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Journal articles on the topic 'Schoolmasters'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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.

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11

Vickerstaff, J. J. "Profession and Preferment amongst Durham County Schoolmasters, 1400–1550." History of Education 19, no. 4 (December 1990): 273–82. http://dx.doi.org/10.1080/0046760900190401.

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12

Rodríguez-Álvarez, Alicia. "Teaching Punctuation in Early Modern England." Studia Anglica Posnaniensia 46, no. 1 (January 1, 2010): 35–49. http://dx.doi.org/10.2478/v10121-009-0027-0.

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Teaching Punctuation in Early Modern England Much has been written on the punctuation practice of late sixteenth- and seventeenth-century English writers in order to work out the ultimate function of marks of punctuation. The main point of discussion has almost ever been whether punctuation indicated syntactic relationships or represented speech pauses either to give emphasis in oral delivery or just to be able to breathe. The focus of this paper, however, is the theory rather than the practice, in particular, the set of rules and conventions used by schoolmasters to guide students in their use of stops. Thus, textbooks used at the time to teach reading and writing will constitute our main sources of information to achieve the following aims: (i) to offer a classification of the different marks of punctuation described, (ii) to establish the functions schoolbooks assigned to punctuation marks in general, and (iii) to assess the importance schoolmasters gave to pointing. The results of this study - which follows the works by Ong (1944) and Salmon (1962, 1988) - will contribute to shed light on the ever-lasting debate on the principles guiding Early Modern English punctuation usage.

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13

Mangan, J. A. "Missing men: schoolmasters and the early years of Association Football1." Soccer & Society 9, no. 2 (January 14, 2008): 170–88. http://dx.doi.org/10.1080/14660970701811040.

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14

García Gómez, Teresa. "Maestras, amor y carreras profesionales." Revista Temas Sociológicos, no. 13 (January 25, 2017): 187. http://dx.doi.org/10.29344/07194145.13.233.

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ResumenEste artículo tras constatar la feminización generalizada de la enseñanza obligatoria, así como la mayor participación de los maestros en los puestos directivos, aborda una de las razones que obstaculiza a las maestras a acceder y permanecer en puestos de poder y toma de decisiones, como es la dirección escolar. Dicha razón es el concepto y prácticas de amor vigentes que difieren entre hombres y mujeres, dificultando el desarrollo de la carrera profesional de las maestras, siendo éstas un apoyo constante y continuo en la de los maestros.Palabras clave: Género, Dirección escolar, Toma de decisiones, Amor, Promoción laboral, Maestras.AbstractThis article deals with one of the reasons that prevent women from getting and keeping decision-making and powerful positions, such as a headship. Before tackling this topic, we have confirmed that there is a widespread feminisation of compulsory education. We have also taken count of the fact that there are more schoolmasters taking part in managerial positions. Such reason is the existing concept and practice of love, which men and women see in a different way. This is a glass ceiling for the development of the schoolmistresses professional career. Contrary, schoolmistresses are a constant and devoted support for the schoolmasters’ professional career.Key words: Gender, headship, Decision-making, Love, Promotion, Schoolmistresses.

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15

García Gómez, Teresa. "Maestras, amor y carreras profesionales." Revista Temas Sociológicos, no. 13 (January 25, 2017): 187. http://dx.doi.org/10.29344/07196458.13.233.

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ResumenEste artículo tras constatar la feminización generalizada de la enseñanza obligatoria, así como la mayor participación de los maestros en los puestos directivos, aborda una de las razones que obstaculiza a las maestras a acceder y permanecer en puestos de poder y toma de decisiones, como es la dirección escolar. Dicha razón es el concepto y prácticas de amor vigentes que difieren entre hombres y mujeres, dificultando el desarrollo de la carrera profesional de las maestras, siendo éstas un apoyo constante y continuo en la de los maestros.Palabras clave: Género, Dirección escolar, Toma de decisiones, Amor, Promoción laboral, Maestras.AbstractThis article deals with one of the reasons that prevent women from getting and keeping decision-making and powerful positions, such as a headship. Before tackling this topic, we have confirmed that there is a widespread feminisation of compulsory education. We have also taken count of the fact that there are more schoolmasters taking part in managerial positions. Such reason is the existing concept and practice of love, which men and women see in a different way. This is a glass ceiling for the development of the schoolmistresses professional career. Contrary, schoolmistresses are a constant and devoted support for the schoolmasters’ professional career.Key words: Gender, headship, Decision-making, Love, Promotion, Schoolmistresses.

