and improvement systemic processes of administrative-pedagogical-pastorals, pointing the possibility of internal and external actions of the management team, the cultivation of an organizational climate and, people’s appreciation, culminating with a evangelizing education quality.
O presente trabalho pesquisou a autoformação do Ser Gestor Marista, inspirada no Projeto Educativo, documento que dá unicidade aos processos educativos do Brasil Marista, no respeito às diversidades. Ao retratar aspectos da minha caminhada pessoal, relacionada ao trabalho com a educação e com a gestão escolar, a pesquisa teceu seu processo a partir da seguinte questão-problema: Como as perspectivas e horizontes relacionados à autoformação do Ser Gestor Marista, apontadas pelo Projeto Educativo do Brasil Marista, se fazem presentes no exercício cotidiano da Gestão? A partir disso, o trabalho objetivou compreender o processo de Gestão, preconizado à luz do Projeto Educativo, aprofundando seus horizontes e suas implicações na autoformação do Ser Gestor Marista.A pesquisa buscou percorrer seus objetivos por meio de estudos, com abordagem qualitativa, descritiva e interpretativa, que, para Bogdan e Biklen (1994), gera preocupação com o processo, por ser indutiva e ter como essencial a significação. A pesquisa desenvolveu-se no Instituto Marista Graças, localizado no município de Viamão, escola em que assumi a função de Diretor no ano de 2012. Foram sujeitos da pesquisa os gestores integrantes da equipe diretiva, que compreende a Direção, a Vice-Direção, a Coordenação Pedagógica, a Coordenação de Turno, a Coordenação de Pastoral e a Orientação Educacional. O trabalho foi desenvolvido por meio de uma proposta de Seminário de Estudos, desenvolvida em etapas estruturadas em blocos, com objetivos e questões norteadoras.O Projeto Educativo e outros documentos maristas, que contam com autores consagrados, especialmente na área de Gestão e Espiritualidade, serviram de referencial teórico. A pesquisa revelou elementos constitutivos para a autoformação do Ser Gestor Marista, e uma clara percepção acerca da realidade da nossa escola, aproximando a realidade atual do ideal apontado pelo Projeto Educativo. Percebeu-se a importância da formação plena de gestores, em todas as dimensões, bem como a importância da Espiritualidade, como elemento transversal que confere sabor e vida à missão. Promovendo um grande crescimento pessoal, esse trabalho também fomentou a revisão e o aprimoramento de processos sistêmicos administrativo-pedagógicopastorais, apontando a possibilidade de ações ao interno e externo da equipe diretiva, no cultivo de um clima organizacional e na valorização das pessoas, culminando com uma educação evangelizadora de qualidade.
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Brady, Christopher David. "Mid-century American Marxist : the progressive education of Leo Huberman /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p1396671.

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Thesis (M.A.)--University of Oregon, 1999.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 300-319). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p1396671.
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Charles, Mabbott Judith. "The 'reading war' in early childhood education : a Marxist history." Thesis, University of Sheffield, 2010. http://etheses.whiterose.ac.uk/1530/.

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The greater strength of the reactionary forces in the 'reading war' in the twenty-first century is now forcing early years practitioners systematically to drill young children in synthetic phonics in preparation for a statutory assessment at age five. My inquiry adopts a Marxist perspective in order to investigate the historical circumstances in which different approaches and methods have been used to teach working-class children to read, in the hope of thus being able to illuminate and support the work of today's early years practitioners who are committed to progressive values and beliefs. My thesis focuses on three main research questions. These are to discover how the different methods and approaches to teach reading have been identified with 'traditional' or 'progressive' ideologies; whether these two approaches are, in practice, equally reactionary; and whether a teacher employed by the state can make a difference. The argument running through the thesis is that state-sponsored schools, including the methods used to teach reading, were devised as a means for the social control of working-class children. However, the thesis will show how parents resisted the state system and maintained instead the tradition of independent, working-class education, including progressive methods to teach children to read. The thesis will also show how, in the face of this opposition, the government resorted to compulsion, forcing children's attendance at state schools in order finally to destroy the independent working-class curriculum. Thereafter the reading war resurfaced as a permanent feature within the state sector of education. What emerges from the thesis is that early years practitioners should take heart from the knowledge that the expression of their own progressive views can in itself contribute to changes in the wider social conditions in which we work and thereby help to prepare the way for a more democratic and revitalised progressive education in the future.
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Books on the topic "Marist Education"

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Trevisan, Albino. Respiga marista: Educação e ação social marista no Rio Grande do Sul. Porto Alegre: EdiPUCRS, 2009.

