Analysing the Role of the Subject Head of Department in Secondary Schools in England and Wales: Towards a theoretical framework

In the work of the great Abay, there are ideas related to the problems of social pedagogy. The next task is to use them in the practice of social and pedagogical work and solve the problem of when and how you can implement these ideas. The purpose of the article is to show the role of socio-pedagogical ideas in the poet ‘s legacy, to determine the possibility of their use in this work. In schools, universities and secondary schools, the subject of «Abai Studies « is studied, but attention is not paid to everyday use in everyday life. «Abayevedenie» ignores this aspect, does not reveal the great practical potential of his works, does not consider in practice. At the same time, it is necessary to reveal the socio-pedagogical ideas in the works of the great poet, and show possible ways of implementation in practice. We are confident that the use of the great Abai’s poetic creativity for social and educational purposes will lead to an optimal result. After all, they are close to the heart of every child, understandable to a teenager and a young man. Each of them sees himself in this poem, shows his actions and critical views. You can use poems in the organization of events aimed at revival, retraining, re-education and correction.

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The evolving role of the Head of Department

London Review of Education ◽

10.1080/14748460500036284 ◽

2005 ◽

Cited By ~ 2

Author(s):

Trevor Kerry

Keyword(s):

Secondary Schools ◽

Empirical Study ◽

Hierarchical Models ◽

Middle Management ◽

Research Data ◽

Boundary Management ◽

The Military ◽

Head Of Department

This paper examines three concepts relating to the role of heads of department (HoDs) in secondary schools: boundary management; the roles of subject leadership and departmental functioning as HoD activities; and the place of HoDs in evolving school hierarchies. To throw light on the last an empirical study is reported that explores hierarchies in middle management across three professions, and draws comparisons. The paper rejects boundary management as an appropriate model. It concludes that hierarchical models in education are very different from those in the military or in business and establishes a typology against which to view the research data.

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The role of the nameless in isiXhosa ntsomi

Literator ◽

10.4102/lit.v30i2.80 ◽

2009 ◽

Vol 30 (2) ◽

pp. 89-106 ◽

Cited By ~ 1

Author(s):

B.B. Mkonto

Keyword(s):

Theoretical Framework ◽

The Subject ◽

Males And Females ◽

The Creation

This article looks into the custom of not giving names to pivotal characters in some selected Xhosa tales. Given that the word “tales” means different things to different people, it is used in this article to refer to both fables (stories which deal with animals only) and folktales (stories dealing with both animals and humans). The unnaming practice is not uncommon in all types of tales and is applied to both males and females, young and old, as well as to strange mysterious beings. The motive for unnaming is analysed and its functions are alluded to. References to popular generic names of animals found in Xhosa tales are made for the sake of clarifying the need for naming, though these are not the subject of discussion here. It is therefore most fitting to use onomastics as the theoretical framework of this article in order to capture convincing patterns of the unnaming system and the creation of faceless characters in indigenous Xhosa tales.

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LITIGATION, THE ANGLO-SCOTTISH UNION, AND THE HOUSE OF LORDS AS THE HIGH COURT, 1660–1875

The Historical Journal ◽

10.1017/s0018246x17000346 ◽

2017 ◽

Vol 61 (4) ◽

pp. 943-967 ◽

Cited By ~ 2

Author(s):

PHILIP LOFT

Keyword(s):

