Relevant bibliographies by topics / New School (Abbotsholme, England)

Academic literature on the topic 'New School (Abbotsholme, England)'

Author: Grafiati
Published: 28 February 2023

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Contents

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

Journal articles on the topic "New School (Abbotsholme, England)":

1

de Brigard, Emilie. "Indian Summer School: Rouch in New England." Journal des Africanistes, no. 87-1/2 (May 1, 2017): 262–81. http://dx.doi.org/10.4000/africanistes.5738.

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Thompson, Roger. "Attitudes Towards Homosexuality in the Seventeenth-Century New England Colonies." Journal of American Studies 23, no. 1 (April 1989): 27–40. http://dx.doi.org/10.1017/s0021875800019162.

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The first play I attended at my all-boys secondary school was Marlowe's Dr Faustus. The lower boys crammed in the gallery were not wholly engaged by grandiloquent Elizabethan cadences, nor by the laboriously unfolding plot. What stopped the whispering and fidgeting and then brought the house down was the scene in which Faustus, as reward for selling his soul, is allowed to kiss the most beautiful woman in the world, Helen of Troy. In this production the hell-bent Doctor had to make do with the prettiest boy in the school. Wild whoops, mating calls, indecent suggestions for further action rained down from the gallery. At the curtain call Helen again stole the show. Next morning, the Headmaster, a Scottish Presbyterian whose zeal for the Lord was second only to his zeal for rugby football, rebuked the school for the shameful scenes and prescribed a three-mile run to cool our ardour.
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Bottery, Michael. "New Labour policy and school leadership in England: room for manoeuvre?" Cambridge Journal of Education 37, no. 2 (June 2007): 153–72. http://dx.doi.org/10.1080/03057640701372384.

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Gallinger, Nancy. "Still ‘Captive Voices’? High School Journalism in New England Needs Help." Newspaper Research Journal 11, no. 2 (March 1990): 12–27. http://dx.doi.org/10.1177/073953299001100203.

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Guilmette, Thomas J., Laurie A. Malia, and Michael D. McQuiggan. "Concussion understanding and management among New England high school football coaches." Brain Injury 21, no. 10 (January 2007): 1039–47. http://dx.doi.org/10.1080/02699050701633080.

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Paula Goodman. "Acting Out Biographies: Jewish Leadership at a New England Prep School." Biography 11, no. 3 (1988): 210–22. http://dx.doi.org/10.1353/bio.2010.0608.

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Williams, Joe Jack, Sung Min Hong, Dejan Mumovic, and Ian Taylor. "Using a unified school database to understand the effect of new school buildings on school performance in England." Intelligent Buildings International 7, no. 2-3 (June 23, 2014): 83–100. http://dx.doi.org/10.1080/17508975.2014.931834.

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Fuller, Kay. "Women secondary head teachers in England." Management in Education 31, no. 2 (April 2017): 54–68. http://dx.doi.org/10.1177/0892020617696625.

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The underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this article is to report findings from a statistical survey of secondary school head teachers across England. Data available in the public domain on school websites have been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the country. This article argues that a geographical perspective still has value. It might influence the mobilization of resources to targeted areas and ultimately result in women’s proportionate representation in school leadership. Alongside this is a need for schools and academy trusts to comply with the Public Sector Equality Duty.
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Eaton, Kenneth A. "New Dental School in SW England: A Step in the Right Direction." Primary Dental Care os13, no. 2 (April 2006): 47. http://dx.doi.org/10.1308/135576106776337922.

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Reed, Jodie. "A Review of New Labour's Policy on School Exclusion: The Political Challenge of School Disaffection in England." International Journal on School Disaffection 1, no. 2 (July 1, 2003): 17–24. http://dx.doi.org/10.18546/ijsd.01.2.05.

