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Relevant bibliographies by topics / School amalgamation

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Academic literature on the topic 'School amalgamation'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "School amalgamation"

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Matějová, Lenka, Juraj Nemec, Milan Křápek, and Daniel Klimovský. "Economies of Scale on the Municipal Level: Fact or Fiction in the Czech Republic?" NISPAcee Journal of Public Administration and Policy 10, no. 1 (June 1, 2017): 39–59. http://dx.doi.org/10.1515/nispa-2017-0002.

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AbstractMany countries have carried out extensive amalgamation-related territorial reforms at the level of local self-government and created relatively large municipalities. The Czech Republic is one of the few remaining European countries with a fragmented territorial structure. There is a lot of discussion in the country about the need for amalgamation, but this discussion is mainly based on political arguments rather than on empirical evidence about the feasibility of amalgamation and its potential to improve local government performance. This paper analyses economies of scale on the local level as a factor that should be reflected in debates about the pros and cons of amalgamation in the Czech Republic. To add to the existing knowledge about the reality of economies of scale on the municipal level in the Czech Republic, we processed the municipal costs of three selected areas on a representative sample of municipalities in the South Moravian Region. The analysis showed that economies of scale can be identified for collecting local fees and for pre-school and elementary education, but not for local administration. Our results suggest that the existence of too small municipalities in the Czech Republic results in inefficiencies and should be addressed.

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Thapa, Jwala D. "Spreading Environmental Awareness Through Environmental Education in Schools: The Case Study of a Sikkimese Green School." Asian Journal of Legal Education 8, no. 2 (July 2021): 234–46. http://dx.doi.org/10.1177/2322005820985574.

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The subject of environmental education (EE) in India, also known as environment studies (EVS), was introduced through the intervention of the Supreme Court of India (SC). At that time, there was also global recognition towards the creation of ‘environmental citizens’ through inculcating environmental awareness in school-going children, with the motto of ‘catch them young’. Since then, EE in India has seen an evolution in itself through enveloping the studies of various topics related to the natural environment. However, one of the concerns has been that it is taught in a theoretical manner and that since it is not treated as a graded subject, schools have not given it the importance it deserves. However, the study of a green school of the Himalayan state of Sikkim shows that active participation of state machinery, coupled with a practical interpretation of its principles, can lead to positive results. It also shows that the creation of environmental citizens needs a holistic approach, through both amalgamation of theory with practice and syllabus with stringent state intervention and results-oriented action. This article, which uses doctrinal, as well as field research, techniques of interview and observation, looks into these aspects through studying a school in a mountain village of West Sikkim in India.

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Stamopoulos, Elizabeth. "Elucidating the Dilemma of P1 in Western Australian Schools: Towards a Solution." Contemporary Issues in Early Childhood 4, no. 2 (June 2003): 188–217. http://dx.doi.org/10.2304/ciec.2003.4.2.8.

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Currently in Western Australian schools, the early childhood education profession faces profound change, as a result of changes to classroom combinations. One of these is an innovation called ‘P1’, which involves grouping pre-primary and year 1 students in the one class. Unlike other composite primary year classes, P1 demands an amalgamation of early childhood and primary curriculum and philosophy. To date, the basis on which P1 curriculum is to be built has yet to be established. No formal process been articulated for dealing with the ideological differences and beliefs that exist in schools with respect to early childhood and primary education. This article draws on a five-year Western Australia (WA) study, which examined teachers' conceptual and behavioural positions toward P1. The findings indicated a need for leadership, specialised staff, resolution of philosophical differences, curriculum guidelines, quality support structures and the enhancement of school and community relationships. There were also concerns that government and curriculum expertise had not kept pace with the needs of staff.

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Tolchah, Moch. "Pemahaman Pendidik dan Tenaga Kependidikan tentang Pendidikan Umum dengan Kekhasan Agama Islam di MAN 3 Malang." ISLAMICA: Jurnal Studi Keislaman 9, no. 2 (March 15, 2016): 373. http://dx.doi.org/10.15642/islamica.2015.9.2.373-401.