Eighteenth Century ◽

Subject Matter ◽

Civil Law ◽

England And Wales ◽

High Court ◽

House Of Lords ◽

The Subject ◽

The Revolution

AbstractThis article examines the role of the House of Lords as the high court from the Restoration of 1660 to the passage of the Appellate Jurisdiction Act in 1876. Throughout this period, lay peers and bishops judged appeals on civil law from the central courts of England and Wales, Ireland (aside from between 1783 and 1800), and Scotland after the Union of 1707. It has long been known that the revolution of 1688–9 transformed the ability of parliament to pass legislation, but the increased length and predictability of parliamentary sessions was of equal significance to the judicial functions performed by peers. Unlike the English-dominated profile of eighteenth-century legislation, Scots constituted the largest proportion of appellants between 1740 and 1875. The lack of interaction between Westminster and Scotland is often seen as essential to ensuring the longevity of the Union, but through comparing the subject matter of appeals and mapping the distribution of cases within Scotland, this article demonstrates the extent of Scottish engagement. Echoing the tendency of Scottish interests to pursue local, private, and specific legislation in order to insulate Scottish institutions from English intervention, Scottish litigants primarily sought to maintain and challenge local privileges, legal particularisms, and the power of dominant landowners.

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The Roles and Tasks of a Subject Head of Department in Secondary Schools in England and Wales: a neglected area of research?

School Organisation ◽

10.1080/02601369650037994 ◽

1996 ◽

Vol 16 (2) ◽

pp. 203-218 ◽

Cited By ~ 1

Author(s):

C. K. Turner

Keyword(s):

Secondary Schools ◽

England And Wales ◽

Head Of Department

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To Speak or not to Speak? Theoretical Framework of Willingness to Communicate

MAP Social Sciences ◽

10.53880/2744-2454.2021.1.1.37 ◽

2021 ◽

pp. 37-47

Author(s):

Emina Kahrimanović

Keyword(s):

Language Learning ◽

Theoretical Framework ◽

Language Instruction ◽

Willingness To Communicate ◽

Specific Situation ◽

Private Lives ◽

World Languages ◽

The Subject ◽

The Right

The decision of a speaker whether to communicate in a specific situation or not, assuming they have the right to choose, has been identified in the current literature as the speaker's willingness to communicate (WTC). In recent times, with the communication becoming the backbone of successful professional and private lives and the role of world languages ever increasing, the importance of willingness to communicate in one of the world languages (English, French, German, etc.) comes to the fore. Therefore, many authors have embarked on a journey to prove why willingness to communicate shall be put under the spotlight and why should language instructors set the engendering of WTC as one of the main aims of language instruction. Among the abundance of reasons, it is often argued that willingness to communicate may facilitate language learning itself. This paper represents a theoretical framework of research conducted on the subject of willingness to communicate over the past several decades, with emphasis on WTC in language learning.

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The Performance Variable of the Actor's Techniques in Postmodern Theater Shows

Al-academy ◽

10.35560/jcofarts92/41-56 ◽

2019 ◽

pp. 41-56

Keyword(s):

Theoretical Framework ◽

Information Revolution ◽

Economic Variables ◽

Performance Technology ◽

Performance Variable ◽

The Subject ◽

And Performance

The postmodern ideas and concepts have produced social, political and economic variables that have been affected by wars, crises, the role of globalization and the information revolution. They have created many variables in concepts and great variables in technological, artistic and cultural innovations. All these changes have contributed to changing the form of the theatrical show aesthetically and intellectually, which cast a shadow over the nature of the actor's performance who has become more demanding to change his performance and to find the mechanisms and new nature of work governing him corresponding to those variables and this prompted the researcher to adopt the subject (the performance variable of the actor's techniques in postmodern theatre show (. Research importance:It provides benefit to actors, directors and workers in the field of theater. The researcher in the theoretical framework tackled two sections:The first section: Postmodern conceptThe second section: the actor's performance in postmodernismThe researcher chose a sample for the analysis represented by the play (Azaiza), which was presented in 2014, and after the analysis, a set of results have been found and the most important of which are:- The theory of playing in the performance and performance technology clearly contributed to the blending of all the styles and artistic trends within one center that depends through their way on fragmentation, anarchy, contradiction, and the ambiguity and multiplicity of the meaning. Then the conclusions reached at and the most important of which are:-The performance variable of the actor's techniques is highlighted in postmodern presentations via subjugating the actor to the hegemony of the techniques that made him a sign subject to its authority within the show system.

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