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Artykuły w czasopismach na temat "School directories"
Aziz, Reja Abdul Hussein, i Asaad Abdulla Alsalami. "Evaluating Performance Quality of Physical Education and Scouting Departments in Baghdad’s Education General Directorates from Physical educators Point of View". Journal of Physical Education 33, nr 2 (28.06.2021): 53–61. http://dx.doi.org/10.37359/jope.v33(2)2021.1141.
Pełny tekst źródłaBudd, Elizabeth L., Raoul S. Liévanos i Brigette Amidon. "Open Campus Policies: How Built, Food, Social, and Organizational Environments Matter for Oregon’s Public High School Students’ Health". International Journal of Environmental Research and Public Health 17, nr 2 (10.01.2020): 469. http://dx.doi.org/10.3390/ijerph17020469.
Pełny tekst źródłaSmith, Camille M. "Access to String Instruction in American Public Schools". Journal of Research in Music Education 45, nr 4 (grudzień 1997): 650–62. http://dx.doi.org/10.2307/3345429.
Pełny tekst źródłaBanat, Sohaila M., Soua'd M. Ghaith i Mouhamed Sayel Barahmeh. "The Reality of Counseling Services Provided by the School Counselor for Gifted and Talented Students in the Jordanian Government School". Journal of Educational and Psychological Studies [JEPS] 7, nr 2 (1.01.2013): 151–66. http://dx.doi.org/10.53543/jeps.vol7iss2pp151-166.
Pełny tekst źródłaBanat, Sohaila M., Soua'd M. Ghaith i Mouhamed Sayel Barahmeh. "The Reality of Counseling Services Provided by the School Counselor for Gifted and Talented Students in the Jordanian Government School". Journal of Educational and Psychological Studies [JEPS] 7, nr 2 (1.01.2013): 151. http://dx.doi.org/10.24200/jeps.vol7iss2pp151-166.
Pełny tekst źródłaYoussouf, Youssouf Ballah. "The Future of Physical Education and Sports in Light of the Crisis of Playgrounds in Schools in the Republic of Djibouti". Journal of Advances in Sports and Physical Education 6, nr 06 (6.07.2023): 96–101. http://dx.doi.org/10.36348/jaspe.2023.v06i06.001.
Pełny tekst źródłaSullivan, Jill M. "Women Music Teachers as Military Band Directors during World War II". Journal of Historical Research in Music Education 39, nr 1 (18.01.2017): 78–105. http://dx.doi.org/10.1177/1536600616665625.
Pełny tekst źródłaHo, Daniel E., Oluchi Mbonu i Anne McDonough. "Mandatory Retirement and Age, Race, and Gender Diversity of University Faculties". American Law and Economics Review 23, nr 1 (1.04.2021): 100–136. http://dx.doi.org/10.1093/aler/ahab002.
Pełny tekst źródłaG. Jauro, Gever, Nordy D. Siason i Suzette G. Talaman. "Contextualizing Contingency Management Plan: A Disaster Risk Reduction Toolkit for School Principals in the Philippines". International Journal of Membrane Science and Technology 10, nr 4 (26.09.2023): 494–503. http://dx.doi.org/10.15379/ijmst.v10i4.2073.
Pełny tekst źródłaKnickelbein, Becky A., i Cynthia M. Richburg. "Special Educators’ Perspectives on the Services and Benefits of Educational Audiologists". Communication Disorders Quarterly 34, nr 1 (4.11.2011): 17–28. http://dx.doi.org/10.1177/1525740111413120.
Pełny tekst źródłaRozprawy doktorskie na temat "School directories"
Parra, Robledo Richar. "Formación para el liderazgo escolar: Impacto del Plan de formación de directoras y directores en Chile". Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/670721.
