Academic literature on the topic 'School directories'
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Journal articles on the topic "School directories"
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Aziz, Reja Abdul Hussein, and Asaad Abdulla Alsalami. "Evaluating Performance Quality of Physical Education and Scouting Departments in Baghdad’s Education General Directorates from Physical educators Point of View." Journal of Physical Education 33, no. 2 (June 28, 2021): 53–61. http://dx.doi.org/10.37359/jope.v33(2)2021.1141.
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The research aimed at constructing a quality performance scale for physical education and scouting activities departments in Baghdad general education directories of education from physical educators’ point of view as well as identifying the level of performance quality of physical education and scouting activities departments in Baghdad general education directories. The problem of the research lies in answering the following questions: what is the current level of physical education and scouting department performance quality in Baghdad general directorates of education from physical educators’ point of view? What is the main reason that helped positive or negative performance? Is quality performance evaluation effective for identifying this performance and its level? The researchers used the descriptive method on (472) secondary school physical educators and the subjects were (317) that were divided into the pilot study, construction, and application subjects. The researchers proposed (22) items for measurement and the data was collected and treated using proper statistical operations to come up with the conclusions and recommendations.
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Budd, Elizabeth L., Raoul S. Liévanos, and Brigette Amidon. "Open Campus Policies: How Built, Food, Social, and Organizational Environments Matter for Oregon’s Public High School Students’ Health." International Journal of Environmental Research and Public Health 17, no. 2 (January 10, 2020): 469. http://dx.doi.org/10.3390/ijerph17020469.
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Open campus policies that grant access to the off-campus food environment may influence U.S. high school students’ exposure to unhealthy foods, yet predictors of these policies are unknown. Policy holding and built (walkability), food (access to grocery stores), social (school-to-neighborhood demographic similarity), and organizational (policy holding of neighboring schools) environment data were collected for 200 Oregon public high schools. These existing data were derived from the Oregon School Board Association, WalkScore.com, the 2010 Decennial Census, the 2010–2014 American Community Survey, the Supplemental Nutrition Assistance Program, TDLinex, Nielson directories, the U.S. Department of Education, the National Center for Education Statistics, and the Common Core of Data. Most (67%) of Oregon public high schools have open campus policies. Logistic regression analyses modeled open campus policy holding as a function of built, food, social, and organizational environment influences. With health and policy implications, the results indicate that the schools’ walkability, food access, and extent of neighboring open campus policy-schools are significantly associated with open campus policy holding in Oregon.
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Smith, Camille M. "Access to String Instruction in American Public Schools." Journal of Research in Music Education 45, no. 4 (December 1997): 650–62. http://dx.doi.org/10.2307/3345429.
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This study is an examination of string access in American public schools; the researcher sought to determine the actual number of school districts in each state that offered string instruction and at which grade levels. Specific questions posed were (a) What is the current relationship between access to string instruction and school-district location, size, and socioeconomic level? (b) How does access vary by school type—elementary, middle, high school? (c) How does access vary in different regions of the country? Data were obtained for each of the 14,183 school districts listed in the 1994-1995 Market Data Retrieval School Directories. A total of 2,268 districts (15.99%) were identified that offered string instruction. Of these, it was found that 71.42% (N = 1,620) offered string instruction at the elementary school level, 78.52% (N = 1,781) at the middle school level, and 80.15%) (N = 1,818) at the high school level. The findings also indicated that string instruction was offered most often in average-socioeconomic-level, medium-sized, urban districts in the Eastern, North Central, and Northwest Music Educators National Conference divisions, and in average-socioeconomic-level, large, metropolitan districts in the Southern, Southwestern, and Western divisions. String instruction was offered least often in low-socioeconomic-level school districts (N = 100) regardless of location or size.
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Banat, Sohaila M., Soua'd M. Ghaith, and Mouhamed Sayel Barahmeh. "The Reality of Counseling Services Provided by the School Counselor for Gifted and Talented Students in the Jordanian Government School." Journal of Educational and Psychological Studies [JEPS] 7, no. 2 (January 1, 2013): 151–66. http://dx.doi.org/10.53543/jeps.vol7iss2pp151-166.
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This study aimed to investigate the reality of counseling services provided by the school counselor for gifted and talented students in the Jordanian governmental school. Also, it aimed to know the effects of some demographic variables. The researchers developed a scale for the counseling services that consisted of 50 items. The instrument included: psychological, academic, vocational, familial, social, and cognitive aspects. It was administrated after checking it's appropriate reliability and validity. The sample consisted of 174 counselors from Salt, Zarqa, Almafraq, Alrosaifa, and Ain Albasha directories in Jordan. The results showed that the counselors practicing low level of the counseling services. Also, the results indicated a significant difference in the counseling services provided to gifted and talented students due to the years of the experience fevoring to the counselors with an experience less than five years. On the other hand, there were no significant differences due to gender, degree, type of school, and the number of the students. In light of these results the researchers recommended that training opportunities and enhanecement should be provided to the counselors who serve the gifted and talented students in public schools.
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Banat, Sohaila M., Soua'd M. Ghaith, and Mouhamed Sayel Barahmeh. "The Reality of Counseling Services Provided by the School Counselor for Gifted and Talented Students in the Jordanian Government School." Journal of Educational and Psychological Studies [JEPS] 7, no. 2 (January 1, 2013): 151. http://dx.doi.org/10.24200/jeps.vol7iss2pp151-166.
Full textAbstract:
This study aimed to investigate the reality of counseling services provided by the school counselor for gifted and talented students in the Jordanian governmental school. Also, it aimed to know the effects of some demographic variables. The researchers developed a scale for the counseling services that consisted of 50 items. The instrument included: psychological, academic, vocational, familial, social, and cognitive aspects. It was administrated after checking it's appropriate reliability and validity. The sample consisted of 174 counselors from Salt, Zarqa, Almafraq, Alrosaifa, and Ain Albasha directories in Jordan. The results showed that the counselors practicing low level of the counseling services. Also, the results indicated a significant difference in the counseling services provided to gifted and talented students due to the years of the experience fevoring to the counselors with an experience less than five years. On the other hand, there were no significant differences due to gender, degree, type of school, and the number of the students. In light of these results the researchers recommended that training opportunities and enhanecement should be provided to the counselors who serve the gifted and talented students in public schools.
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Youssouf, Youssouf Ballah. "The Future of Physical Education and Sports in Light of the Crisis of Playgrounds in Schools in the Republic of Djibouti." Journal of Advances in Sports and Physical Education 6, no. 06 (July 6, 2023): 96–101. http://dx.doi.org/10.36348/jaspe.2023.v06i06.001.
