Articoli di riviste: "Tomorrow's Schools"

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Brazee, Edward N. "Tomorrow's Schools: Yesterday, Today, and Tomorrow". Middle School Journal 22, n. 4 (marzo 1991): 57–59. http://dx.doi.org/10.1080/00940771.1991.11495996.

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Lefèvre, Bruno, e Jacques Richardson. "Tomorrow's secondary schools". Futures 20, n. 2 (aprile 1988): 177–81. http://dx.doi.org/10.1016/0016-3287(88)90023-7.

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Green, Tonika Duren, Angela Stephens Mcintosh, Valerie J. Cook-Morales e Carol Robinson-Zanartu. "From Old Schools to Tomorrow's Schools". Remedial and Special Education 26, n. 2 (marzo 2005): 82–92. http://dx.doi.org/10.1177/07419325050260020301.

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Renihan, Patrick J. "Leadership Succession for Tomorrow's Schools". Procedia - Social and Behavioral Sciences 55 (ottobre 2012): 138–47. http://dx.doi.org/10.1016/j.sbspro.2012.09.487.

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Schleicher, Andreas. "Educating Learners for Their Future, Not Our Past". ECNU Review of Education 1, n. 1 (marzo 2018): 58–75. http://dx.doi.org/10.30926/ecnuroe2018010104.

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Purpose —This paper aims to examine the educational demands in the digital age from tomorrow's teachers and policy-makers, and to encourage and incentivize all actors to develop the innovative learning environments that we need for tomorrow's schools. Design/Approach/Methods —As a conceptual paper, this article has consulted and analyzed a wide range of updated data and literature to consolidate the argumentation on tomorrow's educational demands. Findings —The paper mainly provides possible answers on how to educate students for their future, rather than our past. The heart of future education is to help students develop a reliable compass and tools, transformative competency, and to navigate through an increasingly complex, volatile, and uncertain world. To fulfill this core mission, a new set of curriculum design principles, changing school system, renewed teacher culture, and an alternative assessment program are highly advocated. Originality/Value —Based on the latest observations and reflections, the paper broadens our visions on tomorrow's education and future schools.

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Maher, Robert. "Are Graduate Schools Preparing Tomorrow's Administrators?" NASSP Bulletin 72, n. 508 (maggio 1988): 30–34. http://dx.doi.org/10.1177/019263658807250807.

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Norris, Cynthia. "Developing Visionary Leaders for Tomorrow's Schools". NASSP Bulletin 74, n. 526 (maggio 1990): 6–10. http://dx.doi.org/10.1177/019263659007452603.

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Jackson, Gregory A., e Terrence E. Deal. "Technology, learning environments, and tomorrow's schools". Peabody Journal of Education 62, n. 2 (gennaio 1985): 93–113. http://dx.doi.org/10.1080/01619568509538477.

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Hartley, Matt, e Tom Kecskemethy. "Cultivating Leadership for Tomorrow's Schools of Education". Phi Delta Kappan 89, n. 6 (febbraio 2008): 442–48. http://dx.doi.org/10.1177/003172170808900612.

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Mervis, J. "NIST Grants Help Schools Build for Tomorrow's Research". Science 327, n. 5963 (14 gennaio 2010): 256. http://dx.doi.org/10.1126/science.327.5963.256.

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Crow, Gary, e Geoff Southworth. "Preparing Leaders for Tomorrow's Schools: An Internship Project". Journal of School Leadership 13, n. 6 (novembre 2003): 739–62. http://dx.doi.org/10.1177/105268460301300607.

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Johnson, William R. "Inviting Conversations: The Holmes Group and "Tomorrow's Schools"". American Educational Research Journal 27, n. 4 (1990): 581. http://dx.doi.org/10.2307/1163101.

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Marante, Leesa, e Shannon Hall-Mills. "Today's Graduate Students, Tomorrow's SLPs: Enhancing School Practicum Experiences". Perspectives of the ASHA Special Interest Groups 4, n. 5 (31 ottobre 2019): 1128–35. http://dx.doi.org/10.1044/2019_pers-sig16-2019-0003.

