Journal articles on the topic 'School directories'
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1
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.
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Haddad, Becky, Lavyne Rada, and Amy Smith. "Measuring mobility: A quantitative description of SBAE teacher mobility in Minnesota." Journal of Agricultural Education 65, no. 1 (March 31, 2024): 226–44. http://dx.doi.org/10.5032/jae.v65i1.2471.
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Considerations around teacher attrition, supply and demand, and retention are incomplete without including teacher mobility. The problem, as it currently stands, finds SBAE ill-equipped, at the professional level, to support mobile teachers. Providing support, however, starts with understanding the population; in this case, mobile teachers. The purpose of our study was to quantitatively describe teacher mobility in [State] over the last 20 years (1999-2021). To describe SBAE teacher mobility in our state, we utilized teacher retention data compiled from state teacher directories over the last 20 years (1999-2021). We corroborated previous findings noting heightened attrition after year one in a new school, and school retention of mobile teachers to average about three years. These findings bear implications for our pre-service preparation, induction level support, and mid-career advice and support relative to the suggested reduction of frequency in mobility with additional teaching experience.
12
Grant, Vance. "THE STATISTICAL INFORMATION FUNCTION IN THE NATIONAL LIBRARY OF EDUCATION." Education Libraries 21, no. 3 (September 5, 2017): 5. http://dx.doi.org/10.26443/el.v21i3.116.
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This article describes both the historical and current roles that educational statistics play in the National Center for Education Statistics and the more recently established National Library of Education. Discussed are several sources and publications that Dr. Grant has found to be the most helpful in his long career of responding to diverse and far-reaching queries on American education.He draws on population, economic and education surveys; census results; directories of U.S. school districts; reports on enrollment, staff and revenues of elementary, secondary and post-secondary institutions; and state assessments of educational progress in the U.S. In particular are cited 3 annual publications from the National Center for Education Statistics which provide inquirers with the mostwide-ranging and indispensable information on American education.
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Istikbal Ibryam, Ilhan, Byulent Mustafa Mustafa, and Atti Rashtid Mustafa. "CRYPTOGRAPHIC ALGORITHM FOR DEFENDING INFORMATICS TEST RESPONSES." Knowledge International Journal 28, no. 4 (December 10, 2018): 1361–65. http://dx.doi.org/10.35120/kij28041361i.
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With the introduction of Information Technology in educational process we need more often to use electronic evaluation. The examples of test variants in the secondary school are often prepared with the help of word processing editors as WordPad that has good opportunities for elementary text formatting. Another part of the teachers often use Microsoft Word when preparing their tests. It is true that Microsoft Word has much more editing and formatting instruments than WordPad. For access to electronic educational resources suggested by the school teachers two or more computer networks are built (teachers' and learners'). Using these networks and their access rights, each user, learner or teacher, has the opportunity to add files and directories into the school database (DB). Learners can add files with the exercises they have done during their classes. Teachers suggest through the database the electronic lessons they have developed. At the end of each unit each teacher prepares an electronic test. In it there are described the evaluation criteria depending on the number of points the student has gathered through correct responses. In most cases we notice that in the teachers' network files with the responses of the tests are added later on. Not always the means for defence offered by the system administrators at the school can guarantee the safety of our files and more exactly the manipulation of the answers of the electronic forms of check up. Aiming at more effective defence of the text files, this article views an algorithm created by us for cryptographic defence of text files and it's application in secondary school. The effective use of cryptographic information defence minimises the opportunity to decipher the coded information aiming at its misuse by the learners. Providing safe defence against unsanctioned access in computer communication is a complex and extensive task which is solved by means of a set of measures of organisation and programme-technical character. The defence of the process of submitting data requires utmost attention because it concerns the most vulnerable and accessible for violation points in the communication systems.
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Dratch, Gladys I. "SPECIAL COLLECTIONS FOR EDUCATION RESEARCH: CONTRIBUTIONS TO AN INFORMATION NETWORK." Education Libraries 22, no. 1-2 (September 5, 2017): 5. http://dx.doi.org/10.26443/el.v22i1-2.124.
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This article focuses on special collections in the United States which provide historical curriculum resources and other specialized materials for education research. An overview of the Special Collections at Monroe C. Gutman Library, Harvard University, Graduate School of Education provides background on their growth and development, descriptions of major collections, information about the preservation microfilming projects, and a discussion of the research use of the collections. Other sources of information about special collections are presented, including the author's annotated bibliographies of directories for locating special collections and selected World Wide Web sites. Various collections are featured in the descriptive entries for the print and online sources. The author concludes that promoting our institutions' special collections through various print and online sources, as well as formal and informal communication with colleagues and scholars, advances the work of researchers in the field, although there are challenges in addressing the associated issues of access, staffing, services, and preservation. It is suggested that Web sites have the greatest potential for enhancing the research process by disseminating in-depth information about special collections.
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Jannah, Roudhotul, and Djoko Andrijono. "Development of online directory of Islamic higher education in Java Island." Jurnal Penelitian 19, no. 2 (January 3, 2023): 146–53. http://dx.doi.org/10.26905/jp.v19i2.9167.
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Currently, we have entered the industrial era 4.0 where technology and information are developing very quickly so that a lot of data can be obtained easily by the public, but the credibility of this information cannot be accounted for because the source of information is unclear. It is known, with these problems and supported by sophisticated technology, a new search medium has emerged which is called an online directory. The contents of online directories include important information such as names of organizations, institutions, or individuals, addresses, telephone numbers, as well as credible sources. Many people, especially high school graduates, and the equivalent want to continue their education in tertiary institutions, one of which is an Islamic university. Thus the online directory of Islamic universities in Java made by this author can be used as a reference for people who wish to continue their education at Islamic universities in Java but users also need to find further information through the website link that is already listed in the directory because the information is in the directory is not 100% complete.
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A., Fountoulakis, and Kalathaki M. "Assessing Tool for the Professional Profile of the Candidate School Directors-The Greek Legislative Framework." International Journal of Human Resource Studies 8, no. 3 (May 31, 2018): 69. http://dx.doi.org/10.5296/ijhrs.v8i3.13228.
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In order to fill the positions of the executives of the public education, and in particular for the selection of Directors of Secondary General Education Schools, teachers of public Education are selected on the basis of tables that drawn up according to the provisions of the respective laws. The research aimed to analyze the issue of evaluation/assessment of the professional profile of the School Directors-Candidates in Secondary Education, with the synthesis of the assessing criteria used in the last 20 years in Greece by the Ministry of Education in order to create, as result, an assessing tool for the selection of school directors. Through the research it is attempted to highlight how professionally structured the Greek legislation requires to be the Directors of Secondary Education, i.e. how scientifically and pedagogically trained (I), how its administrative and downstream experience (II) is valued and how their Personality (III) are.The results of the research are pictured in the ‘Assessing Tool for the Candidate School Director's Professional Profile', in Secondary Education.
