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Artykuły w czasopismach na temat "Self-managed schools"
Henkin, Alan B., i Jay R. Dee. "The Power of Trust: Teams and Collective Action in Self-Managed Schools". Journal of School Leadership 11, nr 1 (styczeń 2001): 48–62. http://dx.doi.org/10.1177/105268460101100104.
Pełny tekst źródłaAkyuni, Qurrata. "Perkembangan Pendidikan Islam di Negara Eropa: Pendidikan Islam di Spanyol". Serambi Tarbawi 10, nr 1 (30.01.2022): 69–82. http://dx.doi.org/10.32672/tarbawi.v10i1.5069.
Pełny tekst źródłaSurvutaitė, Dalia, i Rasa Venclovė. "The value of School Self‑ Assessment for Educational Process Quality Improvement". Pedagogika 110, nr 2 (10.06.2013): 66–71. http://dx.doi.org/10.15823/p.2013.1820.
Pełny tekst źródłaMukuna, Robert Kananga. "Exploring Enabler Actions Influencing Basotho Teachers’ Wellbeing to Cope with Schools’ Adversities at a Rural School". Journal of Educational and Social Research 11, nr 3 (10.05.2021): 227. http://dx.doi.org/10.36941/jesr-2021-0065.
Pełny tekst źródłaSaid, Shirly. "Pedagogias do Sul e subjetivação política: Os Bachilleratos Populares na Argentina como parte dos “movimentos pedagógicos latino-americanos"". education policy analysis archives 26 (23.07.2018): 86. http://dx.doi.org/10.14507/epaa.26.3506.
Pełny tekst źródłaRahmadani, Anisa, i Farida Kurniawati. "Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools". Electronic Journal of Research in Education Psychology 19, nr 53 (1.04.2021): 75–92. http://dx.doi.org/10.25115/ejrep.v19i53.3444.
Pełny tekst źródłaFrança, Cíntia, Francisco Santos, Francisco Martins, Helder Lopes, Bruna Gouveia, Frederica Gonçalves, Pedro Campos i in. "Digital Health in Schools: A Systematic Review". Sustainability 14, nr 21 (25.10.2022): 13848. http://dx.doi.org/10.3390/su142113848.
Pełny tekst źródłaCameron, R. J. "School discipline in the United Kingdom: promoting classroom behaviour which encourages effective teaching and learning". Educational and Child Psychology 15, nr 1 (1998): 40–55. http://dx.doi.org/10.53841/bpsecp.1998.15.1.40.
Pełny tekst źródłaYusoff, Muhammad Saiful Anuar, i Wan Nazihah Wan Mohamed. "Motivation in Reading Arabic Literature Books Among Students of Kelantan Religious Schools". Global Journal Al-Thaqafah 10, nr 1 (31.07.2020): 10–17. http://dx.doi.org/10.7187/gjat072020-2.
Pełny tekst źródłaAlshaikhi, Hamad I. "Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions". Theory and Practice in Language Studies 10, nr 11 (1.11.2020): 1359. http://dx.doi.org/10.17507/tpls.1011.03.
Pełny tekst źródłaRozprawy doktorskie na temat "Self-managed schools"
Nobbs, Cameron John Stuart, i n/a. "The Relationship Between School-Based Management, Student Outcomes and School Performance". Griffith University. School of Curriculum, Teaching and Learning, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060914.145845.
Pełny tekst źródłaNobbs, Cameron John Stuart. "The Relationship Between School-Based Management, Student Outcomes and School Performance". Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366280.
Pełny tekst źródłaThesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
Full Text
Haggerty, Natalie K. "Social stories and apron storytelling: the effects on self-managed coping strategies of a child that experienced chronic school difficulties". Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/6925.
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Huang, Chiu-Yu, i 黃久于. "The Case Study of Self-managed School Lunch for Small-scale Elementary Schools in Changhua County". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/94150285115764181843.