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Purpose In this article, we describe a standards-driven, workforce-focused model of school practicum offered by an accredited graduate speech-language pathology program. Method To prepare more than 50% of the American Speech-Language-Hearing Association's membership for the school-based workforce, graduate students require real-life practicum experiences in the schools. Practicum experiences should be standards driven, anchored in the graduate curriculum, and paired with academic coursework to foster the growth of student clinicians' background knowledge prior to engagement in a school-based practicum. Results We outline the main content areas and minimum practice experiences that should be incorporated in a school-based practicum and provide suggestions for balancing the requirements across the graduate curriculum. Collaboration with school systems is essential for locating and maintaining high-quality placements. Conclusion School practicum experiences provide an important foundation for future school speech-language pathologists to enter the workforce with adequate preparation.

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Varnham, Sally. "'Tomorrow's Schools' today - legal issues in New Zealand education". Education and the Law 13, n. 1 (marzo 2001): 77–86. http://dx.doi.org/10.1080/09539960120046772.

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Begley, Paul T. "Book Review: Restructuring and Quality: Issues for Tomorrow's Schools". Australian Journal of Education 42, n. 2 (agosto 1998): 224–26. http://dx.doi.org/10.1177/000494419804200210.

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Griffiths, Jeremy, Sally Bamber, Graham French, Bethan Hulse, Gwyn Jones, Rhys C. Jones, Susan Jones, Gwawr Maelor Williams, Hazel Wordsworth e J. Carl Hughes. "Growing Tomorrow's Teachers Together: The CaBan Initial Teacher Education Partnership". Cylchgrawn Addysg Cymru / Wales Journal of Education 22, n. 1 (1 marzo 2020): 209–31. http://dx.doi.org/10.16922/wje.22.1.10-en.

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In this paper we outline the philosophy and research foundations underpinning the development of CaBan – an Initial Teacher Education (ITE) Partnership developed for the purpose of educating the teachers of tomorrow for North Wales. CaBan represents an ambitious 'learning partnership' of five partners consisting of regional schools, Bangor University, University of Chester, the regional school improvement service (GwE), and the Collaborative Institute for Education Research, Evidence and Impact (CIEREI). Each partner plays a key role in fulfilling our ambitions to contribute to Our National Mission and achieve our vision of 'Growing Tomorrow's Teachers Together.' At its core, the goal of CaBan is to support our new Associate Teachers (ATs) to become creative, inspiring and highly skilled teachers who will contribute to the delivery of A curriculum for Wales – a curriculum for life (Welsh Government, 2015). In this paper we outline: (i) our basic vision and mission as a learning partnership; (ii) the evidence to support our strategic pedagogical position with respect to growing tomorrow's teachers; (iii) the crucial role of mentoring in the development of our ATs as critically reflective practitioners; (iv) how we integrate research as a fundamental element of all we do; (v) how our programme design is underpinned by the notion of professional enquiry and career long professional learning (vi) the specific modes of learning that help nurture ATs' sense of their 'teaching self '; and crucially (vii) the importance of Welsh culture and the Welsh language in education and the role the CaBan partnership has in building capacity to help realise Welsh Government's vision for a million Welsh speakers by 2050.

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Powell, AGMT, VC Walker, L. Paterson-Brown, G. Clark, GB Drummond e S. Paterson-Brown. "Intravenous Fluid Prescribing Knowledge and Confidence in F1 Doctors". Bulletin of the Royal College of Surgeons of England 95, n. 6 (1 giugno 2013): 1–6. http://dx.doi.org/10.1308/147363513x13588739440979.

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Rach year in the UK, 7,500 F1 doctors take up post. Most are new graduates from UK medical schools. Teaching in the 33 medical schools in the UK is reviewed by the General Medical Council (GMC). Tomorrow's Doctors, published by the GMC, defines the knowledge, skills and behaviours that UK medical graduates should possess after completion of their undergraduate training.

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Wilson, S., e JM Eagles. "Changes in Undergraduate Clinical Psychiatry Teaching in Scotland since “Tomorrow's Doctors”". Scottish Medical Journal 53, n. 4 (novembre 2008): 22–25. http://dx.doi.org/10.1258/rsmsmj.53.4.22.

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This paper reviews the factors which have driven changes in undergraduate education in psychiatry since the 1993 publication of “Tomorrow's Doctors”,1 after which it describes current undergraduate curricula in the four Scottish medical schools teaching clinical psychiatry. Reasons underlying the differences between curricula are discussed. The authors suggest that research in medical education, alongside communication and debate between medical schools and across specialties, would lead to more uniform and evidence-based curricula.

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Novlan, Jerome F. "New Zealand's Past and Tomorrow's Schools: Reasons, reforms and results". School Leadership & Management 18, n. 1 (febbraio 1998): 7–18. http://dx.doi.org/10.1080/13632439869745.