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Howitt, Christina, Fitzroy Henry, Kern D. Rocke, Catherine R. Brown, Waneisha Jones, Leith Dunn, and T. Alafia Samuels. "COVID-19 and the social distribution of hunger in three Caribbean Small Island Developing States." Revista Panamericana de Salud Pública 46 (August 25, 2022): 1. http://dx.doi.org/10.26633/rpsp.2022.61.
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Objectives. To determine changes to income and livelihood, food consumption, and hunger due to coronavirus disease 2019 (COVID-19) in three Small Island Developing States (SIDS) in the Caribbean: Jamaica, St Kitts and Nevis, and St Vincent and the Grenadines. Methods. This was a cross-sectional study conducted in July 2020. Participants were selected using telephone directories and lists of mobile numbers. Data were collected through face-to-face and telephone interviews. Participants rated the impact of COVID-19 on their livelihoods and the Adult Food Security Module was used to assess hunger. To examine how these outcomes varied by sociodemographic group, multivariable logistic regression analysis was used, with odds ratios (OR) and 95% confidence intervals (CI) reported. Results. The analysis included 880 participants. Of these, 40% (344/871) reported some form of hunger, with 18% (153/871) classed as moderate-to-severe hunger. Almost three quarters of households reported some impact on their livelihood (640/880), with 28% (243/880) classifying this impact as moderate to severe. Women were 60% more likely to report that their livelihoods were moderately to severely affected by COVID-19 (OR 1.59; 95% CI 1.09, 2.31) and 70% more likely to experience moderate-to-severe hunger (OR 1.70; 95% CI 1.37, 2.09). The effects of COVID-19 on livelihood and hunger were greater in those with secondary-school and primary-school education compared with tertiary education. Conclusion. The COVID-19 pandemic is disproportionately affecting the most vulnerable segments of the population. Social protection programmes are a key component of efforts to alleviate the pandemic’s consequences; however, equitable access must be ensured.
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Barış, Ali Erkan, and Gülsün Atanur Baskan. "Adaptation of internal audit system to supervisory system in the provincial directorate of national education and a model proposal." Pegem Eğitim ve Öğretim Dergisi 10, no. 1 (January 4, 2020): 103–46. http://dx.doi.org/10.14527/pegegog.2020.005.
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The aim of this research is to provide a supervision model for provincial directorates of national education in accordance with contemporary audit approaches. The study is designed as a mixed research method. The participants of the study include 4082 people; 3576 teachers, 452 administrators (10 provincial/district national education directors and assistant directors, 11 branch managers, 431 school principals and assistant principals) and 10 education supervisors working in public schools and institutions in Nevşehir in 2017 and 44 education supervisors working in the ministry of education. Data collection tools were developed by the researcher. The quantitative data were collected by the Adoption and Applicability Scale of the Internal Audit System (AASIAS). Qualitative data were collected through semi-structured interview form. Results of the study showed that the participants adopted the internal audit system to a great extent and found it applicable in provincial directorates of national education. In addition, the opinions of the participants were integrated into the internal audit system and a supervision model was developed for the purpose, structure and process dimensions of provincial directorates of national education.
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Whitaker, Jennifer A. "High School Band Students’ and Directors’ Perceptions of Verbal and Nonverbal Teaching Behaviors." Journal of Research in Music Education 59, no. 3 (August 11, 2011): 290–309. http://dx.doi.org/10.1177/0022429411414910.
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This study was designed to examine the use and perception of selected teaching behaviors of high school band directors. Videotaped rehearsals of six band directors’ top-performing ensembles were analyzed for conductor magnitude, sequential pattern components, and instructional pacing. Directors and students rated video excerpts of their rehearsals, completed a questionnaire, and participated in interviews. Teaching behaviors were generally consistent with previous research. Student evaluations of excerpts containing drill, all strict conducting, and more teacher talk were rated lowest. Highest rated excerpts contained more or relatively equal amounts of student response and teacher talk, some expressive conducting, and varying facial expressions. Directors rated excerpts containing little variety in facial expression and more or equal amounts of teacher talk highest. Lowest rated excerpts contained drill or structured rehearsal; all or mostly strict, or no conducting; and longer student activity times. Students were able to identify and discuss their director’s teaching behaviors, had a respect for their director’s musical abilities and knowledge regardless of rapport, desired more praise, and thought of disapproving feedback as necessary critique. Directors were most critical of their conducting behaviors, spent time reflecting on their teaching, and believed self-assessment was beneficial to improve one’s teaching.
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Baev, Andrey A. "HISTORICAL SOURCES ON THE TOPIC: ORGANIZATIONAL, PEDAGOGICAL AND SOCIAL ACTIVITIES OF E.E. TIMOFEEV." Historical Search 5, no. 2 (June 25, 2024): 105–13. http://dx.doi.org/10.47026/2712-9454-2024-5-2-105-113.
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The article is devoted to the study of sources on pedagogical, organizational and social activities of a native of Vologda province, a graduate of Olonets provincial men’s gymnasium in 1853, a prominent employee of the educational system of the second half of the XIX century, Erast Egorovich Timofeev, coming from the lower middle class. Studying the lives and activities of individuals who made a significant contribution to the development of the educational system at one of the historical stages of Russia’s development is relevant in connection with the fact that the year 2023 was announced by the President of the Russian Federation as the year of a teacher and a mentor. In addition, studying the biography of this personality will give the opportunity to more fully explore the role of an outstanding teacher – Fyodor Nikolaevich Fortunatov – as a mentor. The purpose of the study is to study historical sources containing materials on the stages of E.E. Timofeyev’s biography, and his role in the development of the educational system in Vologda Province in the 19th century. Materials and methods. A special feature of this topic is the chronological coverage of Russia’s history in the XIX century. As a consequence, the source base is archival materials, commemorative books and official directories. Methodological basis: the principle of historicism, the principle of objectivity, the principle of consistency. Research methods: the method of analysis and synthesis, historical-genetic and biographical methods. The scientific novelty is manifested in the introduction into scientific circulation of new materials about the activities of E.E. Timofeev from the archives, as well as in considering the role of this personality in the development of Vologda educational system in the XIX century. Research results. The author analyzes the archival source “An Additional Service Record about the Service of the Teacher of Olonets County School, Belonging to the 12th class, Erast Timofeev. July 1854″, which is biographical information about the person under study. The official directories of Vologda province for 1881, 1882, 1883, 1887 were studied, which made it possible to trace the dynamics of E.E. Timofeev’s career advancement. The study covered commemorative books of Vologda province for 1875–1876, 1879, 1893–1894, 1896–1897, which supplemented the information on the career advancement of our hero. Conclusions. Erast Egorovich Timofeev came from the lower middle class, he was a student of Fyodor Nikolaevich Fortunatov, and achieved a high status in the society and made the educational system of his native land more accessible. Thanks to his active participation in the work of various public committees of Vologda province, the development of the western and eastern counties of the region was leveled. This became possible by opening new and expanding old educational institutions in the east of the province.
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M, Musa. "Factors Influencing Students Attitudes towards Learning English as a Foreign Language in Tertiary Institutions in Zanzibar, Tanzania." International Journal of Linguistics 4, no. 1 (March 13, 2023): 14–26. http://dx.doi.org/10.47604/ijl.1840.