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<p>Discourses on Islamic school curriculum can be divided into theoretical and practical levels. In this paper, the practical level of the curriculum is examined in terms of its philosophical meaning within teachers, the translation of the philosophical view into school curriculum, and what strategy is being used to sharpen the curriculum messages. This article discusses the understanding of the school teachers and administrators towards the specific religious characteristics of public education at Madrasah Aliyah Negeri (MAN) 3 Malang. From the field research, this article finds three important results. First, the educators in MAN 3 Malang perceived their institution as the agent of amalgamation between Pesantren tradition and secular education to uphold excellences in academic and non-academic areas. Second, in order to materialize such philosophical thought, the educa-tors developed and implemented particular schemata. Third, in order to strengthen Islamic characteristics through curriculum development, the school applied the strategy of religious activity, direct monitoring and evaluation, educative activity designs, and implementing school’s vision through strategic platforms.</p>

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Zascke, Wolfgang. "Internationale Sozialpolitik als Netzwerkpolitik?" PROKLA. Zeitschrift für kritische Sozialwissenschaft 24, no. 97 (December 1, 1994): 579–622. http://dx.doi.org/10.32387/prokla.v24i97.981.

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The analysis of international networks with the eyes of the critical-rational theory's paradigm-rivalry overestimates the fresh start in comparison to the continuity of International Relations. The optimistic view of liberal, intermediate cross-linking has to be partially corrected in respect to the policy-area or regime analysis of the ILO's international social policy which refers to the domination aspect of issue-orientated cross-linking and the strong position of national and local intervention administration in the vertical policy amalgamation. Additionally, other acting possibilities, unexploited so far, are made visible. The comparison of ideology, politics, structure and process of international social policy leads to corresponding recommendations for the ILO-politics and for the policy-area-analysis in the dominating liberal school of International Relations

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Shibli, Naveed, Mudassir Ahmad, Anwar ul Haq, Hafiz Hameedullah, Noshaba Anjum, Alia Randhawa, Muhammad Irfan, and Muhammad Adeeb Nasir. "A Scientific Study of Religion as a Catalyst to Bring Positive Change in Human Behavior." Clinical and Counselling Psychology Review 1, no. 1 (June 2019): 55–60. http://dx.doi.org/10.32350/ccpr.11.05.

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It is a fact well-established that religion has influenced humankind throughout the course of history irrespective of the strength of its influence and its permanence that reflects its relatedness with human existence. It was assumed that the lesser befitting implementation of ‘modernity’ in the ancient tradition of religion is one of the causes of low religious productivity and less positivity in the present day life. Perhaps this is the case with all the Abrahamic religions. An amalgamation of tradition and moderation in a chain of a school system was assessed. The psychological and scientific follow up of the outcome supported the fact that religion has the ability to bring in positive and desirable ‘behavioral change’ in a given direction and to contribute towards ‘peace’ which is an internationally known positivity.

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Loewe, Andreas. "Michaelhouse: Hervey de Stanton's Cambridge Foundation." Church History and Religious Culture 90, no. 4 (2010): 579–608. http://dx.doi.org/10.1163/187124110x545173.

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AbstractThis article recalls the foundation of one of Cambridge's lost Colleges. It documents the transformation by a private benefactor, Hervey de Stanton (or Staunton), of a small Cambridge living into the university's third College, giving an overview of the life of its founder and outlining the personal connections that led to the establishment of Michaelhouse. It traces the foundation history of parish and College and their expansion through the strategic accumulation of benefactions. It gives an insight into the College statutes, a highly original composition by Stanton to govern the life at Cambridge's only college for priest-fellows. Finally, it documents the development of a distinctive catholic humanist school at the College, and its opposition to Henrician reformation measures, which made it a natural candidate for amalgamation into King Henry VIII's larger foundation, Trinity College.

