Academic literature on the topic 'Schoolmasters'
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Journal articles on the topic "Schoolmasters"
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CARTER, KAREN E. "The Affair of the Pigeon Droppings: Rural Schoolmasters in Eighteenth-Century France." Rural History 27, no. 1 (March 3, 2016): 21–36. http://dx.doi.org/10.1017/s095679331500014x.
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AbstractThis article examines the role played by village schoolmasters in eighteenth-century rural France. Although schoolmasters were not supported or regulated by the state, as they would be a century later, they were able to navigate successfully the complex network of social relationships that existed within early modern rural society. Using the journal of one schoolmaster, Pierre Delahaye, the article demonstrates that in addition to teaching, schoolmasters also worked as record keepers for village notables, as clerks for the parish, and even cleaned the churches and belfries. The schoolmaster's position afforded him a much greater social position than might be assumed from knowledge of only his income and background, and even allowed him to serve as a mediator between the village and the curé. Thus it can be argued that schoolmasters of the eighteenth century were as important to rural society as their state supported counterparts of the nineteenth century.
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Stepanenko, Olena, Zorina Ohrimenko, Yuliia Shaforost, Liubov Pasichnyk, and Yevheniia Pochynok. "Positive learning environment in educational sphere." Eduweb 16, no. 2 (August 2, 2021): 30–48. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.02.2.
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The practical implementation of a positive learning environment in school education needs detailed research. Its effects can be achieved by creating appropriate learning environments and technological support to provide a high-quality education for students. Schools must be purposefully designed to inspire creativity, independence, and a love for learning to provide students with an exceptional education. Great school environments must be prepared to support students' intellectual, physical, social, and emotional development. Schools must also continually improve their campuses in response to students' needs. In terms of positive environment theory, a positive environment can contribute to students' successful academic adjustment. The student's academic success is a result of academic adjustment accordingly and can be assessed through intellectual engagement and self-managed learning. This research aims to establish regularity, promote the implementation of a positive learning environment in school education by surveying schools, establish the ability of educational institutions to provide a positive learning environment in school education, and determine the attitude of students and schoolmasters towards a positive learning environment. Research methods: comparative analysis; survey; systematization, and generalization. Results. As a result of the survey, it was found that students understood a positive learning environment in school education as a fun environment (235 students), a quiet environment (214 students), an environment where schoolteachers are not discouraged (208 students), a background with values (171 students), a place as home (174 students), an environment where ideas are respected (163 students), an environment where there is no fighting (186 students), an environment with rules (185 students), an environment where games are allowed (179 students), an environment where no one is afraid of the schoolmaster (181 students), an environment where responsibilities are performed (172 students), etc. The schoolmasters were found to understand a positive environment in school education as a quiet environment (6 schoolmasters); an environment where everyone feels valued (28 schoolmasters); an environment that focuses on unique and inclusive education (4 schoolmasters); a fair environment for all (16 schoolmasters); an environment where people trust each other (13 schoolmasters); an environment where everyone is at peace (10 schoolmasters); an environment where everyone finds something for themselves (17 schoolmasters); an environment where there is no repression (21 schoolmasters). Based on the research conducted, we found that the existing proposals of schoolteachers and students for the positive learning environment implementation in school education contribute to the solution of the current problems through further educational process improvement. It will ensure a positive learning environment implementation in school education. It was defined that the importance is acquired by the school management and administration tasks for the positive learning environment implementation, which fulfillment will allow fully implement a particular school management and administration target. Ensuring a positive learning environment in school education has been found to contribute to implementing 10 critical competencies according to the New Ukrainian School Concept.
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Éliás, János. "Schoolmasters of Karcag and Kisújszállás at Western European Universities and Academies Between the 17th and 19th Century." Acta Neerlandica, no. 18 (May 31, 2022): 21–57. http://dx.doi.org/10.36392/actaneerl/2021/18/3.
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The aim of our paper is to discuss the significance of particle schools of Karcag and Kisújszállás in 18–19th century education history. Greater Cumania, the region that both towns are within, was almost 100% Calvinist since the Reformation, therefore, examining the influence of Calvinism on the region’s education is crucial. Our purpose is to introduce the schoolmaster’s office, the financial basis, and circumstances of going to Western European universities in the 18–19th centuries, since the schoolmasters of these two towns have not been investigated yet. Our research is based on primary (archival) sources, mainly Hungarian Reformed districtual, diocesan, and congregational documents, canonical visitation records, and protocols. Our paper also provides a detailed prosopography database of the schoolmasters of Karcag and Kisújszállás.