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Purpose: This study aimed at investigating the factors influencing students’ attitudes towards learning English as a foreign language in tertiary institutions in Zanzibar.
Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
Findings: The results revealed that there exist conceptual and contextual gaps relating to the study on the factors influencing students’ attitudes towards learning English as a foreign language in tertiary institutions in Zanzibar, Tanzania. Preliminary empirical review reveals that these attitudinal factors are divided into two main domains, that is, internal and external factors. Internal factors included students’ interest, self-confidence, lexicon knowledge, anxiety, risk-taking willingness, curiosity, and awareness of the English role.
Unique Contribution to Theory, Practice and Policy: The Affective Filter hypothesis, Cognitive theory and the Social learning theory may be used to anchor future studies in the acquisition of second foreign language in tertiary institutions. The study will be beneficial to Foreign Language teachers in these tertiary institutions, the school administration and policymakers in establishing strategies that will create a conducive environment for learners to be able to adjust and easily comprehend the foreign language being delivered.
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Nkrumah, James. "Investigating Foreign Language Learning Anxiety: A Case of French Students in Ghana." International Journal of Linguistics 4, no. 1 (March 13, 2023): 27–38. http://dx.doi.org/10.47604/ijl.1841.
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Purpose: The purpose of this study is to investigate foreign language learning anxiety amongst French students in Ghana.
Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
Findings: The findings revealed that there exists a contextual and a methodological gap relating to investigating foreign language learning anxiety among French students in Ghana. Preliminary empirical review reveals that that French-speaking students at Ghanaian educational institutions suffer from moderate anxiety. Because the French language system is distinct from their own and the English language system, this may be a source of anxiety. Pre-university exposure to the French language, particularly in elementary and secondary school, may assist to reduce anxiety to a moderate degree.
Unique Contribution to Theory, Practice and Policy: The Horwitz, Horwitz and Cope’s Theory. The Cognitive theory and the Krashen’s Affective Filter Theory may be used to anchor future studies relating to foreign language learning anxiety. The study will be beneficial to EFL teachers and other relevant stakeholders in establishing policies and strategies to create a conducive environment to allow foreign language learners have an easy time in acquisition of a foreign language.
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Ivanchenko, Lesya. "FROM THE DUBOVICHI LIFE: REPRESSIONS AGAINST THE CHURCH IN THE 1920-1930'S." Journal of Ukrainian History, no. 40 (2019): 129–35. http://dx.doi.org/10.17721/2522-4611.2019.40.16.
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In the article, the author reveals fragments of the study about repressions of the 1920s and 1930s against the churches, as an institution of society, against the clergy, church services, active parishioners of one of the settlements in Sumy Region(Dubovichi village). Self-identification and peaceful living under the laws of honor in the socialist regime led to the destruction of employed citizens and clergy who lived by vocation and by traditional moral principles. After all, it was they - conscious citizens, intellectuals, who "threaten" the terrorist plot of the Bolshevik authorities on the territory of Ukraine. Special attention was to the citizens who supported Tikhonovsk and Ukrainian autocephalous Orthodox churches. The parishioners of these churches were in principle affirmative. "Tikhonovtsi" decided religious uncompromising, "autocephalous" were nationalistic. Those and others did not perceive the Bolsheviks. Both opposed the political regime. Everyone who was in contact or was attached to these groups was prosecuted and arrested with special severity. Under the repressions were relatives and neighbors. Blackmail of single persons and family, voluminous and falsification documents, taking hostages. That was happening with all who was not controlled during the formation of the Soviet power. Over the 50 people from Dubovichi village and their families fell under the pressure of repressions. Most of them were sentenced to death. Just few of them returned from exile and settled in distant places from their native village. Dubovichi village has a centuries-long history. Best known it is in the religious environment through the icon of Dubovytsi's Mother of God. The miraculous image of the Virgin was discovered in the middle of the 17th century. And the glory about it spread far beyond the then Russian empire. Church leaders from Kiev, from Chernigov gathered at the procession during the celebrations of 1861. The pilgrimage to the icon in Dubovich was round-the-year. Copies from the list of the Virgin Mary Dubovitskaya were in the St. Sophia Cathedral of Kyiv. Information about the icon was printed in church calendars and metropolitan directories of pilgrims. The grand stone church of the Nativity of the Virgin in 1777 in the center of the village, it was the pease of architectural art that was rare in the countryside. As evidenced by foreign sources, the parish church was kind of fortress. It was surrounded by a brick fence with four towers in corners. The entrance to the churchyard was through the gates that were under the bell. There were burials around the temple. Marble monuments were raised on the graves. Icons in the temple were in different kyots, precious stones. Church property included a number of priest clothing, silverware. In the village there were three temples. This provided the opportunity for the parish to have six priests, several clerks and psalms in the state. All were destroyed until 1940, despite the architectural value of the builders and the ancients. Dubovichi parish numbered more than three thousand people at the beginning of the twentieth century. It was glorified by the numerous, beautiful choir, active citizens. The church library was more than 2000 volumes. The priests performed not only the need. Archpriest Gusakovsky was the head of refuge. The village choir numbered more than 60 people. There was a spiritual orchestra, a theater group, a hut-reading room, a rural school and a parochial school, and a folk school in the village. Also there was paramedic station, veterinarian, pharmacy. The hospital unit numbered up to 10 beds. Tolerance and high moral consciousness were typical for the people of Dubovichi. Not only Orthodox lived in the village . Archival documents indicate that the daughter of the priest was offended with the Catholic. Jews lived in Dubovichi. The social group was represented. There were Gypsies among the participants of the school. Those were posterity of that who survived and took good place in life of theatre. Able to analyze falsifications of the campaign to destroy the Dubovichi parish, the destruction of church buildings- works of architectural art. Information from directories, archival documents and old people's buildings allows us to reconstruct conditionally events of those times. The author for the first time highlights this page of the Dubovichi life. As well as information from recently declassified documents from archives of higher authorities on the repressed residents of Dubovichi village. Human losses, disadvantaged families, tales of reletives about Soviet Union. All this make a mosaic of the historical stratum of our country. The coverage of this problem somehow outlines the massive crimes of Soviet politics in the 1920's and 1930's. It is a tribute to those who sacredly keep memories of the repressed.
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BAMBA, Amadou, Kalifa DEMBELE, Abdoulaye MAIGA, and Abdoulaye Soumaïla MOULAYE. "Leadership of school principals and monitoring of students by their parents in Bamako." International Journal of Scientific Research and Management (IJSRM) 11, no. 07 (July 19, 2023): 2806–15. http://dx.doi.org/10.18535/ijsrm/v11i07.el01.
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The objective of this paper is to understand the link between the leadership of school principals and the monitoring of students by their parents. Indeed, the leadership of the principals should make it possible to bring the parents to take more interest in the follow-up of the pupils. A leadership test was thus administered to 6 directors (school principals) of private and public school groups from the Rive Droite Academy in Bamako; 480 students were quizzed about parental support and then an interview guide was sent to teachers, school principals and parents of students who are members of School Management Committees in the schools in the sample (CGS) to decide on the leadership of the directors and the follow-up of the pupils by their parents.