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The teaching of Physical Education and Sports (PES) is increasingly compromised in Djibouti, as most of the new middle and secondary schools built in the past two decades do not have playgrounds. This situation has meant that some students have never had access to physical and sports activities as part of their school curriculum. They consequently suffer the detrimental consequences of this situation, particularly on health, well-being, and overall development. To carry out this research, we have analyzed several data sources, such as internal reports and statistical directories of the national education system. We have also studied legislative documents, articles, reports, and chapters on the evolution of school education in Djibouti, as well as ethnographic surveys. Through descriptive analyses, the purpose of this article is to highlight the disparities that exist among different schools in terms of playground equipment and, by extension, access to physical and sports activities. Ultimately, this article emphasizes the urgent need to address the crisis of playgrounds in schools to ensure a better future for PES and enable students to benefit from the physical, social, and educational advantages associated with engaging in physical and sports activities.
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Sullivan, Jill M. "Women Music Teachers as Military Band Directors during World War II." Journal of Historical Research in Music Education 39, no. 1 (January 18, 2017): 78–105. http://dx.doi.org/10.1177/1536600616665625.
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The purpose of this study was to determine how women music teachers became the United States’ first female military band directors. Interviews with seventy-nine World War II military bandswomen revealed that seven of the ten chosen female directors were music teachers prior to their enlistment in the Army, Coast Guard, or Marines—band and orchestra teachers, music supervisors, and a college professor. Six of those seven directors are included in this study. Research questions pertained to their childhood music education, formal schooling, music-teacher employment, why they quit teaching to enlist, military education, military leadership and performance experiences, how they continued music making after the war, and the meaning of this experience for their lives. Corroboration of interview responses with primary and secondary sources—census data, school records, city directories, social security index, newspaper articles, photographs, diaries, military documents, military and WWII books—revealed that these music educators had accurate memories, outstanding music education and performance backgrounds, substantial leadership experiences, and diverse musical backgrounds that made them good choices for leading military bands and ensembles. All were part of significant firsts for women in the military. Near the end of their lives, they believed that their service as a military band director and musician had substantial impact on their lives and in some cases valued as “the most important” experience of their lives.
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Ho, Daniel E., Oluchi Mbonu, and Anne McDonough. "Mandatory Retirement and Age, Race, and Gender Diversity of University Faculties." American Law and Economics Review 23, no. 1 (April 1, 2021): 100–136. http://dx.doi.org/10.1093/aler/ahab002.
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Abstract While many have documented the changing demographics of universities, understanding the effects of prohibiting mandatory retirement (“uncapping”) has proved challenging. We digitize detailed directories of all American law school faculty from 1971–2017 and show that uncapping in 1994 had dramatic effects. From 1971 to 1993, the percent of faculty above 70—when mandatory retirement would typically have been triggered—remained stable at 1%, but starting in 1994, that proportion increased to 14%. We use a permutation test of moving cohorts to show that these increases are attributable to uncapping. Roughly 39% of faculty members would counterfactually have been subject to mandatory retirement. Effects were less pronounced at public schools, which were more likely to have defined benefits retirement plans. Second, we show that schools with the highest proportion of faculty over 70, and thus most impacted by uncapping, also exhibit the slowest integration of female and minority faculty members. Our study highlights crosscutting effects of civil rights laws: preventing age discrimination can have collateral effects on racial and gender integration.
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G. Jauro, Gever, Nordy D. Siason, and Suzette G. Talaman. "Contextualizing Contingency Management Plan: A Disaster Risk Reduction Toolkit for School Principals in the Philippines." International Journal of Membrane Science and Technology 10, no. 4 (September 26, 2023): 494–503. http://dx.doi.org/10.15379/ijmst.v10i4.2073.
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This developmental study aimed to evaluate the disaster risk reduction and management (DRRM) capabilities, preparedness, and emergency response competence of Filipino school principals in Guimaras Island, while also developing a relevant contingency management planning toolkit tailored to the needs of the region. The study involved 92 deliberately selected participants, including public elementary and secondary school principals, as well as private school administrators. Data was collected using a researcher-made questionnaire consisting of three sections: DRRM Assessment Capability, Preparedness, and Emergency Response Competence. Descriptive statistics, including frequency counts, percentage analysis, mean, standard deviation, and rank, were used for data analysis. The results indicated that both public and private school principals in Guimaras demonstrated a high capability for risk assessment, substantial preparedness, and a significant level of competence in emergency response. Notably, their assessment capability was strongest in areas such as monitoring and evaluating DRRM programs and understanding Site Development Plans, while their least predominant skills were related to maintaining and strengthening lifeline systems and estimating equipment lifespans. In terms of DRRM preparedness, strengths included utilizing DepEd Orders for class suspensions during inclement weather and providing emergency contact directories. Weaknesses were identified in areas like capacitating student-led watch teams and preparing localized school policies for disaster preparedness. Regarding emergency response, school principals were found to be highly competent in managing personnel and coordinating with the Local DRRM Team. They were also proficient in providing necessities to teachers and students and reporting damages using the RADaR App. To address the identified gaps, a contextualized toolkit was proposed, tailored to the specific needs of Guimaras schools. This toolkit received excellent ratings from experts in terms of its attributes, objectives, content, usefulness, and self-help features.
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Knickelbein, Becky A., and Cynthia M. Richburg. "Special Educators’ Perspectives on the Services and Benefits of Educational Audiologists." Communication Disorders Quarterly 34, no. 1 (November 4, 2011): 17–28. http://dx.doi.org/10.1177/1525740111413120.
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A 36-item survey was used to determine whether special educators have access to the services of an audiologist and whether they obtained benefit from the audiologist’s services. Additional goals included gathering information about special educators’ understanding of basic audiological concepts related to a school setting, added job responsibilities brought about by lack of access to an audiologist, and collaboration between these teachers and audiologists. The survey was emailed to special educators identified through online school district directories. A total of 39% of the surveyed special educators had access to an educational/contractual audiologist, with 71% of them believing they received benefit from these services. These benefits included provision of hearing screenings, in-services, and aural (re)habilitation. In all, 73% of the special educators judged their own background understanding of basic audiological information within the “low” range, and most of the special education teachers surveyed did not feel prepared to assist students with hearing aids, FM systems, or cochlear implants. Less than half of the special educators (47%) reported that collaboration between these professionals was strong where available. Special educators consider themselves unprepared to handle the audiological maintenance needs of their students’ equipment and are often unaware of the audiologist’s role, including their availability in schools.
