Relevant bibliographies by topics / Schools Commission

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Academic literature on the topic 'Schools Commission'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Schools Commission"

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Stanton, Kim. "Looking Forward, Looking Back: The Canadian Truth and Reconciliation Commission and the Mackenzie Valley Pipeline Inquiry." Canadian journal of law and society 27, no. 1 (April 2012): 81–99. http://dx.doi.org/10.3138/cjls.27.1.081.

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AbstractWhen we talk about truth and reconciliation commissions, we are accustomed to speaking of “transitional justice” mechanisms used in emerging democracies addressing histories of grave injustices. Public inquiries are usually the state response to past injustice in the Canadian context. The Canadian Truth and Reconciliation Commission (TRC) is the result of a legal settlement agreement involving the government, representatives of indigenous peoples who attended residential schools for a period lasting more than a century, and the churches that operated those schools. Residential schools have been addressed in a series of public inquiries in Canada, culminating in the TRC. I argue that some of Canada's previous public inquiries, particularly with respect to indigenous issues, have strongly resembled truth commissions, yet this is the first time that an established democracy has called a body investigating past human-rights violations a “truth commission.” This article considers some of the reasons for seeking a truth commission in an established democracy and looks to a previous public inquiry led by Thomas Berger, the Mackenzie Valley Pipeline Inquiry, for some useful strategies for the TRC as it pursues its mandate. In particular, I suggest that a commission can perform a social function by using its process to educate the broader public about the issue before it.
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Gow, Lyn, John Balla, Judy Hall, Deslea Konza, and Dianne Snow. "Towards Effective Integration in Australia." Australasian Journal of Special Education 10, no. 2 (November 1986): 14–20. http://dx.doi.org/10.1017/s1030011200021588.

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AbstractFor the past twenty years integration of students with special needs has been emerging as one of the most significant educational and social challenges facing the world’s communities. Since the early 1970’s, the Commonwealth Schools Commission has supported attempts throughout Australia to integrate students with special needs into ordinary school settings, rather than to expand provision of segregated schools and centres. The nature and funding level of the Commission’s integration element has been the subject of extensive discussion in recent years and these discussions have now extended to the regular school arena where increasing numbers of students with special needs are being integrated. There was, therefore, wide consenus throughout Australia that a review of integration was needed at this time. The national review reported in this paper was commissioned by the Commonwealth Schools Commission in response to a request from the OECD Centre for Educational Research and Innovation to participate in a three-country (Australia, Sweden and France) review of integration policies and practices. The purpose of this paper is to discuss some of the factors identified in this review as being vital to effective integration in Australia.
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Thornton, Richard. "The Electoral Commission and schools." set: Research Information for Teachers, no. 3 (December 1, 2016): 71–72. http://dx.doi.org/10.18296/set.0065.

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Šarić, Tatjana. "To be or not to be in culture." Review of Croatian history 15, no. 1 (December 20, 2019): 81–105. http://dx.doi.org/10.22586/review.v15i1.9742.

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The League of Communists of Croatia (LCC) Central Committee (CC) Ideological Commission as its task force, was one of the most important creators of cultural policy in the People's Republic of Croatia (PRC) / Socialist Republic of Croatia (SRC). Established in 1956 after 1952 dismantled Agitation and Propaganda Commissions, the Ideological Commission inherited part of the jurisdiction of former Agitprop, but it also took over those of the LCC CC Personnel Commissions, particularly with regard to political schools and membership education. The most important activity of this commission was to monitor and analyze the phenomenon of overall cultural, educational and scientific activity in Croatia, and suggesting to the LCC CC to take positions towards them, according to the given ideological current. This has become the decisive factor in cultural policy without whose approval or recommendation projects could not be realized. This paper will therefore concentrate precisely on this activity of the Ideological Commission and give a brief overview of its activity in the supervision of various forms of cultural activity - art, literature, film and media - press, radio and television, while its work in education and science, because of the broadness of the topic, in this case, will be left out. The Commission's activities surveyed in this paper are limited by the period between 1956 (its founding) and 1965 (the 5th LCC CC Congress) when the Commission was organizationally restructured and divided into several areas.
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L., J. F. "CLOSING OF MEDICAL SCHOOLS." Pediatrics 97, no. 1 (January 1, 1996): A28. http://dx.doi.org/10.1542/peds.97.1.a28.

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A private study commission is urging "the wholesale closing" of US medical schools during the next decade to avert a glut of doctors. The Pew Health Professions Commission on Thursday urged a similar retrenchment ent in pharmacy schools and elimination of at least 10% of nurse training programs. It called for constricting the pipeline of foreign doctors who come to this country to train and usually wind up practicing here. . . . The provocative study, funded by the Pew Charitable Trusts, a private philanthropy, did not sit well with leaders of academic medicine.
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Maes, Ivo. "Economic thought at the European Commission and the creation of EMU (1957-1991)." HISTORY OF ECONOMIC THOUGHT AND POLICY, no. 2 (March 2011): 63–80. http://dx.doi.org/10.3280/spe2010-002004.

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To understand macroeconomic and monetary thought at the European Commission, two elements are crucial: firstly, the Rome Treaty, as it determined the mandate of the Commission and, secondly, the economic ideas in the different countries of the European Community, as economic thought at the Commission was to a large extent a synthesis and compromise of the main schools of thought in the Community. Initially, economic thought at the Commission was mainly a fusion of French and German ideas, with a certain predominance of French ideas. Later, Anglo-Saxon ideas would gain ground. At the beginning of the 1980s, the Commission's analytical framework became basically medium-term oriented, with an important role for supply-side and structural elements and a more cautious approach towards discretionary stabilisation policies. This facilitated the process of European integration, in the monetary area too, as consensus on stabilityoriented policies was a crucial condition for EMU. Over the years, the Commission has taken its role as guardian of the Treaties and initiator of Community policies very seriously, not least in the monetary area. It has always advocated a strengthening of economic policy coordination and monetary cooperation. In this paper, we first focus on the different schools which have been shaping economic thought at the Commission. This is followed by an analysis of the Rome Treaty, especially the monetary dimension. Thereafter, we go into the EMU process and the initiatives of the Commission to further European monetary integration. We will consider three broad periods: the early decades, the 1970s, and the Maastricht process.
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Bartnicka, Kalina. "Oryginalność Komisji Edukacji Narodowej na tle europejskim." Biuletyn Historii Wychowania, no. 33 (February 11, 2019): 7–22. http://dx.doi.org/10.14746/bhw.2015.33.1.

