Relevant bibliographies by topics / Relational and rational schools

Contents

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

Academic literature on the topic 'Relational and rational schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Relational and rational schools"

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Lee, Hsiang-Ming, Ya-Hui Hsu, and Tsai Chen. "The Moderating Effects of Self-Referencing and Relational-Interdependent Self-Construal in Anti-Smoking Advertising for Adolescents." International Journal of Environmental Research and Public Health 17, no. 22 (November 16, 2020): 8481. http://dx.doi.org/10.3390/ijerph17228481.

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The tobacco epidemic is one of the most serious public health issues in the world. Tobacco use starts and becomes established primarily during adolescence, and nearly 9 out of 10 cigarette smokers first tried smoking by age 18, with 99% first trying by age 26. This study employed a 2 (advertising appeal: emotional vs. rational) by 2 (self-referencing: analytical vs. narrative) factorial design in Study 1; and a 2 (relational-interdependent self-construal: high and low) by 3 (social relational cue: self, friend, and family) factorial design in Study 2. The behavior intention of anti-smoking acted as the measured dependent variable. Samples of 192 (Study 1) and 222 (Study 2) were collected from one of the biggest high schools in northern Taiwan. The results showed advertising appeal and self-referencing had a significant interaction effect on behavior intention (p = 0.040). The results also showed rational appealing advertising is suitable for analytical self-referencing (p = 0.022) and emotional appealing advertising is suitable for narrative self-referencing (p = 0.067). However, the social relationship cue and relational-interdependent self-construal had no significant interaction effect on behavior intention, and only relational-interdependent self-construal significantly affected behavior intention (p < 0.001). Regardless of whether the relational-interdependent self-construal is high or low, when the anti-smoking advertising is from the family perspective to persuade adolescents not to smoke, both influence the adolescent more than the other two social relationship cues (self and friend).
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Foran, Andrew, Dan Robinson, Margareth Eilifsen, Elizabeth Munro, and Tess Thurber. "Pedagogy: A Teacher’s Practice." Phenomenology & Practice 14, no. 1 (June 2, 2020): 39–56. http://dx.doi.org/10.29173/pandpr29397.

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Neoliberal assaults upon public education have been grounded upon the supposition that schools are failing to prepare students to respond to local and global economic needs and realities. The result has left the relational between pupils and teachers as a taken-for-granted practice. Lived experiences often can show and capture the unexpressed in taken for granted moments. This discussion presents teaching as relational moments, shared between beginning teachers and pupils. We employ a phenomenological sensitivity as we unravel the anecdotal evidence to bring into language a “lived through” dimension of human relations. As teacher educators, we ask: what is experienced when relationality is the focus for beginning teachers? The importance of this question is due to the prevalence of neoliberal forces that now guide, and to large extent, control what it means to teach in schools across Canada. In an effort to understand this emerging view of teaching, we explore what four preservice teachers from Nova Scotia experienced in becoming teachers, as they completed their final Field Experience in Bergen, Norway. We share these anecdotal representations to help teachers see how the relational informs identity in becoming a teacher and allows teacher educators to deconstruct the “taken-for-granted-ness” of teaching stuck in the rational-technical model.
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Arruñada, Benito, and Xosé H. Vázquez. "The Impact of Behavioural Assumptions on Management Ability: A Test Based on the Earnings of MBA Graduates." Management and Organization Review 9, no. 2 (July 2013): 209–32. http://dx.doi.org/10.1017/s1740877600003259.

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AbstractIn this article, we explore different behavioural assumptions in the training of managers. We show that training emphasizing rationality and self-interest, the standard assumptions used in economics, benefits those working in technical posts but may lead future managers to rely excessively on rational and explicit safeguarding, crowding out instinctive relational heuristics and signalling a deficient human type to potential partners. In contrast, the diverse, implicit, and even contradictory nature of behavioural assumptions in management theories avoids conflict with innate cooperative tools and may provide a good training ground for using such tools. Tentative confirmatory evidence shows that the weight placed on behavioural assumptions in the core courses of the top 100 business schools influences the average salaries of their MBA graduates. Controlling for the self-selected average quality of students and some other school characteristics, average salaries are seen to be significantly greater for MBA programs that include a larger proportion of management courses in their core curriculum.
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Kool, Dennis de, and Victor Bekkers. "The perceived value-relevance of open data in the parents’ choice of Dutch primary schools." International Journal of Public Sector Management 29, no. 3 (April 11, 2016): 271–87. http://dx.doi.org/10.1108/ijpsm-02-2016-0022.