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Jones, Adele M. E. Tutu-another way: Through rural, adult nonformal education : principles, processes, and practice in Marist Training Centre, Tutu. Taveuni, Fiji: Marist Tutu Rural Training Centre, 2012.

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Lanfrey, André. Marcellin Champagnat et les frères maristes: Instituteurs congréganistes au XIXe siècle. Paris: Éditions Don Bosco, 1999.

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Seminário de Educação Marista (1990 Faculdade de Educação da Pontifícia Universidade Católica do Rio Grande do Sul). Anais. Porto Alegre, RS: EDIPUCRS, 1992.

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Cavalcanti, Pedro. Presença Marista: Os caminhos da educação e da solidariedade. Sao Paulo, Brazil]: Grifo Projetos Históricos e Editoriais, 2010.

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Conflitos e identidades: A ação Marista nos núcleos teutos do Rio Grande do Sul. Porto Alegre: EDIPUCRS, 2007.

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Grupo Marista (Brazil). Setor de Pastoral, ed. Pastoral na educação infantil: Referencial para a ação pastoral-pedagógica. Curitiba: Champagnat Editora, PUCPR, 2012.

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Rodrigues, Nadir Bonini. Champagnat: 50 anos fazendo escola. Porto Alegre [Brazil]: s.n., 1996.

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Alice, Littlefield, Gates Hill, and Society for Economic Anthropology (U.S.). Meeting, eds. Marxist approaches in economic anthropology. Lanham: University Press of America, 1991.

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Critical Race Theory and education: A Marxist response. New York: Palgrave Macmillan, 2009.

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Book chapters on the topic "Marist Education"

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Hill, Dave. "Critical Education, Social Democratic Education, Revolutionary Marxist Education." In The Palgrave Handbook on Critical Theories of Education, 243–59. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-86343-2_14.

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Gitlin, Andrew. "Marxist Praxis." In Capitalism-Culture and Educational Praxis, 107–16. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18211-2_5.

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Ford, Derek R. "Marxist Theories of Teaching." In Encyclopedia of Teacher Education, 1–6. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_116-1.

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Ford, Derek R. "Marxist Theories of Teaching." In Encyclopedia of Teacher Education, 1035–39. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_116.

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Hill, Dave. "Education, Social Class and Marxist Theory." In Education and Working-Class Youth, 181–208. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90671-3_8.

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Beach, Dennis. "On Marxist Critical Ethnography." In Encyclopedia of Educational Philosophy and Theory, 1–7. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_274-1.

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Beach, Dennis. "On Marxist Critical Ethnography." In Encyclopedia of Educational Philosophy and Theory, 1652–57. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_274.

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Skordoulis, C. D. "Science and worldviews in the marxist tradition." In Science, Worldviews and Education, 257–69. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-90-481-2779-5_13.

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Weale, Martin. "Externalities from Education." In The Market, 112–35. London: Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-12492-3_5.

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Gitlin, Andrew. "Extending Marxist Praxis Within ECT." In Capitalism-Culture and Educational Praxis, 117–56. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-18211-2_6.

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Conference papers on the topic "Marist Education"

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Janicic, Radmila. "Strategic Marketing in Education." In Society’s Challenges for Organizational Opportunities: Conference Proceedings. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.3.2022.23.