Dissertations / Theses on the topic "School directories"
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Parra, Robledo Richar. "Formación para el liderazgo escolar: Impacto del Plan de formación de directoras y directores en Chile." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/670721.
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La present tesi doctoral va tenir com a objectiu avaluar l’impacte del pla de formació de directors i directores en la millora institucional dels centres escolars de Xile. L’estudi va sorgir de la necessitat de generar investigacions en el context xilè sobre l’impacte dels programes de formació per al lideratge escolar i la influència de l’equip directiu en els resultats educatius i en les millores en els centres escolars.
El disseny de la investigació és no experimental, transaccional y correlacional. El mètode d’investigació és mixt en el qual es complementen els dissenys quantitatius i qualitatius. Les tècniques, instruments i estratègies per recollir informació es configuren de quatre enquestes, sis entrevistes i dades secundàries. La mostra de l’estudi s’articula des de sis dimensions consideres en la investigació: les persones formades en el pla (n=290), els programes formatius del pla (n=29). Per aprofundir en els impactes es van analitzar 6 centres escolars des de la perspectiva de la persona formada en exercici del càrrec (n=6), des de l’avaluació 90º de les persones col·laboradores (n=40) i des de les dades secundàries. Finalitzat el procés anterior, es va requerir a 105 persones externes a les formacions per al desenvolupament d’un perfil professional. Totes les dades són articulades i integrades a la triangulació metodològica i de persones agents.
Els resultats s’identifiquen en quatre nivells. En el primer nivell, s’aprecien tres impactes claus en les persones participants respecte a l’actualització professional, tant en coneixements com en les competències directives; una millora en temes d’accés i ascens professional, especialment, en les professores d’aula, les quals durant o posterior a la formació van accedir a càrrecs de coordinació acadèmica o direcció escolar i, finalment, la generació de xarxes de contacte i d’intercanvi professional.
En el segon nivell, el disseny de les accions formatives, es visualitzen patrons comuns, relacionats amb la coherència interna, idoneïtat docent del personal professional i l’ús de metodologies actives (treball participatiu i col·laboratiu) per al desenvolupament teòric/pràctic dels aprenentatges i de les competències directives.
En el tercer nivell, fa referència a la importància de comptar amb el suport del professorat, equip directiu i del personal directiu superior per poder aplicar la formació a l’organització escolar.
En el quart nivell, s’identifica un alt impacte de la formació en l’àmbit professional, especialment, en la millora del desenvolupament professional i en les competències directives. El major impacte en l’organització s’aprecia en la motivació al personal col·laborador per aconseguir una cultura de treball en equip. Els menors impactes es determinen en els resultats acadèmics i en la millora de la qualitat dels aprenentatges de l’alumnat.
Entre les conclusions, es determina el canvi de model de direcció escolar, des d’una administració burocràtica cap a un model de doble perspectiva, situat en el lideratge en i per la justícia social/educativa i en el lideratge pedagògic centrat en l’aprenentatge per a la millora organitzacional. El 94% de les persones formades convergeixen en el canvi de focus del lideratge escolar. Per dur a terme la transformació del model, s’identifiquen tres pràctiques directives claus: visió estratègica compartida, desenvolupament de les capacitats professionals i lideratge dels processos d’ensenyament-aprenentatge.
Finalment es conclou, que el desenvolupament professional i competencial en les persones participants es produeix de forma paral·lela, interrelacionada entre la formació i la seva aplicació en l’organització escolar, generant una relació entre totes dues. A més, s’aprecia que el major impacte dels programes formatius es produeix en el propi aprenentatge de les persones formades i en el seu desenvolupament professional.La presente tesis doctoral tuvo como objetivo evaluar el impacto del plan de formación de directores y directoras en la mejora institucional de los centros escolares de Chile. El estudio surgió de la necesidad de generar investigaciones en el contexto chileno sobre el impacto de los programas de formación para el liderazgo escolar y la influencia del personal de dirección en los resultados educativos y en las mejoras en los centros escolares. El diseño de la investigación es no experimental, transeccional y correlacional. El método de investigación es mixto en el cual se complementan los diseños cuantitativos y cualitativos. Las técnicas, instrumentos y estrategias para recoger información se configuran de cuatro encuestas, seis entrevistas y datos secundarios. La muestra del estudio se articula desde seis dimensiones consideras en la investigación: las personas formadas en el plan (n=290) y los programas formativos del plan (n=29). Para profundizar en los impactos se analizaron 6 centros escolares desde la perspectiva de la persona formada en ejercicio del cargo (n=6), desde la evaluación 90º de las personas colaboradoras (n=40) y desde los datos secundarios. Finalizado el proceso anterior, se acudió a 105 personas externas a las formaciones para desarrollo un perfil profesional. Todos los datos son articulados e integrados en la triangulación metodológica y de personas agentes. Los resultados se identifican en cuatro niveles. En el primer nivel, se aprecian tres impactos claves en las personas participantes respecto a la actualización profesional, tanto en conocimientos como en las competencias directivas; una mejora en temas de acceso y ascenso profesional, en especial, en las profesoras de aula, las cuales durante o posterior a la formación accedieron a cargos de coordinación académica o dirección escolar y, finalmente, la generación de redes de contacto y de intercambio profesional. En el segundo nivel, el diseño de las acciones formativas, se visualizan patrones comunes, atingentes a la coherencia interna, idoneidad docente del personal profesional y el uso de metodologías activas (trabajo participativo y colaborativo) para el desarrollo teórico/práctico de los aprendizajes y de las competencias directivas. En el tercer nivel, referido a la importancia de contar con el apoyo del profesorado, equipo directivo y del personal directivo superior para poder aplicar la formación en la organización escolar. En el cuarto nivel, se identifica un alto impacto de la formación en el ámbito profesional, en especial, en la mejora del desarrollo profesional y en las competencias directivas. El mayor impacto en la organización se aprecia en la motivación al personal colaborador para lograr una cultura de trabajo en equipo. Los menores impactos se determinan en los resultados académicos y en la mejora de la calidad de los aprendizajes del estudiantado. Entre las conclusiones, se determina el cambio de modelo de dirección escolar, desde una administración burocrática hacia un modelo de doble perspectiva, situado en el liderazgo en y para la justicia social/educativa y en el liderazgo pedagógico centrado en el aprendizaje para la mejora organizacional. El 94% de las personas formadas convergen en el cambio de foco del liderazgo escolar. Para llevar a cabo la transformación del modelo, se identifican tres prácticas directivas claves: visión estratégica compartida, desarrollo de las capacidades profesionales y liderazgo de los procesos de enseñanza-aprendizaje. Finalmente, se concluye que el desarrollo profesional y competencial en las personas participantes se produce de forma paralela, interrelacionada entre la formación y su aplicación en la organización escolar, generando una relación entre ambas. Además, se aprecia que el mayor impacto de los programas formativos se produce en el propio aprendizaje de las personas formadas y en su desarrollo profesional.