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Purpose – The purpose of this paper is to investigate the perceived value-relevance of open data published by the Dutch Inspectorate of Education in the parents’ choice of Dutch primary schools. Design/methodology/approach – Empirical data were collected through a mixed method strategy including quantitative and qualitative methods: quantitative surveys among parents of pupils in 25 primary schools; and semi-structured in-depth interviews using a topic list. Findings – Parents make little use of the Inspectorate’s website compared to other information sources. The perceived usefulness of this website to parents choosing a primary school is also relatively low. Personal information gathered by school visits, written information from schools and information from other parents are more important sources. Research limitations/implications – Subjective considerations, such as the atmosphere and ambience of a school, play an important role in parents’ choice behavior. Pragmatic considerations also play a role, such as a school’s nearness. This study shows that it is necessary to rethink the rational assumptions behind publishing performance data. Practical implications – This study observed a mismatch between the demand and supply of open data about primary schools. The Inspectorate’s publication strategy is based on “hard” and “written” data presented on a website, but parents also appreciate “soft” and personal “oral” data. Parents state that the Inspectorate should not only focus on negative school results for censuring (“naming and shaming”), but also give attention to schools that perform well (“naming and faming”). Originality/value – Research about parents’ and citizens’ use of quality information in general is scarce. These findings show that parents’ choice behavior is less rational than assumed. Relativistic notions about decision-making processes are recognized in other studies also, but they suggest that highly educated parents are over-represented in the group of parents who actively make school choices, whereas this study found no indications that parents’ educational level affects their choices.
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Cerni, Tom. "The Relationship of Analytical—Relational and Intuitive—Experiential Information Processing Styles with Adolescent Scholastic and Coping Ability." Journal of Psychologists and Counsellors in Schools 9, S1 (August 1999): 75–92. http://dx.doi.org/10.1017/s1037291100003010.

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According to cognitive-experiential self-theory (CEST), individuals process information through two conceptual systems, an experiential system and a rational system, each operating by its own rules of inference. The study aimed to investigate adolescent scholastic and coping ability using the recently developed self-report measure of individual differences in intuitive-experiential and analytical-rational thinking, based on the cognitive-experiential self-theory (CEST; Epstein, Pacini, Denes-Raj & Heier, 1996). The sample involved 134 adolescent boys from an independent boys' school in Sydney, Australia. As a within-group correlational study, the data were analysed using factor analysis, correlational analysis, multiple regressions and canonical correlation analysis. The analysis was carried out using the SPSS system (Statistical Package for the Social Sciences). The results suggest that while factor analysis had established the independence of the analytical-rational and intuitive-experiential functions among an Australian male adolescent sample, only the analytical-rational function was found to be significantly correlated with both adolescent scholastic and coping ability. No substantial correlations were found between these two measures and the intuitive-experiential function. The findings support the notion that students with high intelligence and effective coping favoured using the rational function. These findings may in part reflect, as suggested by Epstein, Pacini et al., (1996) the developmental aspects of the two modes of information processing among younger participants. Implications for effective student learning and coping are discussed.
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Wang, Fei. "Subversive leadership and power tactics." Journal of Educational Administration 56, no. 4 (July 2, 2018): 398–413. http://dx.doi.org/10.1108/jea-07-2017-0081.