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Murray, Frank B. "Response: The Narrow and Broad Readings of "Tomorrow's Schools of Education"". Educational Researcher 25, n. 5 (giugno 1996): 28. http://dx.doi.org/10.2307/1176208.

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Court, Marian, e John O’Neill. "‘Tomorrow's Schools’ in New Zealand: from social democracy to market managerialism". Journal of Educational Administration and History 43, n. 2 (maggio 2011): 119–40. http://dx.doi.org/10.1080/00220620.2011.560257.

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Cottrell, David. "Recruitment, undergraduate education and the possible impact of Tomorrow's Doctors". Psychiatric Bulletin 23, n. 10 (ottobre 1999): 582–84. http://dx.doi.org/10.1192/pb.23.10.582.

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Recruitment into psychiatry varies across medical schools. There is evidence that positive attitudes towards psychiatry at the end of undergraduate education influence career choice and that a major determinant of positive attitudes is exposure to well organised and well taught psychiatry programmes. The General Medical Council's (GMC) guidance on undergraduate medical education provides many opportunities for psychiatrists to increase the exposure of medical students to psychiatry. These opportunities should be seized if we wish to increase recruitment into psychiatry.

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Rabiger, Penny. "Does teaching racial justice and equity have a place in our schools?" FORUM 63, n. 2 (1 luglio 2021): 131–40. http://dx.doi.org/10.3898/forum.2021.63.2.11.

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Schools are a microcosm of society and often tasked with fixing society's ills. We need to explore the purpose of education and the place of educators not only to prepare young people to gain the best qualifications they can but also to challenge ourselves as educators and our young charges to be active citizens with enough knowledge about society and citizenship to shape tomorrow's world. Recent world events have given educators a push towards addressing issues around racial justice and equity. Although this shift is rife with complexity, some schools and groups are actively addressing the issues with students in practical and powerful ways.

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Janzakova, Sh, E. Abdalova e Zh N. Nurgabylova. "FORMATION OF CIVIL COMPETENCE OF FUTURE TEACHERS". BULLETIN Series Psychology 65, n. 4 (22 dicembre 2020): 105–10. http://dx.doi.org/10.51889/2020-4.1728-7847.19.

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From the point of view of the modern competence approach in modern education, civil competence is one of the most important learning outcomes. Therefore, the article is devoted to an urgent problem that meets the needs of today. Today, in the conditions ofchanging life, not only flexibility of adaptation is required, but also the need for continuous professional development, including the formation of civil competence of future teachers. The authors analyzed the ways and methods of formation of civil competence of students in secondary schools. Taking into account that the future teacher is tomorrow's young specialist who needs to be deeply involved in the educational process of the school, effective, advanced methods of forming students ' civic competence are analyzed. Based on the coverage of research papers on the research topic, the author's conclusion is given

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Cetti, RJ, R. Singh, L. Bissell e R. Shaw. "The urological foot soldier: are we equipping our foundation-year doctors?" Bulletin of the Royal College of Surgeons of England 92, n. 8 (1 settembre 2010): 284–87. http://dx.doi.org/10.1308/147363510x12779829582415.

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Tomorrow's Doctors was first published by the General Medical Council (GMC) in 1993. The recommendations provide a framework for UK medical schools to use to design detailed curricula and schemes of assessment in the training of future doctors. They also set out the minimum standards that are used to judge the quality of undergraduate teaching. In 2003 this guidance was revised and a further 2009 version has now been published. A constant feature of these important documents is a list of therapeutic procedures that all graduates are expected be able to perform safely and effectively. These include male and female urethral catheterisation.

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Julien, Heidi, Brian Detlor, Alexander Serenko, Rebekah Willson e Maegen Lavallee. "Preparing Tomorrow's Decision Makers: Learning Environments and Outcomes of Information Literacy Instruction in Business Schools". Journal of Business & Finance Librarianship 16, n. 4 (ottobre 2011): 348–67. http://dx.doi.org/10.1080/08963568.2011.605669.

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Maxwell, Simon, e Tom Walley. "Teaching safe and effective prescribing in UK medical schools: a core curriculum for tomorrow's doctors". British Journal of Clinical Pharmacology 55, n. 6 (giugno 2003): 496–503. http://dx.doi.org/10.1046/j.1365-2125.2003.01878.x.