The objective of this doctoral thesis was to evaluate the impact of the directors’ training plan on the institutional improvement of Chilean schools. The study arose from the need to generate research in the Chilean context on the impact of training programs for school leadership and the influence of school personnel on educational results and improvements in schools. The research design is non-experimental, transectional and correlational. The research method is mixed in which the quantitative and qualitative designs are complemented. The techniques, instruments and strategies to collect information are made up of four surveys, six interviews and secondary data. The study sample is articulated from six dimensions considered in the research: the people trained in the plan (n=290) and the training programs in the plan (n=29). To deepen the impacts, 6 schools were analyzed from the perspective of the person trained in office (n=6), from the 90º evaluation of the collaborators (n=40) and from the secondary data. At the end of the previous process, 105 people from outside the training were approached to develop a professional profile. All the data is articulated and integrated in the methodological and agent triangulation. The results are identified at four levels. At the first level, there are three key impacts on the participants regarding professional updating, both in knowledge and in managerial skills; an improvement in issues of access and professional promotion, especially in the classroom teachers, who during or after the training agreed to positions of academic coordination or school management and, finally, the generation of contact networks and professional exchange . At the second level, the design of training actions, common patterns are visualized, related to internal coherence, teaching suitability of professional staff and the use of active methodologies (participatory and collaborative work) for the theoretical/practical development of learning and of managerial powers. At the third level, referring to the importance of having the support of the teaching staff, management team and senior management personnel in order to apply the training in the school organization. At the fourth level, a high impact of training in the professional field is identified, especially in the improvement of professional development and managerial skills. The greatest impact on the organization is seen in the motivation of collaborating personnel to achieve a culture of teamwork. The least impacts are determined in the academic results and in the improvement of the quality of the student learning. Among the conclusions, the change in the school management model is determined, from a bureaucratic administration to a double perspective model, located in leadership in and for social/educational justice and in pedagogical leadership focused on learning for organizational improvement. 94% of the people trained converge in the change of focus of school leadership. To carry out the transformation of the model, three key management practices are identified: shared strategic vision, development of professional capacities and leadership of the teaching-learning processes. Finally, it is concluded that the professional and competence development in the participating people occurs in a parallel way, interrelated between the training and its application in the school organization, generating a relationship between both. Furthermore, it is appreciated that the greatest impact of training programs occurs in the learning of the people trained and in their professional development.
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Giarratano, Caryn D. "Criteria for evaluating personnel directors in Missouri public schools /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988665.
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Patrick, James Michael. "Virginia Athletic Directors and School Law." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74383.
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A review of the literature indicates that there has been no previous studies on Virginia Athletic Directors (ADs) and their knowledge of school law. Several researchers have studied other educators' knowledge of school law. In general, previous studies on educators' knowledge of school law demonstrates that educators do not have a comprehensive working knowledge of school law. ADs differ from those studied previously due to the lack of unified certification requirements for ADs in the Commonwealth of Virginia.
This study was designed to measure Virginia interscholastic ADs' knowledge of job related school law. In addition, the study analyzed the data for any significant relationships between ADs' knowledge of school law and other variables. Such variables include age, experience, size of school district, level of education, administration and supervision endorsement, type of legal training, methods for obtaining current school law information and/or updates, membership in professional organizations, national certification level. Of the 315 Virginia public high school Ads, 305 were surveyed and 140 responded, for a response rate of 45.9%. Results were analyzed using descriptive statistics, t-tests, and ANOVA analysis.
Statistical analysis revealed that ADs in larger schools scored significantly higher than ADs in smaller schools. Also, ADs with that possessed the 'Certified Athletic Administrator' (CAA) credential scored significantly higher than ADs that have not attained the CAA certification. Lastly, ADs that are members of both the state and national ADs association (VIAAA and NIAAA, respectively) scored significantly higher than ADs who are not members of both associations.Ed. D.
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Schwartz, Sandra. "Vocal Health of Middle School and High School Choral Directors." Scholarly Repository, 2006. http://scholarlyrepository.miami.edu/oa_dissertations/52.
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Teachers are considered professional voice users because they depend on the regular and uninterrupted use of the voice. The nature of teaching requires more extensive use of the voice than other professions. Therefore, teachers are faced with a greater risk of developing voice problems. In addition to using the voice to present content to students, teachers must also manage the classroom and student behavior. All of these activities have potential to compromise vocal integrity. The purpose of this study was to examine the vocal health of selected middle school and high school choral directors. Specifically, it explored relationships between vocal health condition as determined by the modified Voice Handicap Index (VHI) and self-report vocal health rating and (a) age, (b) gender, (c) years of teaching, (d) level of teaching, (e) vocal health education, and (f) fundamental frequency and intensity ranges of the voice as indicated by the voice range profile (VRP). This study also sought to determine the relationship between VRP, and age, gender, years of teaching, and level of teaching. Results indicate choral directors' vocal intensity range is significantly smaller than the trained and untrained populations, choral directors' minimum vocal intensity is significantly higher than the trained and untrained populations, and choral directors are able to produce significantly fewer semitones resulting in a smaller vocal frequency range than trained and untrained populations.
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Barrientos, Piñeiro Claudio A. "El papel de los directores y directoras en la promoción de la participación familia y comunidad en las escuelas básicas. El caso de la comuna de Panguipulli - Chile." Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/289708.
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En la actualidad, hacerse cargo de la tarea de educar en la complejidad e incertidumbre de la sociedad del siglo XXI no puede ni debe ser solo una tarea exclusiva de las escuelas. A este delicado proceso formador deben incorporarse necesariamente, con un rol protagónico, colaborador y articulador, las familias y el entorno social inmediato. Por ello, las organizaciones educativas, particularmente las que imparten formación primaria, deben impulsar y promover permanentemente redes y acciones de colaboración con los mencionados agentes, con el fin de fortalecer su función educadora y propender a mejorar la calidad de los aprendizajes de sus estudiantes. En este sentido, la gestión directiva se torna fundamental para propiciar la mejora educativa, a través del fortalecimiento de la identificación cultural de sus integrantes, otorgando sentido y significación a los procesos de enseñanza que permitirán potenciar la cohesión institucional y el sano desarrollo social de las comunidades y sus familias.