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Purpose Principals’ leadership has become a subversive activity that is carried out strategically to challenge and disrupt the status quo and resist policies and practices that are counterproductive to their work. The purpose of this paper is to reveal subversive tactics principals use in pursuit of justice and equity in schools and identify challenges and risks associated with their subversive leadership practices. Power tactics were used as a conceptual framework to guide the analysis of subversive activities by school principals. Design/methodology/approach This qualitative study focuses on 18 elementary and secondary school principals from six district school boards in the Metro Vancouver area who participated in the semi-structured interviews on their practices that epitomize different tactics in response to increasing demand and accountability. Findings The power tactics identified in this study illuminate many of the dilemmas principals face in their work and demonstrate the various ways principals exercise their political acumen to “act strategically to determine which tactics to use, when, and with whom.” In exercising ethics of subversion and critique, participants are more likely to use soft, rational, and bi/multilateral rather than hard, non-rational, and unilateral power tactics. Such tendency reveals their concern about causing relational harm and shows their strategic avoidance of direct confrontation. Research limitations/implications Considering the limitations on the sample size and the research context, more research is needed to examine to what extent subversive practices are exercised and how they play out in different contexts. Originality/value The study shows that leadership involves upholding morals and values, even if this means having to use subversive practices to ensure inclusive, equitable, and just outcomes.
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Goddard, Roger D. "Relational Networks, Social Trust, and Norms: A Social Capital Perspective on Students’ Chances of Academic Success." Educational Evaluation and Policy Analysis 25, no. 1 (March 2003): 59–74. http://dx.doi.org/10.3102/01623737025001059.

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This study elaborates a theoretical rationale for relational networks, norms, and trust as structural and functional forms of social capital that can facilitate student achievement. The results of hierarchical generalized linear modeling show that 4th-grade students’ odds of passing state-mandated mathematics and writing assessments are modestly increased in urban schools characterized by high levels of social capital. The results suggest the need for more research investigating the extent to which social capital is independent from socioeconomic status and whether social capital may be developed in schools serving high concentrations of poor and minority students.
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Crisp, Brian F. "Audacious Reforms: Institutional Invention and Democracy in Latin America By Merilee S. Grindle. Baltimore, MD: Johns Hopkins University Press 2000. 269p. $45.00 cloth, $17.95 paper." American Political Science Review 96, no. 1 (March 2002): 238–39. http://dx.doi.org/10.1017/s0003055402344332.

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Merillee Grindle addresses three questions: Why would rational politicians choose to give up power? What accounts for the selection of some institutions rather than others? What are the political consequences of the creation of new institutions? She studies cases of decentralizing political reforms in Venezuela, Bolivia, and Argentina. Her case studies are loosely guided by eleven hypotheses deduced from three schools of thought. The schools to which she refers in an introductory and concluding chapter are rational choice, comparative institutionalism, and new institutionalism (the latter has two subvariants: transaction costs and institutional design). The theoretical perspectives are apparently not equally useful across questions, as new institutionalism is not used to deduce hypotheses on why politicians would choose to reform, and rational choice is not applied to the reasons some some institutional changes are chosen over others.
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Tubert-Oklander, Juan. "Between Imagination and Rigour: A Response to Farhad Dalal’s Article ‘The Analytic and the Relational: Inquiring into Practice’." Group Analysis 50, no. 2 (May 25, 2017): 238–54. http://dx.doi.org/10.1177/0533316417708350.

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The relational perspective of analysis is a way of looking at, practising, and understanding the whole of analysis—including psycho-analysis, group-analysis, and socio-analysis—rather than a specific school of psychoanalysis. Farhad Dalal’s excellent article describes the evolution of his thinking and practice, from a classical analytic stance to a relational conception of it. There are two ways of conceiving and practising psychoanalysis, which he calls ‘the analytic’ and ‘the relational’, derived from two contrasting conceptions of the world and of life. This generates a split between theory and practice in analysis. Some practitioners adhere to the classical view, but are actually relational in their practice; others have adopted relational theory, but maintain the detached scientific attitude of the classical Freudian analyst. Freud’s abandonment of the traumatic theory of neuroses had unconscious sources that determined the injunction for analysts not to be relational. Group analysis, on the other hand, has been relational from the beginning. S.H. Foulkes had a contradiction between his adherence to Freudian theory and the revolutionary aspects of his thinking and practice—what Dalal calls ‘radical Foulkes’. The hierarchical, detached, and emotionally closed off form of relating prescribed by classical analysis is anti-therapeutic. By contrast, the kind of therapeutic relation that Dalal strives to develop has connotations with engagement, reciprocity and mutuality, and may generate corrective emotional experiences. But human events are never fully explained or predictable, so that the corrective emotional experience is an occurrence, not a technique. The analyst works in a radical uncertainty and can only be guided by his intuition, which has then to be checked by rational critical analysis. This generates a dialectic tension between imagination and rigour, which must be kept and nursed, not solved. This corresponds to an analogical hermeneutic stance, which rejects both the dogmatic univocality of Modernism and the relativistic equivocality of Postmodernism. The analyst must respond with his whole being, and this being must be developed through a process of personality development, not training but formation (Bildung in German). This implies a particular epistemology, ontology, axiology, and ethics, a whole Weltanschauung and Lebensanschauung that includes the Golden Braid of thinking, feeling, and acting, on a basis of relating.
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Rajbhandari, Mani Man Singh. "Leadership Actions-Oriented Behavioral Style to Accommodate Change and Development in Schools." SAGE Open 7, no. 4 (October 2017): 215824401773679. http://dx.doi.org/10.1177/2158244017736798.