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Wing, Kenneth R. "Health Care Reform In The Year 2000: The View From The Front Of The Classroom". American Journal of Law & Medicine 26, n. 2-3 (2000): 277–93. http://dx.doi.org/10.1017/s0098858800011096.

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My thoughts about the status of American health care as it enters the twenty-first century have less to do with any theory or model—or even my own politics—and more to do with my efforts as a teacher. For the past twenty-five years I have taught introductory health law courses in law and public health schools. While what I teach and how I do so have changed enormously during that time, my basic objective has changed very little: preparing my students for the political and legal issues that they will likely confront in their individual and professional lives. It is a task that I find endlessly challenging. I have to amass and continually update a tremendous amount of information concerning individual and institutional providers, various financing arrangements, state and federal programs, and all the other things that many Americans only partially understand or ignore altogether. But the real challenge is in delivering this information. It must be presented in some useful and retainable way. As in all other important things, the devils in American health care can only be found in the details; but the trick for a teacher ultimately, is figuring out which devilish details are important, which are not and why, and how to pass all that along to tomorrow's decision makers—whether tomorrow is just tomorrow or whether it is the beginning of a new century.

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Mayer, Jan. "Who are Tomorrow's Foresters and What do They Want? A Sociologist Looks at Two Forestry Schools". Forestry Chronicle 63, n. 5 (1 ottobre 1987): 372–75. http://dx.doi.org/10.5558/tfc63372-5.

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A survey of first and final year students at the UBC and Lakehead Schools of Forestry suggests that forestry students are much more idealistic about their profession and less materialistic than they are generally given credit for, particularly when compared with students in engineering or business administration. Whether or not their idealism will greatly influence the forestry world of the future will depend on how effectively they learn to communicate, public understanding and support on forestry issues, and the ability of professional associations to enhance the influence and visibility of the profession.

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Yang, Yihua, Xiao Hu, Qinghe Qu, Fang Lai, Yaojiang Shi, Matthew Boswell e Scott Rozelle. "Roots of Tomorrow's Digital Divide: Documenting Computer Use and Internet Access in China's Elementary Schools Today". China & World Economy 21, n. 3 (maggio 2013): 61–79. http://dx.doi.org/10.1111/j.1749-124x.2013.12022.x.

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Rees, Martin J. "The Role of Astronomy in Education and ‘Public Understanding'". International Astronomical Union Colloquium 162 (1998): 344–49. http://dx.doi.org/10.1017/s0252921100115374.

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A few comments first on education in schools - this is a special worry here in the UK, where our international rankings are disappointing. An appreciation of science is vital not just for tomorrow's scientist and engineers, but for everyone who will live and work in a world even more underpinned by technology - and even more vulnerable to its failures and misapplications - than the present one. Even more important, the option of higher education in science and technology should not be foreclosed to them. There is widespread concern particularly about the 16-18 age group. Many of us put strong emphasis on broadening the curriculum for this group, which currently enforces unduly early specialisation here in England. Young people opting for humanities should not drop all science when they are 16.

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O'Dair, D. R. F. "Ethics by the pervasive method — the case of contract". Legal Studies 17, n. 2 (luglio 1997): 305–22. http://dx.doi.org/10.1111/j.1748-121x.1997.tb00409.x.

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‘the duty of the law schools is to help its students to understand the ultimate significance of the lifework they have undertaken: to see the ultimate purpose of a lawyer's work… .’ [Brainard Currie]The Lord Chancellor's Advisory Committee on Legal Education and Conduct (ACLEC) has recently called upon academic law teachers of the undergraduate degree in law to take more of an interest in professional ethics. This means that academic law teachers can no longer set the subject aside as something to be dealt with during vocational legal education. Professional ethics must be taught pervasively, ie at each stage of legal education. This paper argues, however, that professional ethics must be taught pervasively in a further sense: even within the undergraduate curriculum, the task of educating tomorrow's lawyers in professional ethics cannot be left to one or more specialists in the subject.

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Griffith, Allison I., e Svitlana Taraban. "Mentoring Narratives ON-LINE:Teaching the Principalship". education policy analysis archives 10 (17 maggio 2002): 27. http://dx.doi.org/10.14507/epaa.v10n27.2002.