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BUCKING, Scott. "Scribes and Schoolmasters?" Journal of Coptic Studies 9 (October 31, 2007): 21–47. http://dx.doi.org/10.2143/jcs.9.0.2022844.
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Beard, Ellen L. "Satire and Social Change: The Bard, the Schoolmaster and the Drover." Northern Scotland 8, no. 1 (May 2017): 1–21. http://dx.doi.org/10.3366/nor.2017.0124.
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Despite his lack of formal education, Sutherland bard Rob Donn MacKay (1714–78) left over 220 published poems, far more than any other contemporary Gaelic poet. During his lifetime he was equally esteemed for well-crafted satires and well-chosen (or newly-composed) musical settings for his verse. This article examines a group of related satires attacking the schoolmaster John Sutherland and the drover John Gray, comparing them to Rob Donn's views on other schoolmasters and cattle dealers, and considering both what conventional historical sources tell us about the poetry and what the poetry tells us about history, particularly literacy, bilingualism, and the cattle trade in the eighteenth-century Highlands.
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Preston, Jo Anne. "“He lives as a Master”: Seventeenth-Century Masculinity, Gendered Teaching, and Careers of New England Schoolmasters." History of Education Quarterly 43, no. 3 (2003): 350–71. http://dx.doi.org/10.1111/j.1748-5959.2003.tb00126.x.
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You that are men and thoughts of manhood know,Be Just now to the Man who made you so.Martyr'd by Scholars the stabbed Cassian dies,And falls to cursed Lads a Sacrafice.Not so my Cheever; Not by Scholars slain,But Praised and Lov'd, and wished to Life again.Cotton Mather, 1708In New England, as in the country as a whole, teaching began as a male occupation. The earliest schoolmasters taught in small settlements of religious dissenters who had migrated to the wilderness of New England in the seventeenth century. The gendered meaning of teaching accompanied the social practice of hiring male teachers. Puritan minister Cotton Mather, in his passionate elegy for seventeenth-century New England schoolmaster Ezekiel Cheever, attests to the settlers' belief in the manliness of teachers. To Mather and other English settlers, the very term schoolmaster denoted masculine qualities. In Mather's own words: “He lives as a Master, the Term, which has been for above three thousand years, assign'd to the Life of a Man.” For Mather, teachers were not only male but embodied a particular vision of the masculine as well. Mather's vision of the ideal teacher, as having a specific kind of masculinity, was not unique to him. Drawing on English and Puritan traditions, the early New England colonists embraced an image of the ideal teacher that incorporated masculine virtues.
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Biesta, Gert. "Don’t be fooled by ignorant schoolmasters: On the role of the teacher in emancipatory education." Policy Futures in Education 15, no. 1 (January 2017): 52–73. http://dx.doi.org/10.1177/1478210316681202.
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The question I address in this article is how we might understand the role of the teacher in education that seeks to promote emancipation. I take up this question in conversation with German and North-American versions of critical pedagogy with, the works of Paulo Freire and with that of Jacques Rancière. I show that in each case we find not only a strong argument for emancipatory education but also a distinct view about the role of the teacher. My aim is partly to show the different ways in which the role of the teacher in emancipatory education can be conceived and to make clear how this role is related to the different understandings of emancipation and the dynamics of emancipatory education. The motivation for writing this article also stems from what I see as a rather problematic interpretation of the work of Rancière in recent educational scholarship, one where the key message of his 1991 book The Ignorant Schoolmaster is taken to be that anyone can learn without a teacher and that this alleged ‘freedom to learn’ would constitute emancipation. I challenge such a constructivist interpretation of Rancière’s work and argue that the key message of The Ignorant Schoolmaster is that emancipatory education is not a matter of transfer of knowledge from a teacher who knows to a student who does not (yet) know, but nonetheless is a process in which teachers and their teaching are indispensable. This will allow me to argue why and how teaching remains essential for emancipatory education and why we should therefore not be fooled into thinking that ignorant schoolmasters, because they have no knowledge to give, have nothing to teach and can be done away with.