The results of the school principal’s leadership test show that 4 out of 6 directors have a good overall leadership score. The score for task orientation is the highest, followed by the score for democratic and participatory leadership; that for orientation towards pupils' parents is lower among all directors. In addition, 62.5% of students who benefit from parental support come from schools run by directors who have a good leadership score. The results of the interviews show that the directors of public schools find that the follow-up of pupils by their parents is not linked to their leadership but rather to the level of poverty of the parents, which poses the problem of school follow-up for their children. However, the directors of private schools specify that they themselves must find channels of communication with parents in order to sensitize them to follow their children. For teachers, directors of successful schools in Mali have a high level of democratic leadership. Four representatives of the parents of pupils think that the principals of schools do not make enough efforts to push the parents to be firm with their children. The other two representatives find that school principals are discouraged by the marked indiscipline of children due to the fact that parents do nothing to educate their children and encourage them to take their studies seriously.
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Bozak, Ahmet, Mumtaz Karadag, and Yavuz Bolat. "The Efficiency of Administrative CPD Courses towards School Managers." International Journal of Higher Education 7, no. 2 (April 11, 2018): 234. http://dx.doi.org/10.5430/ijhe.v7n2p234.
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The aim of this study is to define the points of view of the schools directors on administratorship CPD training course organized by local educational directorates. A mixed model was used in this study and related data was evaluated both at quantitative and qualitative dimensions. The sample group was formed by 174 participants among 567 school directors who participated to the administratorship CPD training course organized by Şanlıurfa Local Educational Directorate in Bozova, Haliliye, Siverek and Viranşehir districts in educational year of 2015 and 2016, and study group was formed by 149 school directors who participated the CPD training course in the same educational districts. Data was collected via a survey in quantitative dimension and by phenomenological interviewing technic in qualitative dimension. In the study, it was concluded that CPD course led the participants acquire new knowledge and skills, and have new perspective and understanding related to school management, the content of training course and qualification of the instructors were efficient enough according to the participant school managers, the CPD course was sufficient in terms of educational tools and equipment, school managers pay more attention to self-learning and find the CPD course sufficient enough in terms of self-learning opportunities, participants are concerned about the teaching methodology of the training course and they demand to have teaching methods which will depend on practical and operative activities rather than theoretical and academic information, the participants were not satisfied with the facilities supplied by the CPD organization, the timing of the CPD course was not welcomed and many participants stated their negative concern about the timing of the CPD course as it was held within educational year and as they had to manage their school simultaneously.
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Walsh, Robyn, and Donna M. Gibson. "“What Don’t We Do?”: The Experiences of School Counseling Directors in Relation to Leadership and Job Satisfaction." Professional School Counseling 23, no. 1 (January 2019): 2156759X1988682. http://dx.doi.org/10.1177/2156759x19886823.
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Limited research has explored the experiences of school counseling directors, defined in this study as school counselors who are the designated department leaders and school counseling supervisors at middle or high schools. In this phenomenological study, we sought to better understand the experiences of those directors, specifically in relation to leadership and job satisfaction. Four themes emerged from the data collected from the 10 participants. We discuss these themes and offer implications for training, support, and role clarification for school counseling directors.
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Noknoi, Supawadee, and Denchai Prabjandee. "Thai School Directors’ Lived Experiences and Attitudes Towards Global Englishes: Do They Impact Hiring Foreign National Teachers?" rEFLections 31, no. 1 (April 30, 2024): 295–309. http://dx.doi.org/10.61508/refl.v31i1.272799.
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Research on language attitudes towards Global Englishes in many contexts has focused on teachers and learners. However, limited research has paid attention to school directors even though they are in a vital position to make changes at the school. This study explored the school director’s lived experiences, attitudes toward Global Englishes, and how their attitudes impact hiring foreign national teachers. Utilizing a narrative inquiry design, three school directors from different school sizes, levels, and types were interviewed multiple times per person to ensure data saturation. The findings showed that all school directors demonstrated standard language and native speakerism ideologies formed earlier in their schooling experiences, especially in English classes. Regardless of positive or negative English learning experiences, they developed an entrenched belief that English should be taught by ‘native speakers.’ Yet, the decision to hire foreign national teachers was not simply influenced by their lived experiences and attitudes toward Global Englishes. Instead, it was affected by the school budget, the level of students, and parents’ expectations. Above all, one troubled concern materialized – hiring someone who looked ‘native.’ Implications were discussed moving forward when considering implementing the Global Englishes paradigm.
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Ascolani, Adrián. "La huelga de profesores en las escuelas normales: los directores, entre la adhesión y la denuncia (Santa Fe, Argentina, 1921)." Revista Educação e Emancipação 12, no. 3 (September 30, 2019): 13. http://dx.doi.org/10.18764/2358-4319.v12n3p13-37.
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RESUMENLa huelga ocurrida en la provincia de Santa Fe, en 1921, fue la experiencia más intensa de acción directa del sector docente durante la primera mitad del siglo XX, en la Argentina. La posición de los profesores y directores de las seis Escuelas Normales provinciales fue heterogénea, con particularidades propias de cada institución y ciudad. En este artículo se reconstruye esa diversidad, en base a fuentes oficiales reservadas. Se explican los motivos institucionales y sociales que incidieron en las conductas y acciones de los profesores. El trabajo busca hacer un aporte al estudio de las identidades y prácticas de los directores escolares, así como a su relación con las asociaciones gremiales.Palabras clave: escuela normal - huelga de profesores – sindicalismo docenteA greve dos professores nas escolas normais: os diretores, entre adesão e denúncia (Santa Fé, Argentina, 1921)RESUMOA greve ocorrida na província de Santa Fé, em 1921, foi a mais intensa experiência de ação direta do setor docente durante a primeira metade do século XX, na Argentina. A posição dos professores e diretores das seis Escolas Normais provinciais foi heterogênea, com características específicas em cada instituição e cidade. Neste artigo, essa diversidade é reconstruída, tendo como base fontes oficiais reservadas. Os motivos institucionais e sociais que influenciaram os comportamentos e ações dos professores são explicados. O trabalho busca contribuir para o estudo das identidades e práticas dos diretores das escolas, bem como sua relação com as associações sindicais.Palavras-chave: escola normal - greve de professores - sindicalismo de professoresThe strike of teachers in normal schools: the directors, between adhesion and complaint (Santa Fe, Argentina, 1921) ABSTRACTThe strike occurred in the province of Santa Fe, in 1921, was the most intense experience of direct action of the teaching sector during the first half of the twentieth century, in Argentina. The position of the professors and directors of the six provincial Normal Schools was heterogeneous, with specific Characteristics of each institution and city. In this article, this diversity is reconstructed, based on reserved official sources. The institutional and social reasons that influenced the behaviors and actions of the teachers are explained. The work seeks to make a contribution to the study of the identities and practices of school directors, as well as their relationship with trade union associations.Keywords: normal school - teachers strike - teacher unionism
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McElrath, Julie. "ARS Accreditation Framework – School Organization." Journal of Recovery Science 1, no. 2 (September 22, 2018): 10. http://dx.doi.org/10.31886/jors.12.2018.29.