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The need to develop new models for preparation of school administrators has been a prominent concern in educational discourse in the last decade. Having been criticized for the inadequate preparation of the school leadership cadre, academic departments responsible for training future school administrators have had to revisit their approaches and to reframe their teaching philosophies to ensure the readiness of their graduates for the challenges and complexities of school leadership. This article reports on the new model of principals' training that has been used in York University's Principals' Qualification Program (PQP) from the late 1990s onward. One component of the program brings traditional case methodology into a computer-mediated/on-line environment. The on-line cases are narratives from the everyday lives of the Ontario school administrators who serve as mentors in the on-line environment. Situating our discussion within the context of the rapidly changing educational landscape of Ontario, we focus on the PQP model to explore experientially generated case narratives as one method for teaching and learning the work of the local school administrator. We focus particularly on the teaching and learning embedded in computer-mediated or on-line case narratives used in training teachers for school leadership. We argue that the complexities of school leadershipthe social, cultural, relational, ethical and moral context of school leadershipcan be taught effectively through the reflective processes of on-line case narratives. We seek to contribute to the ongoing dialogue on the potential of new pedagogies and new technologies to help prepare the competent and responsible leaders for tomorrow's schools.

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Campbell, John A. "The Educational Debate Over Darwinism". Journal of Interdisciplinary Studies 15, n. 1 (2003): 43–60. http://dx.doi.org/10.5840/jis2003151/24.

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The debate over teaching Darwin's theory in public schools has been a feature of American public life since at least the Scopes trial of 1925. Drawing on the liberal arts tradition centered in rhetoric and civic argument, this essay argues that science education should not merely prepare tomorrow's scientists, but also educate scientifically articulate citzens. It offers the Origin of Species as a model for educational strategies that would protect the integrity of science, while addressing the objections of students and their parents to Darwin's ideas. Darwin's work belongs in the great tradition of two-sided humanistic argument central to Western education since antiquity, and exemplified in John Milton and John Stuart Mitt. Debate between Darwin's theory and its alternatives, whether young earth creationism or Intelligent Design, is recommended as a means to teach Darwin's theory and train students in the central role of critique and argument in scientific reasoning.

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Weiler, Richard, Stephen Chew, Ngaire Coombs, Mark Hamer e Emmanuel Stamatakis. "Physical activity education in the undergraduate curricula of all UK medical schools. Are tomorrow's doctors equipped to follow clinical guidelines?" British Journal of Sports Medicine 46, n. 14 (30 luglio 2012): 1024–26. http://dx.doi.org/10.1136/bjsports-2012-091380.

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Yao, Alexander C. "Commentary on: “Physical activity education in the undergraduate curricula of all UK medical schools. Are tomorrow's doctors equipped to follow clinical guidelines?”". Annals of Medicine and Surgery 1 (2012): 21–22. http://dx.doi.org/10.1016/s2049-0801(12)70007-9.

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Martin, Scott. "Creating Tomorrow's Schools Today: Education—Our Children—Their Futures. Richard Gerver. New York, NY: Continuum International Press, 2010. 160 pp. $27.95 (paperback)." Educational Studies 51, n. 3 (4 maggio 2015): 255–58. http://dx.doi.org/10.1080/00131946.2015.1033521.

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Ring, Howard, David Mumford e Cornelius Katona. "Psychiatry in the new undergraduate curriculum". Advances in Psychiatric Treatment 5, n. 6 (novembre 1999): 415–19. http://dx.doi.org/10.1192/apt.5.6.415.

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Recognising the vast extent of psychiatric morbidity internationally and the burden of mental illness on people, communities and nations, the World Psychiatric Association and the World Federation for Medical Education have recently published global guidelines for developing core curricula in psychiatry for medical students (Walton & Gelder 1999). More locally, major changes are taking place in undergraduate medical education throughout the UK. These changes represent a response to the appreciation, both by medical schools and by the General Medical Council (GMC), of two major pressures in undergraduate education. The first is that students have been asked over the years to accumulate more and more factual knowledge while the knowledge base in medicine itself expands and changes more rapidly. The second is that both understanding of illness and delivery of care are developing an increasing focus on the role of the community and community support. These general pressures have led to a number of specific recommendations, initially put forward by the GMC in their document Tomorrow's Doctors (GMC, 1993). This document encourages the reduction of ‘core knowledge’ taught to medical students to 65% of what has previously been taught, together with the identification of special study modules (SSMs), which would fill the remaining time in the curriculum. These SSMs would allow students to explore areas of particular interest in greater depth than was previously possible.