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The topic of this paper is theoretical and practical aspect of strategic marketing in the field of education. In the paper is emphasized that the first and the most important step in strategic marketing in education is strategic analysis, with models for analysis of global education’s market place. Implementation of marketing strategies in development of education get new approaches, according to trends on global educational market place. Strategic control is important step in strategic development of educational institutions, through point out on gaps in process of implementation of marketing strategies. The goal of the paper is to define modern approach of strategic marketing in positioning of educational institutions in global environment and digital environment. The key hypothesis in the paper is that strategic marketing present’s platform for development and positioning of the educational institutions. In the paper are present results of the in-depth interviews with professors at the educational institutions in Europe, and comparative analysis of good examples at the education. The results of the paper have scientific, professional and social contributions. Scientific contributions of the paper is in development models of strategic marketing in education. Social contributions of the paper is development of the most important social field, education.
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Chiu, Hsien-Yu, Takeo Kondo, Kazukiyo Yamamoto, and Wataru Miyazaki. "Analysis of Practical Examples of Experienced-Based Marine Education for Marine Space Utilization." In ASME 2010 29th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/omae2010-20629.

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Environmental education is being promoted worldwide and is the subject of active effort in Japan as well. However, many environmental education programs focus on land-based systems, and currently only few schools have programs on the marine environment. Toward the goal of developing an educational game for advancing marine environmental education, we assessed the current state of environmental education and conducted basic research on existing educational games. The current state of environmental education indicated a need for developing educational games with a marine environmental theme to be linked with outdoor hands-on activities. As for the game itself, a card game is likely to be a suitable basic format because it can be used regardless of physical setting and also because the use of a variety of cards can be effective in maintaining continued interest and developing the capacity to understand the annual cycle of the natural environment. We also developed a region-specific card game whose objectives were to understand the region’s organisms and the relationship between people and the environment.
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Brandabur, Raluca ecaterina. "PERSONAL BRANDING OF A TEACHER - AN APPROACH INTO E-EDUCATIONAL ENVIRONMENT." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-006.

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The central character/figure of the learning process is undoubtedly the teacher. A good teacher defines the educational process, being it classical or using modern methodologies. The dynamics of the educational media was potentiated in the last decades by the astonishing evolution of electronic media, which leads to what today we name e-learning. The constant ratio between the educator and the student is maintained but the approach is sometimes dramatically changed. This paper aims to address the educational process in its modern version, in terms of e-learning and marketing. Thus, the educator as a "provider of educational services" reconfirms its crucial role in this market. An approach like this, rid of "clothing" of a strictly social vision (education = social obligation) allows teachers to promote themselves and thus to promote the institute within which they operates. The principle is simple, and it is already used by private institutions of education. The difference consists in the fact that educational institutions are using their teachers notoriety to attract pupils. However, too few institutions are actually involved in building this awareness. The subject discussed in this article is the way in which the teacher builds its awareness teacher, we basically talk about the personal career management. Personal branding is about the practical arrangements by which a teacher builds its own brand which could be “sold” after that to an institution. More than ever the new technologies enable the creation, development and management of a 'teacher brand' with real and solid competitive chances on educational market.
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Liu, Sitong, and Xin Tian. "Research on Promoting Marine Education From the Perspective of Marxist Ocean View." In proceedings of the 2nd International Conference on Literature, Art and Human Development (ICLAHD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.462.

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Karabanova, I. V., and М. А. Karabanova. "CONTEMPORARY STATE OF EDUCATIONAL SYSTEM." In Культура, наука, образование: проблемы и перспективы. Нижневартовский государственный университет, 2021. http://dx.doi.org/10.36906/ksp-2021/50.

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The current state of preschool, general, secondary vocational, and higher education in Russia are considered. The actual directions on the implementation of state policy in the educational field were determined for each level. A system of measures in the educational field is proposed. It will make Russian education competitive in the international market of educational services.
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Behr, André, José Cascalho, Hélia Guerra, Ana Costa, Manuela Parente, Andrea Botelho, Rosa Vicari, and Armando Mendes. "Re-Mar: Repository of Marine Learning Objects." In Workshop de Computação Aplicada à Gestão do Meio Ambiente e Recursos Naturais. Sociedade Brasileira de Computação, 2021. http://dx.doi.org/10.5753/wcama.2021.15745.