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Ceccarelli, Manuel. "Der Umgang mit streitenden Schülern im Edubba’a nach den sumerischen Schulstreitgesprächen Enkiḫeĝal und Enkitalu und Ĝirinisa und Enkimanšum." Altorientalische Forschungen 45, no. 2 (November 28, 2018): 133–55. http://dx.doi.org/10.1515/aofo-2018-0012.
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Abstract The Old Babylonian schoolmasters used the literary form of the dialogue to compose texts that were conceived as didactic material to improve the Sumerian speaking skills of their pupils and to teach them specific moral values. Some of these compositions can be labeled as school-disputes based on to their content and were probably performed at school. The ends of the school-disputes Enkiḫeĝal and Enkitalu and Ĝirinisa and Enkimanšum are particularly interesting because they provide some insight into how the schoolmasters dealt with quarreling students. In this respect Enkiḫeĝal und Enkitalu stands out for its challenge of corporal punishment. In Ĝirinisa and Enkimanšum one can note that school discipline implies a fraternal attitude between students. This fraternal attitude presupposed and reinforced the scribe’s self-confidence to form a cohesive cultural community.
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Wykes, David L. "Quaker Schoolmasters, Toleration and the Law, 1689-1714." Journal of Religious History 21, no. 2 (June 1997): 178–92. http://dx.doi.org/10.1111/1467-9809.00033.
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WYKES, DAVID L. "Quaker Schoolmasters, Toleration and the Law, 1689–1714." Journal of Religious History 21, no. 2 (June 1997): 178–92. http://dx.doi.org/10.1111/j.1467-9809.1997.tb00484.x.
Full textDissertations / Theses on the topic "Schoolmasters"
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Potter, Ursula A. "Pedagogy and parenting in English drama, 1560-1610 flogging schoolmasters and cockering mothers /." Connect to full text, 2001. http://hdl.handle.net/2123/356.
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Thesis (Ph. D.)--University of Sydney, 2001.Title from title screen (viewed Apr. 23, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of English, Faculty of Arts. Includes bibliography. Also available in print form.
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Potter, Ursula Ann. "Pedagogy and Parenting in English Drama, 1560-1610: Flogging Schoolmasters and Cockering Mothers." Thesis, The University of Sydney, 2001. http://hdl.handle.net/2123/356.
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In this thesis I examine the representation of parents and schoolmasters and the conflicts between them in vernacular drama in Reformation England. This was a period of growth in public schooling and a time when numerous treatises on education and childrearing were in circulation in England. Prevailing pedagogical theory privileged the schoolmaster's authority over that of the parents, and set paternal authority over that of the mother. It sought to limit maternal power to the domestic sphere and the infant years, yet the drama examined here suggests that mothers, not fathers, were usually the parent in control of their children's education. The conflicts inherent in these oppositions are played out in drama dealing with schooling and childrearing; each of the works examined here participates in and contributes to public debate over school education and parenting practices in early modern England. The thesis conducts a close textual and contextual analysis of the representation of schoolmasters and parents and of parent-school relations in seven English plays. A variety of dramatic genres is represented: public drama (Love's Labour's Lost, Patient Grissill, The Winter's Tale), school drama (Nice Wanton, July and Julian, The Disobedient Child), and private royal entertainment (The Lady of May). The plays are explicated in terms of the Tudor school culture and the negotiation of authority between fathers, mothers and schoolmasters. The thesis draws extensively on sixteenth-century school dialogues and vulgaria and on education treatises, which were available in English in Tudor England, in particular the writings of Erasmus, Vives, Ascham, Mulcaster, Elyot, Brinsley and Becon. School records provide information on school conditions and curricula, the duties and qualities of schoolmasters and the role of schools in civic and public performances. The thesis addresses issues of gender, childrearing, public education and parental and pedagogical authority in the second half of the sixteenth and early seventeenth centuries.
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Potter, Ursula Ann. "Pedagogy and Parenting in English Drama, 1560-1610: Flogging Schoolmasters and Cockering Mothers." University of Sydney. SEAFAM, 2001. http://hdl.handle.net/2123/356.