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Mahboob, Usman, e Phillip Evans. "PROFESSIONALISM". Professional Medical Journal 22, n. 05 (10 maggio 2015): 664–69. http://dx.doi.org/10.29309/tpmj/2015.22.05.1308.

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Objectives: This paper describes a practical and valid technique for curriculumaudit of professionalism theme of an MBChB programme in a UK medical school. The objectivewas to match the learning outcomes of professionalism covered in an MBChB course, with theguidelines laid by the GMC in Tomorrows Doctors 2003. The benefit being to determine theissues that needs to be addressed in response to the GMC Tomorrows Doctors 2009. StudyDesign: A qualitative study design. Period: 2011. Setting: University of Glasgow. Methods: Toanalyse the learning outcomes set out in the curriculum documents. All the statements fromthe explicit curriculum, and the GMC recommendations in Tomorrow’s Doctors (2nd and 3rdEditions) were noted and the individual statements were entered into the NVivo software. Apurposive sampling procedure was undertaken to identify “professionalism” in the Year 1 and 2MBChB curricula and the Tomorrows Doctors, and a comparative content analysis completed.Results: The coverage of learning outcomes related to professionalism was between 10-20%,scattered throughout the course in different domains of the MBChB, giving a balanced weightto each outcome. Conclusion: The professionalism theme of the MBChB course has coveredall the learning outcomes of the Tomorrows Doctors in almost exactly the same frequency assuggested by the GMC according to the course requirements of Year 1 & 2. However, theMBChB course needs to be slightly modified to align it with the new guidelines by the GMC.

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Kuş, Metin. "Schools of Tomorrow". Journal of Ethnic and Cultural Studies 3, n. 1 (28 giugno 2016): 74. http://dx.doi.org/10.29333/ejecs/53.

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Education reformist and philosopher John Dewey has stated that the ultimate aim of writing “School’s of Tomorrow” is not an attempt to develop a complete theory of education nor yet review any systems or discuss the views of prominent educators.This is not a text book of education nor yet an exposition of a new method of school teaching, aims to show the weary teacher or the discontented parent how education should be carried on. The aim of this book is to show what actually happens when schools start out to put into practice each in its own way, the effects of applications arise from new educational ideas and the direction and meaning that education seems to be taking at present time. The most important point that should be taken into consideration in the book “School’s of Tomorrow” which was written by John Dewey a century ago in 1915, is that Are the schools at present educational system in 2016 able to provide educational application and practices mentioned in the book? In the book it is asserted that education is the result of natural growth and it gives much importance and consistent with basic educational principles such as personal liberties and individuality. In addition; the role of education in social development and supplying local needs are the two important current topics discussed in educational system makes the book ultimately notable. Anoter important issue emphasized in the book is guiding to constitute democracy tradition in education. The book is useful source for the educators, parents and pupils.

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Petrina, Stephen. "Getting a Purchase on “The School of Tomorrow” and its Constituent Commodities: Histories and Historiographies of Technologies". History of Education Quarterly 42, n. 1 (2002): 75–111. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00101.x.

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“The School of Tomorrow,” as envisioned by psychologists Otis Caldwell and Stuart Courtis in 1924, “will pay far more attention to individuals than the schools of the past. Each child will be studied and measured repeatedly from many angles, both as a basis of prescriptions for treatment and as a means of controlling development. The new education will be scientific in that it will rest on a fact basis. All development of knowledge and skill will be individualized, and classroom practice and recitation as they exist today in conventional schools will largely disappear.” “The School of Tomorrow,” would use mechanical equipment, radios, and movies to reveal a world beyond the limits of books and recitations. Textbooks would be constructed for individual success and to underwrite a program of self-rehabilitation. Psychologists, through “experiments in laboratories and in schools of education” would discover “what everyone should know and the best way to learn essential elements.” In the surveillant spaces of “The School of Tomorrow,” hygienically regulated students would learn essential items under “psychologically right conditions.” John and Evelyn Dewey'sSchools of Tomorrow(1915) can be read similarly, where psychology and apparatus of individualization underwrite the new pedagogy. Hybrids of buildings, machines, media, and psychologies in a popularized, “modern” culture, promised distinction, excitement, health, hygiene, leisure, and prosperity.

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Harrison, Tim G. "Why bother taking university led chemistry outreach into primary schools? Bristol ChemLabS experience". New Directions in the Teaching of Physical Sciences, n. 3 (23 febbraio 2016): 41–44. http://dx.doi.org/10.29311/ndtps.v0i3.416.