Con esta fundamentación por delante indagamos en las competencias profesionales de los directores y directoras de las escuelas básicas de la comuna de Panguipulli, concretadas a través de las prácticas y estrategias directivas que favorecen, o no, la promoción de la participación de las familias y la comunidad y las principales dificultades a las que se deben enfrentar, información que fue contrastada con las apreciaciones y significados de docentes, asistentes de la educación, padres y representantes de la comunidad.
Considerando lo anterior, pudimos responder a preguntas tales como:
¿La práctica directiva fomenta o no la participación de las familias y la comunidad en el quehacer educativo de los estudiantes? ¿Cómo promueven, los directores, la participación y qué estrategias utilizan para ello? ¿Cuáles son las competencias necesarias que deben poseer los directores para promover la participación? ¿Cuáles son los principales obstáculos institucionales y del entono que condicionan la participación efectiva de las familias y la comunidad en la escuela? y ¿Cómo valoran las familias y las instituciones de la comunidad la labor de los directores para promover esta participación?
Con esta idea, se pone como centro de interés de la investigación al papel que desempeñan los directores de las escuelas básicas de la comuna de Panguipulli en la promoción de la participación, desde donde planteamos los siguientes objetivos:
A) General
Describir, analizar y comprender el papel de los directores de escuelas básicas de la comuna de Panguipulli, XIV Región de los Ríos, en relación con la promoción de la participación de las familias y la comunidad en los procesos de mejora.
B) Específicos
a. Identificar las concepciones y valoraciones que los directivos atribuyen a la participación de las familias y la comunidad en la escuela.
b. Identificar las competencias profesionales, prácticas y estrategias directivas necesarias para promover procesos de participación al interior de las escuelas y en la comunidad y las valoraciones que los directores, docentes, asistentes de la educación, familias (padres) y representantes de la comunidad hacen de ellas.
c. Identificar y describir las diferentes actividades de participación promovidas por los directores, descubriendo sus objetivos y valores que promueven.
d. Analizar y describir los principales elementos del contexto que favorecen y dificultan la promoción de la participación de las familias y la comunidad en las escuelas.This Thesis is focused on exploring, through a Study of Cases, about professional and personal skills of elementary schools of Panguipulli County, mobilized through practical and managerial strategies that offer, or not, promoting the participation of families and the community in schools and the main difficulties of the context to which they have to face, such as the valuation that community agents make of them. This way, such information was contrasted with the findings and meaning of teachers, education assistants, parents and representatives of the community. Considering this, we can answer questions such as: Does the policy of practice encourage the participation of families and the community in the educational work of the students? How the principals promote the participation and what strategies are they using? What are the required skills the Principals must have to promote the participation in their schools? What are the main institutional and environmental barriers that determine the effective participation of families and the community in schools? And, How do the families value and the community institutions the Principals work to promote the participation? With this idea in mind, the executive management is set as a center of interest and the role that Principals play in elementary schools in promoting participation.
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Roche, Robert J. "Exploring Flow Amongst Experienced Middle School and High School Band Directors." Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827003.
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The purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.
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Thomson, Ashley, and Sylvie Lafortune. "Handbook of Canadian Boarding Schools." Dundurn Press, 1999. https://zone.biblio.laurentian.ca/dspace/handle/10219/187.
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Private schools have frequently provided innovative, experimental, and creative program unavailable to students in the public system. The most successful have survived and expanded by offering an educational experience widely perceived to be not just as good as that available in the public system, but better. In Canada, private schools are enjoying an unprecedented popularity and while most are day-only, over sixty sustain boarding programs, as do two off-shore Canadian schools. The Handbook of Canadian Boarding Schools presents information on the educational environment of each province,then offers comparative information on each boarding school. The information on each school includes: basic data, location, history, philosophy, the campus, boarding facilities, health and safety, administration and faculty, student body and student conduct, academic calendar and program, information technology, student activities and student conduct, admission and costs. The Handbook also supplies several appendices outlining important programs often available through boarding schools, such as Advanced Placement courses and the International Baccalaureate. For parents in Canada and abroad about to commit substantial sums to their children''s education, the Handbook of Canadian Boarding Schools is an essential tool to help them make the right decision. It is also an indispensable resource for supporters of the public system looking for ideas that have worked elsewhere.Ashley Thomson, a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury, is the author/editor of the Directory of Canadian Private Residential Schools (1986), of which this is a major revision. Sylvie Lafortune is a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury.
Laurentian University subsidized the research for this project.
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Miller, Harlie G. "High School athletic eligibility policies a mixed-methods study of the perspectives of Public School athletic directors /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
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Swanson, William Russell Kennedy Larry DeWitt. "Perceptions of Illinois high school athletic directors relative to the effects of Proposition 48 upon selected elements of the academic preparation of Illinois high school athletes." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918626.
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Thesis (Ed. D.)--Illinois State University, 1989.Title from title page screen, viewed October 12, 2005. Dissertation Committee: Larry Kennedy (chair), William Piland, Kenneth Strand, Joel Thirer, William Tolone. Includes bibliographical references (leaves 218-228) and abstract. Also available in print.
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Parkinson, Nancy S. "Educational attainment, food and nutrition knowledge, nutrition attitudes, nutrition behaviors, and nutrition training of Indiana school food service directors." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1319832.
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The National School Lunch Program (NSLP) was established to provide meals that would meet one-third of the daily nutritional needs of children. Administrators of NSLP understand the responsibility to address the rising increase of obesity in children today. The purpose of this study was to examine the educational attainment, food and nutrition knowledge, nutrition attitudes, nutrition behaviors and nutrition training of 411 Indiana School Food Service Directors, through the completion of a 50 itemized questionnaire. The hypothesis of this research was to show that the educational attainment of Indiana School Food Service Directors would not impact their food and nutrition knowledge, nutrition attitudes, nutrition behaviors or nutrition training.A statistical significance (p<0.036) was found when analyzing nutrition attitudes between the respondents in the 41-50 year age group and the 61-70 year age group. Results indicated the 41-50 year old group had a more positive nutrition attitude than the 61-50 year age group. Additional analysis of the questionnaire results revealed no statistical significant difference between Indiana School Food Service Directors' educational attainment and nutrition attitude, nutrition behaviors, or nutrition training.Department of Family and Consumer Sciences
Books on the topic "School directories"
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Heiter, Celeste. American boarding schools: The American boarding school experience. 2nd ed. San Francisco, Calif: ThingsAsian Press, 2009.