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In this thesis I examine the representation of parents and schoolmasters and the conflicts between them in vernacular drama in Reformation England. This was a period of growth in public schooling and a time when numerous treatises on education and childrearing were in circulation in England. Prevailing pedagogical theory privileged the schoolmaster's authority over that of the parents, and set paternal authority over that of the mother. It sought to limit maternal power to the domestic sphere and the infant years, yet the drama examined here suggests that mothers, not fathers, were usually the parent in control of their children's education. The conflicts inherent in these oppositions are played out in drama dealing with schooling and childrearing; each of the works examined here participates in and contributes to public debate over school education and parenting practices in early modern England. The thesis conducts a close textual and contextual analysis of the representation of schoolmasters and parents and of parent-school relations in seven English plays. A variety of dramatic genres is represented: public drama (Love's Labour's Lost, Patient Grissill, The Winter's Tale), school drama (Nice Wanton, July and Julian, The Disobedient Child), and private royal entertainment (The Lady of May). The plays are explicated in terms of the Tudor school culture and the negotiation of authority between fathers, mothers and schoolmasters. The thesis draws extensively on sixteenth-century school dialogues and vulgaria and on education treatises, which were available in English in Tudor England, in particular the writings of Erasmus, Vives, Ascham, Mulcaster, Elyot, Brinsley and Becon. School records provide information on school conditions and curricula, the duties and qualities of schoolmasters and the role of schools in civic and public performances. The thesis addresses issues of gender, childrearing, public education and parental and pedagogical authority in the second half of the sixteenth and early seventeenth centuries.
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Walker, Geoffrey. "Conditions of service for secondary schoolmasters in England and Wales, 1891-1951, with special reference to the work of the Assistant Masters Association." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10021589/.
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This thesis examines to what extent and by what means the Assistant Masters Association (AMA) was able to influence provision in relation to conditions of service for the secondary schoolmaster in England and Wales in the 60-year period from the AMA's foundation in 1891. A thematic approach is adopted with chapters devoted to the specific issues of tenure, salaries, superannuation, registration and training. Within each chapter there is a necessary concentration on the earlier period of the AMA's history when the impetus to create acceptable conditions of service was at its most imperative. The thesis draws upon much previously unused material from the Assistant Masters Archive, lodged at the University of London Institute of Education Library. The study builds upon and extends the earlier research of Baron, Tropp and Gosden, and provides an alternative interpretation to the more recent work of Lawn, Ozga, Grace, and others, which presents the behaviour of organized teachers in terms of employeremployee conflict. The strike, confrontational stratagem and the coercion of its membership are seen as alien to the AMA's philosophy. The AMA's participation with Joint Four, and its interaction with other teacher unions, are fully explored. The significant contribution of the AMA to enhanced provision across the spectrum of teacher employment is shown to be primarily the result of the Association's persistent, professional dialogue with government - both central and local - via carefully researched data and targeted argument.
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Nicholas, David Sydney. "Derwent Coleridge (1800-83) and the deacon schoolmaster." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10006695/.
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A persistent oral tradition links Derwent Coleridge, first principal of St Mark's College, Chelsea, to the training of deacon schoolmasters during the period 1841 to 1864. This innovative model of elementary schoolteacher made a distinctive contribution to teacher training in England. Justified theologically rather pedagogically, the deacon schoolmaster model gave the college a unique character in the surge towards a comprehensive system of Church education. This thesis breaks fresh ground by using documentary evidence to test the oral tradition. The introduction of the model and subsequent training of deacon schoolmasters at St Mark's College have been delineated. Alternative models, and their place in Coleridge's experience and thought, are drawn from contemporary sources. The immediate and long-term effects of increasing control over teacher training by central government, and the impact of opinions within the Church, are assessed in relation to Derwent Coleridge's aims for the College. These influences are described in the context of public debate on deacon schoolmasters in three mid-nineteenth century settings: the Church, Parliament, and the British colonies. The international dimension to the deacon-schoolmaster model is one that previously has not been researched. Hitherto unused documentary sources have added important detail to imprecise elements in the oral tradition of St Mark's College, and re-examination of little-known material has refreshed and broadened the conventional interpretation and estimate of significance of deacon schoolmasters. Finally, by tracing historical continuities, the main focus on a particular episode in nineteenth-century education has cast light upon new opportunities for deacon schoolmasters (and -mistresses) in the earty twenty-first century.
