Relevant bibliographies by topics / Vacational schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Vacational schools'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Vacational schools"

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Ru'yat, Ru'yat, and Tajuddin Pogo. "Principal's Decision, Organizational Commitment, and Organizational Climate in Influencing the Performance of Vocational High School Teachers." International Journal of Indonesian Business Review 1, no. 1 (August 15, 2022): 21–28. http://dx.doi.org/10.54099/ijibr.v1i1.245.

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Purpose – The purpose of this study was to determine the effect of principal's decision making, organizational commitment, organizational climate on teacher performance at Private Vacational High School Kota Tangerang Methodology/approach – This research is causal quantitative with survey method used in data collection. The population is a private vocational school teacher in Tangerang City with a sample of 100 respondents using a random sampling technique. Findings – The results showed that 1) There is an influence of Decision Making on Teacher Performance, with the interaction between school principals and teachers in making decisions to be a big influential indicator. 2) There is an influence of Organizational Commitment on Teacher Performance, with commitment to career development according to the period of service being an indicator of great influence. 3) There is an influence of Organizational Climate on Teacher Performance, with the principal's efforts to encourage teachers to foster gifted students being a big influential indicator. Novelty/value – The interaction between the principal and the teacher in making decisions is a major indicator of influence, so the principal should be able to maintain interaction with teachers in order to decide on appropriate policies for the progress and improvement of teacher performance in schools. Then, career development according to the period of service is a big indicator of organizational commitment, it is necessary to have talent management in this case the teacher and the right career succession so that it can improve teacher performance. Finally, the coaching of gifted students in this study is alleged to have a major influence on the creation of a good organizational climate, talented students are expected to become good influencers for schools so that the school's learning situation and climate will be good and teacher performance will increase because the students are talented.
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Kuromiya, Hiroyuki, Rwitajit Majumdar, Izumi Horikoshi, and Hiroaki Ogata. "Learning analytics for student homework activities during a long break: Evidence from K-12 education in Japan." Research and Practice in Technology Enhanced Learning 19 (March 20, 2024): 034. http://dx.doi.org/10.58459/rptel.2024.19034.

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Learning Analytics (LA) is an emergent field that aims to better understand students and provide intelligence to learners, teachers, and administrators using learning log data. Although the use of technology in class is increasing in the K-12 sector and tertiary education, cases of effective implementation of LA in secondary schools have rarely been reported. This study offers an example of LA implemented in a junior high Math class during long vacations in Japan. This paper comprises two studies: first, we analyzed 121 students’ answer logs and their exam performance after vacation by the K-means clustering method. We found that students’ progress patterns were categorized into four types of engagement—early, late, high, and low—and the early and high-engagement groups obtained significantly higher scores than the low-engagement group. In the second study, we implemented a real-time dashboard that visualizes students’ progress patterns and gives students insights about their progress during the vacation period. We found that the dashboard significantly increased students’ interactions with the assignment, and the questionnaire survey determined that the LA dashboard motivated students to learn during the long vacation period. Considering the previous studies of LA, we estimate that LA-based interventions enhance students’ self-regulation skills, which is crucial for learning during long vacation periods. Our study offers a novel approach to implementing LA in K-12 education.
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Meitner, Erika. "Vacation Bible School." Prairie Schooner 81, no. 1 (2007): 98–100. http://dx.doi.org/10.1353/psg.2007.0078.

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Abbasi, Nusrat Nawaz, Muhammad Sami ur Rehman, and Masood Ahmad. "Examining the Impact of Summer Vacations on ESL Learners’ Retention in Reading Comprehension." Review of Education, Administration & LAW 4, no. 1 (March 26, 2021): 53–66. http://dx.doi.org/10.47067/real.v4i1.111.