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16

Roussinova-Zdravkova, Snejina. "Bulgarian Theatre Companies in the Second Half of the Twentieth Century." Theatre Research International 25, no. 2 (2000): 175–82. http://dx.doi.org/10.1017/s0307883300013018.

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The first signs heralding the birth of the Bulgarian theatre date from the middle of the nineteenth century. The first people to put on plays and dramas written for special celebrations were amateurs, schoolmasters as well as other representatives of the Bulgarian intelligentsia, who would gather in their spare time. They may be considered as the first witnesses of the awakening of a national Bulgarian self-consciousness during the years of Ottoman power.

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17

Pippard, B. "Schoolmaster-Fellows and the campaign for science education." Notes and Records of the Royal Society of London 56, no. 1 (January 22, 2002): 63–81. http://dx.doi.org/10.1098/rsnr.2002.0167.

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Until the middle of the nineteenth century, English schools and universities had little interest in science despite a growing awareness of industry's grave need for new ideas. Reform began in a few independent schools and was driven by a limited number of enthusiasts, who often went from their schools to be professors and to extend the process, especially in newly founded universities. The initial phase, lasting about 30 years, involved some two dozen schoolmasters, often self–educated, whose activities in teaching and research earned their election to the Fellowship. It is this group that forms the subject of the article.

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18

Stamp, Richard. "Of Slumdogs and Schoolmasters: Jacotot, Rancière and Mitra on self-organized learning." Educational Philosophy and Theory 45, no. 6 (November 26, 2012): 647–62. http://dx.doi.org/10.1080/00131857.2012.723888.

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19

Martinez-Cruz, Armando M., and Ellen C. Barger. "Adding á La Gauss." Mathematics Teaching in the Middle School 10, no. 3 (October 2004): 152–58. http://dx.doi.org/10.5951/mtms.10.3.0152.

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Carl Friedrich Gauss (1777–1855), considered the greatest mathematician of modern times, was born to a poor family in Brunswick, Germany. Although his father worked several unprofitable jobs to earn a meager living and assumed that Carl would follow in his footsteps, his mother insisted that her son receive an appropriate education. Young Gauss demonstrated amazing intellect at an early age. He was just three years old when he corrected a mistake in his father's weekly payroll computation. By the time he was nine, his schoolmasters admitted, “There was nothing more they could teach the boy” (Burton 2003, p. 509).

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20

Croché, Sarah. "Science and religion on the blackboard: exploring schoolmasters’ beliefs and practices in Senegal." British Journal of Religious Education 37, no. 1 (October 10, 2013): 37–52. http://dx.doi.org/10.1080/01416200.2013.830956.

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21

Moore, Dr Keith. "A Rural Community and its School: Contemporary Insights Through Historical Analysis." Australian and International Journal of Rural Education 9, no. 1 (March 1, 1999): 61–68. http://dx.doi.org/10.47381/aijre.v9i1.436.

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The experiences of two schoolmasters in the small isolated Western Port Bay fishing community of Hastings last century are relevant for today's practising teachers. Like present day teachers, they lacked the independence that could only be acquired by wealth, but were afforded a degree of status locally through their positions. Moreover, their successes and disappointments were largely dependent upon the opinions and evaluations of others. The first head teacher was a stately old gentleman, but he was unable to command respect from some parents and his authority was tested. His successor was young, confident and outgoing. Within a short time he had transformed the school. Under him, it occupied a prominent cultural and social position in the village.

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22

Deutscher, Thomas B. "From Cicero to lasso: Humanism and the Education of the Novarese Parish Clergy (1565-1663)." Renaissance Quarterly 55, no. 3 (2002): 1005–27. http://dx.doi.org/10.2307/1261563.

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This study argues that the parish clergy of the northern Italian diocese of Novara benefited from a dramatic increase in educational institutions in the decades following the Council of Trent (1545- 63) and that their formation was rooted in the humanist program of grammar, letters, poetry, history, rhetoric, and moral philosophy, inculcated through the reading of classical authors. Employing the acts of visitations conducted between 1616 and 1663, it is based on comments made by the priests themselves about their education and on an analysis of the secular books in their personal libraries. It concludes that a number of the Novarese priests developed a lifelong interest in humanist and secular works, while some of them employed their humanist training as schoolmasters in the towns and villages of the diocese.