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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "New School (Abbotsholme, England)":

1

Zhou, Joe Xiongwei. "Chinese immigrant entrepreneurs in New England area." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/44438.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2008.
More and more Chinese immigrants came to the U.S. to start a whole new life. Some of them became entrepreneurs. This study focused on Chinese new immigrant entrepreneurs in New England area, and analyzed what factors have the most effective impact of the Chinese new immigrants to become an entrepreneur. This is first survey to study the career choice and entrepreneurship experience of Chinese immigrants in the New England area. From 190 complete responses, 66 of them are entrepreneurs. In this survey study, we have gained valuable information of the well-educated Chinese immigrants in the New England area. Also, we studied the specific characteristics of these Chinese entrepreneurs, and tried to identify some features that are helpful to becoming a successful entrepreneur. Based on the survey result, (1) working in a small company, (2) having responsibilities relating to greater China, (3) holding a position in general management or sales and marketing, and (4) attending social activity at least once per month are positive factors contributing to Chinese immigrant entrepreneurs.
by Joe Xiongwei Zhou.
M.B.A.
2

Moro, Jessica M. "School Improvement Grants at Work| A Study of Urban, Public New England Schools." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10600004.

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Education policy and mandates have changed drastically over the last 40 years. As politicians began adopting educational platforms as part of their political agenda, the educational standards of the United States have risen. Politicians have specifically targeted underserved populations as the focus of their educational reforms. Programs such as Race to the Top, FERPA, and No Child Left Behind are examples of politicians attempting to provide all students with equitable educations, regardless of ethnicity, gender, and economic background.

Just as it is naïve to believe that all students learn the same, it is also naïve to believe that there is one perfect program that will meet the needs of all students in all areas of the country. Under the reauthorization of the Elementary and Secondary Education Act in 2009, the US Department of Education strove to close the education gap with the introduction of School Improvement Grants. The SIG provided federal funds to underserved schools through a rigorous application process. The funds were available to approved schools for 3-year period. The purpose of this grant was to help underserved schools create and implement a program that was tailored to meet the needs of their students, while promoting academic growth.

This study focused on urban, public New England schools who received SIG funds between 2010 – 2016. Through semi-structured interviews with administrators at identified successful SIG schools, a list of best practices has been compiled as a reference for future urban, public New England schools who receive SIG funding. The key findings of this study indicated that communication, strong leadership, collaboration, and good staffing choices played a significant role in the success of the SIG programs. The conclusion of this study indicated that while schools and students have a vast range of needs and difficulties, there are several common shared experiences that could possibly help other administrators in their quest to implement a successful SIG program.

3

Pope, Earl A. "New England Calvinism and the disruption of the Presbyterian Church." New York : Garland Pub, 1987. http://catalog.hathitrust.org/api/volumes/oclc/15792178.html.

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Taylor, Chris. "The geography of the 'new' secondary education market and school choice in England and Wales." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/30391.

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Since 1979 there has been a marked shift in the education system of England and Wales, and, in particular, in the provision and organisation of compulsory schooling. One of the key components of this shift was the introduction of Open Enrolment, which gave parents the opportunity to state a preference over the school they would like their children to attend. This study examines the secondary education system and specifically focuses on issues of equity in the 'new' education market, both in the process of parents choosing a school and the product, or outcome, of this new system on school admissions. This is done from a geographical perspective, and consequently makes comparison between different LEAs and different schools, urban and rural. Using Geographical Information Systems this study examines patterns of competition and choice based on pupil home postcodes and relates these patterns to the decision-making process of parents. This thesis presents the geography of the 'new' secondary education market and provides a conceptual framework that stresses the importance of the geographical context behind competition and choice. This research also shows that consideration of 'local' markets is necessary in aiding an understanding of the reforms, and that the outcomes of competition between schools tends to reflect their relative examination performances. However, it is also clear that parents from different socio-economic backgrounds are 'active' in the 'new' education market, which, consequently, has in the majority of cases prevented further social segregation of intakes, and has in some cases actually reduced social polarisation. There is a cautionary note to these findings since the study also shows that there are a small number of schools, which due to their extreme levels of popularity and unpopularity, have seen the socio-economic composition of their intakes change dramatically, increasing the social divide between these schools.
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Tate, Philip Alan. "A comparative study of school music between Central New Jersey U.S.A. and South East England." Thesis, Institute of Education (University of London), 2000. http://eprints.ioe.ac.uk/18891/.