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Vacations affect students’ level of retention and their academic performance since students unwillingly bother to actively remain in touch with academic activities during vacations. This study aims to examine the impact of summer vacations on ESL learners’ retention in reading comprehension. Specifically, it investigated whether summer vacations affect ESL learners’ retention level in reading comprehension. A sample of 240 ESL learners of secondary schools from Southern Punjab, Pakistan was selected through convenient sampling method. Both males and females were addressed in the study. A comprehension test was designed in line with the revised Barrett’s taxonomy of reading comprehension based on the contents of the English textbook taught to secondary school grade X students. SPSS version 22 was employed to analyze the quantitative data. The analysis indicates that there was an impact of summer vacations on learners’ retention in reading comprehension. It also reveals that the learners acquired better scores in pre-test that was conducted before starting summer vacations as compared to the scores of post-test, which was given after summer vacations. A two-sample t-test reveals a significance difference between the performance of urban and rural learners and the learners studying in public and private schools as well. A significant gender difference was also found between the scores of pre-test and post-test. Based on the findings of the study, some implications and recommendations were furnished for ESL learners to improve their academic performance in reading comprehension by utilizing summer vacations effectively.
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Aryawan, Fatah Nasikh. "The Formulation of Policy to Increasing the Number of Vacational High School Students (Vacational High School Students Case Study in Malang)." JMAEL: Journal of Management, Administration and Educational Leadership 1, no. 4 (December 19, 2020): 110–17. http://dx.doi.org/10.51376/jmael.v1i4.187.

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The purpose of this research is to explain formulation of policy to increase the number of Vocational students (SMK) and to report the impact of the policy formulation carried out. This research used qualitative design with study case approach to identify and report formulation of policies for increasing the number of Vocational student (SMK) in Malang. The research data were collected by using interview, observation, and documentation. In analyzing the data found, this study uses analytical techniques by performing data reduction, data presentation and drawing conclusions. This study shows that the policy formulations for increasing the number of vocational school students in Malang which are contained in the Medium Term National Education Development Plan (RPJM) 2004-2009 (Renstra Depdiknas) and three MoNE circulars for 2006, 2007 and 2008 have been compiled and detailed with clear so as to be able to guide policy implementers in interpreting and describing policy objectives and steps that can be taken. On the other hand, The implementation of the policy to increase the number of Vocational students (SMK) in Malang has basically gone quite well with the objectives that have been achieved.
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Neeley, Richard A., Martin H. Diebold, and Gerald Dickinson. "Factors Impacting the Employment and Retention of Speech-Language Pathologists in Rural Public Schools." Rural Special Education Quarterly 13, no. 2 (June 1994): 3–11. http://dx.doi.org/10.1177/875687059401300202.

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Rural pubic schools are mandated by federal and state laws to provide all necessary educational services for their constituents including the therapy services rendered by speech-language pathologists (SLP). However, due to extensive competition for these professionals in the last decade, rural public school administrators have experienced considerable difficulty in recruiting and retaining SLPs. The purpose of this investigation was to identify reasons why SLPs employed in rural public schools opt to remain in that employment setting. A 32 item questionnaire was developed and used to survey SLPs employed in rural public schools in a mid-south state. Of the 169 respondents, 93 reported having been employed in the same rural public school for four or more years. These 93 respondents were chosen as subjects for this investigation. Respondents chose the following seven factors as the most important reasons for continued public school employment: salary, vacation, support for continuing education, satisfaction with types of clients, caseload selection, the school's reputation for providing quality services, and relationships with other professional staff.
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Mukalula-Kalumbi, Mwansa, and Kabunda Chola Clifford. "Surveying Reasons for Not Taking Annual Vacation Leave by State Teachers in Selected Primary Schools in Lusaka District, Zambia." Asian Journal of Education and Social Studies 44, no. 1 (May 15, 2023): 35–44. http://dx.doi.org/10.9734/ajess/2023/v44i1954.