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Long, Katherine. The Seattle times school guide: Elementary & K-8 schools. [Seattle, Wash.]: Seattle Times Co., 1999.
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Veriod, Glenda. Which library school. 4th ed. London: Association of Assistant Librarians, 1986.
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), Bingham Derek (Ed, ed. Which School?: Directory of Independent Schools. Saxmundham: J.Catt Educational, 1995.
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Maine. Dept. of Educational and Cultural Services. Division of Planning and Management Information., ed. School administrative districts and community school districts in Maine. Augusta, Me: The Division, 1987.
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Baltimore County Public Schools. Office of Guidance., ed. Maryland vocational-technical school file. [Hanover, N.H.]: Houghton Mifflin, 1985.
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Mathieson, Andrew. Avon school visits directory. Bristol: Avon County Public Relations and Publicity Department, 1985.
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Johns, Frank A. School disciplineguidebook: Theory into practice. Boston: Allyn and Bacon, 1989.
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Obermeyer, Vera. Finding a school in San Francisco. 4th ed. San Francisco: Learning Associates, 1995.
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Lyons, Blythe. Choosing the right school for your child: A guide to selected elementary schools in the Washington area. Lanham: Madison Books, 1990.
Find full textBook chapters on the topic "School directories"
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Görgülü, Deniz. "Metaphorical Perceptions of the School Directors and Teachers Related to School Principalship." In Chaos, Complexity and Leadership 2017, 607–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_50.
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Akins, Jennifer. "What Directors Need to Know about the Comprehensive School Counseling Programs that Support Student Mental Health." In Administrative Leaders and School Counselors, 153–68. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003219750-14.
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Sá, Susana, and Palmira Alves. "The Schools’ Ranking in the Opinion of Directors of Secondary Education Schools in Portugal." In Advances in Intelligent Systems and Computing, 327–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61121-1_28.
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Üredi, Lütfi, and Hakan Ulum. "The Relationship Between the Mathematical Thinking Levels and Conflict Management Strategies of School Directors." In Chaos, Complexity and Leadership 2017, 231–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_19.
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Üredi, Lütfi, Mustafa Özarslan, and Hakan Ulum. "Managerial Approaches Adopted by School Directors with Diverse Personality Characteristics: A Sample of Mersin City." In Springer Proceedings in Complexity, 609–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64554-4_44.
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Mallinson, Jonathan. "1. 1897–1900: The Making of a Potter." In William Moorcroft, Potter, 7–30. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0349.01.
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This chapter looks at Moorcroft’s training as a potter at the firm of E.J.D. Bodley where his father had worked as Artistic Director, and his education both at the innovative Burslem School of Art and at the National Art Training School (soon to be renamed the Royal College of Art). His appointment as a designer at James Macintyre & Co., Ltd. put him in a firm at the very centre of enlightened art education in the Potteries, its Directors including the forward-looking M.P. Wm Woodall (who had served on the Royal Commission on Technical Instruction), the philanthropist Th. Hulme, and the gifted ceramic chemist, H. Watkin. It was a firm developing its production of electrical porcelain, but keen also to invest in the manufacture of high-quality art pottery. The firm’s Minutes reveal the great benefit it soon derived from Moorcroft’s appointment. After just four years, Moorcroft had acquired an international reputation as a ceramic artist, and his Florian ware was stocked by exclusive retailers the world over, bringing widespread commercial success. It was the ideal collaboration of manufacturer and designer, of commerce and art, very much in the spirit of the Arts and Crafts. The chapter also considers Moorcroft’s distinctive integration of ornament and form, a quality often singled out in early reviews and quite different from the ‘applied’ decoration of much contemporary pottery. No less distinctive was his technique of slip decoration, his unusually rich colours achieved by staining the unfired clay with metallic oxides, and his unique practice of signing every pot by hand.
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M. Díaz-Fernández, Antonio. "Talking with Spies: From Naïve to Distrustful Researcher." In Fieldwork Experiences in Criminology and Security Studies, 3–22. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41574-6_1.
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AbstractIntelligence officers – generally known as ‘spies’ – will not openly admit, even within their own family circles, that they work for an intelligence service. These agencies have neither local offices nor facilities, nor do they visit schools to talk about the daily life and work of their officers. Public media appearances are extremely rare, and it is usually only the director of the agency whose face is seen in public. Innate secretiveness and the inaccessibility of many official archives are obstacles to transparent research on intelligence services. In 1998, I commenced my doctoral thesis on the Spanish intelligence services. Far from being a passing adventure, the topic became my principal line of research for over two decades, during which time I completed almost 250 interviews, including 100 with members and ex-members of the intelligence services and another 50 with heads of government, Spanish and foreign intelligence service directors, military staff, politicians, and diplomats. In this chapter, I present my fieldwork experience of interviewing intelligence officers and the evolution of a young and somewhat naïve researcher into a more mature and distrustful one.
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Bułat, Barbara. "Od kolebki do grobu, czyli źródła informacji biograficznej w Bibliotece Jagiellońskiej." In Skąd przyszliśmy? Kim jesteśmy? Dokąd zmierzamy? Wokół badań nad genealogią, 39–54. Wydawnictwo Naukowe Uniwersytetu Pedagogicznego w Krakowie, 2021. http://dx.doi.org/10.24917/9788380845787.3.
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The aim of the article is to present selected types of printed sources of biographical information, showing that it is contained not only in biographical dictionaries. Various traces of human life can also be found in such publications as: parish books published in print; school management reports; lists of students or university graduates; lists of theses; address books of cities; telephone directories; street lists, publications about real estate owners; shematisms; lists of trade representatives; listings of business owners; industry directory books; activity reports or professional journals issued by organizations, associations or unions; spa guest lists; lists of participants in uprisings; lists of the injured; lists of repressed people; hourglasses, obituaries, mourning records; lists of personal losses from the years of war and occupation; cemetery guides. Selected examples of each of these types of sources show what kind of information they can contain. The second part of the article provides basic tips on how to search for such publications in the rich collections of the Jagiellonian Library, who and where can use the found materials.
