Relevant bibliographies by topics / Provincial schools

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

Academic literature on the topic 'Provincial schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Provincial schools"

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Alcalá Ibáñez, María Lourdes. "La inspección de enseñanza primaria y la consolidación del sistema escolar en la provincia de Teruel (1849-1900)." Espacio, Tiempo y Educación 3, no. 2 (July 18, 2016): 323. http://dx.doi.org/10.14516/ete.2016.003.002.014.

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The Inspectorate of Education in Spain was created in 1849. During the second half of the nineteenth century, the supervision of schools was for the first time in the hands of professional officials that used uniform education criteria for all schools. As delegates of the government, these helped to consolidate the school system, which, after the enactment of the Public Education Act of 1857, was gradually but very significantly implemented throughout the nation. The article describes the operation of the first provincial inspectors in Teruel, a rural province in the interior of Spain, which had high rates of illiteracy and serious problems with school attendance, teacher remuneration, and lack of schools, especially for girls. This article describes the work of the provincial inspectors, who, through their association with the Provincial Board of Education, managed to improve all aspects related to the working and living conditions of teachers: state exams, pay, classification for promotion or regulation of promotions, transfers and substitutions. It also studies the inspection visits to schools, and their contribution to both the improvement in school organization and the teaching methodology used by teachers in one-room schools.
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Avalos, Beatrice. "School effectiveness and provincial high schools in Papua New Guinea." International Journal of Educational Development 9, no. 3 (January 1989): 214–15. http://dx.doi.org/10.1016/0738-0593(89)90052-7.

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Vidmar, Tadej. "The Development and the Demise of Protestant Provincial Schools in Inner Austria." Vestnik of Saint Petersburg University. History 65, no. 4 (2020): 1147–61. http://dx.doi.org/10.21638/11701/spbu02.2020.408.

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This paper analyzes and clarifies motivations and reasons for a short but intensive development of the secondary level of schooling followed by a sudden end, especially of the so-called Provincial schools, in three Inner Austrian lands (Carniola, Styria and Carinthia) in the 16th century. The situation regarding the organization of schooling in the 16th century was incomparable with the situation in the states headed by the Protestant rulers. Nevertheless, a type of Protestant gymnasium emerged here, which was called Provincial school (Landschaftsschule) and which also required some prior elementary knowledge for enrollment. For each of the three lands — Carniola, Carinthia and Styria — the establishment of the Provincial School was the first actual opportunity for the foundation of a central institution providing not only elementary knowledge, but also higher levels of education partly comparable to the curricula of the faculties of arts. Unfortunately, at the end of the 16th century, the development of the Provincial Schools was forcibly stopped. The article is based upon a thorough analysis and comparison of the relevant primary and secondary sources (in Latin, Slovene, German and English). The results show that all three school underwent similar phases of development and the same sudden termination, despite different inner circumstances, material foundations and time frame. In any case, the three Provincial Schools played an important part in the development of humanistic education on the territory of modern Republic of Slovenia and the Republic of Austria.
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Halmatov, Medera. "Assessment of Psychological Readiness Situation of Students Starting to Primary School." International Education Studies 11, no. 5 (April 27, 2018): 85. http://dx.doi.org/10.5539/ies.v11n5p85.

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There are important responsibilities expected from primary school students. The most important of these are the learning of reading, writing and arithmetic. There is a “psychological readiness” aspect besides reading, writing and arithmetic in order to be ready for the school. In this study, among the first-grade students, those who were academically ready were compared with those who were psychologically ready. In this research, screening model is used from quantitative research methods. Screening surveys allow the answers of questions such as “what, where, when, how often, at what level, how” (Wellington, 2006). The population of the research was composed of the children who started to the first class of primary schools in the provincial center of Ankara and the provincial center of Agri in the 2016-2017 academic year. The sample group of the study consisted of 327 students. 80 girls and 75 male students out of 322 students are chosen from the schools in the provincial center of Ankara, and 87 girls and 80 boys are chosen from the schools in provincial center of Agri. While the number of literate students at the basic level is 95 before the school starts, only 46 students are able to link shoe laces. While a total of 255 students knew all the main colors before the school started, only 31 students knew their home address. In addition, 90 students were found to have problems complied with the school rules. 39 students are shy in the classroom.
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Прокопенко, Л. Л. "Katerinoslav provincial zemstvo and development of medical education of the province in the early twentieth century." Public administration aspects 7, no. 11 (December 12, 2019): 49–58. http://dx.doi.org/10.15421/151955.