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The study surveyed the reasons for not taking annual vacation leave by government primary teachers. This study employed qualitative and quantitative research strategies. Random sampling was used to draw samples of participants. A total of ninety-four participants took part in this study. Out of ninety-four, ten were head teachers and eighty-four were teachers. Data was collected using questionnaires for teachers and interview guides were employed to interview head teachers. The interviews were aided by the use of field notes and smart phone recorder. Data was analyzed using both qualitative and quantitative methods of analyzing data. The study revealed that the reasons teachers don’t take annual vacation leave was because of teacher’s lack of knowledge about terms and conditions of service on annual vacation leave. The role of school administration on teacher’s perception about annual vacation leave was mostly on giving enough and accurate information to teachers relating to annual vacation leave. Head teachers, standard officers, in-service training, teacher union haven’t been helpful in giving adequate information to teachers about annual vacation leave, hence teachers found it difficult to take vacation leave regularly. The teachers also individually were unable to read literature on leave in general, hence developing poor perception about taking annual vacation leave. Other findings revealed that the benefits of taking vacation leave by primary teachers were in two folds. The first one was the benefits to administrators and teachers when teachers took vacation leaves. The second one was the benefits to administrators and teachers when administrators took annual vacation leave regularly. Based on the findings, it was recommended that head teachers, teacher unions, school in-service training and standard officers should give teachers enough and accurate information about annual vacation leave. In addition, head teachers should stop managing DEBS in relation to vacation leave, hence, the DEBS should take to task every head teacher who don’t submit teacher vacation leave forms for approval.
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Shen, Lin, Joshua Wiley, and Bei Bei. "149 Perceived sleep need, cumulative sleep deficit, and associations with daily affect in adolescents: 28 days over school & vacation." Sleep 44, Supplement_2 (May 1, 2021): A61. http://dx.doi.org/10.1093/sleep/zsab072.148.

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Abstract Introduction This study aimed to describe trajectories of daily perceived sleep need and sleep deficit across 28 consecutive days, and examine if cumulative sleep deficit predicts next-day affect. Methods Daily sleep and affect were measured over 2 weeks of school and 2 weeks of vacation in 205 adolescents (54.1% females, Mage = 16.9 years). Each day, participants completed actigraphy and self-reported the amount of sleep needed to function well the next day (i.e., perceived sleep need), sleep duration, and high- and low-arousal positive and negative affect. Cumulative actigraphy and diary sleep deficit were calculated as difference between perceived sleep need and sleep duration, weighted by sleep deficit over the past 3 days. Cross-lagged, multilevel models were used to test cumulative sleep deficit as a predictor of next-day affect. Lagged affect, day of the week, study day, and sociodemographics were controlled. Results Perceived sleep need was lower early in the school week, before increasing in the second half of the week. Adolescents accumulated sleep deficit across school days and reduced it during weekends. During weekends and vacations, adolescents’ self-reported, but not actigraphy sleep duration, met perceived sleep need. Higher cumulative actigraphy sleep deficit predicted higher next-day high arousal negative affect; higher cumulative diary sleep deficit predicted higher negative affect (regardless of arousal), and lower low arousal positive affect the following day. Conclusion Adolescents experienced sustained cumulative sleep deficit across school days, and whilst non-school nights appeared to be opportunities for reducing sleep deficit. Trajectories of sleep deficit during vacation suggested recovery from school-related sleep restriction. Cumulative sleep deficit was related to affect on a daily basis, highlighting the value of this measure for future research and interventions. Support (if any):
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Scott, Anna Mae, Mina Bakhit, Justin Clark, Melanie Vermeulen, Mark Jones, David Looke, Chris Del Mar, and Paul Glasziou. "Australian state influenza notifications and school closures in 2019." F1000Research 8 (November 11, 2019): 1899. http://dx.doi.org/10.12688/f1000research.21145.1.

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Background: The impact of school holidays on influenza rates has been sparsely documented in Australia. In 2019, the early winter influenza season coincided with mid-year school breaks, enabling us the unusual opportunity to examine how influenza incidence changed during school closure dates. Methods: The weekly influenza data from five Australian state and one territory health departments for the period of week 19 (mid-May) to week 35 (early September) 2019 were compared to each state’s public school closure dates. We used segmented regression to model the weekly counts and a negative binomial distribution to account for overdispersion due to autocorrelation. The models’ goodness-of-fit was assessed by plots of observed versus expected counts, plots of residuals versus predicted values, and Pearson’s Chi-square test. The main exposure was the July two-week school vacation period, using a lag of one week. The effect is estimated as a percent change in incidence level, and in slope. We also dichotomized the change in weekly counts into decreases versus increases (or no change). The proportion of decreases were then compared for each of three periods (pre-vacation, vacation, post-vacation) using Fishers exact test. Results: School holidays were associated with significant declines in influenza incidence. The models showed acceptable goodness-of-fit. The numbers and percentages of decreases in weekly influenza counts from the previous week for all states combined were: 19 (33%) pre-vacation; 11 (92%) decreases during the vacation; and 19 (59%) decreases post-vacation (P=0.0002). The first decline during school holidays is seen in the school aged (5-19 years) population, with the declines in the adult and infant populations being smaller and following a week later. Conclusions: Given the significant and rapid reductions in incidence, these results have important public health implications. Closure or extension of holiday periods could be an emergency option for state governments.
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Gold, Kenneth M. "From Vacation to Summer School: The Transformation of Summer Education in New York City, 1894–1915." History of Education Quarterly 42, no. 1 (2002): 18–49. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00099.x.