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The aim of this study is to determine what similarities and differences exist between the provision, organisation and implementation of school music (years 7-9, grades 6-8) in Central New Jersey, U.S.A. and South East England. In addition two contingent questions address issues with respect to possible differences in the kind of musical activities experienced by students in general/class music lessons and the quality of those experiences. Comparative methods were reviewed and a research framework devised which enabled a systematic comparison of both national aspects of each country's music education curricula as well as the actuality of music classrooms. Prior to fieldwork, a review of documentary evidence relating to the development of music curricula in both America and England since 1900 took place. Comparative themes emerged as a result of this review and an appropriate context was set for subsequent fieldwork. A comprehensive survey form was designed for initial data collection. Analysis of survey data was followed by visits to selected schools from both samples. Observations of music lessons and interviews with teachers and students generated qualitative data enabling both new themes to emerge and an opportunity for triangulation of data. Swanwick's curriculum framework based on 'layers of musical understanding' was used to address issues of quality. Findings show that there are significant differences between the two systems in terms of provision, resources and organisation with resultant differences in the classroom musical experience of the students. Practical activity, especially composing, was more frequently observed in general/classroom music lessons in South East England. The quality of students' experiences was variable and there was a tendency for students and teachers in both countries to work at the `materials' layer of musical understanding. In contrast to South East England, evidence suggests there is considerable variation in the provision of general/class music for students in Central New Jersey.
6

Saville, K. G. "Bilingual education planning through free school reform in England : a case study of new institutional development." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1565524/.

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This study explores the extent to which free schools reform in England can facilitate innovation by considering how, and how far, parents and advocates of bilingual education have used this to establish state-funded bilingual primary schools. Currently little is known about either free schools or how markets foster language planning and the present thesis highlights not only the opportunities afforded to planners, but also the significant constraints encountered due to the compromises demanded by schools’ quest for legitimacy. Four case study campaigns were followed for six to twenty-one months, generating qualitative field notes, public document analyses, parent, leader and sponsor interviews alongside quantitative analysis of intake using the Annual Schools Census. Thematic analysis was informed by abductive engagement with the data in parallel with neo-institutionalist literature. Initial codes were clustered to form four analytic research strands, leading to four main findings. Firstly, institutional entrepreneurs and bricoleurs with significant networking skills and capital are key. For language communities without this, state-funded bilingual education is a distant dream. Secondly, for successful schools, the compromises needed mean such limited use of freedoms that they cannot be considered to offer bilingual education innovation. Despite this, founder parents’ power over language and location decisions means their language planning does appear innovative in the English context. Finally, to guarantee public legitimacy, campaigners carefully balance distinctiveness and mimesis by borrowing practices of the ‘best’ (often private) schools, leading to potentially socially segregating practices. However, early quantitative analysis of intake is inconclusive. The thesis ends by recommending that, to support innovation, the government should shelter new schools from statutory testing pressure. Sponsors should also be encouraged to support groups with less capital, in order to avoid the continued dominance of English monolingualism and reinforcing the perception of bilingual education as serving a niche elite in high status languages.
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Washington, Shaneé Adrienne. "Family-School-Community (Dis)Engagement: An Indigenous Community's Fight for Educational Equity and Cultural Reclamation in a New England School District." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108518.