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The uniqueness of the Commission of National Education in Europe As a result of the ban imposed on the Society of Jesus, post-Jesuit schools and funds had to be submitted to control. On 14 October 1773, on the initiative of king Stanisław August Poniatowski, the Commission of National Education (KEN) was appointed during a session of the parliament confirming the First Partition of Poland. The Commission was a body supervising the entire Polish education system, as well as an education fund created from the post-Jesuit assets. The king and the members of Parliament hoped that the Commission would reform the Polish education system and subsequently Poland would become a powerful state again. The Commission was a state institution appointed by parliament and answerable only to parliament. The Commission members included well-educated individuals, prominent politicians, representatives of the social elite who added to the Commission of National Education’s prestige. The school reform was inspired by the concepts of physiocracy (adapted to Polish conditions), the achievements of the pedagogy and philosophy of the Enlightenment, coupled with the local political and educational heritage, as well as the experiences of the National Academy in educating teachers and in cooperating with secondary schools. The Commission of National Education did not have any examples to follow, be it for institutional work or the planned school reform. The Commission managed to create a new type of state institution in charge of education. University-level education was provided to teachers, while the universities themselves were upgraded in terms of academic requirements and organisation. Departments were replaced with two equal-rank colleges. A Moral College was established with social science and humanities in mind, while a Physical College was created with mathematics and natural science in mind. The universities were delegated the responsibility of academic and pedagogic supervision of secondary schools. The Commission established the modern profession of teacher, the so-called academic estate. Polish was introduced to schools as a teaching language, accompanied by an encyclopaedic curriculum. Polish school books were developed. An enlightened and responsible nobleman-cum-patriot was offered as an educational model. The Laws of the Commission of National Education for the academic estate and the schools of the Polish Republic, an academic legal code, was developed and published in 1783. The Commission was appointed by parliament and had an educational fund at its sole disposal. It was esponsible only to parliament for its activity and financial policy. This significantly differentiated the KEN from the institutions supervising education in Russia, Germany or Austria, as well as other countries, which were financially and legally dependent on enlightened monarchs. The KEN schools educated patriots and citizens, while the schools in absolutist monarchies desired loyal and obedient subjects of the tsar or king.
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DASHKOVSKIY, PETR K., and NATALIA S. GONCHAROVA. "ACTIVITIES OF THE ASSISTANCE COMMISSIONS FOR MONITORING COMPLIANCE WITH THE LEGISLATION ON RELIGIOUS CULTS IN THE MID-1970S AND EARLY 1980S IN KHAKASSIA (SOUTHERN SIBERIA)." Study of Religion, no. 1 (2021): 51–63. http://dx.doi.org/10.22250/2072-8662.2021.1.51-63.

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The article studies the activities of the commissions of assistance to executive committees for monitoring compliance with the legislation on religious cults in the mid-1970s - early 1980s in Khakassia. On the basis of archival data, the duties of commission members and their methods of working with believers are shown. The commissions studied the religious situation, monitored compliance with the legislation on cults, attended meetings of religious communities, places of work and residence of believers, conducted conversations and lectures with them. Special attention is paid to the work of the commissions with schools and enterprises. The effectiveness and results of the activities of the members of the commissions, their impact on the registration process of religious communities and their role in the implementation of state policy on the ground are considered. The paper describes the issue of interaction of the commissions with the regional executive committee and the commissioner of the Council for Religious Affairs under the Council of Ministers of the USSR in the Krasnoyarsk territory, which included the Khakass Autonomous Region...
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Chalmers, Jason. "Truth-Telling by Wrong-Doers? The Construction of Avowal in Canada’s Truth and Reconciliation Commission." Canadian Graduate Journal of Sociology and Criminology 4, no. 1 (June 17, 2015): 16–26. http://dx.doi.org/10.15353/cgjsc.v4i1.3745.

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The truth commission has emerged in the last thirty years as a distinct juridical form that views the production of truth as necessary, and in some cases sufficient, for achieving justice. In his history of truth-telling in juridical forms, Michel Foucault conducts a genealogy of avowal (or confession) in western judicial practice; critical to his definition of avowal is that the truth-teller and wrong-doer must be the same subject. In my analysis, I consider avowal in light of a relatively recent judicial innovation: the truth commission, with Canada’s Indian Residential Schools Truth and Reconciliation Commission (TRC) as a particular case. The TRC’s emphasis on the testimony of victims rather than perpetrators means that truth-telling and wrong-doing are decoupled in this juridical form, suggesting that avowal is not a function of truth commissions according to Foucault’s criteria. Does this mean that truth commissions are not involved in truth production, or perhaps that they are not a juridical form in the lineage of those examined by Foucault? The truth commission is a juridical form that Foucault was unable to address because it developed only after his death, and it is possible that it challenges his core understanding of avowal; however, the truth commission also appears to be consistent with trends that he predicted about the role of truth-telling in the modern judicial system.
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Janeczek, Stanisław. "DIDACTICS OF LOGIC IN KEN SCHOOLS AND THE CONCEPTION OF LOGICIN THE "ENCYCLOPÉDIE OU DICTIONNAIRE UNIVERSEL RAISONNÉ"." Studia Philosophiae Christianae 56, S1 (December 31, 2020): 41–62. http://dx.doi.org/10.21697/spch.2020.56.s1.03.

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The paper describes the conception of logic in Polish didactics authored by the Commission of National Education (KEN), an important educational institution of the European Enlightenment. Since the documents of the Commission refer to a vision of science presented by such influential works then as the Encyclopédie ou dictionnaire universel raisonné [Great French Encyclopedia], the paper compares the requirements from the Commission’s programmer with the encyclopaedic entries that entail logical problems broadly understood. It turns out that the Commission, following the Encyclopédie, not only recommended a list of textbooks of logic but also shared its eclectic vision of logic. Although it is characteristic of modernity to take a relative approach to the importance of traditional logic, transformed into science on method, or literally an outline of epistemology, understood according to É. Condillac as a specific form of metaphysics, nevertheless some elements of logic were eclectically made valid. This logic, from the times of I. Kant, has been defined as formal logic. Practical logical skills were preferred to the knowledge of logical theories. At the same time attention was paid to the meaning of natural logical skills, and drills in logical reasoningwhen studying languages and mathematics. Despite preferences for the analytical method they also noticed the importance of synthetic method. It seems also that although the documents of the Commission do not say anything about the teaching of syllogistic issues, in didactic practice inspired by the Encyclopédie in the schools controlled by the Commission, the room was made to teach these problems. Condillac’s book was preferred in the schools controlled by the Commission, nevertheless, it was not, as in the case of other textbooks, a must on the reading list, an obligatory reading matter, therefore it was not published in Poland. The conception of logic presented by the Commission as modelled on the Encyclopédie managed to avoid the one-sidedness of Condillac’s approach, the approach that in fact eliminated the teaching of logic.
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Dissertations / Theses on the topic "Schools Commission"

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Taylor, Kurt. "Christ's commission and Lutheran schools." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p028-0265.

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Roberts, Amy. "Faculty Practice Among Commission of Collegiate Nursing Education Accredited Nursing Schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3317/.