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A noted but rarely explored axiom of the history of American education is that public school practices often originate in private sector settings. As David B. Tyack suggested in his influential study The One Best System, “Many of the innovations designed to offer differentiated schooling in the nineteenth century stemmed not so much from career educators as from wealthy philanthropists, merchants, and industrialists.” Certainly the very organizational structure of many urban school systems grew out of a network of private charity schools formed in the early nineteenth century. After the Civil War, new educational features like kindergartens, manual training, and vocational counseling all began as charitable endeavors but soon worked their way into urban public schools. By the century's end, vacation schools offering summer recreation and industrial education to the children of the urban, immigrant poor became yet another philanthropic program to enter the public school domain. What happened to vacation schools in New York City as a consequence of public administration is the focus of this article.
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Dissertations / Theses on the topic "Vacational schools"

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Kumar, R. C. Ghuna. "The history of the VBS movement in India." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Blinn, Lawrence H. "Developing an administrator's manual for high school summer programs." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/497.

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Brantner, Kirk R. "A study of vacation Bible school and its effectiveness as a method of outreach for the local church in the Eastern and Central Canadian district of the Christian and Missionary Alliance." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Opalinski, Gail B. "The effects of a middle school summer school program on the achievement of NCLB identified subgroups /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1196411681&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. An analysis of 2 studies of a summer school program in Anchorage, Alaska. The main study compared 8th grade students who attended summer school in 2003 with 8th grade students who did not attend; achievement was measured with the April 2003 CAT 6/Terra Nova examinations and the April 2004 Alaska Benchmarks examinations. The follow up study compared low socio-economic status (SES) 8th grade students who attended summer school in 2004 with low SES 8th grade students who did not attend; reading achievement was measured with the April 2004 CAT 6/Terra Nova reading examination and the fall 2004/05 Gates MacGinitie reading examination. Includes bibliographical references (leaves 124-132). Also available for download via the World Wide Web; free to University of Oregon users.
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Peercy, Margaret Amelia. "An Exploratory Study of the Effects the Year Round School Calendar has on the Family Vacation." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/32435.

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Family vacations are a way of life for many families. Now those family vacations are changing due to the change to a Year Round School (YRS) calendar and other changes within the family. The YRS calendar is being implemented in a greater number of schools around the United States each year. The change to the YRS calendar could possibly affect family vacation habits and patterns in regards to the travel party, when travel takes place, travel destination, length of travel, whether travel is taking place or not, mode of transportation, and the decision making process. The leisure travel industry is also becoming aware of the changes that are occurring to the family vacation in response to the implementation of the YRS calendar. The industry and the family working together, the best possible experience for family travel will be achieved.
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Robison, Robert Eugene. "The effect of the summer vacation on language attrition in secondary school students of first-year Spanish /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487259580264028.

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Baker, Thomas A. "A vacation Bible school curriculum with special emphasis on mission work in Kazakhstan." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Merrifield, William L. "The vacation Bible school as an integral part of the military chapel ministry." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.

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Drewett, Hannah. "The effects of vacation on work-related rumination and sleep in school teachers." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600168.