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Current literature shows the lack of learning object repositories exclusively related to environmental education and that there is no predominant software. This paper presents Re-Mar, a marine learning object repository based on open source software. Re-Mar is a part of an effort to promote ocean literacy through educational content for students and teachers. The repository is supported by computational technologies to catalog and organize learning objects to retrieve and reuse. Our prototype shows that is possible to store, catalog, retrieve, and link learning objects to support environmental education and coping with learning objects lifecycle. This is the first step to future aggregation of linked data, ontologies, and artificial intelligence aspects.
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Сорочан, Т. М. "УПРАВЛІННЯ ЯКІСТЮ ОСВІТНІХ ПОСЛУГ У ВІДКРИТОМУ УНІВЕРСИТЕТІ." In Proceedings of the XXV International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25012021/7356.

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The article is devoted to the issue of quality provision in respect of educational services rendered by the open university which is regarded as an innovative digital educational and scientific environment. The article gives substantiation and features the results achieved in approbation process of modern model applied for management of educational services quality in open university; this model is presented as the one which provides competitiveness of specialists in the labor market in conditions of social instability and uncertainty. In particular, the article characterizes such aspects as the influence of educational economics upon apprehension of educational services quality, the importance of transformational education applied to ensure the competitiveness of students in the labor market, the management basics of open university considered by the example of functioning of non-formal education system at SEE "University of Education Management" at NAES of Ukraine. The article features the orientation of transformational pedagogy at formation and development of complex (interdisciplinary) mentality of specialists, as well as at their ability to overcome obstacles in activities and to critically analyze different situations, to participate in joint problems solving, to find creative approaches and alternatives.
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Tonkonog, Victoriya, and Tatyana Timchenko. "USING OF REMOTE SENSING TECHNIQUES FOR TRAINING AND RETRAINING OF PERSONNEL FOR SMALL AND MEDIUM BUSINESS." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-156.

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The efficiency of enterprises of any form of ownership and industry sector largely depends on the qualification of staff, their professional level. The system of educational support of small and medium business is designed to provide the business sector educational programs directed on the increasing of the competence level of staff in accordance with the needs of employers. The education market or the market of educational services (ES), aimed at training, retraining and advanced training in modern Russian conditions is represented by various government and non-governmental educational institutions, from institutions of additional professional education to training and coaching centers. According to the Monitoring data of the Economics of education, for the period 2011-2013, the number of students in Executive education programmes in 53% of organizations implementing programs of additional professional education has increased. This situate implies a strong demand for the program of this segment of educational services. Thus, businessmen have the problem of finding educational services, which, on the one hand, are responsible for the needs of current and future development of the company and on the other hand, which provide personnel development, training and retraining of the personnel, taking into account the specifics of the business without interruption of production.. The results of the author's sociological survey allow us to draw some conclusions, confirming the desire of the managers and owners of small and medium businesses regularly use the services of additional professional education in distance learning. Distance learning has great prospects for development, because it justifies itself and is really comfortable. Currently, distance learning programs use the most advanced techniques. Despite the fact that this form of learning is innovative, the number of users is steadily growing. For small and medium-sized businesses, this means that training programs for owners, managers and employees will be more affordable.
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Kooij, Carmen, Sietske de Geus-Moussault, and Herbert Koelman. "Innovative Maritime Design Education at NHL Stenden University of Applied Sciences." In SNAME 14th International Marine Design Conference. SNAME, 2022. http://dx.doi.org/10.5957/imdc-2022-260.