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This study explores the leadership actions-oriented behavior of school principals in Finland. Actions-orientated behavior enables the leader to appropriately articulate relations and task orientation to meet the immediate contextual demands and to accommodate followership toward change and development. The leadership actions-orientated behavior of Finnish school principals were studied in three schools. In-depth interviews with school actors (principals, vice principals, teachers, special educators, and nonteaching staff) were conducted to triangulate the analyzed data. It was found that leadership actions-oriented behavior enabled school leaders to articulate appropriate behavioral patterns to generate motivation and commitment. The results suggest that actions orientations toward high-on relations enabled leaders to achieve leadership success, while actions orientations toward high-on task enabled leadership effectiveness. Actions-oriented behavior toward high-on task enables leadership flexibility with greater leadership elasticity. The results suggest that school actors anticipated a relational approach, whose actions orientations were high-on task. The results also suggest that relations-oriented behavior is rationally applied by school leaders who have remained in the organization for a longer time to strengthen the systematic approach. It was found that leaders’ actions orientation with high-on task were more effective, while leadership actions orientation with high-on relations generated social harmony. The results suggest that leadership actions-oriented behavioral flexibility and mobility can be maintained by articulating high relations to low relations and high task to low task, not necessarily from task to relations or relations to task alone. In doing so, a leader’s personality is prevented from distortions and behavior dysfunction.
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Dissertations / Theses on the topic "Relational and rational schools"

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Wilson, Mark M. J. "Supply chains behaving badly : a dynamic model of inter-organisational supply chain exchange behaviour under rational, relational and chaotic paradigms." Phd thesis, Lincoln University. Commerce Division, 2006. http://theses.lincoln.ac.nz/public/adt-NZLIU20080229.095848/.

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Supply chain exchange relationships are complex and sometimes chaotic sociological and organisational phenomena. This complexity is compounded by the boundary spanning necessity of forming supply chain partnerships that are further exacerbated by goal divergence and asymmetric information. One of the main questions for consideration is how these dyadic exchange relationships are maintained and develop over time in response to the various channel behaviours of the actors (the buyer and seller)? In particular, exchange relationships are theorised to be sensitive in some degree to attempts at economic appropriation, and conversely coordinative efforts. Such efforts manifest themselves into the mutually opposing forces broadly labelled as opportunistic and collaborative behavioural paradigms. Drawing from the concepts of Systems and Chaos/Complexity theories, it is theorised that the movement from one form of relational arrangement to another is enacted in a non-linear and dynamic manner with periods of relational equilibrium disrupted by bifurcations resulting in the emergence of new levels of relationship. However, not all exchange relationships are susceptible to constant change, rather, there should be some threshold barrier or relationship inertia that must be overcome before a bifurcation occurs. Yet what is not known is how strong these bonds are to the enactment of opportunistic and collaborative partner behaviours. Hence, 189 manufacturing supply chain relationships were survey-interviewed in order to determine the impact that collaborative and opportunistic behaviours have on supply chain relational movement. The results show that generally exchange relationships do in fact change in response to these enacted behaviours, and that actual levels of supply chain behaviour over a range of 12 variables could be measured. Indeed, the level of opportunistic behaviour experienced by the sample was disturbing. In addition, the level of tolerance (zone of tolerance) for specific behaviours was measured for the first time in the field. Overall, it was found that supply chain exchange relationships do indeed evolve in a non-linear dynamic manner in response to opportunistic and collaborative manoeuvres by the dyadic actors. Finally, these ideas were summarised in the Dynamic Relational Development (DRD) concept that explains how supply chain relationships dynamically change. In addition, the dualistic nature of the collaborative versus opportunistic behaviour choice for exchange actors is tentatively reconciled by the deontological approach of the Supply Chain Citizen theory offered in this research.
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Read-Hunter, Patricia. "The emotional labour of academics : the rational and the relational." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0017/NQ44870.pdf.