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The article considers the role of Katerinoslav provincial and county zemstvos in the development ofmedical education of the province in the early twentieth century. It is emphasized that in the conditions ofreforming local self-government, the analysis of the experience of the zemstvos activity, in particular theactivities of the Katerynoslav provincial zemstvo in the training of medical staff, the improvement of themedical service of the population of the Katerynoslav province is of great importance. Thus, the role of theprovincial zemstvo in the organization of the activities of the provincial zemstvo felcher school, its financialsupport and the role of the provincial congresses of the zemstvo doctors and representatives of the zemstvoinstitutions in the improvement of medical education in the country are highlighted. The contribution of theprovincial zemstvo Medical School to the training of medical staff of secondary qualification in the regionis considered. The new Charter of the school, approved by the Ministry of Internal Affairs on October 10,1907, is analyzed, in particular, the purpose of the school establishment, its management system is described,the content of the school curricula according to the "Normal Statute of Zemstvo Feldsher School" 1897 isconsidered, changes in the requirements for educational qualification of graduates are revealed. Particularattention is paid to the analysis of the dynamics of training of felchers in school at the beginning of thetwentieth century, the activity of the zemstvo on organization of training for women as medical workersis shown. Significant attention is paid to the role of the provincial zemstvo in the creation of the systemof training of lower medical staff - schools of nursing and servants at the provincial zemstvo hospitalsand similar special schools at county zemstvo hospitals, as well as the system of advanced training offeldshers of the province in the form of so-called "repetition courses." The contribution to the developmentof medical education in Katerynoslav region of private medical schools is also described.
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Kresnadi, Hery. "Science Learning Achievement Assessed from Emotional Intelligence of Students in Elementary School." JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN 2, no. 3 (October 9, 2019): 74. http://dx.doi.org/10.26418/jp2d.v2i3.84.

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The purpose of this study is to describe the relationship between Emotional Intelligence and natural science learning achievement of fifth-grade students in elementary schools. The method used is descriptive qualitative. Data collection was carried out using a questionnaire to get a picture of how the emotional intelligence of fifth-grade elementary school students located in the Provincial City, Regency City, District City and remote areas, how the learning achievement of fifth-grade elementary school students in the even semester of 2019 located in the provincial city, Regency Cities, Sub-district Cities, and Remote Areas, how are the links between Emotional Intelligence and Natural Science learning achievements of Grade V students of Elementary Schools in the even semester of 2019 located in Provincial Cities, Regency Cities, District Cities, and Remote Areas. Obtained a picture there is a link between emotional intelligence with science learning achievement of fifth-grade elementary school students in the even semester of 2019 which is located in the Provincial City, Regency City, District City and Remote Areas which is stated through the results of data analysis that shows the contribution of emotional intelligence to students’ learning outcomes.
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Teyssier, Ronan. "The Organizational and Electoral Determinants of the Provincial Funding of Private Education in Canada: A Quantile Regression Analysis." Canadian Journal of Political Science 44, no. 4 (December 2011): 829–57. http://dx.doi.org/10.1017/s0008423911000771.

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Abstract.Several Canadian provinces partially fund private education through statistical formulas. This article draws on various studies in the area of political economy in order to link provincial educational grants to factors not explicitly comprised in the formulas. More specifically, organizational and electoral variables are expected to have an impact on the amount of provincial grants received by private school authorities. Quantile regression analysis shows that Catholic and Protestant private schools are somewhat favoured by the existing system of grants. Likewise, membership in the main provincial interest group and electoral competition are beneficial to private school authorities.Résumé.Plusieurs provinces canadiennes financent partiellement l'éducation privée. Le montant de ce financement est déterminé au moyen d'une formule statistique. Cet article se base sur divers travaux d'économie politique afin de relier les subventions publiques allouées à l'éducation privée à des facteurs non inclus dans les formules. Plus précisément, nous nous attendons à observer un impact significatif de variables organisationnelles et électorales. L'analyse de régression quantile montre que les écoles privées catholiques et protestantes de même que les écoles privées membres de l'association provinciale de représentation des intérêts sont avantagées du point de vue de la subvention et que la compétitivité électorale est positivement et significativement liée au montant de subventions reçues par les autorités scolaires privées.
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Traub, Ross E., and Leslie D. McLean. "A Survey of University Policy Makers' Preferences and Expectations for Provincial Examinations." Canadian Journal of Higher Education 15, no. 3 (December 31, 1985): 9–21. http://dx.doi.org/10.47678/cjhe.v15i3.182973.