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White, Glenda Ann. "A sort of amateur schoolmaster : the life, work and influence of David Stow." Thesis, University of the West of Scotland, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545856.
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In this dissertation it is argued that the concept of ―literary intelligence‖ as used and developed by Frank Raymond Leavis and other members of his Scrutiny circle is a viable theoretical and educational notion and is long due a reappraisal. Their thesis that reading quality texts intelligently assists our personal and moral development is taken up and subjected to philosophical analysis. It is also argued that a theory of intellectual virtue is best suited for such a reappraisal. Literary intelligence is then found to be best interpreted as a form of Aristotelian practical intelligence. This interpretation allows us to theorize the moral salience of literary experiences. This theorization is achieved through an in-depth analysis of relevant articles written by Leavis, Harding and Bantock, assorted writings on the relationship between life and art as envisaged by a number of thinkers, as well as a sustained analysis of the theory of intellectual virtue. In particular, recourse is taken to the theory of intellectual virtue as drafted by American philosopher Linda Trinkaus Zagzebski. Consequently, a number of educational implications of the above theories are identified and commented upon. Also, it is shown that the above-mentioned theoretical insights fit in well with the consistent findings of research into reading. Finally it is argued that if the capacity to read well is best approached as a moral trait, then reading education cannot be legitimately conceptualized as one ‗competence‘ among others. On the contrary: reading education ought to form the moral kernel of the curriculum. A sustained and socially sanctioned emphasis on the fostering of reading and the creation of a culture of literacy will widely expand the social, cultural and moral horizons of children and adults alikeInevitably, this is a multi-disciplinary thesis since David Stow’s contribution to education must be set within an historical period and a framework of religious and ethical beliefs. After an opening chapter (2) which draws on previously unknown information about his family background, upbringing and business, the following four chapters (3 to 6) examine the religious, social, national and educational context of his work. Chapters 7 and 8 describe the achievements of the Glasgow Infant School Society (GISS) and the Glasgow Educational Society (GES) in both of which Stow was the driving force. Chapters 9 to 12 outline the pedagogical and organisational ‘system’ which he evolved for the training of children and their teachers, while the remaining chapters argue that his influence on British education was much greater than previously thought. David Stow was a family man – two wives, five children, unnumbered relatives all living under the shadow of continual bereavement. He may be regarded as a pillar of the church community – Sabbath School teacher, deacon, elder, his persistent presence on endless committees rendering them both quorate and even constructive. We can judge him as a man of commerce – successful, wealthy, safely ensconced in a fine house in Sauchiehall Street and developing his business from the Trongate to a spacious, purpose-built factory in Port Eglinton. We can come to know him as a person – witty, kindly, delighted by the company of children, generous, moralistic, pedantic, inflexible. As with any personal story all of these, and more, are important facets of the unfolding character of the man over his three-score years and ten. For the purpose of this thesis, however, what makes Stow different is his contribution to the growing demand for a national, universal and eventually compulsory system of education during the course of the nineteenth century. Stow’s tangible contribution survives in his writings, in the institutions he created, in the buildings he left behind. His lasting achievement, as Insh remarked, was ‘a life devoted consistently and strenuously to
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Smith, Elaine Ann. "The army schoolmaster and the development of elementary education in the army, 1812-1920." Thesis, University College London (University of London), 1993. http://discovery.ucl.ac.uk/10019106/.