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The School of Chemistry, University of Bristol is taking postgraduate Chemists and circuses of practical chemistry experiments into primary schools to enthuse, excite and educate tomorrows chemical scientists. With over twenty workshop visits undertaken in 15 months we share our recent experiences.

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Baerlocher, Bianca, Martin Stuber e Eva Lieberherr. "«Zurück in die Zukunft» – Rolle und Bedeutung des Schweizerischen Forstvereins". Schweizerische Zeitschrift fur Forstwesen 169, n. 6 (1 dicembre 2018): 315–22. http://dx.doi.org/10.3188/szf.2018.0315.

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“Back to the future” – role and meaning of the Swiss Forestry Society Associations can be described as public goods and “schools of democracy”. They enable their members to participate in the political sphere and accomplish public tasks. Beyond this, we can view associations as a means for holding society together; they foster common values and norms as well as reduce societal insecurity. The Swiss Forestry Society, founded in 1843, has taken a supporting role in the landscape of associations in the 19th and early 20th century. However, since the 1990s, this association has faced declining membership, which raises questions about its role in today's political landscape, its meaning for its members and how it can adapt to societal change. In the context of the Swiss Forestry Society's 175th birthday, we addressed these questions by analysing historical documents and conducting interviews with members and experts. Responses show that the Swiss Forest Society plays an important role for current members' career as well as at the personal level in terms of solidarity in advocating for the forest. In contrast, former members say that the association is a club of ETH forest engineers which is neither well known publicly nor does enough for the forest itself. In terms of the future, the Swiss Forest Society faces the challenge to become interconnected across sectors. To address this, it will be key for the association to attract young, active members from different forest-related backgrounds who will engage in the association over the long-term and thus enable it to keep up with today's and tomorrow's (ever more digital) world.

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Benade, Leon, e Nesta Devine. "Tomorrow’s School’s Review". Teachers' Work 15, n. 2 (20 dicembre 2018): 85–86. http://dx.doi.org/10.24135/teacherswork.v15i2.276.

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Wide-ranging changes proposed by the Tomorrow’s Schools Independent Taskforce (2018) seek to end the 30-year period known as ‘Tomorrow’s Schools’, or, what we earlier referred to as the ‘Thirty Years War’ (Devine, Stewart & Benade, 2018).Tomorrow’s Schools (New Zealand Taskforce to Review Education Administration, 1988) emerged from the reform period of the mid-1980s, propelling New Zealand to the forefront of neoliberal policy-making. The current taskforce, composed of notable educationists, has endeavoured to arrive at proposals that emphasise educational interests rather than the competitive commercial interests promoted by Treasury in 1988.

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Brkovic, Marta, Oriol Pons e Rosie Parnell. "Where Sustainable School Meets the ‘Tthird Teacher’: Primary School Case Study From Barcelona, Spain". International Journal of Architectural Research: ArchNet-IJAR 9, n. 2 (13 luglio 2015): 77. http://dx.doi.org/10.26687/archnet-ijar.v9i2.539.

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Participatory evaluation of aspiring sustainable schools and their pedagogical potential has recently come into focus. A few authors have made a significant start in examining schools as both environmentally and socially sustainable environments, which might simultaneously represent the ‘third teacher’. However, discussion around this idea is new in Spain. This paper describes a participatory post-occupancy study conducted with teachers and pupils in Fort Pienc School, Barcelona, Spain. Findings reveal the pedagogical potential of the school’s spaces and fabric, characterised as ‘sustainable’, and highlight the aspects that the research participants feel are performing and underperforming. The paper concludes that if we want sustainable schools to be a strategy for renovating the educational process and for leading us towards a better tomorrow globally and locally, new models for exploring the pedagogical potential of sustainable schools should be developed and the efforts of all relevant parties synchronised; from architects to governments, from pupils to teachers.

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Thompson, Julian. "Commentary: Grow Tomorrow’s School Leaders? Plant Some Seeds Today!" LEARNing Landscapes 1, n. 2 (2 gennaio 2008): 47–53. http://dx.doi.org/10.36510/learnland.v1i2.253.

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School leadership development has received significant investment in the UK in recent years. Programmes to support leaders at all levels have focussed on national standards, leadership behaviours and capacity building. England is now facing an increasing shortage of headteachers. This article provides a perspective on this situation and offers some practical ideas to school leaders for building approaches to succession planning in their own schools.