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This descriptive survey study investigated the value of faculty practice among Commission of Collegiate Nurse Education (CCNE) Accredited Nursing Schools. The sample included all CCNE accredited schools that offered a Masters degree. Subjects from the 66 schools in the sample the dean and three Nurse Practitioner faculty who are teaching a clinical course. Response rate was 51% for the deans and 35% for the faculty. The opinions of deans were compared to the opinions of faculty on the views of faculty practice as research and the incorporation of faculty practice in the tenure and merit review system. The results showed faculty and deans differed on the value of faculty practice as research. However, only 6.5 % of statistically significance difference was contributable to whether the response was from a dean of a faculty. There was no significant difference to the inclusion of faculty practice in the tenure and merit review system. Boyer's expanded definition of research was used as a theoretical background. Deans viewed faculty practice more important as compared to the traditional faculty expectation of research than faculty did. The operational definition of faculty practice was that it required scholarly outcomes from the practice. Deans were more willing than faculty to acknowledge there were scholarly measurable outcomes to evaluate faculty practice than faculty were. The greatest difference in opinion of outcomes was the deans were more willing to accept clinically focused articles as an outcome than faculty were. Faculty were asked how the money from faculty practice was distributed. Faculty overwhelmingly reported that money generated from faculty practice most often goes to the individual faculty member. Suggested areas for future research involve investigation of the role of tenure committees in tenure decisions relating to research and faculty practice.
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Melville, William Ian. "An historical analysis of the structures established for the provision of Anglican schools in the diocese of Perth, Western Australia between 1917 and 1992." University of Western Australia. Graduate School of Education, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0032.

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[Truncated abstract] Within the State of Western Australia, from its early years, education has been provided not only by the State, but also by religious denominations, particularly the Catholic Church, the Anglican Church and other Christian groups. This thesis is concerned with Anglican education in the State from the years 1917-92. The particular focus is on the structures established for the provision of Anglican education in the Diocese of Perth throughout the period. The central argument of the thesis is as follows. During the period 1917-92, the structures established for the provision of Anglican education in the Diocese of Perth changed across four subperiods: 1917-50, 1951-60, 1961-80 and 1981-92. During the first subperiod, provision was made under structures which allow for the schools which existed to be classified according to three ‘types’: ‘religious-order schools’, ‘parish schools’, and ‘schools of the Council for Church of England Schools’. The first two types continued during the second subperiod and were joined by two new types, namely, ‘Perth Diocesan Trustees’ schools’ and ‘synod schools’, while ‘schools of the Council for Church of England Schools’ceased as a type. During the third subperiod ‘synod schools’ continued as a type, but the other three types ceased to exist. At the same time, one new type emerged, namely, ‘schools of the Church of England Schools’ Trust’. During the fourth subperiod there were also two types of schools within the Diocese, but the situation was not the same as in the previous subperiod because while ‘synod schools’ continued as a type, ‘Perth Diocesan Trustees’ schools’ ceased to exist. Furthermore, a new type was established, namely ‘schools of the Anglican Schools Commission’. This two-type structure for provision which was established during the sub-period 1981-92, is still that which exists to the present day for the provision of Anglican education within the Diocese of Perth.
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Kissling, Maxine, and n/a. "An evaluation of a programme in which parents assist their chilren to acquire literacy." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060814.144057.

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In 1983 a programme was initiated by the School of Education, Canberra College of Advanced Education (CCAE) and the Australian Schools Commission to enable parents to assist their own children in literacy. The children had previously been identified as experiencing difficulties in acquiring the skills of literacy. The purpose of this study was to evaluate the effects of the parents' intervention on the children's achievements in literacy, and to assess the quality of the programme by examining particular subskills taught in the course. The methods of assessment were also evaluated for their appropriateness for the circumstances. The thirty nine children in the study were the sample of fifty two children for whom there was complete information. Parents of these children began the programme in July 1985 or in March 1986. They attended a course of ten sessions over thirteen weeks in a semester. The following semester they were allocated to a teacher who was a post graduate or fourth year degree student in education, and given individual assistance from six to ten sessions, and longer if necessary. Aspects of oral reading, comprehension, writing and spelling were tested at the beginning of the programme and again in November 1986, and the results compared. Observational records were also kept and changes evaluated. In addition, oral reading was measured at the end of the parents' course, and before individual assistance commenced. Case studies were built up for every child, and the findings grouped to observe the effect of the intervention on the population. The results showed that the programme achieved its aim of giving parents the skills to assist; their own children in the acquisition of literacy. The content of the course and the subskills taught were also justified by the outcomes. Furthermore, the method of evaluation revealed specific and succinct information on which to base the intervention and to monitor progress. The research took place over 18 months, during which time teaching and progress were continual. A longitudinal study over several years would confirm the results of the research.
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McDonough, Jennifer Nobles. "Higher education administrators' perceptions of the Academic Quality Improvement Project as compared to the Program to Evaluate and Advance Quality within the North Central Association of Colleges and Schools." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1333129303.

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Cuffman, Darcey M. "A Study of the Roles of Assistant and Associate Deans in Institutions Accredited by the Commission on Colleges of the Southern Association of Colleges and Schools." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2900.

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The purpose of this quantitative research study was to analyze the roles of assistant and associate deans in the colleges or schools related to the disciplines of business, education, and arts and sciences within four different classifications of institutions [Research Universities I and II and Doctoral Universities I and II], as described by the Carnegie Foundation for the Advancement of Teaching. Respondents in the study came from institutions accredited by the Colleges of the Southern Association of Colleges and Schools. Respondents included 191 associate deans and 60 assistant deans, of whom 154 were men and 97 were women. Chi-square statistics were used to analyze assistant and associate deans' perceptions of (1) whether their positions are line or staff; (2) whether they would recommend changes in their positions; (3) whether each was interested in becoming deans at their present institution or another institution. Three composite scores from factor analysis were analyzed by three-way ANOVA: (1) Curriculum, (2) Administrative Leadership and Relationships, and (3) Budget. A second statistical analysis included t-tests and a one-way ANOVA for Composite #2, Administrative Leadership and Relationships. Results showed no significant differences in (1) whether assistant and associate deans perceive that deans differentiate their positions as line or staff, and (2) between associate deans and assistant deans in regard to their interest in becoming deans at their institutions. From the factor analysis, results showed no significant differences in Composite #1, Curriculum, for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For Composite #2, results showed no significant differences for the independent variables: gender, college, gender by dean, gender by college, dean by college, and gender by dean by college. For Composite #3, Budget, results showed no significant differences for the independent variables: gender, college, gender by college, dean by college, and gender by dean by college. For the second statistical analysis for Composite #2, Administrative Leadership and Relationships, results showed no significant differences between colleges/schools and leadership, and the level of dean and leadership. The results of this study showed that (1) associate deans perceived their positions as line versus staff; (2) associate and assistant deans did not perceive their positions as stepping stones to deanships at their present institutions; (3) associate deans believed their positions were stepping stones to deanships at other institutions; and (4) assistant deans did not perceive their experience at their present institution as a stepping stone to deanships at their present or other institutions. Female associate deans had the most responsibility for Composite #1. Male associate and male assistant deans had approximately the same responsibilities for Composite #1, Curriculum. More associate deans than assistant deans had responsibilities for Composite #2, Administrative Leadership and Relationships and Composite #3, Budget.
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Rodriguez, Barbara June. "An examination of the Southern Association of Colleges and Schools Commission on colleges' quality enhancement plans at two institutions through the lens of quality improvement." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10095900.