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Thesis advisor: Lauri Johnson
This exploratory case study examined family-school-community engagement in a small New England school district and town that is home to a federally recognized Indigenous Tribe that has inhabited the area for 12,000 years and whose children represent the largest group of racially minoritized students in the public schools. Using Indigenous protocols and methodologies that included relational accountability, individual semi-structured conversations, talking circles, and participant observation, this study explored the ways that Indigenous families and community members as well as district educators conceptualized and practiced family-school-community engagement and whether or not their conceptualizations and practices were aligned and culturally sustaining/revitalizing. Family-school-community engagement has been touted in research literature as a remedy to the problem of low achievement that prevails in many schools serving minoritized students, including Indigenous students. However, a more pertinent reason to study this topic is due to “ongoing legacies of colonization, ethnocide, and linguicide” committed against Indigenous families and their children by colonial governments and their educational institutions (Brayboy, 2005; Grande, 2015; McCarty & Lee, 2014, p. 103). This study was thus conducted and data were analyzed using a decolonizing lens and culturally responsive leadership (Johnson, 2014), culturally sustaining pedagogy (Paris & Alim, 2014), and culturally sustaining/revitalizing pedagogy (McCarty & Lee, 2014) as theoretical frameworks. Findings revealed distinctions in the priorities and engagement practices of educators versus Tribal members. While educators conceptualized and reported to practice an open-door model of engagement in which families have a plethora of opportunities to get involved in the schools, Indigenous parents and community leaders engaged as ardent advocates for the equitable treatment of their children and for the expansion of language and culture-based programming for tribal students in educational spaces within and outside of the public-school system. Also, Educators and Tribal members alike acknowledged that district staff lack cultural awareness and sensitivity and needed to be better educated. These findings and others offer important implications for local Indigenous communities and school districts serving Indigenous families
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
8

Williams, Molly K. "For God and Country: Scriptural Exegesis, Editorial Intervention, and Revolutionary Politics in First New England School Anthems." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511862418359819.

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Chase, Steve. "Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School." [Yellow Springs, Ohio] : Antioch University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.

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Thesis (Ph. D.)--Antioch University New England, 2006.
Title from PDF t.p. (viewed Apr. 12, 2007). Advisor: Heidi Watts. "A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy [in] Environmental Studies at Antioch New England Graduate School 2006"--The title page. Keywords: environmental advocacy, activist training, social movements, curriculum action research, master's curriculum, environmental studies, popular education, critical pedagogy, education for citizenship. Includes bibliographical references (p. 345-357).
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Chase, Steve. "Activist training in the academy : developing a master's program in Environmental Advocacy and Organizing at Antioch New England Graduate School /." Ann Arbor, Mich. : Pro-Quest, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.

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Books on the topic "New School (Abbotsholme, England)":

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Reddie, Cecil. Abbotsholme. London: Routledge, 2007.

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Hamilton, Philip K. New England School of Law. Charleston, SC: Arcadia Pub., 2008.

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Courtenay, Christina. New England rocks. Camberley, Surrey: Choc Lit, 2013.

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Chase, Sarah Alexander. Perfectly prep: Gender extremes at a New England prep school. Oxford: Oxford University Press, 2008.

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E, Klenk Richard, ed. The New England primer, 1996: A family & home school textbook. St. Petersburg, Fla: BizMin Association, 1996.

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Renfrow, Dean. Connecticut final report for East Hartford High School, Norwalk High School, Hartford High School, New London High School, Sheridan Alternative School, Domus Foundation, 1998-99 school year. Salem, Or. (2410 Gibsonwoods Ct. NW, Salem 97304): D.L. Renfrow, 1999.

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Jones, Abigail. Restless virgins: Love, sex, and survival at a New England prep school. New York: William Morrow, 2007.

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Jones, Abigail. Restless virgins: Love, sex, and survival at a New England prep school. New York, NY: William Morrow, 2007.

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Great Britain. Office for Standards in Education. and Great Britain. Inspectorate of Schools (England and Wales), eds. School accountability and evaluation in New Zealand: Comparisons with England and Wales. London: HMSO, 1995.

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Ball, Stephen J. Choice, pathways, and transitions post-16: New youth, new economies in the global city. London: RoutledgeFalmer, 2000.

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Book chapters on the topic "New School (Abbotsholme, England)":

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Little, Chris. "The School Mathematics Project: Some Secondary School Assessment Initiatives in England." In New ICMI Study Series, 85–97. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-0980-4_8.

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Evans, Dorinda. "1. A Secret Inheritance." In William Rimmer, 1–22. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0304.01.