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It may appear to be somewhat incongruous that the Army, whose primary funct i on has been to prepare for war, shou 1 d have been one of the earliest advocates of organized elementary education. Yet its i mpo rtance is someth i ng the Army has long recogn i zed. Soon after the Restoration in 1660, and perhaps even before, some regiments engaged masters to instruct their soldiers and also their offspring. Over the next 150 years an increasing number of command i ng offi cers appoi nted a su i tab 1 e NCO to act as schoolmaster to the regiment, before the reforms of 1812 compelled them to do so. In 1846 civilians also became eligible to enlist as Army schoolmasters. Together they became members of the Corps of Army Schoolmasters which survived for nearly three-quarters of a century. This thesis considers the role of the Army schoolmaster , his training and conditions of service, with particular reference to the period 1812 to 1920. Although not a comparative study it notes, where relevant, developments in the field of civilian elementary education. It does not consider the Army schoolmistress, who taught the infants, except when her work impinges upon that of the schoolmaster; this subject has been the focus of another study. The thesis is divided into three sections. The opening section is essentially a chronological account of, first, the origins and development of Army education up to and including the formation of the Corps of Army Schoo1 masters in 1846 and, second, the system of training for that Corps provided throughout the period. The second section considers the variety of pupils that the Army schoolmaster was required to instruct and his responsibilities for the formal education of adults and older children. It also considers his working the fie1d 0 fin forma 1 e d u cat ion a 1 activities; the organizational framework in which he operated and the system of inspection; and, finally, his status and conditions of service. The third section considers the role of the Army schoolmaster during the First World War and how, as a result of that conflict, an enlarged Army Educational Corps, with a wider remit, superseded the Corps of Army Schoolmasters in 1920.
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Maw, Ben. "Bronterre O'Brien, class and the advent of democratic anti-capitalism : the social and political ideas of Chartism's 'schoolmaster'." Thesis, Swansea University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546609.
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This thesis seeks to analyse the intellectual contribution of James Bronterre O'Brien to working-class anti-capitalist political economy, while placing it in its true historical and intellectual context. In so doing, the thesis aims to fill significant gaps left by O'Brien's biographer, Alfred Plummer, who dealt only cursorily with O'Brien's ideas. In contrast to past accounts of O'Brien, which tended to analyse him purely in terms of his significance vis-a-vis Marx, the thesis considers O'Brien's work on its own terms, analysing both its continuities with early nineteenth-century anti-capitalist political economy, and the significant ways in which it marked a break from previous work. In particular, the thesis argues that O'Brien evinced a uniquely broad vision of the role democracy would play in the post-capitalist society; for in O'Brien's new society democracy's remit was to extend far beyond Parliament. Further, O'Brien took the nascent class analysis of Hall and others, and constructed his entire political economy on the basis of a mature, and fully elaborated, antagonistic class model. The originality of his analysis, it is argued, is intelligible only if sufficient attention is paid both to the historical moment at which O'Brien began writing, and to his intimate connection with the `Political Owenism' of Henry Hetherington and others within organisations such as the NUWC. The concept of class allowed O'Brien to combine Owen's environmentalism with the demonology of older, Cobbettite radicalism. He was thus able to formulate a political economy which spoke to workers in a language with which they were familiar, but which was also more relevant to the social and economic realities of 1830s Britain. The thesis also considers the evolution of O'Brien's vision of the good life during the 1830s and after, and argues that O'Brien's relationship with his imagined audience is the crucial factor in this regard. From 1841, a break occurred, with O'Brien now oscillating between his old analysis and a liberal political economy criticising excessive taxation etc. rather than capitalism per se. The reasons for this shift, and for O'Brien's eventual abandonment of democracy in the late 1840s, are also explored
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Labanauskas, Marius. "Socialinių pedagogų požiūris į santykius su bendrojo lavinimo mokyklos vadovu." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090630_094929-94087.
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Socialinis pedagogo pareigybė yra dar nauja Lietuvos bendrojo lavinimo mokyklose. Šių specialistų funkcijos mokykloje skiriasi nuo kitų pedagogų veiklos. Vos tik įsteigus socialinių pedagogų etatus mokyklose, jų veikla kitų mokyklos bendruomenės narių buvo suprantama nevienareikšmiškai. Kaip rodo ankstesni tyrimai, minėtas veiksnys apsunkino šių specialistų integravimosi kelią: tarp socialinių pedagogų ir mokyklos bendruomenės kildavo tam tikri nesusipratimai dėl klaidingai suprantamos jų veiklos bei dėl pernelyg plačių, neapibrėžtų funkcijų priskyrimo.