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The purpose of this case study was to explore the quality enhancement plan (QEP) process and its influence on student learning of critical thinking and the institutional environment from the perspective of key stakeholders at two community colleges accredited by the Southern Association of Colleges and Schools Commission on Colleges (the Commission). Key stakeholders were defined as faculty, staff, and administrators who had direct and continuous involvement with the development and/or implementation of the QEP. This was accomplished through document reviews and analysis of interviews. The study was guided by intertwined quality assurance systems—accountability, accreditation, and assessment, and six of Deming’s (1986) total quality management principles. These principles are: (1) customer, (2) training and development, (3) teamwork, (4) measurement, (5) improvement, and (6) leadership (Bosner, 1992; Deming, 1986; Marchese, 1991; Sallis, 2002).

The study suggests that as a result of accountability from multiple entities, quality in higher education and how the definition of quality includes student learning assessment, continues to be important to the Commission. The QEP process was developed to assist institutions with educational quality and improving effectiveness. Based on the study findings, the QEP process can have a positive influence on student learning of critical thinking and result in constructive and effective changes for an institution. The study also reveals the current QEP process could benefit from incorporating the strategy of identifying both internal and external direct measures of student learning within the QEP assessment plan and the Commission including a use assessment results section as a requirement for the QEP Impact Report.

The study confirms the importance of accountability, accreditation, and assessment, but the six TQM principles are not as significant as anticipated. Instead of all six principles surfacing as themes at the two public community colleges, teamwork was the only common theme. However, there was evidence of all six TQM principles at each college. Recommendations for the Commission, institutions of higher education, and recommendations for future research are presented.

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Djeukeng, Benjamin Ninjo. "An exploration of compliance predictors of the institutional effectiveness requirements of the Southern Association of Colleges and Schools Commission on Colleges' baccalaureate instittutions between 2008 and 2012." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1550154050.

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Sellers, John Paul. "Perceptions of Texas Public School Teachers and Principals Regarding Recommendations for Educational Reform." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331701/.

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The problem of this study was the perceptions of Texas public school teachers and principals regarding recommendations for educational reform made in April, 1983, by the National Commission on Excellence in Education. Purposes included determining those perceptions and investigating differences between them, differences among teachers1 perceptions, and differences among principals' perceptions relative to specific categories of recommendations and specific biographic variables. A random sample of 460 teachers and 180 principals, stratified equally among the state's twenty education regions, was selected from the population of public school teachers and principals on computer at the Texas Education Agency, Austin, Texas. The actual number of respondents included 224 teachers and 91 principals, or 49 percent and 51 percent respectively. The instrument used was an attitude scale developed by the investigator. The thirty-nine original recommendations made by the Commission were converted into 118 specific recommendations, more precise and easier to read according to a jury of experts. An. analysis of variance was calculated for hypotheses one, two, five, and six, and t values were calculated for hypotheses three and four. The study was organized into five chapters including the "Introduction," "Review of the Related Literature," "Procedures for Collection and Analysis of Data," "Analysis of Data," and "Summary, Conclusions, and Recommendations." The Appendix includes a sample of the instrument used, the overall mean scores on each individual item for teachers, principals, and all respondents combined, and the total mean scores.
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Cano, Leobardo. "Public School Teaching and Administrative Employment Applications in Texas: A Study of Compliance with and Awareness of the Civil Rights Acts of 1964 as Amended in 1972, and Equal Employment Opportunity Commission Policies and Regulations." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330769/.

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The purpose of this study was to determine whether application forms used in Texas public schools for teachers and administrators were in compliance with federal Equal Employment Opportunity Commission (EEOC) and Texas Human Rights Commission Act (THRCA) regulations regarding preemployment practices. Participating in the study were 740 public school districts in Texas. The study also attempted to determine if these application forms are in violation of EEOC regulations pertaining to pre-employment practices and whether classification based on the districts' size, wealth, student ethnicity and geographical location has a bearing on the degree of compliance with and awareness of EEOC and THRCA regulations. A model employment application form and set of guidelines were developed for school districts to use in securing pre-employment information. Inferential statistics were used through various applicable designs. Three different types of analysis were utilized. These were a Descriptive Analysis, a Goodman- Kruskal Gamma (y) Coefficient—chi-square analysis and a Multiple Regression analysis. The descriptive analysis included the calculation of percentages of the suspect questions appearing on teacher and administrator application forms utilizing the Criteria Used to Determine EEO Compliance and Awareness Among Texas School Districts. The Goodman-Kruskal Gamma (y) Coefficient and the chi-square analysis were employed in order to determine differences in compliance and awareness based on the districts' size, wealth, student ethnicity and geographical location. The GAMTAU. ASC Computer Program was used to test the Gamma values, with a standard z-score. The Multiple Regression analysis was employed to determine to what extent variation in the use of total suspect questions correlated with size, wealth, ethnicity and geographical location. The results of the data analyzed reveal that the size and ethnicity of the school district had a weak but significant correlation with EEO compliance and awareness based on employment application forms for teachers and administrators and that school districts in Texas were not in compliance with EEOC and THRCA regulations regarding application form pre-employment practices.
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Books on the topic "Schools Commission"

1

Arizona. Legislature. School District Unification and Consolidation Commission. School District Unification and Consolidation Commission: Final report. [Phoenix, Ariz: School District Unification and Consolidation Commission, 2003.

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Arizona. Legislature. School District Unification and Consolidation Commission. School District Unification and Consolidation Commission: Final report. [Phoenix, Ariz: School District Unification and Consolidation Commission, 2003.

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Arizona. Legislature. School District Unification and Consolidation Commission. School District Unification and Consolidation Commission: Final report. [Phoenix, Ariz: School District Unification and Consolidation Commission, 2003.

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Commission on Private Schools in Ontario. Commission on Private Schools: [indexes to briefs]. [Toronto]: The Commission, 1985.

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Commission, Nebraska Schools Accountability. Report of the Nebraska Schools Accountability Commission. [Lincoln, Neb: The Commission, 1995.

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Commission for Planning and Implementing Changes in the Governance and Administration of Secondary Education in Ontario. Commission on Separate Schools: [indexes to briefs]. [Toronto, Ont.]: The Commission, 1985.

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Nevada. Legislature. Commission on School Safety and Juvenile Violence. Commission on School Safety and Juvenile Violence. [Carson City, Nev.]: Legislative Counsel Bureau, 2001.

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W, Connell R. Running twice as hard: The Disadvantaged Schools Program in Australia. Geelong, Vic: Deakin University : distributed by Deakin University Press, 1991.

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Robert, Gagnon. Histoire de la Commission des écoles catholiques de Montréal: Le développement d'un réseau d'écoles publiques en milieu urbain. [Montréal]: Boréal, 1996.

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Lauterborn, Peter. Report on sexual assault and harassment in San Francisco schools: San Francisco Youth Commission. San Francisco, Calif: San Francisco Youth Commission, 2005.

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Book chapters on the topic "Schools Commission"

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Borri, Samuele. "From Classroom to Learning Environment." In Makers at School, Educational Robotics and Innovative Learning Environments, 51–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_7.