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Marwell, Nicole P., and Shannon L. Morrissey. "Organizations and the Governance of Urban Poverty." Annual Review of Sociology 46, no. 1 (July 30, 2020): 233–50. http://dx.doi.org/10.1146/annurev-soc-121919-054708.

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Many recent sociological studies of urban poverty have drawn inspiration from the Chicago School model of social disorganization. Studies of urban poverty and formal organizations have been profoundly shaped by this theoretical perspective, casting organizations as components of neighborhoods and thus relevant for study as potential contributors to neighborhood social control. We argue that this approach obscures many ways in which formal organizations are involved in the production and management of urban poverty. In order to take advantage of the many insights offered by sociological studies of organizations, we propose that students of urban poverty expand their theoretical perspective on formal organizations. We develop such an approach, an amalgamation of key concepts from two existing theoretical frameworks rarely discussed in urban poverty studies: urban governance and strategic action fields . This perspective offers new directions for research on urban poverty and urges greater integration with related studies from political science and geography.

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Van Wieren, Gretel. "The New Sacred Farm." Worldviews 21, no. 2 (2017): 113–33. http://dx.doi.org/10.1163/15685357-02102002.

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The food and faith movement in the U.S. is a loose amalgamation of religious communities and organizations, clergy members and lay volunteers, activists and agricultural practitioners who are working, in varied and diverse ways, to address the social, ecological, political, and ethical challenges posed by current food systems. Oftentimes these groups work hand-in-hand with secular food and food justice organizations in organizing community supported agriculture projects, farm to school programs, educational efforts around health, nutrition, cooking, and gardening, and public policy advocacy efforts. What distinguish religious approaches to this work are the ritual practices and narrative tropes that oftentimes orient them. This paper explores some of these motifs by examining the work of three religious, community-based farming projects. It concludes that these religious farms and others like them should be considered sacred spaces for how they ritualize and symbolically interpret agricultural and food practices.

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Krogager, Stinne Gunder Strøm, Jonatan Leer, Karen Klitgaard Povlsen, and Susanne Højlund. "The amalgamation of media use practices and food practices in a school setting: methodological reflections on doing non-media-centric media research with children." Communication Research and Practice 6, no. 2 (December 22, 2019): 79–94. http://dx.doi.org/10.1080/22041451.2019.1693869.

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Dissertations / Theses on the topic "School amalgamation"

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Ladd, Kenneth W. "The impact of school district amalgamation on the North Thompson." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ41807.pdf.

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Rigg, Lisa Marie. "The Impact of Knowledge of School Amalgamation upon Self-predicted Student Identity." Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525097.

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Chan, Fu-man, and 陳輔民. "A study of the amalgamation of school place allocation sections in theEducation Department." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31965702.

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Chan, Fu-man. "A study of the amalgamation of school place allocation sections in the Education Department." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2103820X.

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Paul, Anne, and n/a. "Maintaining teacher morale in amalgamating schools : factors which have a positive effect on teacher morale & factors which have a negative effect on teacher morale." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061031.143504.

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This study arose out of an experience with an amalgamation of two high schools in the ACT in the early 1990s. The amalgamation process took two and a half years from the time the decision was made to close one of the schools until the new school was consolidated on one site. The change processes impacted on many areas of teachers' work and this, combined with the emotional aspects of being in a school which was closing, flagged teacher morale as an issue requiring attention. The study involved seeking responses to a questionnaire and interviewing teachers involved in the amalgamation. The interview data was then grouped by issue and the responses from teachers analysed and compared with related research literature. Research indicated that leadership style and effectiveness impacts most heavily on the morale of teachers undergoing major change such as school closure/amalgamation. This was substantiated by this study. The decision, by the principal, to close both schools and create a new school, retaining aspects of the culture of the original schools was clearly favoured over the alternative suggestion, by the ACT Government, of the swift closure method and the absorption of students into an existing school. The outward signs of a new school; name; logo; uniform; the involvement of the community, the degree of shared decision-making, the refurbishment of the buildings, the new curriculum and associated policies and the management of resources were found to contribute positively to teacher morale. A lack of consultation prior to announcing the closure decision, a failure to acknowledge the need of some teachers to grieve for the loss of their school and a lack of activities to mark the final days of the schools involved have been identified as having the greatest negative effect on teacher morale in this study. Maintenance and effective use of the buildings vacated by a closing school has also been raised as an issue affecting the morale of the teachers from that school. This study has implications for future school closures or amalgamations from the points of view of maintaining of the morale of teachers, and also that of students