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23

Orme, Nicholas, and Jay Pascal Anglin. "The Third University: A Survey of Schools and Schoolmasters in the Elizabethan Diocese of London." American Historical Review 91, no. 4 (October 1986): 914. http://dx.doi.org/10.2307/1873369.

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24

DeMolen, Richard L., and Jay Pascal Anglin. "The Third University: A Survey of Schools and Schoolmasters in the Elizabethan Diocese of London." Sixteenth Century Journal 18, no. 1 (1987): 125. http://dx.doi.org/10.2307/2540639.

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25

Sutami, Hermina. "Fungsi dan Kedudukan Bahasa Mandarin di Indonesia." Paradigma, Jurnal Kajian Budaya 2, no. 2 (February 15, 2016): 212. http://dx.doi.org/10.17510/paradigma.v2i2.28.

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<p>Since Political Reformed in 1998, teaching of Mandarin language burst out everywhere. Many schools—from primary until senior high school, even kindergarten—teach Mandarin. Having skill in Mandarin has become one prerequisite for new employees recruitment. In order to anticipate this situation, many schoolmasters without having understanding about our National Language Political Policy thought that Mandarin should be taught. They do not know that after nearly 30 years Mandarin was prohibited, the teaching Mandarin planning is really hard to be realised. There is no Mandarin language teacher, text book for Indonesian students, curriculum and syllabus, etc. In fact, many schools try to find old people who were educated in Chinese Schools before the era of late President Suharto to teach Mandarin. The result is far from what they expect. The Department of Education and Culture tried to overcome these problems, but there are still many problems facing us. This paper tried to show the problems, and gave suggesstion to overcome.</p>

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26

Kuzmenko, N. "V. O. SUKHOMLINSKIY CONCEPTS IN THE CONTEXT OF EDUCATIONAL DEVELOPMENT SPECIALISTS IN THE PEDAGOGICAL BRANCH." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (10) (2019): 26–30. http://dx.doi.org/10.17721/2415-3699.2019.10.07.

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The article analyzes the pedagogical heritage of V.O. Sukhomlynskiy, which is a treasury of knowledge, ideas and views on the professional formation of specialists in the pedagogical branch; outlines the relevance of his ideas for modern approaches to the development of teacher's professionalism in the context of building up the educational component of human fund; the dependence of professional pedagogical personnel growth on requirements and tendencies of society development is revealed. The author reveals theoretical principles and methodical aspects of the teacher`s educational component in the creative heritage of V.O. Sukhomlynskiy. The role of his ideas in the professional development of future teachers and pedagogues-practitioners has been determined, their effectiveness in the conditions of development of the New Ukrainian school, the reform of the national educational network. It is revealed that in his scientific work the characteristics of multi-dimensional determinants, which influence the growth of the educational component of pedagogical personnel, are widely represented. Through the prism of the ideas of the outstanding schoolmaster, the professional activity of teachers is considered as an important factor in the formation of the specialists` educational component in the pedagogical field. The requirements of V.O. Sukhomlynskiy for professional qualities of teachers are highlighted; also it is outlined his approaches to improving the quality of teacher training for educational activities. It was determined that V.O. Sukhomlynskiy constantly emphasized the power of the mechanism laid down in the teaching and educational process of educational institutions in relation to the formation of state qualitative human resources. Therefore, it is logical that in his research the issue of increasing the educators` professionalism is actively covered. A large number of his work is aimed at finding ways to develop the educational component of teaching staff, since it is the teachers who have the potential to create and develop the educational component of the individual. The results indicate that in the context of modern reforms and transformations of the Ukrainian educational environment, the most expedient and pedagogically justifiable is the way of implementation of time-tested viable ideas of schoolmasters, in particular V.O.Sukhomlynskiy. Studying and using the specialists of the pedagogical industry into the practice of his invaluable experience will allow us not only to develop the national educational environment, but also to be competitive in the world market of educational services.