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Introduction Working life can bring exposure to stresses which in turn can impact on health. Recovery from work stressors is thought to be essential in preventing fatigue and eventually burnout. Sleep and Vacation are important types of recovery. One mechanism thought to interfere with recovery is Work-Related Rumination, in particular its subtype: Affective Rumination. This concept appears to be conceptually similar to the Depressive Rumination concept of Brooding, which is thought to be predictive of depression. The study aims to look at the effect of affective rumination over a naturally occurring vacation period. Participants Teachers were recruited for the study as teaching is a high stress profession and it also has a naturally occurring break from work in the form of half term. A total of 1344 teachers participated in phase I and a total of 57 in phase 2. In the latter phase participants were recruited on the basis of their Work-Related Rumination Scores to create two groups. Method In Phase 1 teachers were invited to complete a number of online self-report measures looking at Teacher Stress, Work-related rumination and Sleep Quality. In Phase 2 Teachers were asked to wear an Actiwatch and complete a sleep diary over 18 nights; including 2 work weeks with a vacation in the middle. They were asked to complete a measure of Work-related rumination at four different time points. Results Whilst objective sleep measures did show a change over the vacation period, there were no differences between Low and High Affective Ruminators. On subjective measures, vacation was associated with an increase in sleep quality for the High Affective Ruminator and for both groups for Feelings of Refreshment. Evidence for a mediating role of rumination was found. Conclusion Work-related rumination affects perception of sleep quality but not objective measures. Possible reasons for this are discussed.
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Brookby, Silvy Ann Barger Rita. "Academic self-efficacy and social self-concept of mathematically gifted high school students in a summer residential program." Diss., UMK access, 2004.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004.
"A dissertation in education and urban leadership and policy studies in education." Advisor: Rita H. Barger. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Feb. 23, 2006. Includes bibliographical references (leaves 143-151). Online version of the print edition.
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Books on the topic "Vacational schools"

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Kerby, Mona. 38 weeks till summer vacation. New York, N.Y., U.S.A: Scholastic, 1989.

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Melodye, Rosales, ed. 38 weeks till summer vacation. New York: Puffin Books, 1991.

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ill, Rosales Melodye, ed. 38 weeks till summer vacation. New York, N.Y., U.S.A: Viking Kestrel, 1989.

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Lederman, Ellen. Vacations that can change your life: Adventures, retreats, and workshops for the mind, body, and spirit. Naperville, Ill: Sourcebooks, 1996.

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Lederman, Ellen. Vacations that can change your life: Adventures, retreats, and workshops for the mind, body, and spirit. Naperville, IL: Sourcebooks, 1998.

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Thaler, Mike. Vacation Bible ghoul. Grand Rapids, Mich: Zondervan, 2010.

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Daniel, Eleanor Ann. The ABC's of VBS. Cincinnati, Ohio: Standard Pub., 1994.

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Berger, Sandra L. The ultimate guide to summer opportunities for teens: 200 programs that prepare you for college success. Waco, Tex: Prufrock Press, 2008.

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Pulver, Robin. Punctuation takes a vacation. New York: Holiday House, 2003.

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Michel, Jean-Marie. Passeurs d'avenir. Arles: Actes sud, 1996.

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Book chapters on the topic "Vacational schools"

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Suzuki, Kan Hiroshi. "What Japan’s Education Has Lost and Gained After Almost Succeeding in Preventing the Spread of COVID-19 Infection and Guaranteeing Academic Achievement." In Schools and Society During the COVID-19 Pandemic, 85–111. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-42671-1_5.

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AbstractIn Japan, the first wave of the Covid19 pandemic began in the spring of 2020 and almost all schools were closed. Thereafter, vaccinations and infection prevention efforts progressed, and most schools did not close entirely after the second wave. Many schools shortened their summer vacations significantly and held classes, the MEXT distributed one information terminal to each elementary and junior high school student, and the MEXT opened the “Children’s Learning Support Website”. As a result, learning delays were almost recovered. On the other hand, the repeated waves of COVID-19, the prolonged wearing of masks, and the lack of normalization of relationships with friends had a significant negative impact on the mental health of junior and senior high school students. The silver lining of COVID-19 was the progress made in ICT in education, which had not been well spread.
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Ratinac, Kyle, and Anne Simpson. "First vacation school in electron microscopy." In 50 Great Moments, 55–62. Sydney University Press, 2008. http://dx.doi.org/10.2307/jj.4256620.12.

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Kearney, Christopher A., and Anne Marie Albano. "Preventing Slips and Relapse." In When Children Refuse School, 191–200. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604080.003.0008.