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Cannane, Mary, and n/a. "Trinity : a study of the amalgamation of St. Mary's College and Marist Brothers' St. Joseph's High School Lismore 1965-1985." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060626.125829.

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The amalagamation of St. Mary's College and St. Joseph's High School, Lismore was a process that began in 1965 when a decision was made to combine Senior classes for the first Higher School Certificate curriculum. There was no thought of amalgamation in 1965 but the decision made then lead to the developments of 1977. Increasing enrolments and the need for a building programme set the scene for a merger of Junior classes and the introduction of coeducation throughout the schools. This process extended from 1977 to 1981. It was a period of conflict and resistance to change but it laid the foundation for the complete amalgamation of the schools to form Trinity Catholic College in 1985. The amalgamation process provides a study of decision-making in a Catholic school context. Changes in the Church, Catholic schools and Religious Orders are reflected in the changes in the way that decisions were made at the three key-points in the story. The study draws attention to the fact that in amalgamations of schools much of the planning is done in terms of the present schools rather than for the new school which is always twice as large and much more complex. The non-educational aspects of amalgamation are also considered because they are a time-consuming but important part of the planning. This study shows the importance of rituals in laying the old schools to rest so that the new school may come into being. A visible indication that things are different is essential when the students, staff and buildings remain as they had been. Since amalgamations are becoming more common as student numbers decline some lessons learned over the past twenty years are recorded so that others may benefit from them.

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Campbell, John Robert, and n/a. "A case study of the amalgamation of the Broadland House Chirch of England Girls' Grammar School and the Launceston Church Grammar School : a management of change process." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060623.160001.

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The amalgamation of Broadland House C.E.G.G.S. and the Launceston Church Grammar School was announced, as a fait accompli, in April 1982. The merger was to be in two stages; the separate operation of both schools under the one Headmaster from June 1982 and the completely merged schools from the beginning of 1983. Both Broadland House and the Launceston Grammar claim to be the oldest continuing schools in Australia, having been founded in 1845 and 1846 respectively. The fact that many families had been involved with either or both schools for four or five generations led to period of bitter conflict and resistance to change, which was largely overcome by the end of the first year of operation. Diminishing enrolments at both schools had been brought about largely through the rural recession in Tasmania during the 1960's, together with the provision of better school facilities and roads in the rural areas of Tasmania. The Launceston Church Grammar had become co-educational in 1972, largely as a means of survival. Previous approaches to Broadland House, by the Grammar School, to consider amalgamation had been rejected. This study endeavours to determine the strategies which led to the almost total acceptance of the amalgamation between the Broadland House Church of England Girls Grammar School and the Launceston Church Grammar School, and to explain those strategies through reference to the literature on the management of change. This involved rationalising resources, setting up new academic courses, providing physical facilities, considering the traditions of both schools, the gaining of financial, support and of developing acceptance of the change within the school community and within the community at large. The study follows the period covering the eight months of preparation prior to the amalgamation together with its first 5 years of operation, during which time the School has grown considerably and enjoys wide confidence and support. As amalgamations are occurring more regularly across the nation, it is hoped that the lessons learned through this educational innovation will be of benefit to others.