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Stieha, Vicki. "The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532983.

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Pepler, Shelly Ann. "School councils, bridging the relational gaps between schools, parents and communities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0018/NQ46904.pdf.

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Haderer, Rebecca M. "Coping with relational aggression : a qualitative study /." Online version of thesis, 2009. http://hdl.handle.net/1850/9379.

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Wildberger, N. J. "Workshop title: A new rational approach to the teaching of trigonometry in schools and colleges." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83200.

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Avraamidou, Maria. "Physical, verbal, and relational bullying of pupils with learning difficulties in Cypriot primary schools." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/54147/.

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The present thesis explores main issues regarding school bullying, based firstly on an extensive literature and research review, and secondly on a research study which took place within a period of two academic years, in Nicosia, Cyprus. The study aimed to explore and compare bullying experiences among pupils with learning difficulties (LDs) and typically developing (TD) pupils as match controls, and identify whether learning disabled pupils are bullied on a higher frequency or severity compared to their non-disabled peers. Types of bullying (verbal, physical, and particularly relational) and several factors underpinning these, were investigated. The study also aimed to explore school staff’s views and experiences regarding bullying, and to examine gender and age issues regarding the experiences of the sample in bullying. In addition, it aimed to examine bullying mental health effects on the victims, with a particular focus on its relational type. Lastly, a survey with 620 pupils from the sample schools, aged 9 to 12 years, was conducted to investigate the nature of bullying across the whole population of pupils in these schools at these ages. The sample included six primary inclusive schools located in Nicosia, a number of pupils who participated in the bullying survey (n=620), 12 pupils with LDs and 12 TD pupils aged 9 to 12 years as the main focus groups, and six head teachers and 37 teachers from the sample schools. The data collection tools included the Life in School Questionnaire (LIS) to examine generally the bullying experiences of the samples, the Reynolds Bully Victimization Scales to examine involvement in physical and verbal bullying, and specifically involvement in relational aggressive incidents and mental health effects on the victims. Also, semistructured interviews were conducted to explore in depth the samples’ experiences regarding bullying in their schools. The results showed that similar numbers of pupils with and without LDs reported victimization and generally no statistically significant differences were found when comparing the two focus groups. The interviews, on the other hand, identified interesting factors underpinning the LD pupils’ victimization were identified, and important data regarding bullying in Cypriot primary schools were collected.
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Gilmore, Joan Maree, and n/a. "Rational, nonrational and mixed models of policy making in a high school change process." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060712.092715.

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In many schools hours of energy and effort are dedicated to making decisions and developing policy. At the school level issues of curriculum, faculty groupings and structure, strategy for staff allocations and resourcing of faculties, often results in debate before being decided upon. So often valuable time and resources are wasted in argument, disagreement and political activity. This study has been designed to determine what actually happens in the decision process, with the subject of the study a single committee. The aim of the study is to determine the style of policy development that took place and what influences affected the decisions made. The study is in two parts. The first section develops a Conceptual Framework and research questions to categorise, summarise and organise data collected from policy development processes. The Conceptual framework was designed to permit analysis of the major components of the stages of Problem Structuring, Generation of Alternatives and Recommending Policy Actions. The second section in includes further Research Questions to determine whether the process applied to developing policy was Rational, Nonrational (Incremental/Political) or a Mixed Model type. The research method used was naturalistic and qualitative in nature and in the context of a case study. The main findings were that a Mixed Model of policy development was used by the Committee with elements of both Rational and Nonrational process evident from the research data.
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Bryan-Zaykov, Christian. "An analysis of schools from the perspective of teachers' affective-emotional zones." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557808.