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A survey was conducted of persons responsible for making undergraduate admission policies at Ontario universities to ascertain their preferences and expectations for provincial examinations. Fifty-eight individuals, at least two from each university, responded to a series of questions by telephone interview or questionnaire. Strong support was expressed for the reintroduction of provincial examinations for mathematics and first language (English or français) courses in the final year of the secondary school program. Most respondents rejected the use of scores on province-wide examinations for rating secondary schools and adjusting school marks. Instead, they expressed a preference for having applicants report both teacher-assigned course marks and provincial examination scores.
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Nunn, Jill. "Provincial Art Schools in the Republic of Ireland." Circa, no. 24 (1985): 12. http://dx.doi.org/10.2307/25557295.

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Miguez, Daniel Pedro, and Andres Hernandez. "LOS SENTIDOS DE LA DEMOCRACIA Y LA PARTICIPACIÓN. UN ESTUDIO DE CASO SOBRE LA TOMA DE ESCUELAS EN CÓRDOBA DURANTE 2010 / The Meanings of Democracy and Participation. A case study on school take overs in Cordoba during 2010." Revista del Museo de Antropología 9, no. 1 (June 22, 2016): 95. http://dx.doi.org/10.31048/1852.4826.v9.n1.11830.

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<p>En los meses finales de 2010 grupos de estudiantes de nivel medio de la provincia de Córdoba ocuparon sus establecimientos. Demandaban mejoras edilicias en escuelas que y también reclamaban mayor participación en la elaboración de una reforma educativa promovida por el Poder Ejecutivo provincial. En este artículo indagamos en base a un estudio de caso sobre los sentidos que diversos grupos le asignaron a la participación y la democracia en el contexto de las ocupaciones y los efectos que estos diversos sentidos tuvieron en la configuración sectorial del conflicto en un establecimiento de nivel medio de la provincia. Si bien los resultados del estudio de caso no pueden generalizarse, al menos permite formular hipótesis sobre la forma en que se estarían transformando los vínculos inter-generacionales y las formas de participación en la escuela media.</p><p><br /><strong>Abstract</strong></p><p><br />During the final months of 2010, high school students took over their establishments in the province of Córdoba. They demanded improvement in school infrastructure and more participation in the elaboration of a provincial educational reform promoted by the provincial executive power. Based on a case study, this paper investigates the meanings that various groups assigned to participation and democracy in the context of the school take overs and the effects they had in the configuration of internal conflicts within occupied schools. While the results of the case study cannot be generalized, it does provide basis to formulate hypothesis about the way in which intergenerational relationships and participation are currently changing in secondary education.</p>
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Dissertations / Theses on the topic "Provincial schools"

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Maundu, John Nyamai. "Student achievement in science and mathematics : a case study of extra-provincial, provincial, and Harambee secondary schools in Kenya." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72790.

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Steidle, James. "In search of equity: rethinking the residential provincial property tax system in British Columbia /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2627.

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Maharaj, Ameerchund. "The development and implementation of school governance policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The study was concentrated on the period following the first democratic elections for a new government in South Africa, that is, post -1994 up to the year 2000. The change from a system based on fixed apartheid ideology to a more open and democratic one meant that the political scene became more characterized by fierce competition and volatility. The aim of the research was to understand the nature of the contestation as it manifests itself in both the development and implementation of school governance policy at national, provincial and local levels in a climate of political change and turbulence.
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Maha, Api Cazaly. "Interorganizational linkages and their effectiveness in the operation of provincial high schools in Papua New Guinea." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23024.pdf.

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Sei, Salbung Bill, and n/a. "An analysis of some significant issues and problems as identified by the practical skills teachers in the provincial high schools in Papua New Guinea." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20061108.145222.