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AbstractThe concept of “space as the third teacher” suggests that the learning environment is as important as the teacher in the learning process. A constructivist pedagogical paradigm requires student-centered learning processes and learners to be autonomous and active. Therefore, more and more stakeholders and policy makers interested in school innovation put school buildings and learning environments at the top of their agendas. The Organisation for Economic Co-operation and Development (OECD), the European Commission and many universities all over the world are observing case studies and promoting guidelines to implement new ways to design and furnish schools. Indire is leading a research project on educational architectures, which promotes a support framework, entitled “1 + 4 Learning Spaces for a New Generation of Schools.” It is aimed at architects, municipalities, school principals and other stakeholders involved in the design, development and use of innovative learning environments.
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Yemini, Miri. "Mobility as a Continuum: European Commission Mobility Policies for Schools and Higher Education." In Internationalization and Global Citizenship, 7–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-38939-4_2.

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Valentukeviciute, Laura. "Camouflaged Privatization: The Influence of the Fratzscher Commission and PricewaterhouseCoopers on Berlin’s Schools." In Professional Service Firms and Politics in a Global Era, 237–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72128-2_12.

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Ślęczka, Ryszard, and Jan Ryś. "Arithmetic in Polish Parish Schools in the Period of the Commission of National Education." In Trends in Mathematics, 417–24. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12577-0_46.

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Gagliardi, Mauro, Veronica Bartolucci, and David Scaradozzi. "Educational Robotics at Primary School with Nintendo Labo." In Makers at School, Educational Robotics and Innovative Learning Environments, 291–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_39.

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AbstractIn the last five years, the Italian Ministry of Education has focused on digital skills, recognizing them as fundamental and indispensable for the growth of the future citizens of the information age. Numerous requests have come from the European Commission, the Italian Ministry of Education and the employment world regarding the introduction of new technologies in schools, whether or not this is part of curricular activities. National guidelines for kindergarten and primary school curricula promote the introduction of new tools and new multimedia languages as fundamental for all disciplines. The idea of the National Operational Programme (PON) and the National Plan for Digital Education (PNSD) is to boost digital knowledge and participation in STEM subjects. The project presented in this article was launched in this context and was a collaboration with the Nintendo company to evaluate the “Nintendo Labo” product at educational level. This trial was conducted in a third-grade class at the “Allegretto di Nuzio” primary school in Fabriano (AN). The kit, an evolution of the Nintendo Switch console, was initially created for recreational purposes. The advantages and limitations of the product came to light during the few months of the experiment. The “Nintendo Labo: assembly—play—discover” educational project allowed students to merge theoretical and practical aspects of their knowledge, and understand complex systems through design and simulation.
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Andone, Corina, and José Alfonso Lomelí Hernández. "On Arguments from Ignorance in Policy-Making." In The Pandemic of Argumentation, 105–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91017-4_6.

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Abstract“Schools should remain open during the COVID-19 pandemic, because there is no evidence indicating that children can get the virus.” Many European policy-makers have employed such arguments from ignorance to argue for a course of action in a situation in which science lacked vital information. What is particularly challenging about such arguments is that, despite the ignorance involved, they are used to justify policies meant to deal with practical problems. Limited information (‘there is no evidence indicating that children can get the virus’) is used as a basis for decision-making that might have significant consequences for the population (‘schools should remain open’). This chapter explains the intricate but unavoidable relationship between arguments from ignorance and policy-making. Moreover, evaluation criteria are developed to distinguish between reasonable and unreasonable arguments from ignorance in policy-making by taking into consideration the structure of these argument types and their contexts of application. Finally, the chapter assesses two real-life instances of arguments from ignorance employed by the European Commission and the European Center for Disease Prevention and Control during the COVID-19 pandemic. Such an assessment sets important steps in understanding how arguments from ignorance can facilitate or reduce acceptance of the measures proposed by policy-makers.
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Cunningham, Dana, and Jennifer E. Mettrick. "New Freedom Commission on Mental Health." In Encyclopedia of Cross-Cultural School Psychology, 676–80. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_285.

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Neagu, Gabriela. "The Youth Guarantee in Eastern Europe. A Systematic Review." In Springer Proceedings in Political Science and International Relations, 107–17. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-18161-0_7.

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AbstractThe Youth Guarantee (YG) is one of the most innovative European programs for young people. Given the complexity of the program for the analysis of its effectiveness and efficiency, it is necessary to provide clear information, supported by scientific evidence. This paper aims to examine the empirical evidence on the social outcomes of the YG program in the countries of Eastern Europe. The present analysis is based on a systematic review, a scientific method is effective for both decision-makers and the scientific community because the data they use and submit to the analysis are classified and evaluated based on scientific criteria, and objectives that allow obtaining a complete, up-to-date, and reliable images. The credibility of the investigated sources is ensured by including in the analysis only the reports published by the European institutions (European Commission, European Council, etc.) regarding YG. Through the analysis of these documents, we found that YG led to an increase in the employability rate of young people, their level of education, and social integration, to the development of self-confidence in their competencies but also in institutions (schools, PES, employers, etc.).
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Todino, Michele Domenico, Giuseppe De Simone, Simon Kidiamboko, and Stefano Di Tore. "European Recommendations on Robotics and Related Issues in Education in Different Countries." In Makers at School, Educational Robotics and Innovative Learning Environments, 255–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_34.

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AbstractThis short paper describes the preliminary phase in an innovative line of research comparing educational robotics in Italy and other countries, from the perspective of media education, and based on the European Parliament recommendations to the Commission on civil law rules on robotics. More specifically, all decision processes that affect digital citizenship should have the support of children and teenagers. For these reasons, this paper looks at the work of a group of Italian high school students in the fifth year of upper secondary school, who formulated a SWOT analysis to highlight their attitudes to robotics issues in relation to the European Union recommendations. This research started in 2018 and will be repeated this academic year with Italian and Congolese students—from the Institut Supérieur des Techniques Appliquées—with a qualitative analysis to establish student attitudes to robotics issues. Qualitative analysis was selected because the SWOT analysis is already divided into information categories, revealing a variety of concepts that are grouped together from the collected data. These results will be compared with any obtained in future years in Italy and other countries, to find further potential patterns.
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d’Enfert, Renaud, and Caroline Ehrhardt. "The French Subcommission of the International Commission on Mathematical Instruction (1908–1914): Mathematicians Committed to the Renewal of School Mathematics." In National Subcommissions of ICMI and their Role in the Reform of Mathematics Education, 35–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14865-2_2.

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Conference papers on the topic "Schools Commission"

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Kimbell, Richard. "Sharing and securing learners’ performance standards across schools." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-6.