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An ecological approach to space allows human constructs to become the primary prism through which to view workplaces (Nespor, 2000; Urry, 2005; Murdoch 2006). Human beings create meaning in their environments via the unity of symbolic actions and generalized meaning fields that gain their social usefulness via their affective tone. The resulting personal system becomes projected onto the world via the personal arrangement of things that are important for each person (Valsiner, 2000; Valsiner, 2005). Consequently, individual human beings constantly order parts in their environments through an affective-emotional lens when they encounter ideas, objects and spaces (Hochschild, 2003; Thrift, 2008; Boys, 2011). I use the emotional labour (Hochschild, 1983) concepts of display rules (expectations for emotional display) and feeling rules (expectations for internal affect) together with an ecological approach to space to investigate the existence of affective-emotional zones in schools. My research questions were: How do participants in a school make sense of their work environment through the lens of affective-emotional zones? How are affective-emotional zones characterized in terms of display rules and feeling rules? What challenges do teachers face when they are in particular affective-emotional zones and why? I broadly utilized a case study approach with a European international school to interview six experienced teachers using an active interview technique with open coding (Strauss and Corbin, 1998) and critical event coding (Webster and Mertova, 2007) as the principle methods of analysis. I was able to label and describe four zones that I argued are products of teacher rituals, habits, feelings (feeling rules) and emotions (display rules); the communal zone, the school zone, the student zone and the teacher zone. I further the notion of heretical feelings and emotions and describe how they constitute elements of the teacher condition. I found school affective-emotional zones are temporal as school spaces have the potential to shift from one affective-emotional zone to another as a consequence of time changes in the school day. I outline questions for future research based on my findings.
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Snow, Joseph McCampbell. "Equipping laypersons to do relational evangelism through small groups as an outreach strategy of the Sunday School." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Books on the topic "Relational and rational schools"

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Frelin, Anneli. Exploring Relational Professionalism in Schools. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-248-8.

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Mullin-Rindler, Nancy. Relational aggression and bullying: It's more than just a girl thing. Wellesley, Mass: Wellesley Centers for Women, Wellesley College, 2003.

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Anger management in schools: Alternatives to student violence. 2nd ed. Lanham, Md: Scarecrow Press, 2002.

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Anger management in schools: Alternatives to student violence. Lancaster, Pa: Technomic Pub. Co., 1995.

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Salmon, Diane. Facilitating interpersonal relationships in the classroom: The relational literacy curriculum. Mahwah, N.J: L. Erlbaum Associates, 2002.

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McGoveran, D. A guide to SYBASE and SQL Server: A user's guide to theSYBASE product (a rational database management system with application development facilities) from Sybase, Inc. Reading, Mass: Addison-Wesley, 1992.

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Nebraska School Financing Review Commission. Funding Nebraska's schools: Toward a more rational and equitable school finance system for the 1990s : final report of the Nebraska School Financing Review Commission to the Nebraska State Legislature. Lincoln, NE: The Commission, 1990.

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Lade, Donald P. Disconomies of scale in public education : a rational for school vouchers : a study--and theory--based on operational budget secrets in the public schools, including an example of bureaucratic growth in the post World War II climate of economic ezpansion. [Philadelphia, PA?]: Xlibris Corp., 2003.

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Fridman, Yuriy, and Aleksandr Korzhenevich. Learning to solve problems in physics: preparing for the Unified State Exam. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/995926.

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If you are holding this textbook in your hands, it means that you understand the need to solve problems when studying a physics course at school. Indeed, it is difficult to overestimate the effect that the solution of problems in the study of physics gives. The textbook contains about 800 problems for the high school physics course. The tasks are based on the examination materials of various universities, including the Republic of Crimea, data from the magazines "Kvant", "Physics at School", information received from correspondence physics and mathematics schools of the Moscow State University named after M. V. Lomonosov, National Research Nuclear University "MEPhI", Bauman Moscow State Technical University, Moscow Institute of Physics and Technology (State University). We also used the problem books that were released in various years to help those entering universities. The number of problems and their selection are not random and allow, according to the compilers, to demonstrate the types of problems that are often found in the high school physics course, the most rational methods, general approaches and ideas for solving them, and also help to acquire certain skills in solving problems. Can be useful for use in secondary schools when working with students for whom physics is of interest, optional, if you prepare for the entrance exams for physics, a specialized school with advanced study of physics, as well as anyone who wants to learn how to solve problems in physics.
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Frelin, Anneli. Exploring Relational Professionalism in Schools. BRILL, 2013.