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Zielińska, Katarzyna Ewa. "Treści oraz cele wychowawcze magazynów szkolnych dwudziestolecia międzywojennego na podstawie pism szkół żeńskich Dziś i Jutro oraz Młodzieńczy Lot". Zeszyty Prasoznawcze 63, n. 4 (244) (2020): 107–21. http://dx.doi.org/10.4467/22996362pz.20.033.12699.

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The Content and Educational objectives of the Interwar School Magazines Based on the Example of the Girls’ Schools Periodicals Today and Tomorrow (Dziś i Jutro) and Youthful Flight (Młodzieńczy Lot) The magazines of pre-war female schools provide knowledge about the development of a new community – girls attending secondary education, which was formed as a result of numerous education reforms after 1918. The article presents the results of a content analysis of two periodicals edited by middle school students from the 1920s and 1930s. The purpose of the research was to identify the most popular issues discussed in Today and Tomorrow (Dziś i Jutro) and Youthful Flight (Młodzieńczy Lot) periodicals. It revealed the directions and goals of the pre-war education of school girls and the educational program in the interwar period. From the author’s point of view, it can be considered a universal model for the formula of pre-war school magazines, edited by girls, which significantly supplemented the rich offer of magazines for young people of the interwar period.

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Topçiu, Marta. "The Profile of Tomorrow’s School Teacher". European Journal of Social Sciences Education and Research 8, n. 1 (1 dicembre 2016): 21. http://dx.doi.org/10.26417/ejser.v8i1.p21-25.

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Nowadays teachers are precious! The list of features that will be considered in this article is not a mere "static" description of the professional teacher we know but it is a set of attributes that should be developed in the name of tomorrow’s new professionalism that raises numerous requests. Traditional competences need to be enriched and complemented (replenished) with new ones. The new form of professionalism requires teachers who want to work and have the concern to lay the foundations of lifelong learning; it requires teachers who want to cultivate creative personalities, open-minded people, individuals who worship free and deep thought and individuals who are devoted to innovation. Teaching in tomorrow’s world is a challenge. The modern world does not deal with what is already known; it is interested in what we can do with what we know. Only in this way, school helps the society adapt to economic, social and technological changes. Only this way teachers fulfill their mission which regards helping the general progress. Only this way, in front of people with diplomas, the ability to think differently and to be creative will make the difference. Nowadays pupils have grown up with the internet and the numerical media, and this constitutes the point of reference for them. The whole generation is situated in a special rapport with information and the new ways of socializing. This evolution should not be put aside by teachers. The issue that rises in front of them, particularly those who are not grown up in this kind of universe, does not question whether to go towards this evolution or not, but rather use it in an effective way. New perspectives and difficulties open up to us. Only like this, teachers fulfill their mission in support of the overall progress. It will be exactly the ability to think differently and act creatively that would make the difference among graduates in the future. It remains to be seen to what extent the stakeholders, especially the teachers, will be willing to invest in the new professionalism that the school of tomorrow requires

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Bork, Alfred. "Schools for tomorrow". International Journal of Educational Research 19, n. 2 (gennaio 1993): 171–83. http://dx.doi.org/10.1016/0883-0355(93)90026-g.

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Panaligan, Jan April, e Jimmy Bernabe Maming. "Challenges Encountered by Junior High School Graduates of the School of Tomorrow Program to Senior High School Program in Capiz: A Case Study". International Journal of Multidisciplinary: Applied Business and Education Research 2, n. 4 (12 aprile 2021): 321–26. http://dx.doi.org/10.11594/ijmaber.02.04.05.

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The School of Tomorrow (S.O.T.) having the Accelerated Christian Education (A.C.E.) here in the Philippines promises that they can give the most advanced twenty-first-century educational system available, but the experiences and grievances of S.O.T. graduates stated otherwise. This case study intends to determine the key informant's experiences in transitioning from Accelerated Christian Education (A.C.E.) institution to conventional schools in Capiz. This study utilized interviews, observation, and data reviews in gathering the data while the Mayring (2002) approach was utilized in analyzing the data. Themes came out from the constructs of the interviewees in Capiz, like S.O.T. curriculum is offered in Pre-School to Junior High School only, difficulty in transitioning from S.O.T. school to conventional schools offering Senior High School Program and conventional schools must be adopted and integrated to the S.O.T. Junior High School. The output of the research is the proposed new S.O.T. curriculum model to help address the existing problems.

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