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Chapter 8 describes slips and relapse and provides an overview of how to help children and families prevent a return to school refusal behavior. Activities to help with relapse prevention include taking photographs of the child during in vivo exposure practices; creating a poster, journal, or storybook of the child’s accomplishments using photographs of the child’s exposures; and asking the child’s help in producing a video “commercial” aimed at teaching other children how to overcome the problem of school refusal behavior. Special circumstances such as how to handle long breaks from school (like summer vacation) and starting a new school are discussed. For children with chronic or extremely severe school refusal behavior, relapse prevention can be challenging. Sample relapse prevention reminders for families are provided.
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Povitz, Lana Dee. "Hunger Doesn’t Take a Vacation." In Stirrings, 55–86. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469653013.003.0003.

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In 1971, United Bronx Parents administered New York City’s first free summer meals program after the municipal government refused to take on the responsibility. Under the leadership of Executive Director Evelina Antonetty and coordinator Kathy Goldman, the grassroots antipoverty agency transformed a new and largely theoretical federal entitlement program into much-needed meals for children while school was out of session. Antonetty and Goldman’s activist backgrounds, including their experiences of American Communism and anticommunism, Puerto Rican independence, and Alinskyism, had a significant impact on how they carried out the citywide initiative: interracial cooperation, job creation, economic development, cultural nationalism, and creative, attention-grabbing tactics were just some of the legacies bequeathed to the two leaders by their prior movement work. Working in partnership with a private food service company, United Bronx Parents’ sponsorship of free summer meals shows that public-private collaborations predated the neoliberal policies of the later 1970s and since. Their work also shows how direct service provision could build the legitimacy of a grassroots organization citywide and serve as a model for improved public services.
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Cather, Willa. "The Pioneer Woman’s Story." In My Ántonia, edited by Janet Sharistanian. Oxford University Press, 2009. http://dx.doi.org/10.1093/owc/9780199538140.003.0005.

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I Two years after I left Lincoln, I completed my academic course at Harvard. Before I entered the Law School I went home for the summer vacation.* On the night of my arrival, Mrs Harling and Frances and Sally came over to...
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Kearney, Christopher A., and Anne Marie Albano. "Relapse Prevention and Special Circumstances." In When Children Refuse School, 279–92. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.003.0008.

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Chapter 8 describes slips and relapse and provides an overview of how to help children and families prevent a return to school refusal behavior. Activities to help with relapse prevention include taking photographs of the child during in vivo exposure practices; creating a poster, journal, or storybook of the child’s accomplishments using photographs of the child’s exposures; and asking the child’s help in producing a video “commercial” aimed at teaching other children how to overcome the problem of school refusal behavior. Special circumstances such as how to handle long breaks from school (like summer vacation) and starting a new school are discussed. For children with chronic or extremely severe school refusal behavior, relapse prevention can be challenging. A list is provided of key skills that older adolescents/young adults will need as they live independently or move away to college.
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Twain, Mark. "Chapter XXI." In The Adventures of Tom Sawyer. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199536566.003.0022.

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Vacation was approaching. The schoolmaster, always severe, grew severer and more exacting than ever, for he wanted the school to make a good showing on “Examination” day. His rod and his ferule were seldom idle now—at least among the smaller pupils. Only the biggest...
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Warner, Tobias. "Para-literary Authorship: Colonial Education and the Uses of Literature." In The Tongue-Tied Imagination, 51–95. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823284634.003.0003.

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Colonial classrooms in French West Africa introduced literary studies to negotiate the perils of teaching colonized students to express themselves in their “own words.” Elite colonial schools became hotbeds of what can be called para-literary modes of authorship: students were obliged to draw on literary models, but could not appear to be writing literature. The central example is an archive of some eight hundred auto-ethnographies produced by elite West African students at the William Ponty School from 1933 to 1950. In order to graduate, students wrote ethnographies of their communities over their summer vacation. While students were urged to avoid “false literary descriptions,” in practice they were encouraged to mine literary techniques to produce accounts of their break with tradition and socialization as modern subjects. This chapter explores the impact of para-literary writing on literary production in French and vernacular languages and reflects on the terms in which literary history is imaginable.
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Anda, Diane de. "The Christmas Spirit Tree." In Noche Buena, 116–28. Oxford University PressNew York, NY, 2000. http://dx.doi.org/10.1093/oso/9780195135275.003.0018.