Pełny tekst źródła大葉大學
生物產業科技學系碩士在職專班
96
This study discusses the present condition and potential difficulties of “self-conducting lunch” in Changhua County’s elementary schools whose student amount is fewer than three hundred. This study also hopes to provide some feasible ways to let students enjoy the superior quality lunch in the condition that small-scaled schools are short of dietitians to stay in school all the time. The study is conducted in the ways of interviews and questionnaires. The results of field work show that although the small-scaled schools don’t have enough human resources, the administrative management of “self-conducting lunch” can always be executed properly to meet the County’s regulations. Additionally, the administrators express that their assignments are complicated and the responsibilities are heavy; so they have low desire to do this jobs continuously. And the questionnaire results of student lunch show that the design of lunch menu depends on the supplier dietitians ; so elementary schools can’t completely control the students’ requirements of lunch. There are averagely 64% students of fifth and sixth grade in small-scaled school feel satisfied with their lunch. According to the statistical data, the elementary school with scale within sixty children shows the greatest satisfaction, then school within 200 children is the next. The satisfaction of school which scale is within 300 children is similar to scale within 100. The results show that the shortage of student doesn’t mean that it will bring the bad quality of school lunch. The formulation, input, professional competency of lunch secretary, budget distribution, equipment buying and maintenance are the key factors which affect the quality of school lunch. At present, because the small-scaled elementary schools are all subsidized by the central and local government, the “self-conducting lunch” can be existed. Under the conditions that budget is insufficient, schools must resist the pressure of rising price of every raw material. And most lunch secretaries in small-scaled elementary schools are served by teachers or directors, so they are tied up at the moment. The potential worries of the school lunch are lapped-out equipment that can’t be maintained easily and lack of budget to renew it. According to the conclusions of this study, the small-scaled elementary schools must have a new thinking model, such as conducting school lunch collectively by several schools or establishing central kitchen in central school to provide meals to surrounding schools. Under the model of lunch takeout, the provided schools can enjoy the same quality and charge as they conduct the lunch by themselves. In the conditions that budget, human resource, equipments are insufficient, they can provide high quality of lunch service.
Chen, Shu-Ru, i 陳淑如. "Mathematical Literacy in Vocation-A Case Study of a Self-managed School Lunch Dietitian in an Elementary School". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/2k2uk2.
Pełny tekst źródła臺北市立大學
數學系數學教育碩士在職專班
104
Abstract This study aimed to explore the mathematical literacy of self-managed school lunch dietitians in elementary schools, which is to understand and analyze what kinds of mathematics they would use in their working process. In this study, a qualitative case study research method was used and a dietitian working in a public elementary school was selected as the research subject. The work content of the dietitian was summed up to analyze all the mathematics used in work. The information obtained from field observations, semi-structured interviews and document collection was converted into written materials such as observation notes, interview transcripts and paper files for further analysis and discussion. The results of the study found that: 1. The dietitian’s work could be divided into five major parts: (1) Self-managed School Lunch Business: (a) meal nutrition planning and execution, (b) supervision of meal preparation and supply, (c) administration work; (2) Promotion of Nutrition Education: (a) planning and execution of lunch education, (b) evaluation and improvement of students’ diet and nutrition issues, (c) promotion of nutrition and health knowledge for teachers, students and their parents; (3) Campus Food Supervision: (a) audit of the food sold in school cooperative stores, (b) supervision of the food sold in school cooperative stores; (4) Local Service: (a) local service of school lunch, (b) local service of campus food, (c) local service of nutrition education; (5) Other: (a) to assist the local government in the implementation of school lunch-related business, (b) to assist the execution of school affairs of JianAn Elementary School, (c) to upload the data to the Food Cloud service. 2. The mathematics used in the dietitian’s work included: whole numbers, fractions, decimals, estimation, quick computation, rounding, averaging, ratio/proportion, percent, statistics, statistical graphing, English measurement, metric measurement, area/perimeter, volume, angle measurement, geom. constructions, scientific notation, probability, negative numbers, formulas, distance in plane, and permut./combin., as well as the use of a calculator and computer operation. The results showed that the dietitian of this case study used a lot of basic arithmetic in work, used formulas in the part of algebra 1, used planes in the part of geometry, used permutations and combinations (permut./combin.) in the part of algebra 2-trig., never used higher math, and needed to heavily use a calculator and computer operation to complete the work. Keywords: mathematical literacy, dietitian
陳菁萍. "The Project Management Study of Self-managed School Construction-A Case Study of an Elementary School in Kaohsiung City". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78962410867002274040.