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Chapter one gives an overall view of William Rimmer's life, how he was perceived, and the impact of family mental illness on his life and reputation. Not only was Rimmer a bipolar artist but also his father mistakenly claimed to be the heir to the French throne, the missing Dauphin. Rimmer tried to make a living as a printmaker, a painter, and a sculptor. He also became a physician and an instructor in art anatomy. This last occupation provided his chief source of income. Self-taught and a Bostonian, he strayed outside of New England only to teach in New York at the Cooper Union School of Design for Women of which he became director. Although he achieved fame internationally as a sculptor and author of two books on art anatomy, he exhibited rarely and created most of his artwork for family and friends.
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Komline, David. "“The Educational Regeneration of New England”." In The Common School Awakening, 122–66. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190085155.003.0006.

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This chapter narrates the Common School Awakening in Massachusetts, homing in on a pivotal figure whose role in the awakening has been underestimated: Charles Brooks, a Unitarian minister whose travels to Europe inspired him to begin a campaign to introduce Prussian reforms to American schools. The chapter follows Brooks from the beginning of his career to 1840, when he resigned from his clerical post after having helped introduce two key institutions into the Massachusetts educational bureaucracy, the board of education with its secretary and state-sponsored normal schools. The chapter focuses on the broad religious consensus that Brooks relied upon in his campaign.
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"Leading an independent school in England in the new millennium." In School Leadership in Diverse Contexts, 121–38. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the: Routledge, 2015. http://dx.doi.org/10.4324/9781315745633-11.

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Ashton, Mark S., Marlyse C. Duguid,, Alex L. Barrett, and Kristofer Covey. "Yale School Forests, New England, United States of America." In Forest Plans of North America, 255–64. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-12-799936-4.00029-1.

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"New relationships for old: inspection and self-evaluation in England and Hong Kong." In Learning In and Out of School, 62–79. Routledge, 2011. http://dx.doi.org/10.4324/9780203154618-15.

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Wallace, Mike, Michael Reed, Dermot O’Reilly, Michael Tomlinson, Jonathan Morris, and Rosemary Deem. "The ‘new normal’." In Developing Public Service Leaders, 277–306. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780199552108.003.0010.

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Abstract The diffuse contemporary legacy left by the extreme case of national leadership development interventions is explored through a comparative desk research-based review of one national or regional intervention for school education, healthcare, and higher education in the United States of America (USA), Canada, Australia, New Zealand, and England. Varied contextual factors affect engagement in large-scale interventions. Governments in all five countries are pursuing public service neoliberalization through regulated marketization reforms. England remains an outlier in terms of the centralization and comprehensiveness of national leadership development interventions for school education and healthcare, but several other governments are also mounting major interventions for these service sectors. Interventions for higher education are mounted by representative bodies or non-profit organizations promoting the professionalization of their senior staff members as leaders. The greatest potential for the interventions reviewed to operate as an elite policy meta-lever lies in England for school education and healthcare, but they may not do so in practice.
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"Zero tolerance of failure and New Labour approaches to school improvement in England." In Blair's Educational Legacy?, 26–39. Routledge, 2013. http://dx.doi.org/10.4324/9781315868806-8.

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"The Implementation of the Massachusetts Education Reform Act of 1993 at the New England School for Special Students." In Analyzing Problems in Schools and School Systems, 183–234. Routledge, 2012. http://dx.doi.org/10.4324/9780203053744-20.

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Tamte, Roger R. "Given a New Era." In Walter Camp and the Creation of American Football, 4–11. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0002.

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Walter Camp is born into an era of dramatic technological advance and social change, which bring him game and competition opportunities. The game of rugby had developed at Rugby School in England, with the first known written rules for football being prepared by Rugby students in 1845, just fourteen years before Camp is born. Camp is a New Englander with seven generations of Connecticut ancestors, beginning with Plymouth Rock–era English immigrants. His immediate family mixes both academic and business aptitudes and interests. From boyhood on, Camp is physically active, spending time on the water every summer (he grew up three blocks from the New Haven harbor), exercising to build up his body, wrestling, practicing, and competing in athletic games. He attends Hopkins Grammar School, a New Haven college-preparatory school, and helps establish athletic teams representing the school in competition.