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Book chapters on the topic "Relational and rational schools"

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Loe, Rob. "Relational Schools." In Paradoxes in Education, 259–72. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-185-8_14.

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Katsikis, Demetris, Stella Kassapis, Chrysoula Kostogiannis, and Michael E. Bernard. "Coaching in Schools." In Coaching for Rational Living, 397–412. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74067-6_20.

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Frelin, Anneli. "Relational Professionalism in Schools." In Exploring Relational Professionalism in Schools, 119–28. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-248-8_10.

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Frelin, Anneli. "A Relational Approach." In Exploring Relational Professionalism in Schools, 15–27. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-248-8_3.

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Macmillen, James, and Trevor Pinch. "Saving Schools: Vacancy, Ruin, and Adaptive Reuse in Detroit." In Relational Planning, 283–314. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60462-6_12.

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Frelin, Anneli. "Teachers’ Relational Practices I." In Exploring Relational Professionalism in Schools, 41–56. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-248-8_5.

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Frelin, Anneli. "Teachers’ Relational Practices II." In Exploring Relational Professionalism in Schools, 67–87. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-248-8_7.

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Frelin, Anneli. "Teachers’ Practice and Relational Complexities." In Exploring Relational Professionalism in Schools, 105–18. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-248-8_9.

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Frelin, Anneli. "Introduction." In Exploring Relational Professionalism in Schools, 1–4. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-248-8_1.

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Frelin, Anneli. "Teacher Professionality." In Exploring Relational Professionalism in Schools, 5–13. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-248-8_2.

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Conference papers on the topic "Relational and rational schools"

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Garzon, B., and L. Fernandez Abregu. "Rational biomass energy use for water heating in rural schools." In 2009 International Conference on Clean Electrical Power (ICCEP). IEEE, 2009. http://dx.doi.org/10.1109/iccep.2009.5212072.

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Ching-San Chiang. "Applied grey relational grade in recreation participation for the students in vocational schools." In 2007 IEEE International Conference on Grey Systems and Intelligent Services. IEEE, 2007. http://dx.doi.org/10.1109/gsis.2007.4443238.

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Hongfa, Ke, Zhu Jilu, and Xu Yong. "Grey relational evaluation method of combat effectiveness based on rough set and unascertained rational number of weapon system." In 2018 Chinese Control And Decision Conference (CCDC). IEEE, 2018. http://dx.doi.org/10.1109/ccdc.2018.8407278.

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Caffrey, Martin. "Lipid Phase Behavior: Databases, Rational Design and Membrane Protein Crystallization." In ASME 2008 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2008. http://dx.doi.org/10.1115/sbc2008-192724.

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The relationship that exists between structure and function is a unifying theme in my varied biomembrane-based research activities. It applies equally well to the lipid as to the protein component of membranes. With a view to exploiting information that has been and that is currently being generated in my laboratory, as well as that which exists in the literature, a number of web-accessible, relational databases have been established over the years. These include databases dealing with lipids, detergents and membrane proteins. Those catering to lipids include i) LIPIDAT, a database of thermodynamic information on lipid phases and phase transitions, ii) LIPIDAG, a database of phase diagrams concerning lipid miscibility, and iii) LMSD, a lipid molecular structures database. CMCD is the detergent-based database. It houses critical micelle concentration information on a wide assortment of surfactants under different conditions. The membrane protein data bank (MPDB) was established to provide convenient access to the 3-D structure and related properties of membrane proteins and peptides. The utility and current status of these assorted databases will be described and recommendations will be made for extending their range and usefulness.
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"INVESTIGATION OF ENERGY LITERACY, PRACTICES OF SAVING AND RATIONAL USE OF ELECTRICITY IN STUDENTS OF FIFTH GRADE OF PRIMARY SCHOOLS." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202106.