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Assessing learners’ performance makes very different demands upon teachers depending on the purpose and the context of the assessment. But common to all assessment is some sense of what ‘quality’ looks like. Most often teachers engage in formative assessments in the classroom, and the familiar standards of the classroom are adequate for this purpose. However if teachers are to undertake external, nationally regulated assessment then some sense of a national standard of quality is required. But there are very limited mechanisms by which teachers can acquire this understanding, so they use their best judgement, and standards vary from school to school not because anyone is attempting to cheat the system but simply because they cannot know what the real national standard is. It is for this reason that regulated examination bodies follow some process such as the following from the State Examinations Commission (SEC) in Ireland. ‘… teacher estimated marks will be subjected to an in-school alignment process and later a national standardisation process’. (SEC, 2021). How much simpler it would all be if teachers had – as a matter of normal practice – access to, and familiarity with, work from a national sample of schools, not just their own classroom. Adaptive Comparative Judgement (ACJ) is an online assessment tool that has been used for some years, principally as a formative tool for learners (e.g. Bartholomew et al., 2018; 2019). This presentation reports on a study of the new ACJ Steady State tool from the same stable. The purpose of the new tool is to solve the problem of variable standards across schools by enabling teachers to make paired judgements of work from multiple schools and thereby evolve and agree standards of performance beyond their own school. The current study is operating in Ireland with a group of schools, a university, and the SEC. The anticipated outcomes include 1) better consistency of performance standards across schools in the research group and 2) greater understanding of and confidence in assessment judgements by the teachers. If ACJ has proved to be a powerful formative assessment tool for learners, ACJ Steady State is designed to be a formative assessment tool for teachers, helping to inform and support their assessment judgements.
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Ramasoot, Aimsinthu, and Sasilak Khayankij. "TEACHERS’ ROLES IN ORGANIZING AESTHETIC EXPERIENCES FOR PRESCHOOLERS IN SCHOOLS UNDER THE OFFICE OF THE BASIC EDUCATION COMMISSION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2446.

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Nīmante, Dita, and Liene Ekša. "Inclusion of a Child With a Hearing Impairment in a Mainstream School, Single Case Study." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.05.

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Inclusive education means that all pupils, regardless of their ability, gender and race, can study with their peers in the school closest to their place of residence. When enrolling students with special needs in a school, the quality of the student’s academic and social inclusion is equally important. The study aims to analyze the single case of inclusion of a boy with a hearing impairment in a mainstream school X to answer the research questions: how do teachers deal with a pupil with hearing impairment and his needs in the classroom, what are the peculiarities of a hearing-impaired child’s learning, what support (academic and social) is provided to the boy to promote his inclusion in school and the classroom? In the qualitative study, semi structured interviews were conducted with the boy with a hearing impairment and 5 teachers of school X and the boy’s father, they were analyzed using content analysis. Three main categories emerged from the data: (1) support provided by teachers/school; (2) social participation in the classroom, school, friendships, (3) barriers for inclusion. There were two time periods in the first category suggested: (a) before the boy was identified as a child with special needs and (b) after the statement on special needs were received. There were several sub-categories that emerged from the transcripts: support measures provided to a child with a hearing impairment in the classroom, organizational response of the school to a child with a hearing impairment, the visible and invisible aspects in social participation of a child with hearing impairment in a mainstream school. The study highlighted that the academic and social inclusion experience of a child with a hearing impairment in a mainstream school may differ before and after receiving the statement from the Pedagogical Medical Commission on the child’s special needs. The study discusses whether the statement of a pupil’s special needs may become a new barrier to inclusive education that encourages schools to develop new exclusionary practices.
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Dey, Niradhar, and Santosh Panda. "Teacher Experiments and Experiences of Teaching Online during Covid-19 Pandemic – Study of School and College Teachers." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2354.

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During the Covid-19 outbreak, in India, specific instructions had been issued to the universities, colleges and schools by the Union Ministry of Education and the University Grants Commission (UGC) to maintain academic calendar, examination, etc. through online teaching by using different online educational technologies (UGC Guidelines on 29th April, 6th July, and 24th Sept, 2020). Against this backdrop, the present paper analyses the experiments and experiences that teachers had undergone during the pandemic in terms of practicing online teaching. Descriptive survey method was used to conduct the study by using a mixed form of online questionnaire through Google Form to seek data from teachers at school and tertiary levels. Findings suggested that the teachers had experienced and experimented themselves in using new technology tools to teach online to the students and also created learning resources for the students. A group of teachers was also quite critical on the issues relating to availability of smart phones, internet facility in remote areas, absenteeism in online classes, difficulty to address the psychomotor and affective domains, assessment, etc. The implications of the study are that a positive confidence among the teachers had been built to use technologies in teaching both online and in the conventional mode. The study also implies that there is the need to orient teachers for using technology in teaching and facilitating student learning. It also implicates to develop required online teaching infrastructure by both governments and educational institutions. Further, in the post-pandemic situation, the study has the implication that a blended-learning environment is essential to be created in all modes of teaching and learning i.e. both campus-based and distance/online learning.
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Lendzhova, Vladislava, Boris Manov, Valentina Milenkova, and Dilyana Keranova. "Digital Environments to Enable High-Quality Education for Disadvantaged and Disabled Learners in Bulgaria." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002526.

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Digital transformation is one of the European Commission's policy priorities in the last few years. High quality and inclusive education and training are a key part of reaching this object and ensuring that all people are prepared to live and be educated in the digital age. These priorities coincide with the crucial need to provide inclusive digital learning environments to all learners including those with special educational needs – disadvantaged and disabled learners. The paper presents a primary analysis of the results of a sociological qualitative survey conducted in the framework of the project “Inclusive digital environments to enable high-quality education and training for disadvantaged learners”. Methodology: The main method used was an in-depth interview. Thirty in-depth interviews were conducted among School Leaders and Teaching Staff in High Schools and Universities, Primary and Secondary Education Organizations in Bulgaria. The data was collected from October 2021 to January 2022. This study was provoked by inequalities in inclusive education and therefore by variations in the way of remote learning that has been delivered across EU Member States and Bulgaria, in particular. The aim of the study was provoked not only by the exceptional significance and reflection of digital education on basic human needs. It seeks to provide insights into the national special education traditions in the country and aims to establish how these have influenced current developments in inclusive education together with digital environments for disadvantaged and disabled learners. The main conclusion approached by the study is that there is a major need to raise awareness about unequal access to inclusive education for students with disabilities in Bulgarian society, as well as a need of providing а detailed information on how to implement more inclusive educational practices and at sharing promising examples of inclusive methods in education for learners with special educational needs. Keywords: Digital Education, Digital Environments, Special education needs, Disadvantaged and Disabled Learners Acknowledgments: The article has been developed in the framework of the European Funded Project ERASMUS+ EACEA/34/2019 - Social Inclusion and Common Values - Action: the contribution in the field of education and training, entitled: ‘INCLUDEME - Inclusive digital environments to enable high-quality education and training for disadvantaged learners’. The project is co-funded by the European Commission through the Erasmus+ programme.
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Kucina, Irena. "Effective Measures Against Harmful Disinformation in the EU in Digital Communication." In The 8th International Scientific Conference of the Faculty of Law of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/iscflul.8.2.11.