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PURPOSE. This study is entitled, 'An Analysis of some Significant Issues and Problems as Identified by Practical Skills teachers in the provincial high schools in Papua New Guinea'. It is hoped that the importance of this study lies in its contribution in helping provincial school administrators, Practical Skills teachers, curriculum advisory committee members, inspectors, staff and students at the Design and Technology Department to gain an insight into the current problems and issues faced by Practical Skills teachers with the end view of effecting changes in the present set-up to attain the objectives of the Practical Skills programs in the provincial high schools in Papua New Guinea. METHODS USED: The methods employed in this study to collect the data were:- A. Questionnaires, B. Interviews and C. Review of literature. A proposed set of questions for the questionnaires was sent to the Division of Research and Evaluation Unit, Department of Education in Port Moresby, who made some encouraging comments and suggestions which were then used in the formulation of the final questionnaires consisting of 32 questions.
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Arruda, Arthur Paulo Pascoal. "Re-conceptualizing the viability of small rural schools vis-a-vis a provincial political-economic crisis, a critical exploration of Newfoundland's education reform movement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0034/MQ47417.pdf.

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Harris, Elaine. "The perceptions of parents whose children have attended schools nationally and internationally regarding the "quality" of Newfoundland's education system and the provincial education reform documents : a mismatch of perceptions /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0035/MQ47453.pdf.

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Arguile, David Ian. "An investigation into the role that knowledge of the nature of mathematics and other factors play in determining motivation for further study of mathematics after std 7 in selected provincial secondary schools." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001418.

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This study involves an investigation into reasons why pupils continue with mathematics after Std 7. The sample, consisting of Std 8 and Std 10 mathematics pupils at six academic, English-medium high schools in Port Elizabeth, had to complete a short questionnaire during the third term of 1985. It was found that most pupils continue with mathematics because of requirements for certain post-matric courses, to improve their career options and for other reasons classified in this investigation as "extrinsic", i.e. reasons that are not directly related to the nature of mathematics. An attempt is made to determine the extent of the pupils' knowledge of the nature of mathematics. Questions relating to the nature of mathematics are poorly answered by almost all of the pupils, thereby suggesting that this aspect of mathematics is sadly neglected in mathematics courses. The suggestion is made that this lack of knowledge of the nature of mathematics is linked to pupils' decisions to continue with the subject. The conclusion is drawn that unless more attention is given to conveying to pupils something of the nature of mathematics, there will be an increasing proportion of pupils who choose to continue with mathematics for the "wrong" reasons. This, in turn, has possible negative implications for mathematics education in general. Attention is also paid to differences re the above in respect of groupings based on standard, mathematical grade, sex, mathematical achievement and type of schooling. Although no conclusive findings are made other than with regard to specific questions, enough evidence of differences in certain of the groupings is produced to warrant further investigation
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Van, der Merwe Munnik. "Expectations of parent members of public school governing bodies regarding the appointment of additional staff." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40399.

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The biggest impact that school governing bodies (SGBs) could probably have on school governance is by the appointment of quality additional educators and non-educators at the school. The South African Schools Act (SASA) provides, in section 20, for a public school to establish and employ staff in such positions. The school, as juristic person, becomes the employer and not the SGB which only acts as the agent on behalf of the school. Through this qualitative study I aimed to explore the expectations of parent members of different school SGBs regarding the appointment of staff members that are additional to the post establishment in public schools. By making use of semi-structured interviews, document analysis and a literature review I wanted to contribute to a more profound understanding of parents’ expectations of their roles in SGBs and as to what they want to achieve through being involved in SGBs. Through this I hope to improve relationships between parent members, educator members of SGBs and the principal. I determined that all parent members of SGBs are directed by bona fide intentions in that they think that they can make the greatest contribution to the learning and teaching culture of the school through the appointment of additional staff in order to have a better learner to teacher ratio in the classroom and in so doing improve the quality of teaching and learning at the school. I also determined that the parents’ expectations do not differ from one type of school to another and that all parents, irrespective of race, gender, language or culture basically have the same expectations. I discovered that schools increasingly appoint retired staff in SGB posts in order to keep their expertise at the school. Schools also appoint student teachers in posts to assist teachers at the school. This is a huge advantage to education in that they are trained in their profession at no additional cost to the government. By taking the financial position and the curriculum requirements at the school into account parent members of SGBs see it their primary duty to make sufficient finances available to enable schools to appoint additional staff. This practice is perhaps the only way to ensure quality education to all learners. The lack of financial capabilities at most schools makes the correct use of this function unavailable to them.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
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Carson, Susan A. "Justice in education?, the provincial takeover of School District 44." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0008/MQ29149.pdf.