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"Section Two: Via Film School." In The Director’s Cut. Continuum, 2006. http://dx.doi.org/10.5040/9781501342233.0027.
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"Directors of the School." In High Gain, High Power Free Electron Laser: Physics and Application to Tev Particle Acceleration, ix. Elsevier, 1989. http://dx.doi.org/10.1016/b978-0-444-87395-8.50004-2.
Full textConference papers on the topic "School directories"
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Porozovs, Juris, Anita Migleniece, Daina Voita, and Alvis Valdemiers. "THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCHOOLS OF LATVIA." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.80.
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Modern education is closely connected with implementation and using of information and communication technologies (ICT) in the teaching process. The questionnaire of teachers and directors of Latvia schools was carried out in order to evaluate the situation of ICT in schools and the attitude of school pedagogues toward this process. The results of the questionnaire showed that supply of schools with modern ICT in Latvia is not sufficient. The respondents expressed their views: what are the main obstacles of effective implementation of ICT in the study process and what are the priority challenges in the implementation of ICT in schools. Key words: information and communication technologies, schools, implementation, teachers, directors.
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Dogaru, Mariana. "SPECIFIC ELEMENTS FOR SUCCESSFUL ROMANIAN SCHOOL." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-040.
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Identifying successful schools is a challenge because relativity characteristics on which the school was defined as one in this category. Our research aims to identify traits generally accepted by experts in the quality of education that characterize a successful school. So were surveyed 1387 specialists working in the quality of education (700 trainers counselors and external evaluators, experts in quality, evaluation and accreditation, 687 inspectors responsible for monitoring and quality control), were held interviews with nine directors (five from "successful schools" and 4 schools considered less successful) and focus groups with teachers from selected schools. The conclusions are meant to stabilize the characteristics of successful school, so there is a common language in judging and assessing school success.At Romanian school system is well known that a school can be evaluated from different perspectives, so the stakeholders can choose according to all these. But, all the time, the conclusion "successful school" or "less successful school" is a label unexplained. At the level of school marketing, this label is more important, no matter for what reason . That' s why, from our perspective it is more important to have the same point of reference according to which a school can be labeled as "successful" or " less unsuccessful".Also, our research tried to involve the expert on quality of education, human resources that know all the school and had evaluated according to national indicators the schools from Romania. Many questions were raised like what characteristics define the success? Who are more or less important? From what perspective is important to judge a school?
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Tripses, Jenny S., Ilze Ivanova, Jūratė Valuckienė, Milda Damkuvienė, and Karmen Trasberg. "Baltic Social Justice School Leaders." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.33.
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Social justice school leadership as a concept, while familiar in the United Kingdom, Australia, New Zealand, Canada, and the United States school leadership literature, is not widely recognized in other parts of the world. Social justice school leadership appropriately differs from one culture to another and is always context-specific to a particular school setting, great organization structure or country. However, social justice is a necessary and fundamental assumption for all educators committed to combating ignorance and the promotion of student global citizenship as a central theme of school practices. The purpose of this study was to provide understandings of ways that selected social justice school leaders from three countries; Lithuania, Latvia, and Estonia conceive of and practice social justice in leading their schools. The manuscript describes how six Baltic directors, identified by local educators on the basis of research conducted by the International School Leaders Development Network (ISLDN) as social justice school leaders, responded to interview questions related to their practice. Four directors were Latvian and one each from Lithuania and Estonia. Limitations to the study include basing conclusions upon a single (or in one case, several) interview(s) per subject and limitations on generalizability of qualitative exploratory case study. By definition, every case study is unique, limiting generalizability. Interviews were thematically analyzed using the following definition: A social justice school leader is one who sees injustice in ways that others do not, and has the moral purpose, skills, and necessary relationships to combat injustice for the benefit of all students. Findings reveal strong application of values to identify problems based on well-being of all students and their families and to work collaboratively with other educators to find solution processes to complex issues related to social justice inequities. As social justice pioneers in their countries, these principals personify social justice school leadership in countries where the term social justice is not part of scholarly discourse.
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Chirino Gutierrez, Alvaro, Sherli Mamani Huanca, and Beatriz Mamani Mamani. "Statistical Curriculum In Bolivia, Changes In The Era Of Big Data." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t7c3.
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This paper presents the development of the statistical curriculum in the school and university system in Bolivia, a review of the current regulations is performed, and the contents related to statistics in the primary and secondary cycle are described. For the undergraduate degree in the university, the process of the last curriculum at the Universidad Mayor de San Andrés is described and the statistical profile described through interviews with the career directors of the only two universities that offer the program in statistics is included El presente documento presenta el desarrollo de la currícula estadística en el sistema escolar y universitario en Bolivia, se realiza una revisión de la normativa vigente, se describen los contenidos vinculados a la estadística en el ciclo primario y secundario. Para el pregrado en la universidad se describe el proceso del último plan de estudios en la Universidad Mayor de San Andrés y se incluye el perfil estadístico descrito mediante entrevistas a los directores de carrera de las dos únicas universidades que ofrecen el programa en estadística
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Tănase, Diana. "The romanian school of directing. Precursors, founders, reformers." In Conferința științifică internațională "Învăţământul artistic – dimensiuni culturale". Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2022. http://dx.doi.org/10.55383/iadc2022.19.
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The recent history of universal theater surfaced the need of superior education for the theater director profession. Even more recently, the Romanian theater school has started to grow closer to the European direction of fulfilling this need, which has been finding its way and instruments from the start or the 20th century. The paper is centered on an incursion in the history of this branch of theater, establishing the most important pillars which contributed to its foundation and development to date. Ilustrious Romanian theater directors, Camil Petrescu, Ion Sava, Radu Penciulescu and Valeriu Moisescu, through their theoretical principals which have been engraved in the history of Romanian theater and following the academic rules of implementation are the most important pillars of the Romanian theater directors’ school, which owes them its very existence.
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Yoder, Beth. "The Expectation of Unwavering Invincibility: Music Performance Anxiety in School Band Directors." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2003783.
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"Factors Influencing for Early Retirement Demand of School Principals in Riyadh Educational Directorates, Saudi Arabia." In International Conference on Trends in Social Sciences and Humanities. Emirates Research Publishing, 2015. http://dx.doi.org/10.17758/erpub.er815040.
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O’Callaghan, Simone, and Carl Morgan. "What Design Can Learn From Collaborating with Indigenous Partners." In Sixteenth International Conference on Design Principles & Practices. Common Ground Research Networks, 2024. http://dx.doi.org/10.18848/978-1-963049-18-3/cgp/49-54.