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Abstract Friday afternoon trilled with the high-pitched sounds of children rushing out of Ninth Avenue Elementary School into the beginning of Christmas vacation. Children stood in wiggling rows, weaving into their big yellow buses with shiny red and green Christmas projects tucked under their arms and into backpacks empty of their usual books and binders.
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Pruitt, Sheryl K., and Leslie E. Packer. "Information and Support for Educators." In Tourette Syndrome, edited by Kirsten R. Müller-Vahl, 521–37. 2nd ed. Oxford University Press, 2022. http://dx.doi.org/10.1093/med/9780197543214.003.0031.

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Abstract Students with tics or Tourette syndrome face numerous academic, behavioral, and social challenges. Most of the impairment appears due to associated disorders. The emergence of different symptoms and disorders over time has significant implications for educators. In many cases, a student’s symptoms or challenges will change during the school year or over summer vacation, and the accommodation plan that was appropriate and effective at one point in time may suddenly no longer be effective. Comprehensive psychoeducational and functional behavioral assessments enable the school team to develop appropriate accommodations and interventions. Providing a supportive environment, nurturing the child’s strengths and talents, and providing resources and support for the parents in service of the child can help the student overcome any challenges and achieve success in school.
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Conference papers on the topic "Vacational schools"

1

Lestari, Mathilda, TRI Wibowo, and Ainur Komariah. "Ergonomic Aspect Analysis Of Classroomrs Table And Chairs Design For High School/Vacational High School." In International Conference on Applied Science and Engineering (ICASE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icase-18.2018.15.

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Cimen, Ali, and Dincer Dede. "FABSIS: A DATA MANAGEMENT SYSTEM IN EDUCATIONAL ADMINISTRATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-268.

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In education management, it is very important to get the information of schools fast and reliable. In Istanbul Provincial Directorate of National Education, management of 3170 schools of 39 districts is planned in. In particular; projects such as the Fatih Project where all the schools are equipped with technological infrastructure, requires correct and fast data flow during the planning and implementation processes because of the cost of a wrong action. For example, information which taken from schools in July cannot be reached and re requested in August because of the vacation of the officer who handles the data. During data gathering process, schools do not send data, they send late, and the information provided is stored in personnel computers. So, there is no continuity of the data and some information from the schools is requested repeatedly and this situation is causing the progeny in planning and implementation. The purpose of this research is to create an educational information system in which school information is effectively managed, do not need a programmer for each information request, in which the continuity and sharing of information is ensured. The program was built using the PHP programming language and the MYSQL database system. A responsive design has been used to allow access from mobile phones, tablets and desktop computers. Some sub-systems have been developed to facilitate data collection and management. One of that sub-systems is that information stored in computers in the type of office formats can be added to the system quickly and forms can be created using the titles of these data on the fly. It is considered that data mining and machine learning algorithms can be added to the system and data mining can be done on the data for future studies.
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Mukasheva, Rashila S. "Ecological education through arts." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-204-209.

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The significance of ecological consciousness cannot be denied, and educating ecological culture and environmental friendliness makes foundation for safety for the future generations. Along with the day of ecological knowledge celebrated by many countries on April 15, Kazakhstan also celebrates the day of ecologist on June 5. The East Kazakhstan Arts Museum holds photo exhibitions, contests, role and situational games (at school vacation camps), demonstrates video films on nature and environmental protection, organizes tours, etc. These events are both of educational and pedagogical importance.
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Takami, Kyosuke, Yiling Dai, Brendan Flanagan, and Hiroaki Ogata. "Educational Explainable Recommender Usage and its Effectiveness in High School Summer Vacation Assignment." In LAK22: 12th International Learning Analytics and Knowledge Conference. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3506860.3506882.

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5

"Application of E-Learning System for Teachers and Vacational Students to Improve the Quality of Learning in Realizing the School Concept Based On Information and Communication Technology." In International Seminar of Research Month Science and Technology for People Empowerment. Galaxy Science, 2019. http://dx.doi.org/10.11594/nstp.2019.0226.

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