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Němec, Mirek. "Schoolmasters, Bearers of Culture, Enemies of the Nation, and Peacemakers? On the Habitus of German Teachers in Czech Society." Aussiger Beiträge 15, no. 15 (January 10, 2022): 301–22. http://dx.doi.org/10.21062/ab.2021.006.

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28

Dekker, Jeroen J. H. "An educational regime: medical doctors, schoolmasters, jurists and the education of retarded and deprived children in the Netherlands around 1900." History of Education 25, no. 3 (September 1996): 255–68. http://dx.doi.org/10.1080/0046760960250304.

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29

Boutry, Philippe. "Barnet Singer, Village Notables in 19th Century France. Priests, Mayors, Schoolmasters, Albany, State University of New York, 1983, 197 p." Annales. Histoire, Sciences Sociales 41, no. 3 (June 1986): 736–37. http://dx.doi.org/10.1017/s0395264900076174.

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30

Želvys, Rimantas, and Sonata Čigienė. "Management of the Mentoring Process in Vilnius City Secondary Schools." Pedagogika 123, no. 3 (September 2, 2016): 55–66. http://dx.doi.org/10.15823/p.2016.33.

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The importance of mentorship in the field of education is disclosed by the projects under implementation or already implemented where the activities related to the development of mentorship in the educational system of Lithuania are depicted. However, the activity of the mentor himself/herself is prevailing in the mentorship researches as well as in practice. The activity and possibilities of manager in the process of mentorship are not analyzed or analyzed only episodically. The aim of this study is to find out whether the schoolmasters manage the process of mentorship and which possibilities of it they use and to prepare recommendations for schoolmasters in the field of mentorship based on the results obtained. The following scientific problem is formulated: what are the possibilities of the managers to manage the process of mentorship as the tool to implement the aims of the organization and the effect to the employees; what would be the use of it, what are the forms of possible organization. This attitude to mentorship from the position of manager is not much analyzed until now. The aim of the study – to disclose the activity of the manager in the process of mentorship in secondary schools of Vilnius city. Tasks: 1. Describe the process of mentorship under analysis. 2. Review the possibilities and needs of the manager to use mentorship as the tool of education of employees and formation of microclimate of school. 3. Reveal the activity of the manager in the process of mentorship in secondary schools of Vilnius city. Object: the activities of managers of secondary schools of Vilnius city in the process of mentorship in 2013–2014. Hypothesis: H1 – in cases mentorship is regulated at school the results achieved are clear and can be evaluated. H2 – in cases the manager is prepared and participates in the process of mentorship the results achieved correspond to the targets set. Methods of research: analysis of scientific literature and documentation of the field of education, questionnaire, partly structural interview, data analysis, summarizing and explication. The process of mentorship and the possibilities of the manager to use it in his/her activities are described in the study. The quantitative and qualitative research revealing the spread of mentorship its forms, target group, participation of managers and attitude to the possibilities of mentorship in the secondary schools of Vilnius city. The research showed the following: • The mentorship process for the young as well as experienced employee at school is wide spread, nevertheless, the level of this activity is different; • The mentorship could be used for the development of young as well as experienced employees (in the problematic or new fields), also for the development of mentors and formation of microclimate. • Active participation of the manager in the process of the mentorship determines focused mentorship, more precise compliance of the results to the ones planned; During the research hypothesis H1 and H2 were confirmed.

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31

Wassermann, Gerhard D. "Morality and Determinism." Philosophy 63, no. 244 (April 1988): 211–30. http://dx.doi.org/10.1017/s0031819100043370.

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This paper is intended as a contribution to a recent vigorous debate in The Times, between the distinguished journalist Bernard Levin, the eminent Oxford economist Wilfred Beckerman and the Archbishop of York, John Habgood, among others. The debate concerns morality, ‘free will’ and determinism. As a former German (now British) Jew, who lost close relatives at Auschwitz (e.g. my mother's sister) and who suffered personally severely in my youth under daily virulent Nazi persecution (even from schoolmasters who earlier professed to be ‘good democrats’ but were vicious antisemites), I obviously cannot remain strictly detached and neutral. Yet, I shall attempt to retain as much neutrality as possible, since I think that the main rivals in this debate have all some very relevant, interesting and valid things to say. Let me also state other, probably very relevant, biases. I am an ardent Zionist (and have been so since the experiences of my youth). In addition, I am a diehard mechanistic materialist as regards basic philosophy, although I am tolerant of other people's religious feelings, because I realize that my materialism is as metaphysical as their religious views. With this as background let me return to the technical issues. Obviously, in a philosophical journal one can write at a level above that of The Times, where there is, perhaps, insufficient room to debate philosophical, biological, physical and other niceties in some depth.