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This session will guide you through the step by step accreditation standards for running the business side of Recovery High Schools. Learn from the best as you navigate selecting the model, identifying leadership, energizing a Board of Directors, building community partners and much more. 1. Business Planning: How do high schools operate with a revised strategic business plan that provides for a reasonable level of organizational autonomy and is created for longterm survivability and viability, 2. Board of Directors: How does the school have a functional and involved Board of Directors?, 3. School Leadership: How does the school have a recognized and fully trained leader or leaders who operate with a level of autonomy and flexibility within the larger organizational system?, 4. Community Partnerships: How does the school establish collaborative partnerships with local schools, treatment centers, and other community resources to create a coordinated system of support?, 5. Public Relations & Privacy Issues: How does the school have a plan to promote the school and its programs while respecting the privacy and safety of its students and families?, and 6. Program Evaluation: How does the school regularly evaluate the academic and therapeutic programs for continuous program improvement?
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K. O., Evans. "The Use of WhatsApp in the Learning Process among Graduate Students in the University of Nairobi, Kenya." African Journal of Education and Practice 9, no. 1 (March 27, 2023): 1–14. http://dx.doi.org/10.47604/ajep.1880.
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Purpose: The purpose of this study is to evaluate the use of WhatsApp in the learning process among graduate students in the University of Nairobi.
Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
Findings: The findings revealed that there exists a contextual and methodological gap relating to the use of WhatsApp in the learning process among graduate students in the University of Nairobi. Preliminary empirical review reveals that there is no doubt that digital technology is of significance in education today. WhatsApp mobile technology is extremely valuable in this regard, as it is widely and extensively employed in online university education. It also provides students with more options and possibilities in the context of online learning. Almost everything in the world has gone digital.
Unique Contribution to Theory, Practice and Policy: The Social Constructivism theory and Activity theory may be used to anchor future studies on the use of WhatsApp in the learning process among graduate students in the University of Nairobi. There is need for a quantitative survey to establish the statistical significance effect of the use of WhatsApp as a method of learning for graduate school students. There is also need for a comparative study on the effectiveness of the use of WhatsApp in learning and traditional form of learning
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Smith, Sharon. "Relationship between Artistic Expression and Mental Well-being." International Journal of Humanity and Social Sciences 2, no. 4 (May 5, 2024): 11–22. http://dx.doi.org/10.47941/ijhss.1880.
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Purpose: This study sought to investigate the relationship between artistic expression and mental well-being. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to artistic expression and mental well-being. Preliminary empirical review revealed that engaging in creative activities offers therapeutic benefits such as emotional expression, self-discovery, and social connection. Through various forms of art, individuals were able to reduce stress, improve mood, and foster a sense of belonging within their communities. Moreover, artistic expression served as a catalyst for personal transformation and empowerment, enabling individuals to overcome challenges and find meaning in their experiences. These findings highlight the importance of incorporating arts-based interventions into mental health care to promote holistic well-being. Unique Contribution to Theory, Practice and Policy: Art as Therapy theory, Flow theory and Socio-Emotional Selectivity theory may be used to anchor future studies. The studies exploring the relationship between artistic expression and mental well-being offered valuable recommendations that contributed to theoretical advancements, informed practical applications, and guided policy development. By elucidating the therapeutic mechanisms of artistic expression, practitioners integrated arts-based interventions into clinical practice, educators incorporated arts into school curricula, and policymakers advocated for increased funding and support for arts initiatives in healthcare and community settings. These efforts aimed to foster creativity, resilience, and social connection, ultimately enhancing mental well-being across diverse populations.
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Mazerolle, Stephanie M., Samantha R. Raso, Kelly D. Pagnotta, Rebecca L. Stearns, and Douglas J. Casa. "Athletic Directors' Barriers to Hiring Athletic Trainers in High Schools." Journal of Athletic Training 50, no. 10 (October 1, 2015): 1059–68. http://dx.doi.org/10.4085/1062-6050-50.10.01.
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Context In its best-practices recommendation, the Inter-Association Task Force for Preventing Sudden Death in Secondary School Athletics Programs urged all high schools to have a certified athletic trainer (AT) on staff. Despite the recommendation, many high schools lack the medical services of an AT. Objective To examine the barriers that athletic directors (ADs) face in hiring ATs in public high schools and in providing medical coverage for their student-athletes. Design Qualitative study. Setting Semistructured telephone interviews. Patients or Other Participants Twenty full-time public high school ADs (17 men, 3 women) from various geographical regions of the United States (6 North, 4 South, 4 Midwest, 6 West) participated. Data saturation guided the total number of participants. Data Collection and Analysis We completed telephone interviews guided by a semistructured questionnaire with all participants. Interviews were recorded and transcribed verbatim. Multiple-analyst triangulation and peer review were included as steps to establish data credibility. We analyzed the data using the principles of the general inductive approach. Results We identified 3 themes. Lack of power represented the inability of an AD to hire an AT, which was perceived to be a responsibility of the superintendent and school board. Budget concerns pertained to the funding allocated to specific resources within a school, which often did not include an AT. Nonbudget concerns represented rural locations without clinics or hospitals nearby; misconceptions about the role of an AT, which led to the belief that first-aid–trained coaches are appropriate medical providers; and community support from local clinics, hospitals, and volunteers. Conclusions Many ADs would prefer to employ ATs in their schools; however, they perceive that they are bound by the hiring and budgeting decisions of superintendents and school boards. Public school systems are experiencing the consequences of national budget cuts and often do not have the freedom to hire ATs when other school staff are being laid off.
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Gardner-McTaggart, Alexander. "Leadership of international schools and the International Baccalaureate learner profile." Educational Management Administration & Leadership 47, no. 5 (January 22, 2018): 766–84. http://dx.doi.org/10.1177/1741143217745883.
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Purpose:this study offers a rare insight into senior leadership in International Baccalaureate (IB) international schools. The IB international school profits from the perceived quality and consistency of the IB brand; international schools, however, suffer from an endemic culture of change and reinterpretation. The IB learner profile (IBLP) offers scope for consistency and an overarching ethos, and research finds that ‘buy-in’ to the IBLP and modelling of it in all aspects of school life are essential in achieving this. It emerges that buy-in to the IBLP in directors is split between the personal and the operational.Research method:This interpretive study explores IB directors in multiphase research over two years employing an aspect of critical phenomenology through the lens of the IBLP and Global Citizenship Education (GCE).Findings:Only one in six directors uses the IBLP in leadership. Generally, directors attribute the IBLP a junior status. Analysis through Bourdieu finds IB directors have higher loyalty to (loosely defined) GCE through their Christian values. A foregrounding of individual values over the secular IBLP places IB directors as primary catalysts for the change culture unravelling the consistency of the IB international school, confirming the value of the IBLP in leadership.