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Mashele, Elijah Phukwana. "The transition from districts to regions a case study of restructuring in a provincial education department of South Africa /." Thesis, Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04262010-152443.

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Reddyk, Mary A. "Managing school division amalgamations, process and transitions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ63918.pdf.

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Healy, Kevin M. "Decline, growth and amalgamation : an emerging picture in relation to the provision of post-primary education in Ireland with specific reference to five towns in West Cork and the enrolment trends between Catholic and State-Sector schools therein." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:10113.

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This thesis traces the origin and development of post-primary education in Ireland with specific reference to the different forms of post-primary school. It examines recent and current trends in relation to the number of, and enrolment in, these school types. This analysis, at national level, points towards a change in postprimary enrolment patterns. The implications of this change for Catholic schools is examined, as is the implications for the various Vocational Education Committees. Consequent to this changing enrolment trend, the process towards amalgamation and the consequences thereof are also investigated. Specifically, the five main towns in West Cork, that are serviced by more than one form of post-primary school. are examined and the educational provision in these towns is assessed in relation to viability and future educational provision. These towns are Bantry, Dunmanway, Clonakilty, Skibbereen and Bandon. The enrolment trends in each of these towns are examined and compared with both the national trend and the trend in the other four towns. This examination is achieved through an identification of the 'feeder' primary schools for each of these towns, the current transfer pattern of students in these schools to the various post-primary schools and an examination of current enrolment within the various year groupings of these primary schools. From this examination, a projection is made of future enrolment in each of the post-primary schools within the five towns. This, in tum, leads to an identification of future possible amalgamations and a justification of amalgamations already proposed by the Department of Education and Science. The thesis concludes by making several recommendations which would safeguard the ethos of Catholic schools in the light of a declining secondary school enrolment, a growth in amalgamations and an increasingly significant role for the VECs in the provision of post-primary education. These recommendations would also ease the process of amalgamations in schools that are not viable, either economically or in terms of curricular provision.

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Books on the topic "School amalgamation"

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Martin, Noel Michael. An investigation of management issues in the first year of a new school formed by the amalgamation of threepreviously existing schools. [s.l: The Author], 1986.

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Blain, Raymond. What are the effects of the amalgamation of Orangefield Boys School and Orangefield Girls School on the Physical Education and Games Department of the now Orangefield High School?. (s.l: The Author), 1998.

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Grimes, E. J. Two into one shall go!: An examination of how an LEA processes the amalgamation of an infant and junior school into one primary school. [s.l.]: typescript, 1985.

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Burnham, Simon James. Evaluating amalgamation and organisational change: A collaborative action research project with the staff of a West Midlands primary school. Birmingham: University of Birmingham, 1997.

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Kelly, Gerard Patrick. The future of the small school in the rural community: The case for amalgamation and the management of the process. [s.l: The Author], 1997.

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Coyle, Martin. An examination of the management implications of the design and implementation of an organisational structure in the context of primary school amalgamation: A case study. [S.l: The author], 1994.

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O'Sullivan, Fidelia. The management implications of three schools amalgamating to become a community school. [S.l: The author], 1991.

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Agbolegbe, Kofi George. Managing change: Amalgamation and integration of four schools of nursing and midwifery.... London: PEL, 1991.

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Dispelling the myths of school board amalgamation: An information resource document for OPSBA members. [Toronto]: Ontario Public School Boards' Association, 1995.

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Smart schools initiative: Proposed amalgamation of Comiston and Hunters Tryst primary schools. Edinburgh: The City of Edinburgh Council, 2004.

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Book chapters on the topic "School amalgamation"

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Norrie, Kenneth McK. "Institutional Care." In A History of Scottish Child Protection Law, 232–79. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474444170.003.0009.