Conference papers on the topic "New School (Abbotsholme, England)":

1

Bass, R. A. Daniel, and Michael O’Rourke. "Observations of Snow Load Effects on Four School Buildings in New England." In Structures Congress 2017. Reston, VA: American Society of Civil Engineers, 2017. http://dx.doi.org/10.1061/9780784480397.026.

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Greany, Toby. "A New Economy of Knowledge: Responses to the Marketization of School Improvement Services in England." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578169.

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Russkov, P., and S. Ermakov. "CANADIAN RESIDENTIAL SCHOOL SYSTEM FOR INDIGENOUS CHILDREN." In Manager of the Year. FSBE Institution of Higher Education Voronezh State University of Forestry and Technologies named after G.F. Morozov, 2022. http://dx.doi.org/10.34220/my2021_266-270.

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Establishing boarding schools in Canada is a very twofold act, on the one hand – England tried to colonize Canadian lands, and on the other hand, it almost destroyed the culture and language of local tribes. Plans of colonization of the New World turned into a cultural genocide, which was recognized very slowly. This topic is discussed in our article which has both archived data and words of survivors of these events.
4

Vallee, Glenn E. "A Novel Course in Product Innovation." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-66632.

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A novel course in Product Innovation has been developed at Western New England College which partners teams of senior level mechanical engineering students with local companies for the purpose of bringing fresh insights to the development of new and innovative products. Students benefit through exposure to real-world corporate environments, time to market pressures and contact with all departments typically involved in the New Product Development (NPD) process. Participating corporations benefit from the unique and often revolutionary ideas developed by students who have no preconceived notions about potential innovations, and by a renewed enthusiasm brought to the process by the students. Students perform benchmarking analyses, conduct consumer and market research, and develop functional prototypes of the new product concepts. Participating corporations support the course by providing funding for prototype fabrication and the purchase of benchmark samples, as well as engineering, marketing and sales support throughout the NPD process. To date, 60% of the products developed in the course have been approved for further development by the participating companies. The course has proven to be so successful that the School of Engineering at Western New England College is considering expanding the course to an interdisciplinary, two semester experience.
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Weirauch, Angelika. "CREATIVE WRITING IN CONTEXT OF UNIVERSITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end056.

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"We present an old process developed more than a hundred years ago at American universities. It means professional, journalistic and academic forms of writing. It also includes poetry and narrative forms. Creative writing has always been at the heart of university education. Today, there are more than 500 bachelor's degree programs and 250 master's degree programs in this subject in the United States. In other fields of study, it is mandatory to enrol in this subject. After World War II, it came to Europe, first to England and later to Germany. Here, ""... since the 'Sturm und Drang' (1770-1789) of the early Goethe period, the autodidactic poetics of the cult of genius prevailed. The teachability of creative writing has been disputed ever since and its dissemination has therefore always had a hard time in Germany"" [von Werder 2000:99]. It is rarely found in the curricula of German universities. At the Dresden University of Applied Sciences, we have been practicing it for five years with great response from social work students. They learn different methods: professional writing for partners and administration, poetic writing for children's or adult groups, scientific language for their final thesis and later publications. Although we offer it as an elective, more than 80% of students choose it. Final papers are also written on these creative topics or using the methods learned. ""Writing forces economy and precision. What swirls chaotically around in our heads at the same time has to be ordered into succession when writing"" [Bütow in Tieger 2000:9]. The winners of this training are not only our former students! Children in after-school programs and youth clubs improve their writing skills through play. Patients in hospitals work on their biographies. People who only write on the computer discover slow and meaningful writing, activating their emotional system. Therefore, this paper will show how clients benefit from creative writing skills of their social workers and what gain other disciplines can expect as well."
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Yáñez-Monje, Verónica, Mariana Aillon-Neumann, and Cecilia Maldonado-Elevancini. "THE RELEVANCE OF FEEDBACK MESSAGES IN COMMUNICATING QUALITY IN EDUCATIONAL CLASSROOM SETTINGS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end020.