Socialinis pedagogas yra tiesiogiai atskaitingas mokyklos vadovui, todėl šiam specialistui labai dažnai tenka bendradarbiauti su juo. Mokslinės literatūros analizė ir atlikto empirinio tyrimo duomenys atskleidė, kad vadovo asmenybė, kompetentingumas, valdymo stilius, socialinio pedagogo funkcijų ir veiklos supratimas ypač lemia socialinio pedagogo psichologinę savijautą mokyklos bendruomenėje, darbo efektyvumą, profesinio potencialo atsiskleidimo galimybę. Mokyklos vadovo veiklą, funkcijas, įgaliojimus, atsakomybę reglamentuojančiose dokumentuose nurodoma, kad vadovas turi užtikrinti demokratinį mokyklos valdymą ir bendradarbiavimu pagrįstus santykius. Todėl kilo poreikis išsiaiškinti, koks, šių naujų mokyklos bendruomenės specialistų požiūriu, yra mokyklų vadovų valdymo stilius, jų tarpusavio bendradarbiavimo raiškos ypatumai bei egzistuojantys santykiai.
Šio darbo tikslas ir buvo nustatyti socialinių... [toliau žr. visą tekstą]Social pedagogue is quite new speciality in the secondary schools of Lithuania. The functions of these specialists differ from the activities of other teachers in school. At the very beginning in the process of social pedagogues’ speciality establishment their functions were estimated slowly and in ambiguity manner. As shown in the previous studies, these factors impeded the path of integration process of these professionals, thus some misunderstandings and problems were encountered between these specialists and school community members concerning different understanding of responsibility spheres. Social pedagogue is directly accountable to the schoolmaster, so their cooperation is understood as a necessity in the process of communication. The analysis of scientific literature and the empirical study showed that several factors influence psychological feelings of social pedagogues in the school community, their work efficiency, all professional skills and these factors are: the personality of the schoolmaster, his or her competency, the management style as well as clear understanding of social pedagogue functions and mandatory activities. It is noticed in the documents of schoolmaster that a democratic school management system has to be ensured and collaborative relationship gained. Therefore, there is a need to clarify the attitude of these new specialists towards these questions: what the management style of their school leaders is and the peculiarity of their mutual... [to full text]
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Krutko, Lauren K. "Self, Society and the Second World War. The Negotiation of Self on the Home Front by Diarist and Keighley Schoolmaster Kenneth Preston 1941-1945." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/14631.
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This study examines the interaction of the Second World War with the selfhood of Kenneth Preston, a Keighley schoolmaster, using primarily the exceptionally rich content of Preston’s Diary, maintained 1941-1945. In tracing Preston’s home front experience, attention is given to the ways in which the war interacted with the individual’s own self and social conceptions, as well as ways in which subjective experiences and perceptions translated into objective realities, such as in Preston’s participation in the war effort. Illuminating the personal dimensions of the war experience enabled a broad range of meanings and “webs of significance” to emerge, allowing for examination of the interplay between the conflict and understandings of class, community, gender, citizenship, social mores, and aspects of social change during the conflict. Preston’s understandings of himself and of society are intriguing contributions to the discussion surrounding active wartime citizenship, and further historical awareness of the meanings and understandings held within the British population during the era of the Second World War. In particular, the prestige the war offered to modernistic notions of science and technical intelligence is shown to have held a central place in the war experience of this particular individual and in his perception of the rise of the welfare state. With its focus on selfhood, the study is distinguished from arguments grounded in analysis of cultural products from the era; it also contributes to understandings of the causes and implications of social change, as well as the war’s personal impact on the male civilian.
Books on the topic "Schoolmasters"
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Fisher, Leonard Everett. The schoolmasters. Boston, Mass: D. Godine, 1986.
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The schoolmasters. Tarrytown, N.Y: Benchmark Books, 1997.
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Lofty aims & lowly duties: Three Victorian schoolmasters. Sheffield, England: Sheffield Academic Press, 1994.
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Hugh, Miller. My schools and schoolmasters, or, The story of my education. Edinburgh: B & W Publishing, 1993.
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The third university: A survey of schools and schoolmasters in the Elizabethan Diocese of London. Norwood, PA: Norwood Editions, 1985.
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Mara, Wil. The schoolmaster. New York: Marshall Cavendish Benchmark, 2010.
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Mara, Wil. The schoolmaster. New York: Marshall Cavendish Benchmark, 2010.
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Moss, Rose. The schoolmaster. 2nd ed. Randburg, South Africa: Ravan Press, 1995.