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To educate ship designers of the future, NHL Stenden University of Applied Sciences aims to continuously innovate education and update the curriculum, for example looking at digitally enabled education. In agreement with this Design Based Education (DBE) has been introduced, a new educational concept. In DBE, students work on projects that are provided by industry partners with core subjects providing the required information to successfully complete the projects. Another endeavour is the introduction of the BSc minor “Advanced Engineering Tools for ShipX”, where X is shorthand for design and operation. This course is concentrated on engineering tools and methods that have emerged in the (construction) industry over the past decades. Because quite some tools are implemented in software, the minor starts with a programming course. However, the emphasis of the minor is not on programming, but on algorithms and algorithmic thinking. For programming languages come and go, while smart algorithms remain to serve us for centuries. Additionally in the BSc, gamification is used to educate an old trade: ship stability. Students experience the primary behaviour of a raft and the forces that act upon it in virtual reality. Afterwards the theory will have to be elaborated a bit more, and the students will have to practice with calculations, but first comes the understanding and only then the math. The master Marine Shipping Innovation focusses on maritime professionals that want to expand their knowledge and learn to innovate. Many students have several years of industry experience and bring with them their expertise and knowledge. A trade they share with their teachers who also combine their teaching job with an additional job in industry. The master offers on demand education, where students can select from a wide range of subjects to further expand their knowledge. At traditional universities, the focus lies on fundamental research, for example, design methods and design tools. Research at universities of applied science is more practical in nature. Engineering in general and the maritime industry specifically is very practical and the application of research is of high interest to the industry. For that reason the major Marine Technology has been selected to run a pilot for a post master applied research program called a Professional Doctorate (PD). The pilot starts in 2022 and currently the implementation of this program is in full swing. In short, this article will discuss the education innovations in both the bachelor and master programs for Marine Technology. It will discuss how the changes are implemented and what the effect is on the education. Finally it will discuss the current steps that are taken to successfully introduce the Professional Doctorate.
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Kochemazov, Aleksandr Vladimirovich. "Interaction of the labor market and the market of educational resources in the conditions of Informatization of education." In All-Russian Scientific and Methodological Conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-74519.

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The modern Russian economy is developing and becoming more digital. And a large role in its development is played and will be played by highly qualified personnel who must be competitive in the labor market. The market of educational resources should be prepared and reformatted in the direction of Informatization of education, which brings not only great opportunities, but also problems that can be solved in the interaction of two markets: the labor market and the market of educational resources. The article considers their interaction.
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Reports on the topic "Marist Education"

1

Lang, Kevin, and Michael Manove. Education and Labor-Market Discrimination. Cambridge, MA: National Bureau of Economic Research, May 2006. http://dx.doi.org/10.3386/w12257.

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Cervantes, Carla Varona, and Russell Cooper. Labor Market Implications of Education MisMatch. Cambridge, MA: National Bureau of Economic Research, December 2020. http://dx.doi.org/10.3386/w28169.

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Hanushek, Eric, Ludger Woessmann, and Lei Zhang. General Education, Vocational Education, and Labor-Market Outcomes over the Life-Cycle. Cambridge, MA: National Bureau of Economic Research, October 2011. http://dx.doi.org/10.3386/w17504.

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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan. Toronto, Ontario Canada: Mastercard Foundation, March 2019. http://dx.doi.org/10.15868/socialsector.36807.

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Smed Olsen, Lise, Linnea Löfving, Juho-Matti Paavola, and Jens Bjørn Grelck. Sámi Youth Perspectives, Education and the Labour Market. Nordregio, June 2020. http://dx.doi.org/10.6027/r2020:5.1403-2503.

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Heckman, James, John Eric Humphries, and Gregory Veramendi. The Non-Market Benefits of Education and Ability. Cambridge, MA: National Bureau of Economic Research, October 2017. http://dx.doi.org/10.3386/w23896.

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Chiappori, Pierré-Andre, Monica Costa Dias, and Costas Meghir. The Marriage Market, Labor Supply and Education Choice. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21004.

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Costa Dias, Monica, Pierre-André Chiappori, and Costas Meghir. The marriage market, labor supply and education choice. Institute for Fiscal Studies, March 2015. http://dx.doi.org/10.1920/wp.cem.2015.1415.

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Epple, Dennis, Richard Romano, Sinan Sarpça, Holger Sieg, and Melanie Zaber. Market Power and Price Discrimination in the U.S. Market for Higher Education. Cambridge, MA: National Bureau of Economic Research, April 2017. http://dx.doi.org/10.3386/w23360.

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Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.

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Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
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