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Birch, David A., Lisa K. Angermeier, and Dawn K. Gentsch. "HIV Prevention Education for Students with Mental Retardation." Rural Special Education Quarterly 21, no. 3 (September 2002): 15–20. http://dx.doi.org/10.1177/875687050202100304.
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The purposes of this study were to determine the level of implementation of HIV prevention for students with mental retardation in rural schools in Indiana, identify barriers and supporting factors related to program implementation and identify staff development needs. Telephone interviews were conducted with 19 directors of rural special education cooperatives in Indiana. The school districts served by these 19 cooperatives represented 65.5% of the rural school districts in Indiana. The directors reported that instruction about methods of HIV transmission and skills for prevention of HIV varies among both school districts and schools within districts. Transmission of HIV and prevention skills were more likely to be taught to students with mild mental retardation than those with moderate or severe mental retardation. Five specific barriers to instruction were identified along with staff development and resource needs for special educators. Factors supporting instruction included the directors' perception of the importance of HIV prevention education and the involvement of school nurses.
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Carrasco Sáez, Andrea, and Ignacia Palma Salinas. "Liderar desde el cuidado." Revista de Investigación Educativa 42, no. 1 (January 6, 2024): 79–94. http://dx.doi.org/10.6018/rie.547331.
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COVID-19 was a great challenge for schools. It forced the reorganisation of learning processes and their operation in a context where school principals played a key role. Previous studies had shown some of the defining characteristics of female leadership to be the incorporation of emotions and the development of more collaborative and supportive environments. This article analyses the actions carried out by female school principals that facilitated the management of the crisis generated by COVID-19. Employing a case-study methodology, the experiences of 12 female principals from the capital of Chile were addressed through in-depth interviews. The results suggest that female principals exercised positive leadership defined by a caring component in the areas of their interactions, their context and their management and administration. We conclude that these actions allowed them to achieve a balance between the individual and collective needs of the educational actors, promoting the well-being of their communities. El COVID-19 implicó un gran desafío para las escuelas en tanto reorganizó los procesos de aprendizaje y su funcionamiento, contexto en el cual el rol de directores y directoras fue fundamental. Previamente la literatura había dado cuenta de características propias del liderazgo femenino tales como la incorporación de las emociones y el desarrollo de entornos más colaborativos y solidarios. Este artículo analiza las acciones desplegadas por directoras escolares que facilitaron el abordaje de la crisis generada por el COVID-19. Se realizó un estudio de caso en el que se abordaron las experiencias de 12 directoras de la capital de Chile a través de entrevistas en profundidad. Los resultados muestran que las directoras ejercieron un liderazgo positivo marcado por un componente de cuidado en los ámbitos de sus interacciones, su contexto y su gestión y administración. Se concluye que dichas acciones permitieron lograr un equilibrio entre las necesidades individuales y colectivas impulsando el bienestar de sus comunidades.
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Maněnová, Martina, Janet Wolf, Martin Skutil, and Jitka Vítová. "Combating the Coronavirus Pandemic in Small Schools." Sustainability 13, no. 13 (June 24, 2021): 7086. http://dx.doi.org/10.3390/su13137086.
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Due to the COVID-19 pandemic, the issue of distance education in primary schools has become a much-discussed topic. It is therefore no surprise that the issues related to it have come to the forefront of many researchers. There is, however, at least one group that has stayed relatively unnoticed, and it is so-called small schools. Thus, we conducted a qualitative study based on the phenomenological approach, searching for answers to our research question: What has been the experience of the directors of small schools with distance education during the pandemic? Our findings offer an in-depth insight into the life of six schools through the eyes of their directors. Semi-structural interviews with school directors helped us reveal three key factors that, in our opinion, had the greatest influence on the form of distance education. These are (1) the factor of ICT competence of all actors, (2) the factor of organization of educational settings, and (3) the factor of the teaching methods and forms used in education. Furthermore, we conclude the result section with a subchapter that captures the positive aspects of distance education as perceived by the addressed school directors.
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Levine, Meredith. "The Directors’ Colloquium at Calgary The Director’s Role: 1/ The Workshops: Transformations." Canadian Theatre Review 52 (September 1987): 4–6. http://dx.doi.org/10.3138/ctr.52.001.
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As Nick Hutchinson, head of the acting and playwriting section of the English language division of the National Theatre School, puts it: “Directing is a difficult craft to teach and a difficult craft to learn, because to be a good director, you have to learn all the crafts of the theatre.” Hutchinson was speaking on a panel about actor expectations at the recent Directors’ Colloquium at Calgary, Canada’s first major attempt to engage directors in a comprehensive examination of the technical and theoretical issues involved in their art. Why has this not been previously attempted? Certainly part of the answer is that directing is still relatively new to the process of creating theatre: directors did not begin to appear until the mid-19th century, before which, actor-managers usually ran theatre companies. Consequently, the art of directing still is struggling to claim its identity, still is delineating its borders amongst the playwrights, actors, designers, and technicians who all collaborate on this most ephemeral form. Who is in control of what in the creative process understandably remains in a state of flux.
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Kyomuhendo, Tobia Karaha, Wilson Mugizi, Joseph Rwothumio, and Mark Micheal Waiswa. "School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda." Interdisciplinary Journal of Education Research 6 (January 30, 2024): 1–16. http://dx.doi.org/10.38140/ijer-2024.vol6.01.
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This study examined the influence of school resources on the effective implementation of e-learning in secondary schools in Kasese Municipality, Uganda. Specifically, the study investigated the impact of tangible resources, intangible resources, and school capabilities on e-learning in these schools. Using quantitative research approach, the study employed a correlational research design and collected data from 170 teachers using a self-administered questionnaire. The data were then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results of the SEM analysis revealed that school resources, namely tangible resources (? = 0.266, t = 3.612, p = 0.000<0.05), intangible resources (? = 0.234, t = 2.351, p = 0.019<0.05) and capabilities (? = 0.456, t = 5.129, p = 0.000<0.05), had a significant positive influence on e-learning. Based on these findings, the study concluded that tangible and intangible resources and school capabilities are necessary for the effective implementation of e-learning in secondary schools. The study recommends that the Ministry of Education, school directors, and head teachers ensure that schools have sufficient tangible resources for e-learning. Additionally, directors and head teachers should also ensure that schools possess adequate intangible resources and capabilities to support the effective implementation of e-learning. The practical significance of this study lies in its demonstration of how existing resources in schools can be utilised to implement e-learning in secondary schools effectively.
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Rodríguez, Elsy. "La dirección escolar en Ecuador: breve investigación exploratoria. // School management in Ecuador: brief exploratory research." Ciencia Unemi 10, no. 25 (February 26, 2018): 79. http://dx.doi.org/10.29076/issn.2528-7737vol10iss25.2017pp79-88p.