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Books on the topic "Provincial schools"

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Commission on Private Schools in Ontario. Commission on Private Schools: [indexes to briefs]. [Toronto]: The Commission, 1985.

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J, Shapiro B., ed. The report of the Commission on Private Schools in Ontario. Toronto, Ont: The Commission, 1985.

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Gardner, Bob. Public funding of private schools in other provinces. [Toronto]: Ontario Legislative Library, 1985.

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Friends of Public Education in Ontario., ed. Not carved in stone: Public funding of separate schools in Ontario /by Renton H. Patterson. Harrow, Ont: Friends of Public Education in Ontario, 1992.

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Smith, Synthia M. Historical and comparative background information on the public funding of separate schools. [Toronto, Ont: Legislative Library, Research and Information Services], 1985.

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Ontario. Review of Student Care at the Provincial Schools for the Deaf and Blind and Demonstration Schools. Report of the Review of Student Care at the Provincial Schools for the Deaf and Blind and Demonstration Schools. Toronto, Ont: Queen's Printer for Ontario, 1991.

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Education, Ontario Ministry of. Report of the review of student care at the provincial schools for the deaf and blind and demonstration schools. Toronto: Ministry of Education, 1991.

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Bernier, T. Alfred. Speech of the Honourable Mr. Bernier on province of Alberta autonomy bill, Ottawa, Friday, July 14, 1905. [Ottawa?: s.n., 2000.

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Evelin, D'Angelo, and Forlini Natalia, eds. Cien años de educación pública en J.B. Molina: 1910-18 de julio-2010 : Escuela Provincial N° 6058 "General Guillermo Pinto" Jornada Completa. Rosario, Santa Fe, Argentina?: Ciudad Gótica, 2010.

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Grant, Anthony G. Geography - topics and activities: An investigation into gender differences in provincial grammar schools in Northern Ireland. [S.l: The author], 1994.

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Book chapters on the topic "Provincial schools"

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Chaudhry, Rastee, and Abdullah Waqar Tajwar. "The Punjab Schools Reform Roadmap: A Medium-Term Evaluation." In Implementing Deeper Learning and 21st Education Reforms, 109–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_5.

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Abstract In 2010, a whole-system reform was designed and launched in the Punjab province of Pakistan called the Punjab Schools Reform Roadmap (PSRR). This reform was a direct response to the challenges of education in the province at the time, which included scale, capacity to deliver, and political will. Further, 2010 was a time at which the political and administrative landscape of Pakistan was changing: the right to education act had just been formalized and education was simultaneously devolved from a federal matter to a provincial one. This chapter studies the outcomes of the PSRR a decade after its implementation with an emphasis on three dimensions of the reform: management capacity, teacher capacity and monitoring & information systems. Specifically, we discuss the above with reference to increasing access to and quality of education in the province while also analyzing the outcomes and sustainability of the reform 10 years from its inception.
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"Provincial responsibility:." In Canada's Residential Schools: The Métis Experience, 41–44. MQUP, 2016. http://dx.doi.org/10.2307/j.ctt19rmbp1.10.

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Mezger, Caroline. "National Education and Yugoslavia’s Donauschwaben Minority Schools, 1918–1941." In Forging Germans, 29–68. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850168.003.0002.

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Chapter 1 explores nationalist activism surrounding German minority education in interwar Yugoslavia, focusing in particular on the ethnic German (Donauschwaben) communities in the Vojvodina. Following Yugoslavia’s mass nationalization of schools in 1920, demands for German minority education reverberated from the provincial schoolyard to the German Foreign Office, from Donauschwaben politicians to the League of Nations, and from local Sunday school priests to Germany’s Catholic and Protestant religious agencies. Implementing novel archival and press materials from Germany and Serbia, the chapter shows how debates surrounding the linguistic minority classroom helped ignite the Donauschwaben’s “German” nationalization. As the chapter claims, the ensuing transnational entanglements not only gave rise to a politicization of childhood and youth; they also opened the door to direct interventions from Germany.
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Luna, Francisco Vidal, and Herbert S. Klein. "Government and Public Finance in the Empire, 1850–1889." In An Economic and Demographic History of São Paulo, 1850-1950, 26–51. Stanford University Press, 2018. http://dx.doi.org/10.11126/stanford/9781503602007.003.0002.