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"This paper put forward an in-depth reflection grounded on two studies. The first regards to doctoral research designed to investigate teachers ‘interpretations of feedback in terms of theory and practice and it explores how this might be informed by their conceptions of how students learn. The inquiry involves three Year 5 and one Year 4 teachers from three different primary schools in London. The main sources of data comprise classroom observation and teachers’ interviews focusing on teachers’ feedback practices and the underlying principles that guide them in the actual conducting of classroom interaction and through pupils written assignments. Analysis suggested that feedback focused on correcting basics errors, seeking further actions on the task at hand and contrasting the work with learning objective and success criteria. The main lessons learnt from the practices and views held by teachers in England were distilled into little stories and made them accessible to other teachers to help them to reflect on their own positions on the feedback issues. This was endeavoured in the context of the work in Chile within a teacher professional development programme with 60 enrolled primary school teachers. They were asked to select written assignments stemming from their pupils work to design written feedback for these tasks. This is followed by an iterative process of reflection about the messages conveyed through their comments. Data show that the teachers faced difficulties at the initial stages of development as their comments were evaluative, that is, centred on what was missing, with little room for students’ self-assessment. The participants greatly improved their elaborated comments as being more descriptive, and with a focal point on the task features. Both studies provide insightful data in terms of the problematic nature of teachers’ comments as pupils cannot achieve a broader understanding of quality within their pieces of work. It seems that teachers still hold a remedial approach to feedback. (Black & Wiliam, 2012, Swaffield, S. 2011; Sadler, 2007,2010)."
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Tatnall, Arthur, Mohini Singh, Stephen Burgess, and Bill Davey. "Curriculum Change and the Evolution of Postgraduate e-Business Subjects." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3196.

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E-business courses were introduced in many universities around the world about ten years ago. Sometimes they were introduced at the undergraduate level, sometimes at postgraduate level and sometimes at both. This paper will present a case study examining the postgraduate e-business courses in two Australian universities and how they have changed over the last few years. The paper describes factors that influence the development of e-business courses and outlines a theory of subject development, originally intended to explain the development of new school subjects in 19fe century England. We make use of this theory to explain what has happened, and is still happening, in the case of e-business curriculum in Australia.
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Nicholson, James. "Reasoning with data or mathematical statistics? Is the uk moving in the right direction?" In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15402.

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Reasoning with data has been recognised as an important life skill for a number of years, but the statistics curriculum at school level has done little or nothing to prepare our young people to meet the challenges of working with large multivariate datasets. New curricula proposed for England seem to place an increasing emphasis on statistics as a branch of mathematics, and less on its role of making sense of the complex evidence in the world around us. The paper outlines the proposed curriculum developments, and discusses the proposed developments in the context of developments in the wider statistics community in respect of the use of hypothesis testing. It compares the direction of curriculum change with that of New Zealand and discuss the challenges facing the successful implementation of the new curriculum.
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Dini, Said, Wellen G. Davison, and John Vaccaro. "Computerized Data Acquisition, Reduction and Analysis of a Solar Water Heating System." In ASME 1991 International Computers in Engineering Conference and Exposition. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/cie1991-0136.

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Abstract A computerized data acquisition system for the solar hot water heating system located in the School of Engineering at Western New England College was designed and implemented. The system consists of three flat plate collectors located on the roof of the building facing south and inclinded at an angle of 40° with the horizontal, a heat exchanger, a storage tank, and an AST computer for data reduction, storage and analysis. The data collection and processing of this system was automated by interfacing a DAS-8 board located in the AST computer and a Metrabyte Exp-16 multiplexer amplifier board with 12 thermocouples and a pyranometer. The data acquisition program was written using GWBASIC along with DAS-8 commands. A program was also written to run the boards and do performance calculations. The program provides the solar radiation data, temperature distribution into the flat plate collector, temperatures in and out of the collector, useful energy gain and the efficiency of the collectors.
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Vrasmas, Ecaterina, and Traian Vrasmas. "DEVELOPING A EUROPEAN PROFESSIONAL’S NETWORK IN INCLUSIVE EDUCATION:E LEARNING PROCESS AND OUTCOMES." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-063.