Pełny tekst źródłaLa presente tesis doctoral tuvo como objetivo evaluar el impacto del plan de formación de directores y directoras en la mejora institucional de los centros escolares de Chile. El estudio surgió de la necesidad de generar investigaciones en el contexto chileno sobre el impacto de los programas de formación para el liderazgo escolar y la influencia del personal de dirección en los resultados educativos y en las mejoras en los centros escolares. El diseño de la investigación es no experimental, transeccional y correlacional. El método de investigación es mixto en el cual se complementan los diseños cuantitativos y cualitativos. Las técnicas, instrumentos y estrategias para recoger información se configuran de cuatro encuestas, seis entrevistas y datos secundarios. La muestra del estudio se articula desde seis dimensiones consideras en la investigación: las personas formadas en el plan (n=290) y los programas formativos del plan (n=29). Para profundizar en los impactos se analizaron 6 centros escolares desde la perspectiva de la persona formada en ejercicio del cargo (n=6), desde la evaluación 90º de las personas colaboradoras (n=40) y desde los datos secundarios. Finalizado el proceso anterior, se acudió a 105 personas externas a las formaciones para desarrollo un perfil profesional. Todos los datos son articulados e integrados en la triangulación metodológica y de personas agentes. Los resultados se identifican en cuatro niveles. En el primer nivel, se aprecian tres impactos claves en las personas participantes respecto a la actualización profesional, tanto en conocimientos como en las competencias directivas; una mejora en temas de acceso y ascenso profesional, en especial, en las profesoras de aula, las cuales durante o posterior a la formación accedieron a cargos de coordinación académica o dirección escolar y, finalmente, la generación de redes de contacto y de intercambio profesional. En el segundo nivel, el diseño de las acciones formativas, se visualizan patrones comunes, atingentes a la coherencia interna, idoneidad docente del personal profesional y el uso de metodologías activas (trabajo participativo y colaborativo) para el desarrollo teórico/práctico de los aprendizajes y de las competencias directivas. En el tercer nivel, referido a la importancia de contar con el apoyo del profesorado, equipo directivo y del personal directivo superior para poder aplicar la formación en la organización escolar. En el cuarto nivel, se identifica un alto impacto de la formación en el ámbito profesional, en especial, en la mejora del desarrollo profesional y en las competencias directivas. El mayor impacto en la organización se aprecia en la motivación al personal colaborador para lograr una cultura de trabajo en equipo. Los menores impactos se determinan en los resultados académicos y en la mejora de la calidad de los aprendizajes del estudiantado. Entre las conclusiones, se determina el cambio de modelo de dirección escolar, desde una administración burocrática hacia un modelo de doble perspectiva, situado en el liderazgo en y para la justicia social/educativa y en el liderazgo pedagógico centrado en el aprendizaje para la mejora organizacional. El 94% de las personas formadas convergen en el cambio de foco del liderazgo escolar. Para llevar a cabo la transformación del modelo, se identifican tres prácticas directivas claves: visión estratégica compartida, desarrollo de las capacidades profesionales y liderazgo de los procesos de enseñanza-aprendizaje. Finalmente, se concluye que el desarrollo profesional y competencial en las personas participantes se produce de forma paralela, interrelacionada entre la formación y su aplicación en la organización escolar, generando una relación entre ambas. Además, se aprecia que el mayor impacto de los programas formativos se produce en el propio aprendizaje de las personas formadas y en su desarrollo profesional.