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Las investigaciones muestran que una función directiva a través de la práctica del liderazgo es pieza clave para la transformación positiva de los centros escolares. El presente ensayo recoge las percepciones de un grupo de directores, como resultado de una investigación exploratoria que tenía como objetivo identificar, además de describir cómo perciben los directores la tarea de la función directiva en los centros educativos públicos de la Zona 8 de Guayaquil (Ecuador), especialmente los ubicados en contextos complejos, agravados por su problemática social. Esta investigación exploratoria, de tipo cualitativo, permitió recoger datos a través de técnicas como la entrevista en profundidad y grupos de discusión a un equipo nutrido de directores del Distrito 09D08 Monte Sinaí- Pascuales 2. Igualmente, los resultados dan respuesta a los objetivos específicos de esta investigación centrados, entre otros, en identificar el modelo de dirección actual percibido por los directores, transparentado de manera implícita y explicita, el discurso de los informantes. Además, del mismo emergen las funciones y lógicas de acción que ellos desarrollan para responder a las necesidades educativas de los estudiantes. Esto es debido a que una gran parte de su población estudiantil, provienen de familias que se encuentran en riesgo de exclusión social. AbstractResearch shows that a leadership role through the practice of leadership is a key to the positive transformation of schools. This essay reflects the perceptions of a group of principals, as a result of an exploratory investigation that aimed to identify, as well as to describe how the principals perceive the task of the directive function in public schools of Zone 8 of Guayaquil (Ecuador), especially those located in complex contexts, aggravated by their social problems. This qualitative exploratory research allowed the collection of data through techniques such as in-depth interviews and discussion groups to a team of Directors from District 09D08 Monte Sinaí-Pascuales 2. Likewise, the results respond to the specific objectives of this research focused, among others, on identifying the current management model perceived by the directors, implicitly and explicitly transparent, the informants' discourse. In addition, the same functions and logic of action emerge that they develop to respond to the educational needs of students. This is due to a large part of its student population, comes from families that are at risk of social exclusion.
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Mensink, Fréderike, Saskia Antoinette Schwinghammer, and Astrid Smeets. "The Healthy School Canteen Programme: A Promising Intervention to Make the School Food Environment Healthier." Journal of Environmental and Public Health 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/415746.
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The environment can exert a strong influence on people's food decisions. In order to facilitate students to make more healthy food choices and to develop healthy eating habits, it is important that the school food environment is healthy. The Healthy School Canteen programme of The Netherlands Nutrition Centre is an intervention that helps schools to make their cafeteria's offering healthier. A descriptive study was conducted by an independent research agency to survey the perceptions, experiences, and opinions of users of the programme (school directors, parents, students, and health professionals). Results show that directors and students of participating schools perceive their cafeteria's offering to be healthier after implementing the programme than prior to implementation. Next, further important results of the study are highlighted and relations with other projects, caveats, and practical recommendations are discussed. It is concluded that the Healthy School Canteen programme is a promising intervention to change the school food environment but that further research is needed to ultimately establish its effectiveness. Also, it will be a challenge to motivate all schools to enroll in the programme in order to achieve the goal of the Dutch Government of all Dutch school cafeterias being healthy by 2015.
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Smith, Jimmy, Richard L. Bailey, Jim Evans, Lindsey Elliott, and Tyler Allen. "Understanding Legal Duties: Are High School Athletic Directors Properly Prepared?" Journal of Legal Aspects of Sport 33, no. 2 (August 29, 2023): 154–78. http://dx.doi.org/10.18060/27462.
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The legal duties of high school athletic directors are an under-researched area of sport law. Millions of dollars are paid out annually due to the negligence of high school athletic program administrators, justifying a deep dive into further understanding high school athletic director legal awareness. Utilizing research related to an established 14 legal duties for high school athletics, the authors created a survey to contribute to the limited existing research related to high school athletic director legal awareness.
The survey went to a geographically balanced sample of states and the athletic directors within these states. A total of 349 responses were captured. A Rasch analysis identified the most challenging duties for high school athletic directors to manage were areas such as keeping practice plans on file and advising students of warning labels on equipment. Areas that high school athletic directors were better equipped to manage were transportation of students to practice and competition, and ensuring equipment meets industry standards.
Multiple regression analysis revealed that smaller schools are most challenged in legal duty awareness due to limited resources (e.g., financial and personnel). Research should continue to build in this area by evaluating other variables that may impact the ability to comply and explanations for the level of awareness of directors.
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Cicek Saglam, Aycan, and Murat Aydogmus. "Secondary School Directors’ Communication Competence on the Basis of Teacher Opinions." Üniversitepark Bülten 6, no. 1 (February 15, 2017): 20–32. http://dx.doi.org/10.22521/unibulletin.2017.61.2.
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Askelson, Natoshia M., Patrick Brady, Grace Ryan, Cristian Meier, Cristina Ortiz, Carrie Scheidel, and Patti Delger. "Actively Involving Middle School Students in the Implementation of a Pilot of a Behavioral Economics–Based Lunchroom Intervention in Rural Schools." Health Promotion Practice 20, no. 5 (October 16, 2018): 675–83. http://dx.doi.org/10.1177/1524839918807717.
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School-based interventions can play an important role in improving childhood and adolescent nutrition and preventing obesity. Schools offer a unique opportunity to implement policy, systems, and environmental interventions targeting healthy eating behaviors. An intervention was piloted in six middle schools featuring behavioral economics–based changes to the lunchroom, communication training, and communicate cues for food service staff. The pilot study employed a multicomponent evaluation with students and food service directors and staff including a lunchroom assessment, online surveys, production records, and interviews. Five schools increased their scores on the lunchroom assessment tool, and four schools increased the number of servings produced of healthy food items. Interviews with food service directors indicated the interventions was feasible and well received. School-based policy, systems, and environmental interventions targeting healthy eating behaviors may play a role in preventing obesity in children and adolescents.
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Yasin, Hala Mohammed, Pilar Isla Pera, Alaa Fouad Mujallad, and Carmen López Matheu. "Perception of School Nurses in Saudi Arabia." Journal of medical and pharmaceutical sciences 7, no. 3 (September 29, 2023): 23–28. http://dx.doi.org/10.26389/ajsrp.a150323.
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In Saudi Arabia, the school nurse exists only in private schools. The aim of this qualitative study is to identify the factors that hinder the implantation of a school nurse figure in Jeddah, Saudi Arabia through exploring the perspectives of 21 participants including directors, teachers, and parents about the school nurses, and find out what they think about the role of the nurse in a school environment using in-depth individual interviews method. The findings confirmed the need for school nurse in both private and public schools in Saudi Arabia. All the information considers that the school nurse has a positive impact on students, teachers, and families. The problems that hinder the inclusion of the school nurse in public schools are structural.
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June Wanyonyi, Julius Maiyo, and Sarah Likoko. "Implementation of the hundred percent transition policy and infrastructural facilities in public secondary school in Bungoma North Sub County, Kenya." International Journal of Science and Research Archive 9, no. 1 (May 30, 2023): 106–14. http://dx.doi.org/10.30574/ijsra.2023.9.1.0337.