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This chapter explores the development and increasing regulation of the institutional care of children removed from their families by the state. The growth of reformatory and industrial schools in the 19^th century is dealt with, as are the reasons why these two types of school were never truly separate in Scotland. Their formal amalgamation into “approved schools” in 1932 is examined, as is the regulatory structures that evolved to ensure their appropriate running, including their registration, the managers, and the rules for discipline and corporal punishment. The regulation of children’s homes, originally run by charitable endeavours (voluntary organisations) and after 1948 increasingly by local authorities, is also covered. Various official reports reimagining the purpose of institutional care are examined in some detail, in particular the Kearney Report, as are the regulatory rules that developed from these reports. Finally, the development of “secure accommodation”, that is to say, locked accommodation, is described, with the regulatory framework governing the running of secure accommodation within institutional care of children.

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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

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"6 School Division Amalgamations: Giving the Public What It Wants." In Governing Education. Toronto: University of Toronto Press, 2005. http://dx.doi.org/10.3138/9781442675438-008.

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Saad, Noor Saazai Mat, Ramiaida Darmi, Suraini Mohd Ali, Nurkhamimi Zainuddin, Normazla Ahmad Mahir, Norhaili Massari, Norhana Abdullah, et al. "A Revolutionized Model for Teaching Practicum and Assessment." In Handbook of Research on E-Assessment in Higher Education, 269–94. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5936-8.ch011.

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Teaching practicum is an integral feature of any education-based program. Teaching competency, expertise, and quality are developed and refined during the practicum, as a form to assess these teachers to-be. Traditionally, it is conducted with the supervisors visiting the supervisees' schools for observations of the teaching and learning activities in class. Tapping on the advent of technology, researchers from USIM have innovated this practice through an online practicum supervision tool called electronic practicum assessment model (e-PRASMO). After undergoing two rounds of research and improvisation, e-PRASMO embodies the strengths of its innovation and practicality: cost effectiveness, stress-free environment, flexibility, technological enhancement, reflexivity, and accessibility. It also espouses the framework of the 3 P's model by Biggs, showing the amalgamation of both the online and traditional teaching practicum activities. With more uniqueness offered by e-PRASMO, it becomes a revolutionized innovation for practicum method and assessment aligned with the current era.

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Conference papers on the topic "School amalgamation"

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Michael, Andreas. "The True Market Value of a Good Petroleum Engineer: A Technical Perspective." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206272-ms.

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Abstract Defined by SPE as the application of basic and engineering sciences to the finding, development, and recovery of oil, gas and other resources from wells, petroleum engineering (PE) has been throughout the years falsely thought of as an amalgamation of other disciplines applied to the exploration and recovery of hydrocarbons. Integrating all PE subdisciplines in a manner efficient for teaching and learning is essential for securing the abundance of well-rounded market-attractive professionals. This paper discusses advantages individuals with PE background experience should exhibit in their employment in the oil and gas industry and academia. There is no point for students in going to school for a degree that will not hand them a competitive edge within their discipline. For graduate PEs, the job market is dependent on the quality of their respective academic programs and by extension to the quality of the teaching faculty. A steady oil and gas job market may not necessarily warrant robust employment opportunities, particularly straight after graduation. In a discipline like PE, where almost everything that matters takes place thousands of feet underground, apportioning credit for successes or responsibility for failures is itself a challenge. Decreases in student enrollments in PE programs reported by various universities during times of low oil and gas prices poses questions about the future of the PEs discipline, despite the steady demand for oil and gas in the world's energy mix. Academic programs interested in facilitating a smooth transition of their graduates into the industry should work in conjunction with practitioners to provide the correct balance between theory and practice in their coursework ensuring that once employment opportunities are created, they get filled with candidates of relevant education and training. PE degree-holding candidates should be the natural first choice for PE positions. This means that their educational and professional backgrounds should be providing them with an undisputed advantage which places them a leg above candidates from other disciplines. For instance, for a well completions job opening, there should not be a better alternative than a good PE specialized in well completions. If every PE graduate comes out of his or her program with a skillset which is superior to that of his or her competition, he or she will be the preferred choice for an oil and gas job.

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