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Driel, Lodewijk van. "19th-century linguistics." Historiographia Linguistica 15, no. 1-2 (January 1, 1988): 155–85. http://dx.doi.org/10.1075/hl.15.1-2.09dri.

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Summary In this paper an attempt has been made to draw a picture of linguistics in the Netherlands during the 19th century. The aim of this survey is to make clear that the influence of German linguistics on Dutch works of the period is characteristic of the development of Dutch linguistics in that century. Emphasis has been placed on the period 1800–1870; three traditions are distinguished: First of all there is the tradition of prescriptive grammar and language instruction. Next attention is drawn to the tradition of historical-comparative linguistics. Finally, by about the middle of the century, the linguistic views of German representatives of general grammar become prominent in Dutch school grammars. Successively we point to the reception by the schoolmasters of K. F. Becker’s (1775–1849) work; then Taco Roorda (1801–1874) is discussed, and the relationship between L. A. te Winkel (1809–1868) and H. Steinthal (1823–1899) is presented. In conjunction with Roorda’s work on Javanese the analysis of the so-called exotic languages is mentioned, an aspect of Dutch linguistics in the 19th century closely connected with the Dutch East Indies. It is obvious that the German theme is one of the most conspicuous common elements in 19th-century Dutch linguistics, as Dutch intellectuals in many respects took German culture as a model.

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Cressy, David. "Jay Pascal Anglin. The Third University: A Survey of Schools and Schoolmasters in the Elizabethan Diocese of London. Norwood, Penn.: Norwood Editions. 1985. Pp. xi, 255. $29.50." Albion 18, no. 2 (1986): 272–74. http://dx.doi.org/10.2307/4050331.

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Austen, Ralph A. "Colonialism from the Middle: African Clerks as Historical Actors and Discursive Subjects." History in Africa 38 (2011): 21–33. http://dx.doi.org/10.1353/hia.2011.0004.

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In a review of my first published book one of the founding figures of african historical studies suggested that instead of giving so much attention to European colonial administrators and African traditional chiefs I should have focused upon “the clerks, the schoolmasters and the evangelists, who were to take the lead when indirect rule had failed.” The terms in which this admonition was expressed implies a confidence in the nationalist project of “educated elites” that is less tenable today than it was during the 1960s. Nonetheless, in the late stages of my own career I have come to the conclusion that of the various occupational categories cited by Roland Oliver, African clerks do deserve greater examination than they have received so far in the historiography of colonial Africa. However, if they do prefigure the political leadership of postcolonial Africa, it is less in the heroic and innovative mode of “nation-building” than in the more problematic and continuous role as “gate-keepers,” or “brokers” (honest or not) between subject populations and external sources of power/patronage.I am not alone in this concern and an entire recent volume of essays has been dedicated to the study of such colonial “African intermediaries.” I contributed a chapter to this book and have continued to pursue a study of colonialism from “the middle” (as opposed to the “above” of my previous work as well as the social history “from below” that emerged in more recent decades). The focus of my research on this topic is upon two figures who are of both historical and literary significance: Amadou Hampâté Bâ (1900-1991), the very renowned Malian writer and scholar who produced a memoir about his early career as a colonial clerk; and “Wangrin,” a clerk and interpreter of an earlier generation, who is the subject of Hampâté Bâ's most widely read book.

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Vieson, Paul F. "The Third University: A Survey of Schools and Schoolmasters in the Elizabethan Diocese of London. By Jay Pascal Anglin. Norwood, Pennsylvania: Norwood Editions, 1985. xi + 255 pp. $29.50." Church History 55, no. 4 (December 1986): 526–27. http://dx.doi.org/10.2307/3166392.

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Kirby, Paul. "The unapologetic schoolmaster." Critical Studies on Security 1, no. 3 (November 2013): 349–51. http://dx.doi.org/10.1080/21624887.2013.850222.