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Digitalisation has opened new technological horizons before society in terms of creating a better physical world and personal life. Impact of technologies on medicine, reduction of environmental pollution, resource savings and other areas is obvious. Digital technologies kept Latvian parliament (Saeima), government, public institutions, schools and business open or working remotely during pandemic to ensure running of the state, economy and society under restrictions and preventing close contact. Pandemic would have made our lives significantly harder 30 years ago. Digital revolution is on the rise. Global data output is doubling every year. Just picture hundreds of thousands of Google searches and Facebook entries we generate every minute. They convey valuable information about what we think and experience. It has also become apparent that technological euphoria has clouded our vision and we have failed to spot the threats to democracy, human rights and freedoms. Digitalisation come with great opportunities, but it also poses enormous risks, especially for democracy and rule of law. On 15 December 2020, European Commission announced two new legislative proposals (proposals for regulation) – Digital Services Act and Digital Markets Act . Their main objective is to make internet safer for people who use it, in particular, for buying goods and services, and for the first time ever these regulations also contain provisions regarding reduction of threats to democracy and rule of law emanating from digital tools. This paper analyses two significant legal risks associated with digitalisation that need to be mentioned: Big Data threats to fundamental human rights such as privacy (I) and threats to freedom of speech on social media (II), which are then evaluated from the perspective of interconnected legislative proposals announced by the Commission on 15 December 2020 (Digital Services Act and Digital Markets Act), followed by an assessment of how well they address (or not) the aforementioned risks (III). In conclusion, paper offers several proposals on how Latvia should address these issues during consultation process (IV).
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Orie, Erimma, and Folasade Aare. "Open and Distance Learning as Paradigm Shift in Education vis-a-vis Covid-19 Pandemic: Focus on the Council of Legal Education and Faculties of Law in Nigerian." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2545.

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The World Bank stated that by April 2020, over 220 million or 13 percent of students in tertiary education globally experienced interruptions in studies due to the Coronavirus disease 2019 (COVID-19) pandemic. Similarly, over 65,000 Nigerian law students faced academic disruptions for same reason. Invariably the momentum for Education for Sustainable Development (ESD) has never been stronger than since the COVID-19 pandemic which urgently demands a paradigm shift in lifestyles and transformation of education through relevant learning models, pedagogies and institutional management reforms. Meanwhile, the Council of Legal Education (CLE) in Nigeria which regulates the admission of law students approves of only the single mode conventional face-to-face teaching method which creates gender inequalities and lacks inclusiveness. This is inimical to the attainment of ESD for law education in Nigeria where universities were shut down due to COVID -19 pandemic. Using doctrinal methodology, the paper finds that it would be practically impossible for Nigeria to achieve its national education policy and the ESD targets without the Open and Distance Learning (ODL) system espoused by the National Open University of Nigeria (NOUN) as a viable panacea to academic interruptions attributable to present and future pandemics. However, the critical issue is getting the CLE and the law faculties to adopt this emerging ODL paradigm trend to complement the traditional face to face mode for sustainable law education and legal practice in Nigeria. The paper therefore recommends that the ODL system with its associated Zoom applications should be adopted as a paradigm shift to law education in Nigeria to complement the conventional face to face methods in the university law faculties and Law Schools. Accordingly, the National Assembly of Nigeria should amend the Acts establishing the Law Schools and the National Universities Commission to incorporate ODL system. Furthermore, the Nigerian judiciary should embrace the use of ODL technology in all courts of law for quick and effective dispensation of justice.
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Lecce, Chiara, and Marinella Ferrara. "The Design-driven Material Innovation Methodology." In Systems & Design: Beyond Processes and Thinking. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3243.

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The paper here proposed introduces the Design-driven Material Innovation Methodology as a systematic approach in new material-product development processes as a possible strategic tool for design schools, practitioners and SMEs. Scientists and engineers are problem solver, but to engender innovations of success requires not only technological exploitations but also a broader understanding of materials meaningful application for consumers. For the design language, material performances are based in technological performance and also on experience, perception and cultural values. Nowadays the design knowledge and skills are approaching us to a new materials research scenario where creative communities, scientists and material industries are becoming deeply engaged in the creative challenge to achieve material functionality and meanings. Considering these and others factors, the Design Department of Politecnico di Milano promoted in October 2014 the Material Design Culture Research Center (MADEC) funded by FARB (University Funds for Basic Research). Within the MADEC research program, one critical point has been the identification of a specific methodology able to integrate tailor-made materials during the design process, in order to create new scenarios of concepts material and product. So, the Design-driven Material Innovation Methodology arose to enhance new products innovation starting from a specific material and suggesting a method able to manage the entire design process. After a brief forward of the method theoretical premises, the paper will analyzes the seven steps (Data collection about materials, Sensing, Sensemaking, Envisioning, Specifying, Setting up, Placing) suggested by the method associated with a selection of case studies to help its comprehension.Actually the DdMIM is part of the Design for Enterprises, the winner project of the Tender Capabilities for Design-Driven Innovation in European SMEs funded by EASME (Executive Agency for SMEs-European Commission). D4E is a consortium estabilished between MIP- Politecnico di Milano, D’Appolonia and ADIPER and will be a three years long European training program in order to help SMEs to manage a design process for product and services innovation where different actors like materials scientists, suppliers, creative communities and consumers are getting engaged.DOI: http://dx.doi.org/10.4995/IFDP.2016.3243
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Gloder, Alessia, Martin Tajmar, and Christian Bach. "ASCenSIon innovative training network: mid-term overview and lessons learned." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.137.

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The field of access to space is wide and complex, and it involves several disciplines and areas of expertise such as propulsion physics, software development, experimental studies, numerical simulations, thermodynamics, missionisation, etc. A gap in the training of young European researchers at doctoral level has been identified in this field, as no high-level education programme exists with the ability to range across such a large range of research topics. With the aim to fill this gap, 24 European entities from academia, industry and research centers have partnered in the framework of "ASCenSIon", an Innovative Training Network funded by the European Commission within the Horizon 2020 Marie Skłodowska Curie Action. The objective of the project is to contribute to the establishment of a both ecologically and economically sustainable space access for Europe, therefore advancing its State of the Art. This is achieved by training 15 Early Stage Researchers of different background, nationality, gender and age, to become experts in their fields and to have a deep understanding of the access to space domain as a whole. Within ASCenSIon, the Early Stage Researchers, who are enrolled in a PhD programme, acquire both technical and transferable skills thanks to an inclusive and diverse training programme held at local and project level. Unlike more ordinary PhDs, the training offered by ASCenSIon does not only focus on narrow scopes of research fields, one domain (e.g. industry or academia) and one country. It features instead an interdisciplinary, intersectoral and multicultural approach. The offer includes training events in different forms, such as workshops, lectures, experimental weeks and summer schools, which are complemented by the participation in conferences and similar events. Given that the project started in January 2020 and will end in December 2023, this paper provides a midterm overview of the project and the lessons learned so far, with a particular focus on the remote vs in-person training experience forced by the Covid-19 pandemic outbreak.
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May, Judy. "Midsized Urban School Leaders Defy Ohio's Academic Stress Commission Through Peer-to-Peer Instructional Round Improvement Process." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1892810.

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Reports on the topic "Schools Commission"

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Souch, Catherine, and Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), November 2020. http://dx.doi.org/10.55203/xqlb9264.