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The explosive growth of coffee, along with increasing sugar and cotton production, allowed the provincial government to establish a significant tax base. In turn this allowed it to create a viable provincial government which could begin providing basic infrastructural development for this province. This development would include everything from establishing a significant taxing bureaucracy and state judicial and legislative system, to providing the funds to develop the crucial infrastructure needed to export coffee. Taxes on agriculture were the key factors which allowed the state to develop roads and railroads, to begin providing potable water and public illumination for its cities and schools for its children, along with providing health and public safety for the province as whole.
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Fovet, Frederic. "Integrating Universal Design for Learning in Schools: Implications for Teacher Training, Leadership and Professional Development." In Innovations in Educational Leadership and Continuous Teachers' Professional Development, 295–318. CSMFL Publications, 2020. http://dx.doi.org/10.46679/isbn978819484832513.

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Universal Design for Learning (UDL) has gained momentum in K-12 education over the last decade. It enables educators to go beyond deficit model approaches to inclusion, and offers sustainable practices for the inclusion of diverse learners through intentional design for instruction and assessment. Promotion of UDL has taken many forms, from provincial projects to school communities of practice. A challenge remains, however, when comes time to widen implementation efforts. There remain specific challenges with regards to the scaling up of implementation strategies across schools and school boards. The process of management of change towards wider UDL buy-in is complex and leads to a necessary questioning of current professional development practices for in-service teachers, and of pre-service teaching in its present format. This chapter will explore these contemporary issues, as well as the wider reflection around leadership that must accompany this process.
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Allen, Christopher, and David Richardson. "The role of educational technologists in the provision of language courses in higher education: a case study." In CALL and complexity – short papers from EUROCALL 2019, 7–12. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.978.

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In recent years, schools, municipalities, and universities have made increasing use of educational technologists (edtechs) to support teaching staff in the delivery of technology-based courses in face-to-face, blended, or purely online formats. This paper is a case study focusing on the types of training and support provision provided by three edtechs within the arts and humanities faculty of a large provincial university in southern Sweden. The edtechs also identify a number of obstacles in the way of developing Information and Communication Technology (ICT) and computer assisted language learning expertise among teaching staff.
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Gillingham, Paul. "Talking about a Revolution." In Unrevolutionary Mexico, 219–44. Yale University Press, 2021. http://dx.doi.org/10.12987/yale/9780300253122.003.0009.

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This chapter anatomizes the Mexican state’s attempt to foster a nationalist culture and to control a fragmented public sphere. It finds that Mexican politicians invested heavily in both to distinctly mixed outcomes. Governments at all levels spent on schools, rituals and propaganda materials that the ruled consumed, quite often enthusiastically, but with their eyes open and with judgement suspended as to how nationalist stories squared with reality. While acknowledging the power of content management in radio and television broadcasting it revises traditional appreciations of the print press. Mexican newspapers were neither docile nor wholly commercial, and provincial publications in particular could engage in systematic opposition to state, and on occasion national governments. Mexicans were selectively enthusiastic about parts of the state’s nationalist project, at its centre the revolution, but reliably sceptical as to how much of that project their politicians were actually delivering.
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Bonner, Thomas Neville. "Between Clinic and Laboratory: Students and Teaching at Midcentury." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0012.

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Despite the gathering momentum for a single standard of medical education, the portals of access to medicine remained remarkably open at the middle of the nineteenth century. From this time forward, governments and professional associations—in the name of science and clinical knowledge and the protection of the public’s health—steadily limited further entrance to medicine to those with extensive preparatory education and the capacity to bear the financial and other burdens of ever longer periods of study. But in 1850, alternative (and cheaper) paths to medicine, such as training in a practical school or learning medicine with a preceptor, were still available in the transatlantic nations. Not only were the écoles secondaires (or écoles préparatoires) and the medical-surgical academies still widely open to those on the European continent without a university-preparatory education, but British and American training schools for general practitioners, offering schooling well below the university level, were also widely available to students and growing at a rapid pace. “The establishment of provincial medical schools,” for those of modest means, declared Joseph Jordan of Manchester in 1854, was an event “of national importance. . . . Indeed there has not been so great a movement [in Britain] since the College of Surgeons was established.” A decade before, probably unknown to Jordan, a New York professor, Martyn Paine, had voiced similar views about America’s rural colleges when he told students that “no institutions [are] more important than the country medical schools, since these are adapted to the means of a large class of students . . . [of] humble attainments.” In both Britain and America, according to Paine’s New York contemporary John Revere, the bulk of practitioners “are generally taken from the humbler conditions in society, and have few opportunities of intellectual improvement.” The social differences between those who followed the university and the practical routes to medicine were nearly as sharp as they had been a halfcentury before. Even when a medical degree was awarded after what was essentially a nonuniversity education, as it was in the United States, Paine distinguished between graduates of country schools, “where lectures and board are low,” and “the aristocrats of our profession, made so through the difference of a few dollars.”
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"5. Universalizing Provincial Schooling (1945–1967)." In Learning to School, 151–79. Toronto: University of Toronto Press, 2014. http://dx.doi.org/10.3138/9781442669284-010.