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Hanley, John, Michael Salamone, and Matthew Wright. "Reviving the Schoolmaster." Political Research Quarterly 65, no. 2 (April 28, 2011): 408–21. http://dx.doi.org/10.1177/1065912911404564.

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Mukhopadhyay, Rahul, and Varadarajan Narayanan. "‘The Ignorant Schoolmaster’." Contemporary Education Dialogue 11, no. 2 (June 26, 2014): 221–34. http://dx.doi.org/10.1177/0973184914529037.

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Zhelezniakova, Elena A., and Maria L. Lapteva. "Distance Learning Technologies in Teaching Russian as a Non-Native Language in Primary School." Russian Language Studies 19, no. 1 (December 15, 2021): 21–33. http://dx.doi.org/10.22363/2618-8163-2021-19-1-21-33.

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The article studies distance education technologies in teaching Russian as a non-native language in primary schools. Modern Russian schools are multicultural, because their students have not spoken Russian since childhood together with Russian-speaking classmates. Most of them study in primary schools (grades 1-4). The relevance of the research is determined by the current situation in the world, where distance learning has become an integral part of the educational process, and also by the lack of knowledge of the online resources potential in teaching Russian as a non-native language at school. The aim of the study is to determine the possibilities of including distance technologies in the practice of teaching Russian to foreign-speaking primary school students. The material is scientific and educational literature on the issue, as well as Internet resources for students studying Russian as a foreign and non-native language. The authors used methods of analysis, synthesis, evaluation, forecasting, and survey. The results of the research are detecting the features of distance-learning technologies in modern schools: online resources are used in fragments, the technical capabilities of schools are not used or are not used enough, materials on Russian as a non-native language are not presented on the used platforms, and schoolmasters do not have experience in using distance learning technologies in teaching Russian to foreign speakers and also determining the directions for improving online teaching of Russian as a non-native language to primary school students: interconnected teaching of speech activities, the use of distance learning technologies for students individual work on the program, presenting generalized material of lessons, language and speech exercises, as well as materials for monitoring. The conclusion contains findings about the educational potential of distance technologies: massive opportunities for generalizing and revising lesson material, language skills automation and speech skills training, interconnected training of speech activities, cognitive activity intensification and compensation for the lack of classroom time for teaching Russian as a non-native language.

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O'Loughlin, Thomas. "Harmonizing the Truth: Eusebius and the Problem of the Four Gospels." Traditio 65 (2010): 1–29. http://dx.doi.org/10.1017/s0362152900000829.

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In the late third century Eusebius of Caesarea, better remembered now for his work as a historian of the church, produced an apparatus for the reconciliation of the disagreements found in the four Christian gospels. It was a remarkable work in its own right for it preserved, as the tradition demanded, the plurality of the gospels, while allowing them to be presented and studied as a single entity, “the gospel,” and so succeeding in Tatian's aim in hisDiatessaron— as exegesis and apologetics demanded. Moreover, though now largely forgotten, it remained an important element within theology for centuries. This paper's aim is to locate the significance of Eusebius's work in its original setting in the world of late antiquity and the Christian defense of pagan challenges to the gospels' integrity, and then to follow the influence of his work within just one strand of the tradition: that which forms the background of western, Latin theology. So it will note how that work was adopted and adapted by Jerome, how it then passed on to the late-patristic Latin schoolmasters who sought to transform all learning into convenient modules of defined value, and then was taken up by others in just one region of the Latin West, the insular world, such as the anonymous scribes of the Book of Kells, the Stowe Missal, and the Book of Deer, for whom Eusebius's work was a mystery that they could not simply abandon, even when they could not understand it. Throughout this period, the Eusebian Apparatus roused the intellect of scholars, teachers, and scribes, but in each milieu the significance and perceived utility of the Apparatus was different. The history of ideas is about changes within intellectual and textual continuities, and with the Apparatus we have a clearly identifiable scholarly tool that does not in itself change over the period, but whose reception and exploitation vary greatly.

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Potts, Jennifer C., Michael L. Burton, and Amanda R. Myers. "Age, growth, and natural mortality of schoolmaster (Lutjanus apodus) from the southeastern United States." PeerJ 4 (October 4, 2016): e2543. http://dx.doi.org/10.7717/peerj.2543.