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The study's goal was to determine how well-prepared the public secondary schools in Bungoma North Sub County were to implement the 100% transition policy. Being completely equipped to implement transition policies so that access and quality are simultaneously improved is a quality of school readiness. In Kenya, a law known as the "100% policy" makes sure that every child enrolls in primary school and successfully completes secondary school. The purpose of the study was to determine the effect of implementation of the 100% transition policy on infrastructure in public secondary school in Bungoma North Sub County. The study adopted a descriptive survey design. The target population consisted of 126 teachers and 27 Directors of Studies from 27 schools. 38teachers and 9 Directors of Studies were chosen from 9 schools using a purposeful sample method. After applying the Mugenda & Mugenda 30% algorithm to the population of teachers and principals, 126 teachers and 27 Directors of Studies were obtained, establishing the unit of analysis. Structured questionnaires for instructors and an interview schedule for school principals were used as data gathering tools. A pilot study using Cronbach's alpha was conducted in the neighboring county of Trans-Nzoia to evaluate the validity and reliability of the research tools. The Statistical Package for the Social Sciences (SPSS) version 27.0 was used to analyses the data. According to the report, schools that saw a significant rise in enrolment as a result of the program typically had inadequate infrastructural facilities. As a result, the study came to the conclusion that schools are not as ready to implement the 100% transition strategy. According to the report, in order to effectively implement the 100% policy, the government should ensure that the infrastructure, teaching and learning resources, and teachers are enough.
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Khalid Mahmood Raoof, Marwan Kherow Yaseen, and Ahmed Najm Abdullah. "Administrative Transparency and Its Role in Diagnosing the Defects of Administrative Organization among Secondary School Principals." Mustansiriyah Journal of Sports Science 3, no. 3 (February 12, 2024): 19–31. http://dx.doi.org/10.62540/mjss.2021.03.03.02.
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Abstract The study aimed at identifying the degree to which school principals practice administrative transparency, identifying the defects of administrative organization, and the role of administrative transparency in diagnosing the defects of the administrative organization of managers, as well as identifying the correlation of administrative transparency according to gender and experience of secondary school principals in the districts of Tuz and Amerli. and the research community was identified from the directors and directors of secondary schools in the districts of Tuz and Amerli in Salah al-Din Governorate for the academic year (2019-2020), and the research sample was selected In a deliberate manner for secondary schools in the two two districts, the number of (52) principals and principal by a percentage (100%) represent (52) secondary schools for boys and girls. The researchers used the descriptive approach in the survey method in order to suit the nature of the problem.The most important conclusions were: 1-There are significant statistical differences between the measure of administrative transparency and organizational defects2-Thereis no significant correlation between the measure of administrative3-Thereis no significant correlation between the measure of administrative transparency and organizational defects for female managers 4-Most of the secondary school principals and principals in Tuz and Amerli districts enjoy a good degree of administrative transparency As for the recommendations, the most important of them were:1-The directors and directors involved in school administration development courses . 2-Development of means of communication between the administration and the educational staff on the one hand and the local community on the other hand . 3-Activating school committees and ensuring the participation of teachers in them and taking their decisions according to the specializations to reflect the transparency of the administrative work followed in the school . 4-Following the method of impartiality and transparency in dealing and avoiding double standards in dealing with school staff
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Akello, Travis. "Digital Literacy and Media Consumption among Different Age Groups." Journal of Communication 5, no. 2 (June 6, 2024): 14–27. http://dx.doi.org/10.47941/jcomm.1973.
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Purpose: The general objective of the study was to investigate digital literacy and media consumption among different age groups. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to digital literacy and media consumption among different age groups. The study found significant disparities in digital literacy levels that affected media consumption behaviors. Younger generations, with higher digital literacy, preferred dynamic, interactive digital media, while older adults relied more on traditional media due to lower digital literacy and difficulties navigating digital platforms. Socio-economic status, educational background, and access to technology influenced these disparities. The study emphasized the need for targeted digital literacy initiatives to bridge this divide and promote inclusive media consumption, ensuring all age groups could benefit from digital resources. Unique Contribution to Theory, Practice and Policy: Theory of Diffusion of Innovations, Uses and Gratification Theory and Media Richness Theory may be used to anchor future studies on digital literacy and media consumption among different age groups. The study recommended targeted educational programs to address varying digital literacy levels, suggesting advanced digital skills training for younger generations and user-friendly basic skills training for older adults. It contributed to theory by emphasizing the role of age in digital literacy research and urged the expansion of theoretical frameworks to include socio-economic and educational influences. Practically, it called for age-appropriate digital content and school curricula integration, while policy recommendations included investing in digital infrastructure, supporting public digital literacy programs, and addressing digital privacy and cybersecurity issues to foster an inclusive digital environment.
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Асадова, Наргиз Закировна. "Project-based method in Moscow schools. Problems and barriers facing school directors." Educational Policy 13, no. 1-2 (June 2019): 50–60. http://dx.doi.org/10.22394/2078-838x-2019-13-1/2-50-60.
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Lopez, Sonja, and Julie Combs. "Communication Directors and Public Relations Professionals in Public School Districts." Journal of School Administration Research and Development 9, no. 1 (April 18, 2024): 25–30. http://dx.doi.org/10.32674/jsard.v9i1.3991.
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A school district’s need to satisfy the school community’s expectations for current, accurate information and manage a social media presence has increased the necessity for superintendents to employ public relations professionals. As such, these professionals are a recent addition to many school districts’ administrative teams. However, few research studies were located that focused on public relations professionals or communication directors in public schools. The purpose of this literature review was to identify empirical studies and professional association resources that provided historical, contextual, and relevant information about communication directors in school districts. Based on the findings, we uncovered three themes related to the history, roles and responsibilities, and standards for public relations professionals. Such information can help practitioners support communication functions and help researchers identify needed lines of inquiry.
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Hash, Phillip M. "Remote Learning in School Bands During the COVID-19 Shutdown." Journal of Research in Music Education 68, no. 4 (December 7, 2020): 381–97. http://dx.doi.org/10.1177/0022429420967008.
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The global pandemic caused by the novel Coronavirus (COVID-19) in spring 2020 resulted in schools moving to remote learning (RL) models for the remainder of the academic year. The purpose of this study was to examine the practices, experiences, and perspectives of elementary and secondary school band directors in relation to RL during this period. Directors ( N = 462) responded to survey questions related to several aspects of RL, including (a) technologies and materials, (b) activities and assessments, (c) student participation, (d) the challenges of teaching remotely, and (e) the extent to which experiences varied among participants in low-poverty versus high-poverty schools and at the elementary/middle school level versus high school level. I also examined (f) the conditions and practices of programs that experienced both high and consistent levels of student participation. Data indicated that the COVID-19 shutdown created many challenges for directors, particularly in schools with higher poverty levels and/or in rural locations. However, RL also created opportunities for instrumental teachers to incorporate into curricula (a) a wider range of technology; (b) more of a focus on individual musicianship; (c) lessons in music theory, history, and culture; and to a lesser extent, (d) student creativity through composition and arranging.