Pełny tekst źródła國立高雄師範大學
工業科技教育學系
99
The goal of this study is to reveal the key concerned topics, to define the related issues of the process management, and also to propose the solutions and approaches for the undertaker during the self-managed school construction period. This study is a case study by utilizing the qualitative research methodology. Through the interviews, supplemented by the case observations, the data collection and the data analysis can be accomplished. The object of this study is a General Director of an elementary school who is in charge of the self-managed school construction. Base on the conclusions of this study, some improvements and suggestions are proposed as below: 1. The school construction plan directed and driven by scholar team is not necessarily better than the plan directed by the team of the school members. 2. To select a most suitable architect for the school, the background of the evaluation committee members are very important and should be well distributed by the balance ratio of the expertise. 3. The most appropriate time frame to review the Quantity Body is during the feasibility study period and the project plan phase. 4. Even though lacking of the engineering related background, the undertakers have to increase their knowledge about the engineering drawing reading and reorganization to help the following quality control process. 5. The school is obligated to manage all the purchasing and bidding process illegally, and follow up with all necessary specifications. 6. In the construction process, the contractor should completely follow the specifications. The undertaker should keep monitoring the whole project. 7. The school can out-sourcing the professional exporters to assist the buy-off and qualification; Nevertheless, the management team should well behave their rights and their obligations without violating any legality.
Osman, Ali. "Experiences of physics teachers when implementing problem-based learning : a case study at Entsikeni cluster in the Harry Gwala District Kwazulu-Natal, South Africa". Diss., 2018. http://hdl.handle.net/10500/25794.
Pełny tekst źródłaScience and Technology Education
M. Sc. (Physics Education)
Książki na temat "Self-managed schools"
Secure Rural Schools and Community Self-determination Act: Hearings before the Subcommittee on Forests and Public Land Management of the Committee on Energy and Natural Resources, United States Senate, One Hundred Sixth Congress, first session, on S. 1608, to provide annual payments to the states and counties from National Forest System lands managed by the Forest Service, and ... October 5, 1999, October 19, 1999. Washington: U.S. G.P.O., 2000.
Znajdź pełny tekst źródłaThe resiliency manual: Guidelines for self-managed learning in the school of life. Practical Psychology Press, 1996.
Znajdź pełny tekst źródłaColander, David, i Craig Freedman. Where Economics Went Wrong. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691179209.001.0001.
Pełny tekst źródłaCzęści książek na temat "Self-managed schools"
Wylie, Cathy. "New Zealand – Steering at a Distance and Self-Managed Schools". W Educational Authorities and the Schools, 351–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_19.
Pełny tekst źródłaFernandes, Venesser. "Reframing Continuous School Improvement in Australian Schools". W Advances in Linguistics and Communication Studies, 98–124. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9970-0.ch006.
Pełny tekst źródłaFernandes, Venesser. "The Case for Effectively Using Existing Business Improvement Models in Australian Schools". W Advances in Human Resources Management and Organizational Development, 130–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8516-9.ch007.
Pełny tekst źródłaFernandes, Venesser. "The Case for Effectively Using Existing Business Improvement Models in Australian Schools". W Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 662–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch030.
Pełny tekst źródłaFitzsimmons, Phil, i Peter Kilgour. "Generation of Authentic Learning and Learners". W Handbook of Research on Humanizing the Distance Learning Experience, 78–93. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0968-4.ch004.
Pełny tekst źródłaFitzsimmons, Phil, i Peter Kilgour. "Generation of Authentic Learning and Learners". W Online Course Management, 1710–25. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch089.
Pełny tekst źródła"The Taped-Problems Intervention: Increasing Division Fact Fluency Using a Low-Tech Self-Managed Time-Delay Intervention". W Single-Subject Designs for School Psychologists, 133–51. Routledge, 2013. http://dx.doi.org/10.4324/9780203725887-12.
Pełny tekst źródłaBarashkina, Svetlana Borisovna. "Self-Development of Professional Competencies of a Novice Teacher in the Process of Enriching the Natural Science Subject-Spatial Environment". W Modern Challenges of Education and Psychology of Personality Formation, 82–89. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-102966.
Pełny tekst źródłaLeszczyński, Rafał Marcin. "Całożyciowe uczenie się Pawła Hulki-Laskowskiego (1881–1946) – stymulatory i bariery". W Biografie i uczenie się, „Biografia i badanie biografii”, t. 4. Wydawnictwo Uniwersytetu Łódzkiego, 2015. http://dx.doi.org/10.18778/7969-451-8.06.
Pełny tekst źródłaGershun, Martha, i John D. Lantos. "Staying Healthy". W Kidney to Share, 122–24. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501755439.003.0017.
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