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The schoolmaster. New York: Marshall Cavendish Benchmark, 2011.
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The schoolmaster. New York]: Cassell, 1986.
Find full textBook chapters on the topic "Schoolmasters"
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Maesse, Jens. "The schoolmaster’s voice." In Advancing Pluralism in Teaching Economics, 191–213. 1 Edition. | New York : Routledge, 2019. | Series: Routledge advances in heterodox economics: Routledge, 2018. http://dx.doi.org/10.4324/9781315177809-13.
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"Schoolmasters." In Writing New England, 249–56. Harvard University Press, 2001. http://dx.doi.org/10.4159/harvard.9780674335486.c56.
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Melville, Herman. "Schools and Schoolmasters." In Moby Dick. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199535729.003.0091.
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The previous chapter gave account of an immense body or herd of Sperm Whales, and there was also then given the probable cause inducing those vast aggregations. Now, though such great bodies are at times encountered, yet, as must have been seen, even at...
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Barr, Allan. "2. Four Schoolmasters." In Education and Society in Late Imperial China, 1600–1900, 50–75. University of California Press, 1994. http://dx.doi.org/10.1525/9780520913639-006.
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Melville, Herman, and Hester Blum. "Schools and Schoolmasters." In Moby-Dick. Oxford University Press, 2022. http://dx.doi.org/10.1093/actrade/9780198853695.003.0092.
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The previous chapter gave account of an immense body or herd of Sperm Whales, and there was also then given the probable cause inducing those vast aggregations. Now, though such great bodies are at times encountered, yet, as must have been seen, even at...
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"Mohawk Schoolmasters and Catechists." In "For the Good of Their Souls", 125–51. University of Massachusetts Press, 2020. http://dx.doi.org/10.2307/j.ctv18x4j1t.9.
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"7 Schoolmasters and Preachers." In The American Jesuits, 86–101. New York University Press, 2022. http://dx.doi.org/10.18574/nyu/9780814708811.003.0012.
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"OF COFFEEHOUSES AND SCHOOLMASTERS." In Poisoning the Minds of the Lower Orders, 50–88. Princeton University Press, 2021. http://dx.doi.org/10.2307/j.ctv1ddcz8p.6.
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Screech, M. A. "Jewish and Gentile 'Schoolmasters'." In Laughter at the Foot of the Cross, 15–16. Routledge, 2019. http://dx.doi.org/10.4324/9780429037160-4.
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"3. Schoolmistresses and Schoolmasters." In Schooling and Scholars in Nineteenth-Century Ontario. Toronto: University of Toronto Press, 1988. http://dx.doi.org/10.3138/9781442679627-006.
Full textConference papers on the topic "Schoolmasters"
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Matei, Carmen. "Reflection on Social Entrepreneurship in the Penitentiary Environment." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/40.
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Entrepreneurship can be a solution to the dilemma: “Labour is a form of education, a way of ensuring existence, gaining autonomy, a physical and mental training, a way of oppression, a form of occupational therapy, all together or …none of the variants listed?” Depending on the reference field and the perspectives offered by different specializations, work is defined as a physical or intellectual action, which develop material and emotional satisfactions. Especially in closed environments, it is practiced as a form of occupational therapy (ergotherapy), because it ensures a sense of usefulness, helping to maintain somato-psycho-emotional health. The schoolmasters highlight the formative values of work for students: evaluate the native skills and abilities, lead to the discovery of new unknown interests and talents, support the student in his perfection by inoculating the ideas of responsibility, order, discipline, etc. Before 1989, in detention environment labour was mandatory, but now, labour is an optional right. The two perspectives are diametrically opposed, and the issue was addressed only from the perspective of reduced job supply, both during detention and after release. There are few publications with strict reference to this topic. In general, the social reintegration of post-execution prisoners is addressed. At this moment, the main problem highlighted is integration/reintegration on the labour market, as the main facilitating step of maintaining the accumulations during the detention period and a primary factor for avoiding the recurrence. However, those who have served a custodial sentence do not have a "ticket" to the labour market. To be known and solved, the situation should be addressed continuously: prevention before detention, education/re-education/training / retraining during detention and placement on the labor market / retraining immediately after release.