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"6. Individualizing Provincial Schooling (1967–1982)." In Learning to School, 180–208. Toronto: University of Toronto Press, 2014. http://dx.doi.org/10.3138/9781442669284-011.

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Conference papers on the topic "Provincial schools"

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Gan, Haixia, Xinzhong Gu, and Fuqing Yang. "The Feasibility of Establishing Folk Sports Course in Hebei Provincial Tertiary Schools." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.81.

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Mokoena, Alice, and Gregory Alexander. "A REFLECTION ON GENDER ACHIEVEMENT IN SCIENCES’ RURAL SCHOOL SETTINGS OF MULTICULTURAL SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end033.

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The participation of learners in science is important to a country’s socio-economic development impediments, therefore, the argument is that the girl learner should be increasingly encouraged to perform well in STEM related subjects (STATS SA). UNESCO indicates 35% women representative in STEM as students in higher education globally, whilst less than 40% of South Africa’s scientists, engineers and technologists are women. This situation also relates to the South African education system, particularly in rural schools where girl learners are outperformed by boy learners in STEM, especially, in subjects such as Life Sciences and Physical Sciences. The purpose of this reflective paper is to ascertain the factors prohibiting excellent achievement of females in sciences in rural high schools of South Africa. The data has been gathered from numerous documents such as national and provincial analysis of result, examination and assessment directorate analysis and the district statistics in solidifying our investigation as couched by document analysis. Based on our observations and experiences of the conditions prevailing in rural high schools and less participation of female learner access in STEM, suggestions are put forth as to how their performance can be improved. The investment thereof in the body of knowledge will be to fulfil the concern not only of the country but the world at large when the number of female participants increase in STEM.
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Fan, Sijia. "Resilient replicable school entrance design of Jiangu liveable neighborhood." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/pipd7351.

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Under the context of the “Jiangsu provincial livable neighborhood” construction, this people centric design proposal precisely starts from the congested and anxious problem during the pick‐ up time around the school entrance in Yaofangmen neighborhood, offers design solutions on different levels, to firstly solve the traffic congestion, to secondly solve the parents’ psychic anxiety and to finally reach the 24‐hr compound use of the school entrance space for the whole neighborhood. Meanwhile, the “Co‐create” design implementation mechanism is also analysed. This paper aims to offer a design and implementation methodology for the provincial‐wide neighborhoods to solve similar problems.
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Srijulahaad, Pranee. "PW 2461 Road safety project in nong saeng provincial primary school." In Safety 2018 abstracts. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/injuryprevention-2018-safety.445.

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Tarigan, Ritwan Imanuel. "The Policy of Central Borneo Provincial Government on Indigenous Peoples' Land Rights and Its Implications to Indonesia's Positive Laws." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007548406320635.

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Qiang Wang, Xianjun Du, and Aimin An. "Secondary vocational school professional backbone teachers provincial training work of analysis and research." In 2014 IEEE Workshop on Advanced Research and Technology in Industry Applications (WARTIA). IEEE, 2014. http://dx.doi.org/10.1109/wartia.2014.6976329.

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Wang, Qiang. "Provincial Training of Medium Occupation School Professional Backbone Teacher 6 Years Training Experience." In 2015 International Conference on Industrial Technology and Management Science. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/itms-15.2015.453.

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Yakoupov, Alexander. "How a Management Crisis Occurs. A Fragment of a Provincial Music High School History." In 2nd International Conference on Judicial, Administrative and Humanitarian Problems of State Structures and Economic Subjects (JAHP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/jahp-17.2017.57.

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