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D'Autilia, Umberto, Francesco Pennacchini, and Cristiano Berretta. "Rational management of forests – Woodland management in accordance with current regulations – Didactic methodology supporting education in the State Forestry Corps schools." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-uda-art.

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"ENERGY LITERACY, RECYCLING AND RATIONAL USE OF MATERIALS IN THE DAILY LIFE ΙΝ STUDENTS OF THE FIFTH CLASS PRIMARY SCHOOLS OF AN URBAN AREA." In SOCIOINT 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.46529/socioint.202107.

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Siregar, Kemal N. "MODELING OF ELECTRONIC STUDENT HEALTH RECORD FOR MONITORING STUDENT’S HEALTH BY COMMUNITY HEALTH CENTER, SCHOOL AND PARENTS IN INDONESIA." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6107.

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Schools regularly collect student health data. School health is organized to improve the ability of students to live healthy so that students can learn, grow, and develop in harmony and become quality human resources. In Indonesia, school health priorities are included in the 3rd National MediumTerm Development Plan strategy. However, in Indonesia students, health data is underutilized because data documentation on paper causing some difficulties in terms of storage, use for monitoring and further analysis. The participation and involvement of parents, schools and community health centers in monitoring the health status of students today is still very limited due to the lack of information that can be accessed easily. Objectives: To design a student health record application model that can display student health examination results and connect the data to community health centers, schools and parents in real time. Method: Designing student health record application model with the context diagram, Entity Relationship Diagram (ERD), Table Relational Diagram (TRD), and user interface input and output. Results: The results of this study are a comprehensive student health record system model. The student health record will be applied in the form of mobile devices used by students and parents, which are connected to schools and community health centers by web-based platform. Conclusions: The student health record application model shows a systematic solution that is user friendly, immediately captures data, displays the dashboard in real time, directly connects to parents, schools and community health centers. All of this in the future if implemented properly can early detect student health problems and monitor the health status of students. Keywords: Student health record, real-time data, web-based application, dashboard, monitoring student’s health
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Jurčec, Lana, Tajana Ljubin Golub, and Majda Rijavec. "TEACHERS' WELLBEING: THE ROLE OF CALLING ORIENTATION, JOB CRAFTING AND WORK MEANINGFULNESS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact035.

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"People who consider their work as a calling find it fulfilling, purposeful, and socially useful, thus leading to higher levels of well-being. Since work is a central part of the identity of people with calling orientation and represents one of the most important domains of their lives, we assume that they are more prone to craft their job. They tend to make the physical and cognitive changes in the task or relational boundaries of their work in order to make it more meaningful. Both experiencing work as a calling and job crafting are found to be associated with numerous positive outcomes such as increased job satisfaction, psychological well-being and sense of meaning. This study adds to literature by exploring simultaneously the role of both calling orientation and job crafting in primary teacher’s wellbeing. The aim of the study was to explore the relationship between teachers calling orientation, job crafting, work meaningfulness and well-being. In light of the literature on work meaningfulness and psychological well-being, a serial mediation model was proposed with job crafting and work meaningfulness mediating the relationship between teacher calling orientation and teacher flourishing. The sample consisted of 349 primary school teachers (95% female) from public schools in northern western region of Croatia. They have on average 22 years of teaching experience (ranged from 0-43 years). Self-report measures of calling orientation (Work-Life Questionnaire), job crafting (Job Crafting Scale), work meaning (Work Meaningfulness scale) and flourishing (Flourishing Scale) were used. The findings revealed that the job crafting via increasing structural job resources mediated the relationship between calling orientation and work meaningfulness. Furthermore, the results supported the proposed serial mediation between calling orientation and flourishing via increasing structural job resources and increasing work meaningfulness. Based on these findings, several practical implications can be noted. First, interventions aimed at helping teacher view their job as a calling should be promoted in schools. Second, teachers should be encouraged to cultivate job crafting as it is an important path to meaningfulness in work context and overall psychological wellbeing. This is specially the case for increasing structural job resources, such as autonomy and variety at work."
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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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