The objective of this doctoral thesis was to evaluate the impact of the directors’ training plan on the institutional improvement of Chilean schools. The study arose from the need to generate research in the Chilean context on the impact of training programs for school leadership and the influence of school personnel on educational results and improvements in schools. The research design is non-experimental, transectional and correlational. The research method is mixed in which the quantitative and qualitative designs are complemented. The techniques, instruments and strategies to collect information are made up of four surveys, six interviews and secondary data. The study sample is articulated from six dimensions considered in the research: the people trained in the plan (n=290) and the training programs in the plan (n=29). To deepen the impacts, 6 schools were analyzed from the perspective of the person trained in office (n=6), from the 90º evaluation of the collaborators (n=40) and from the secondary data. At the end of the previous process, 105 people from outside the training were approached to develop a professional profile. All the data is articulated and integrated in the methodological and agent triangulation. The results are identified at four levels. At the first level, there are three key impacts on the participants regarding professional updating, both in knowledge and in managerial skills; an improvement in issues of access and professional promotion, especially in the classroom teachers, who during or after the training agreed to positions of academic coordination or school management and, finally, the generation of contact networks and professional exchange . At the second level, the design of training actions, common patterns are visualized, related to internal coherence, teaching suitability of professional staff and the use of active methodologies (participatory and collaborative work) for the theoretical/practical development of learning and of managerial powers. At the third level, referring to the importance of having the support of the teaching staff, management team and senior management personnel in order to apply the training in the school organization. At the fourth level, a high impact of training in the professional field is identified, especially in the improvement of professional development and managerial skills. The greatest impact on the organization is seen in the motivation of collaborating personnel to achieve a culture of teamwork. The least impacts are determined in the academic results and in the improvement of the quality of the student learning. Among the conclusions, the change in the school management model is determined, from a bureaucratic administration to a double perspective model, located in leadership in and for social/educational justice and in pedagogical leadership focused on learning for organizational improvement. 94% of the people trained converge in the change of focus of school leadership. To carry out the transformation of the model, three key management practices are identified: shared strategic vision, development of professional capacities and leadership of the teaching-learning processes. Finally, it is concluded that the professional and competence development in the participating people occurs in a parallel way, interrelated between the training and its application in the school organization, generating a relationship between both. Furthermore, it is appreciated that the greatest impact of training programs occurs in the learning of the people trained and in their professional development.
Giarratano, Caryn D. "Criteria for evaluating personnel directors in Missouri public schools /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988665.
Pełny tekst źródłaPatrick, James Michael. "Virginia Athletic Directors and School Law". Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74383.
Pełny tekst źródłaEd. D.
Schwartz, Sandra. "Vocal Health of Middle School and High School Choral Directors". Scholarly Repository, 2006. http://scholarlyrepository.miami.edu/oa_dissertations/52.
Pełny tekst źródłaBarrientos, Piñeiro Claudio A. "El papel de los directores y directoras en la promoción de la participación familia y comunidad en las escuelas básicas. El caso de la comuna de Panguipulli - Chile". Doctoral thesis, Universitat de Barcelona, 2015. http://hdl.handle.net/10803/289708.
Pełny tekst źródłaThis Thesis is focused on exploring, through a Study of Cases, about professional and personal skills of elementary schools of Panguipulli County, mobilized through practical and managerial strategies that offer, or not, promoting the participation of families and the community in schools and the main difficulties of the context to which they have to face, such as the valuation that community agents make of them. This way, such information was contrasted with the findings and meaning of teachers, education assistants, parents and representatives of the community. Considering this, we can answer questions such as: Does the policy of practice encourage the participation of families and the community in the educational work of the students? How the principals promote the participation and what strategies are they using? What are the required skills the Principals must have to promote the participation in their schools? What are the main institutional and environmental barriers that determine the effective participation of families and the community in schools? And, How do the families value and the community institutions the Principals work to promote the participation? With this idea in mind, the executive management is set as a center of interest and the role that Principals play in elementary schools in promoting participation.
Roche, Robert J. "Exploring Flow Amongst Experienced Middle School and High School Band Directors". Thesis, Teachers College, Columbia University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827003.
Pełny tekst źródłaThe purpose of this study is to explore and identify flow characteristics in experienced middle school and high school band directors in the context of their teaching. The research was conducted using a qualitative multi-case study through the use of non-participant observations, field notes, and interviews with observational video with stimulated recall to identify the characteristics of flow in a total of five experienced middle school or high school band directors. It was apparent from the findings that every experienced middle school and high school band director experienced flow characteristics at different times while instructing their bands; conditions that facilitated and inhibited characteristics of flow as well as qualities that sustained characteristics of flow also were observed. This research may contribute to improved professional development and preparation of band directors; it may help them to recognize and achieve flow and develop good teaching practices, thereby enabling their students to reach their learning potential.
Thomson, Ashley, i Sylvie Lafortune. "Handbook of Canadian Boarding Schools". Dundurn Press, 1999. https://zone.biblio.laurentian.ca/dspace/handle/10219/187.
Pełny tekst źródłaAshley Thomson, a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury, is the author/editor of the Directory of Canadian Private Residential Schools (1986), of which this is a major revision. Sylvie Lafortune is a faculty member in the J.N. Desmarais Library at Laurentian University of Sudbury.