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Title: Developing a European professional’s network in Inclusive Education: E learning process and outcomes Vrasmas, Ecaterina, University of Bucharest, Faculty of Psychology and Educational Sciences, Panduri Street No.90, Bucharest; Email: ecaterinavr@yahoo.com Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com ABSTRACT The context The paper describes a European project focusing on using eLearning media, in order to establish is quite an actual trend establish a European network for professionals. It is a new and strong trend in education, particularly in inclusive education. Inclusive education is one of the highest challenges in the field of education, for all European countries. Each country had its own history, experiences, cultural conditions, its own approaches, opportunities and challenges but common work and values are needed. Short description A group of professionals from national associations in England, France, Island, Italy and Romania has decided, after the European Conference of Social inclusion (2008, Clairmond Ferrand, France) to act for the implementation of the conclusions from this conference. They have planned and started to build a network for inclusive education among those five national organizations. They planned and implemented a Leonardo project called “Partnership of professionals for inclusive education.” They implemented all the project working together, in order to share experiences and debate on which are the most relevant barriers in the European and each national context and find solutions to advance in inclusive education. Aside of the direct meetings, in each country, most of the project preparation and implementation was made via eLearning (email communication, site development, power point preparation and presentation, reporting on a European data base etc). The main objectives of the project were: - To built a web site of the project; - To work together for finding common barriers and solutions for inclusive education. The project has reached these objectives by using eLearning media. During the process and as a result of eLearning we have produced important outcomes: - A web site (http://inclusiveeducation-leonardo-professionals.blogs.apf.asso.fr,Utilisat eur: leo-nardoprofessionals, Mot de passe : leonardoprofessionals; - A list of barriers and facilitators of inclusive education; Additional outcomes were: - A Guide for professionals on inclusive education; - A lot of power point presentations, on international documents and policies on national educational policies and inclusive education history in each country, study cases and ex-periences, lessons learned in different visits. The project website was designed for all the partners and for all institutions dealing with educa-tion. It contains a glossary of inclusion, with the main concepts, in all five languages (English, French, Italian, Romanian and Icelandic). It describes the partners involved, some elements facili-tating the understanding of the European and international perspective on inclusive education, based on the experiences collected in the project, on the results and documents obtained. The list of barriers and facilitators of inclusive education is a synthesis of the professionals work and a result of several debates. After listing barriers and the facilitating factors, the elements which can be barriers and facilitators as well, the list contains the synthesis of the discussion from each country, on the topic of identification of particular aspects: defining inclusion, the major actors, the resources needed - just a few of the analyze points. The Guide for professionals has been developed by the project professionals, as a working tool, issued from the discussions during the school visits in the 5 countries, from the synthesis of analysis and of conclusions (from international sources) regarding inclusive educa-tion. It defines inclusion, suggests a set o principles, identifies solutions for the barriers, and offers concrete examples from each country, regarding policies, practices, cultures and values. It is an open and positive point of view. During the project more than 80 different power points presentation were produced, focusesd on in-ternational and national legislation, scientific arguments on inclusive education, each country policy and experiences. One of them is the Final slide show (album) 2009-2011. It contains photos which are presenting the countries that had participated (places, traditions, touristic attractions, art objects and towns architecture), as well as the "authors" involved in the project. The photos are proving the good collaboration during seminars, visits, during the attractive free time opportunities in each of the five countries. All these are posted on the website of the project, in order to become tools for inclusive education dissemination as eLearning instruments. Conclusions The process of eLearning using different media was vital during and for the success of this pro-ject. At the end it offered to all professionals participant the possibility to better understand the inclusion importance and issues and to promote a new perspective in education, via ongoing collaboration between professionals, cultures and experiences. Working in common for defining inclusive education in five national contexts and describing the barriers and solutions was very challenging. It was also necessary and rewording, in this moment of the European efforts for defending our common values.

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