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The Society, along with the wider geographical community, has known for a long time that geography attracts a disproportionately low number of young people from disadvantaged and Black and ethnic minority backgrounds to study the subject. We knew national participation trends but had little benchmark data at regional and school levels. And it is only by knowing more about who is choosing geography at school and university (and, importantly, who doesn’t), and how the rates of uptake and progression vary that we will be able to develop effective interventions to address the inequalities and ensure that geography is a vibrant discipline. The Society therefore commissioned a significant piece of independent research using the Department for Education’s National Pupil Database and linked HESA data (information on students at university) to answer our questions. Given the source of the schools data, the results are for England only for the period from 2009/10 to 2017/18.
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Huang, Aris, Debbie Wong, Elizabeth Cassity, and Jennie Chainey. Teacher development multi-year studies: Impact of COVID-19 on teaching practices in Lao PDR, Timor-Leste and Vanuatu: A discussion paper for practitioners and policymakers. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-680-2.

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The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People’s Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government’s Department of Foreign Affairs and Trade (DFAT)’s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.
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Huq, Aurin. The Impact of Covid-19 on the Education of School Children in Bangladesh. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clear.2022.003.

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This Research Briefing summarises priority areas for future research and key stakeholders with whom to engage, as identified in the scoping paper "The Impact of Covid-19 on the Education of Primary and Secondary School Children in Bangladesh" by Marjan Hossain and Dr Khandker Wahedur Rahman from the BRAC Institute of Governance and Development (BIGD). The scoping paper and this briefing were commissioned for the Covid-19 Learning, Evidence and Research Programme in Bangladesh (CLEAR). CLEAR aims to build a consortium of research partners to deliver policy-relevant research and evidence for Bangladesh to support the Covid-19 response and inform preparation for future shocks.
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Connor, Helene, and Leo Buccahan. Leadership Through Peer Mediation. Unitec ePress, July 2017. http://dx.doi.org/10.34074/rsrp.metro12017.

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This report presents the findings of preliminary research into the perceptions of overall stakeholder satisfaction of eight Auckland secondary schools of the Leadership through Peer Mediation (LtPM) programme, a core programme of the Foundation for Peace Studies Aotearoa New Zealand (the Peace Foundation). The research was commissioned by the Peace Foundation with funding assistance from the Metro ITP Voucher Scheme, and was conducted in the second half of 2015. A core aim of the LtPM programme is to empower students as ‘ambassadors of social justice’. The programme trains students in the mediation processes and leadership skills needed to assist peers to resolve personal conflicts in a peaceful manner.
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Huq, Aurin. Accountability and Responsiveness in the Covid-19 Response in Bangladesh. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clear.2022.005.

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This research briefing summarises priority areas for future research and stakeholders with whom to engage as identified in the scoping paper "Accountability and Responsiveness in the Covid-19 Response in Bangladesh" by Shuvra Chowdhury, Department of Public Administration, University of Rajshahi and Naomi Hossain, Accountability Research Center, School of International Service, American University. The paper and this briefing were commissioned for the Covid-19 Learning, Evidence and Research Programme in Bangladesh (CLEAR). CLEAR aims to build a consortium of research partners to deliver policy-relevant research and evidence for Bangladesh to support the Covid-19 response and inform preparation for future shocks.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Marchais, Gauthier, Cyril Brandt, Diego de la Fuente Stevens, Pierre Marion, Jean-Benoît Falisse, Samuel Matabishi, Sweta Gupta, et al. BRiCE Project DRC and Niger: Endline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ids.2022.053.

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This report presents the final results of the Building Resilience in Crisis through Education (BRiCE) research project, which is led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu). The research project is part of the BRiCE education programme funded by the European Commission’s Directorate-General for International Partnerships and led by Save the Children in Niger and the Democratic Republic of the Congo (DRC). This report presents the results of the endline evaluation of two components of the BRiCE education programme: Teacher Professional Development (TPD) and Improving Learning Environments Together (ILET). It also presents an in-depth analysis of teacher wellbeing and teaching quality in the regions of Zinder and Diffa in Niger, and the territories Uvira and Fizi in South Kivu province in the DRC. The report summarises the final results of the project regarding the causes and consequences of violence against teachers, and also investigates teacher’s knowledge on how to deal with the effects of violent conflict at school.
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Armstrong, Dr Beth, Lucy King, Ayla Ibrahimi, Robin Clifford, and Mark Jitlal. Food Hygiene Rating Scheme (FHRS) Food and You 2: Wave 2. Food Standards Agency, December 2021. http://dx.doi.org/10.46756/sci.fsa.ozf866.

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he Food Hygiene Rating Scheme (FHRS) is run in partnership between the Food Standards Agency and Local Authorities and provides information on the standards of hygiene found in food businesses at the time they are inspected. The scheme covers businesses providing food directly to consumers, such as restaurants, pubs, cafés, takeaways, hotels, hospitals, schools and other places people eat away from home, as well as supermarkets and other food shops. In Wales, the scheme also includes businesses that trade only with other businesses, for example, manufacturers. Food and You 2: Wave 2 is the first wave of data collection to include questions relating to the FHRS. The Food and You 2 survey has replaced the biennial Food and You survey (2010-2018), biannual Public Attitudes Tracker (2010-2019) and the Food Hygiene Rating Scheme (FHRS) Consumer Attitudes Tracker (2014-2019). We previously commissioned the FHRS Consumer Attitudes Tracker survey to monitor consumer awareness, attitudes towards and use of the scheme. The survey moved from a biannual basis to an annual basis from 2017 onwards. Due to differences in the question content, presentation and mode of response, direct comparisons should not be made between these earlier surveys and Food and You 2.
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Prysyazhna-Gapchenko, Julia. VOLODYMYR LENYK AS A JOURNALIST AND EDITOR IN THE ENVIRONMENT OF UKRAINIAN EMIGRATION. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11094.

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In this article considered Journalistic and editorial activity of Volodymyr Lenika (14.06.1922–02.11.2005) – one of the leading figures of Ukrainian emigration in Germany. First outlined basic landmarks of his life and creation. Journalistic and editorial activity of Volodymyr Lenik was during to forty years out of Ukraine. In the conditions of emigration politically zaangazhovani Ukrainians counted on temporality of the stay abroad and prepared to transference of the created charts and instituciy on native lands. It was or by not main part of conception of liberation revolution of elaborate OUN under the direction of Stepan Banderi, and successfully incarnated in post-war years. Volodymyr Lenik, executing responsible commissions Organization, proved on a few directions of activity, which were organically combined with his journalistic and editorial work. As an editor he was promotorom of creation and realization of models of magazines «Avangard», «Krylati», «Znannia», «Freie Presse Korespondenz», newspapers «Shliakh peremogy». As a journalist Volodymyr Lenik left ponderable work, considerable part of which entered in two-volume edition «Ukrainians on strange land, or reporting, from long journeys». Subject of him newspaper-magazine publications directed on illumination of school, youth, student, cultural, scientific problems, organization and activity of emigrant structures, political fight of emigration, to dethronement of the antiukrainskikh Moscow diversions and provocations. Such variety of problematic of works of V. Lenika was directed in the river-bed of retaining of revolutionary temperament in the environment of diaspore, to bringing in of it to activity in public and political life. Problematic of him is systematized publicism and journalistic appearances, which was inferior realization of a few important tasks, namely to the fight for Ukrainian independence in new terms, cherishing and maintainance of national identity, counteraction hostile soviet propaganda. On an example headed Volodymyr Lenikom a magazine «Knowledge» some aspects are exposed him editorial trade.
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