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Ages of schoolmaster (n= 136) from the southeastern Florida coast from 1981–2015 were determined using sectioned sagittal otoliths. Opaque zones were annular, forming March–July (peaking in May–June). Schoolmaster ranged in age from 1–42 years; the largest fish measured 505 mm total length (TL) and was 19 years old. The oldest fish measured 440 mm TL. Estimated body size relationships for schoolmaster were:W= 9.26 × 10−6TL3.11(n= 256,r2= 0.95);W= 2.13 × 10−5FL2.99(n= 161,r2= 0.95);TL= 1.03FL+ 10.36 (n= 143,r2= 0.99); andFL= 0.96TL− 8.41 (n= 143,r2= 0.99), whereW= whole weight in g,FL= fork length in mm, and TL in mm. The fitted von Bertalanffy growth equation was:Lt= 482 (1 −e−0.12(t+2.79)) (n= 136). Based on published life history relationships, a point estimate of natural mortality for schoolmaster wasM= 0.10, while age-specific estimates ofMranged from 1.57–0.18 for ages 1–42.

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McCallum, Sandra. "John Durkan, Scottish Schools and Schoolmasters 1560–1633. Edited and revised by Jamie Reid-Baxter. Scottish History Society 2006, Fifth Series, Volume 19. Boydell: Woodbridge, 2013. 450 pp. $70 hardback. ISBN 9780906245286." Innes Review 66, no. 1 (May 2015): 153–55. http://dx.doi.org/10.3366/inr.2015.0091.

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YILDIRIM, Kevser. "Öğrenen Öğretmen, “Cahil Hoca” Olabilir mi?" ALANYAZIN EĞİTİM BİLİMLERİ ELEŞTİREL İNCELEME DERGİSİ - CRITICAL REVIEWS IN EDUCATIONAL SCIENCES 1, no. 2 (December 31, 2020): 70–74. http://dx.doi.org/10.22596/cresjournal.0102.70.74.

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Sirc, Geoffrey, Diana George, Gil Haroian-Guerin, Wendy S. Hesford, Duane H. Roen, Stuart C. Brown, Theresa Enos, Alan Shepard, John McMillan, and Gary Tate. "The Schoolmaster in the Bookshelf." College English 63, no. 4 (March 2001): 517. http://dx.doi.org/10.2307/378893.

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Wallace, James M. "Schoolmaster of the Great City (Book)." Educational Studies 28, no. 2 (June 1997): 99–110. http://dx.doi.org/10.1207/s15326993es2802_1.

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Morlock, Forbes. "The Story of the Ignorant Schoolmaster." Oxford Literary Review 19, no. 1 (July 1997): 105–32. http://dx.doi.org/10.3366/olr.1997.005.

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Myers, Mary. "The Hoosier Schoolmaster of the Air." Journal of Radio & Audio Media 23, no. 2 (July 2, 2016): 213–28. http://dx.doi.org/10.1080/19376529.2016.1223961.

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Haddad, Samir. "Shared Learning and The Ignorant Schoolmaster." Philosophy of Education 71 (2015): 175–82. http://dx.doi.org/10.47925/2015.175.

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Hughes, Ann. "Thomas Dugard and His Circle in the 1630s – a ‘Parliamentary–Puritan’ Connexion?" Historical Journal 29, no. 4 (December 1986): 771–93. http://dx.doi.org/10.1017/s0018246x0001904x.

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The career of Thomas Dugard, the focus of this article, can be very briefly outlined. The son of a Worcestershire schoolmaster, Dugard was educated at Sidney Sussex College Cambridge, where his uncle Richard was an eminent tutor. Thomas gained his M.A. in 1633, and the same year became Master of Warwick school where he remained until he obtained the wealthy living of Barford, south Warwickshire in 1648. He kept this living until his death in 1683, by which time he had, by the skin of his teeth, been enrolled by the heralds amongst the Warwickshire gentry. Thomas Dugard was not considered worthy of an entry in the Dictionary of National Biography, although his brother William, the schoolmaster and printer, and his son Samuel, a clergyman and author, are included.

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Roelstraete, Dieter. "TheReallyIgnorant Schoolmaster: Jef Geys, Amongst Many Others." Afterall: A Journal of Art, Context and Enquiry 27 (May 2011): 85–94. http://dx.doi.org/10.1086/661614.

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