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This paper examines learnings gained from working with Indigenous partners on creative design projects through Studio Zed, a creative agency at the University of Newcastle which provides students with creative studio placements over the summer and Work Integrated Learning (WIL) opportunities throughout the year. Studio Zed has collaborated with Aboriginal and Torres Strait Islander Communities to deliver design projects. Both the studio directors, and students have found these projects enriching, learning much from being shown alternative world views and perspectives that can then be fed back into design processes. This paper introduces the reader to the Indigenous Design Charter, then discusses learnings from a case study project called Where’s Our Water, which was a collaboration with Awabakal and Worimi communities, University of Newcastle, School of Education, Hunter Water and Newcastle High School to produce an illustrated children’s book focusing on water conservation.
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Victorio, Aldo, and Teresinha Vilela. "Art, Audiovisual and Design: an experience." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.128.
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This work aims to share part of a research carried out in a public school that brought art, school and university closer together. The research aimed to understand the interests of students in the Final Stages of Youth and Adult Education (EJA) and was carried out at the Municipal Expeditionary Aquino de Araújo School, in Duque de Caxias, state of Rio de Janeiro. The audiovisual production comes from the school's partnership with the Audiovisual Resources Laboratory of the State University of Rio de Janeiro, Campus Duque de Caxias, Faculty of Education of Baixada Fluminense (LABORAV-UERJ/FEBF). Students, collaborators, go from protagonists to directors and editors of their own productions. In this way, we try to enhance the interests of students who are often invisible. The research gave us the opportunity to get to know in more detail various interests of the students who, along the way, converged mainly on the culture of Skate and Hip Hop. At school, not only skateboarding was present in the classroom, but also skateboarding images, on shirt prints, on the covers of some notebooks. In the pre-investigative period of the project, Mauricio Silva had drawn the letters “R” and “C” on a project for a shirt, an activity that we propose, as an art teacher at the school. Then I met Mauricio Silva with his skater friends, exposing the “Ratarius” brand, that “R” that he drew in his shirt project. This meeting took place at the Meeting of Favelas (MOF) which was recorded in Video 1-MoF2014 Cultura e Imagem Fora das Paredes da Escola https://youtu.be/JdmRNjYygMs?t=7. Ana Mae Barbosa (2015) presents the image as a research narrative. Video 1 was a moment in the research, in which image/writing overflowed beyond paper and videos began to be part of the research methodology as well. We rely on Arts Based Research (PBA) with a/r/tography. Prior to any public presentation of Video 1, students and former students, Mauricio Silva, Thiago Marques, Anthony Oliveira and Raphael Santos were invited to watch Video 1 together on LABORAV, resulting in Video 6 (https://youtu.be/b6E94LzTpxY) with their reactions and comments to the event. see -. Afterwards, from this moment on, the other seven videos were produced with their direct collaboration, getting the invitation to watch. And we are celebrating the approval (October/2021) of the Licentiate Course in Cinema and Audiovisual for the Baixada Fluminense Education Faculty Unit of the State University of Rio de Janeiro, the place that made our research possible.
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Macken, Jared. "The Stranger in the Architectural Project on the City." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335078.
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This paper presents the project “Two Strangers Meet in a Parking Lot” and associated research studios as a case study of decolonized architecture pedagogy. The project conceptualizes the stranger as an alternative architectural user, creating a dialectical conversation with the users and architectural visions from architectural history. This dialogue encourages new pedagogical research methodologies related to the topic of city design. The case study uses these methodologies to recuperate lost cultural histories of Tennessee Town, an overlooked neighborhood in Topeka, Kansas, with an important connection to the Harlem Renaissance. According to Kwame Anthony Appiah, strangers transgress and challenge cultural boundaries by creating conversations at the edges of these borders, yet strangers counterintuitively utilize the environments in the city that are initially foreign to them to produce alternative cultural knowledge. This interaction between stranger and entities in the city provides a model for how disciplines can communicate across their own boundaries. The strangers’ conversation, when transferred to the architectural studio setting, becomes what Mark Linder calls “transdisciplinary” discourse, which occurs at the borders of adjacent disciplines. The resulting knowledge intentionally highlights overlooked and misinterpreted cultural moments in the city while creating an alternative to traditional interdisciplinary modes of working, which the philosopher Homi Bhabha says is essential if disciplinary fields are to progress with the global city. The “Two Strangers” case study consists of built structures that were designed, first, to transform people into strangers and, then, to instigate conversations between them. As a result, strangers become acquaintances and exchange new knowledge. The architectural studio course explored this idea further by taking students outside of the classroom where they engaged with the community through conversations with city archivists, community leaders, city council persons, urban planners, and museum directors.
Reports on the topic "School directories"
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Shahgholian, Azar, and David Bryde. The Relationship Between The Board of Directors’ Social Capital and Construction Firms’ Environmental Profiles. Association for Project Management, November 2022. http://dx.doi.org/10.61175/rqve8344.
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The concept of environmental sustainability has been a hot topic in recent years and is becoming an increasingly important aspect of our everyday lives due to UN and UK government initiatives such as the NetZero Project. Our study conducted by Azar Shahgholian and David Bryde (Liverpool Business School, Liverpool John Moores University, Liverpool) takes the first step in providing data-driven evidence of the power of the social network in enhancing organisational performance relating to achieving environmental sustainability goals in a project-intensive industry sector. The aim is to show how the social capital of those individuals working at a board level in construction companies is utilised in different ways when carrying out practices that maximise environmental performance.
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McReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier, and Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, July 2022. http://dx.doi.org/10.29242/report.syracuse2022.
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As part of ARL’s Research Library Impact Framework initiative, a team at Syracuse University Libraries conducted a study to explore the impact of embedding three “distinct academic learning communities” in Syracuse University’s Bird Library: the Blackstone LaunchPad; the Center for Learning and Student Success; and the Syracuse Office of Undergraduate Research and Creative Engagement. Three objectives guided the team: (1) explore how the libraries impact the communities; (2) determine how the communities impact the libraries; and (3) identify methods/metrics that could demonstrate reciprocal impact and be useful to the Association of Research Libraries (ARL). Impact was explored from multiple perspectives, including community directors, community participants, the libraries’ dean, and libraries’ staff. Results point to the value of the library as a central and interdisciplinary academic space for the communities, one that helps break down disciplinary borders by allowing community participants to more easily meet and collaborate with students from other schools and colleges.