Laurentian University subsidized the research for this project.
Miller, Harlie G. "High School athletic eligibility policies a mixed-methods study of the perspectives of Public School athletic directors /". Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
Pełny tekst źródłaSwanson, William Russell Kennedy Larry DeWitt. "Perceptions of Illinois high school athletic directors relative to the effects of Proposition 48 upon selected elements of the academic preparation of Illinois high school athletes". Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918626.
Pełny tekst źródłaTitle from title page screen, viewed October 12, 2005. Dissertation Committee: Larry Kennedy (chair), William Piland, Kenneth Strand, Joel Thirer, William Tolone. Includes bibliographical references (leaves 218-228) and abstract. Also available in print.
Parkinson, Nancy S. "Educational attainment, food and nutrition knowledge, nutrition attitudes, nutrition behaviors, and nutrition training of Indiana school food service directors". Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1319832.
Pełny tekst źródłaDepartment of Family and Consumer Sciences
Książki na temat "School directories"
Heiter, Celeste. American boarding schools: The American boarding school experience. Wyd. 2. San Francisco, Calif: ThingsAsian Press, 2009.
Znajdź pełny tekst źródłaLong, Katherine. The Seattle times school guide: Elementary & K-8 schools. [Seattle, Wash.]: Seattle Times Co., 1999.
Znajdź pełny tekst źródłaVeriod, Glenda. Which library school. Wyd. 4. London: Association of Assistant Librarians, 1986.
Znajdź pełny tekst źródła), Bingham Derek (Ed, red. Which School?: Directory of Independent Schools. Saxmundham: J.Catt Educational, 1995.
Znajdź pełny tekst źródłaMaine. Dept. of Educational and Cultural Services. Division of Planning and Management Information., red. School administrative districts and community school districts in Maine. Augusta, Me: The Division, 1987.
Znajdź pełny tekst źródłaBaltimore County Public Schools. Office of Guidance., red. Maryland vocational-technical school file. [Hanover, N.H.]: Houghton Mifflin, 1985.
Znajdź pełny tekst źródłaMathieson, Andrew. Avon school visits directory. Bristol: Avon County Public Relations and Publicity Department, 1985.
Znajdź pełny tekst źródłaJohns, Frank A. School disciplineguidebook: Theory into practice. Boston: Allyn and Bacon, 1989.
Znajdź pełny tekst źródłaObermeyer, Vera. Finding a school in San Francisco. Wyd. 4. San Francisco: Learning Associates, 1995.
Znajdź pełny tekst źródłaLyons, Blythe. Choosing the right school for your child: A guide to selected elementary schools in the Washington area. Lanham: Madison Books, 1990.
Znajdź pełny tekst źródłaCzęści książek na temat "School directories"
Görgülü, Deniz. "Metaphorical Perceptions of the School Directors and Teachers Related to School Principalship". W Chaos, Complexity and Leadership 2017, 607–20. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_50.
Pełny tekst źródłaAkins, Jennifer. "What Directors Need to Know about the Comprehensive School Counseling Programs that Support Student Mental Health". W Administrative Leaders and School Counselors, 153–68. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003219750-14.
Pełny tekst źródłaSá, Susana, i Palmira Alves. "The Schools’ Ranking in the Opinion of Directors of Secondary Education Schools in Portugal". W Advances in Intelligent Systems and Computing, 327–40. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61121-1_28.
Pełny tekst źródłaÜredi, Lütfi, i Hakan Ulum. "The Relationship Between the Mathematical Thinking Levels and Conflict Management Strategies of School Directors". W Chaos, Complexity and Leadership 2017, 231–40. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89875-9_19.
Pełny tekst źródłaÜredi, Lütfi, Mustafa Özarslan i Hakan Ulum. "Managerial Approaches Adopted by School Directors with Diverse Personality Characteristics: A Sample of Mersin City". W Springer Proceedings in Complexity, 609–22. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-64554-4_44.
Pełny tekst źródłaMallinson, Jonathan. "1. 1897–1900: The Making of a Potter". W William Moorcroft, Potter, 7–30. Cambridge, UK: Open Book Publishers, 2023. http://dx.doi.org/10.11647/obp.0349.01.
Pełny tekst źródłaM. Díaz-Fernández, Antonio. "Talking with Spies: From Naïve to Distrustful Researcher". W Fieldwork Experiences in Criminology and Security Studies, 3–22. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-41574-6_1.
Pełny tekst źródłaBułat, Barbara. "Od kolebki do grobu, czyli źródła informacji biograficznej w Bibliotece Jagiellońskiej". W Skąd przyszliśmy? Kim jesteśmy? Dokąd zmierzamy? Wokół badań nad genealogią, 39–54. Wydawnictwo Naukowe Uniwersytetu Pedagogicznego w Krakowie, 2021. http://dx.doi.org/10.24917/9788380845787.3.
Pełny tekst źródła"Section Two: Via Film School". W The Director’s Cut. Continuum, 2006. http://dx.doi.org/10.5040/9781501342233.0027.
Pełny tekst źródła"Directors of the School". W High Gain, High Power Free Electron Laser: Physics and Application to Tev Particle Acceleration, ix. Elsevier, 1989. http://dx.doi.org/10.1016/b978-0-444-87395-8.50004-2.
Pełny tekst źródłaStreszczenia konferencji na temat "School directories"
Porozovs, Juris, Anita Migleniece, Daina Voita i Alvis Valdemiers. "THE IMPLEMENTATION OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCHOOLS OF LATVIA". W 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.80.
Pełny tekst źródłaDogaru, Mariana. "SPECIFIC ELEMENTS FOR SUCCESSFUL ROMANIAN SCHOOL". W eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-040.
Pełny tekst źródłaTripses, Jenny S., Ilze Ivanova, Jūratė Valuckienė, Milda Damkuvienė i Karmen Trasberg. "Baltic Social Justice School Leaders". W 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.33.
Pełny tekst źródłaChirino Gutierrez, Alvaro, Sherli Mamani Huanca i Beatriz Mamani Mamani. "Statistical Curriculum In Bolivia, Changes In The Era Of Big Data". W Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t7c3.
Pełny tekst źródłaTănase, Diana. "The romanian school of directing. Precursors, founders, reformers". W Conferința științifică internațională "Învăţământul artistic – dimensiuni culturale". Academy of Music, Theatre and Fine Arts, Republic of Moldova, 2022. http://dx.doi.org/10.55383/iadc2022.19.
Pełny tekst źródłaYoder, Beth. "The Expectation of Unwavering Invincibility: Music Performance Anxiety in School Band Directors". W AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2003783.
Pełny tekst źródła"Factors Influencing for Early Retirement Demand of School Principals in Riyadh Educational Directorates, Saudi Arabia". W International Conference on Trends in Social Sciences and Humanities. Emirates Research Publishing, 2015. http://dx.doi.org/10.17758/erpub.er815040.
Pełny tekst źródłaO’Callaghan, Simone, i Carl Morgan. "What Design Can Learn From Collaborating with Indigenous Partners". W Sixteenth International Conference on Design Principles & Practices. Common Ground Research Networks, 2024. http://dx.doi.org/10.18848/978-1-963049-18-3/cgp/49-54.
Pełny tekst źródłaVictorio, Aldo, i Teresinha Vilela. "Art, Audiovisual and Design: an experience". W LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.128.
Pełny tekst źródłaMacken, Jared. "The Stranger in the Architectural Project on the City". W Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335078.
Pełny tekst źródłaRaporty organizacyjne na temat "School directories"
Shahgholian, Azar, i David Bryde. The Relationship Between The Board of Directors’ Social Capital and Construction Firms’ Environmental Profiles. Association for Project Management, listopad 2022. http://dx.doi.org/10.61175/rqve8344.
Pełny tekst źródłaMcReynolds, Stephanie JH, Peter Verheyen, Terriruth Carrier i Scott Warren. Library Impact Research Report: Distinct Academic Learning Communities at Syracuse University Libraries. Association of Research Libraries, lipiec 2022. http://dx.doi.org/10.29242/report.syracuse2022.
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