scholarly journals Народна школа грамоти в таборі полонених українців Вецляр, Німеччина (вересень 1915 – березень 1917 рр.): короткий нарис історії створення та діяльності.

2021 ◽  
pp. 81-87
Author(s):  
Ігор Володимирович Срібняк
Keyword(s):  
Public School ◽  
Cumulative Effect ◽  
Opportunity To Learn ◽  
Prisoners Of War ◽  
National Character ◽  
Teaching Staff ◽  
The Public ◽  
Centre Of Gravity ◽  
Teacher Student ◽  
The Impact

The article analyzes the specifics of the functioning of the public school in the Wetzlar Camp of Ukrainian prisoners of war who served in the tsarist army. The authors also identify the impact of education on the prisoners. Although the school was an effective tool of the Ukrainization processes, its influence was limited by strong anti-Ukrainian obstruction by the Black Hundred groups’ members and the Little Russians during September 1915 – October 1916. They were kept in the camp for many months. Nevertheless, the teaching staff of the school did not stop their work, contributing into the formation of national consciousness of their Ukrainian students. In the autumn of 1916, the efforts of the local Ukrainian clubs and institutions (including the public school) brought about a cumulative effect – most campers had adhered pro-Ukrainian views and begun actively participate in the activity of camp cultural and educational centres. This way the public school became a kind of «centre of gravity» throughout the camp and the number of its students grew steadily. It happened because the prisoners realized the ultimate need for their own education. They wanted to get rid of their illiteracy and acquired additional primary knowledge from various subjects offered to them by the school. The teachers staff were the civilian members of the Educational Department of the “Union for the Liberation of Ukraine”. Thanks to them, the prisoners had the opportunity to learn Ukrainian literature, as well as get some knowledge in history and geography of Ukraine, arithmetic and science. Thus, because of the public school, the prisoners not only acquired literacy, got writing and grounding in mathematics, but they also broaden their minds.  The irreversible changes in their national character happened due to the education and consistent patriotic position of the teachers. After visiting school, most of students were already inextricably linked to Ukraine, ready to share their knowledge to affirm national ideals among the Ukrainians. Key words: Ukrainians – prisoners of war, public school, alphabet, teacher, student, Wetzlar camp, Germany.

A New Job Description and a New Task for the Public School Clinician

1988 ◽  
Vol 19 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Sol Adler
Keyword(s):  
Public School ◽  
Classroom Teacher ◽  
Job Description ◽  
The Public ◽  
Speech Language Pathologist ◽  
The Impact

This brief essay notes the impact upon our profession of our interactions with social dialect speakers. Specifically, the role of the speech-language pathologist as a consultant to the classroom teacher is discussed.

Analyzing the Impact of LGBTQ Lifestyles amongst School-Aged Youth in America

2016 ◽  
pp. 102-119
Author(s):  
Erica Hutton
Keyword(s):  
Public School ◽  
Belief Systems ◽  
Alternative Lifestyle ◽  
The Public ◽  
Public School Systems ◽  
Age Related ◽  
School Guidance ◽  
K 12 ◽  
The Impact ◽  
Adverse Behaviors

The following chapter addresses the various dynamics associated to the alternative belief systems and lifestyles of juveniles in grades K-12. Youth that embrace an alternative lifestyle populate our public school systems more than ever. Applicable dynamics assessed in this chapter include: (a) school-age related violence (Elementary-High School), (b) youth bullied due to LGBTQ lifestyle of parents, (c) statistical assessment of violence regarding suicidality of LGBT teenagers, (d) teachers that participate in bully behaviors against LGBTQ youth within the public school system, (e) theoretical associations that may be employed to explicate the motivations of violent/adverse behaviors towards youth that are involved in alternative belief systems and lifestyles, (f) exploring the national intervention programs and in-school guidance counselor availability for youth, parents, and families alike.

Estimating Energy Absorbing Performance of Motorcycle Safety Helmet

2014 ◽  
Vol 663 ◽  
pp. 574-578 ◽  
Author(s):  
Hamzah Azhar ◽  
Aqbal Hafeez Ariffin ◽  
Solah Mohd Syazwan ◽  
Shaw Voon Wong
Keyword(s):  
Impact Test ◽  
Head Injuries ◽  
Experimental Tests ◽  
Motorcycle Safety ◽  
The Public ◽  
Centre Of Gravity ◽  
Management Capability ◽  
Energy Absorbing ◽  
Gravity Acceleration ◽  
The Impact

Motorcyclists’ fatalities are overrepresented in the national statistics for years and the figure is predicted to rise further into the year 2020. In details, head injuries have contributed approximately 60% to the records, despite the use of safety helmets. New helmets performance has been well studied and widely accepted to reduce the head injury risks to motorcyclists by way of maximizing crash energy absorption. However in-service helmets energy management capability and information are limited. Therefore, this work attempts to further explore the knowledge and seek clarification of in-service helmet energy absorbing performance by performing experimental tests relative to standards protocols. A set of in-service helmets were collected from the public through an exchange basis and impact-tested twice per sites, at 4 sites, in accordance to MS1:1996 test protocols. The main data obtained was headform centre of gravity acceleration values, in terms of g. The results indicated that energy absorbing performances of most in-service helmets were able to meet standard requirements, regardless of their service ages. A few samples, however, demonstrated out of tolerance performances especially in the successive impact test at the same sites. Appearance of microcrack in the impact foam may have contributed to these values.

Hard to Believe It All Started on a Napkin!

2015 ◽  
pp. 98-116
Author(s):  
Lynn Ahlgrim-Delzell ◽  
Tracie-Lynn Zakas ◽  
Diane Browder ◽  
Jane Rhyne
Keyword(s):  
Public School ◽  
School System ◽  
University Partnerships ◽  
The Public ◽  
Severe Intellectual Disability ◽  
Rich Description ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Impact ◽  
Over Time

In an effort to investigate and identify effective instructional practices for students with moderate-to-severe intellectual disability, university researchers partnered with a local, public school system. This new knowledge generated by this partnership has impacted thousands of teachers and students locally, nationally, and internationally. This chapter provides a historical description of the partnership from both the public school and university perspectives over the past 13 years. Specifically, this chapter describes why the partnership was formed, what it took to get it started, how it was organized and reorganized over time, the actions needed to sustain it, and the impact upon the individuals who participated in the partnership. The authors present both the benefits and challenges of the partnership in hopes that such a rich description will encourage and inform others to replicate this partnership. The chapter ends with suggestions for future directions for the partnership and research on school-university partnerships.

The Impact of PL 94-142 at the Lea Level or PL 94-142 Revisited

1979 ◽  
Vol 161 (3) ◽  
pp. 81-89
Author(s):  
A. B. Harmon
Keyword(s):  
Public School ◽  
School Personnel ◽  
The Public ◽  
The Law ◽  
The Impact

This article attempts to describe the reactions of public school personnel, parents, and the public to PL 94-142 including the process of carrying out the mandate of the law in comparison with the product that is being produced.

scholarly journals Renovación pedagógica e identidad: un estudio comparativo de los expedientes de oposición y de depuración de las direcciones escolares de la Segunda República

2020 ◽  
pp. 209
Author(s):  
Carlos Menguiano Rodríguez
Keyword(s):  
Qualitative Analysis ◽  
Spanish Civil War ◽  
Teaching Staff ◽  
Spanish History ◽  
The Public ◽  
Selection Processes ◽  
Second Spanish Republic ◽  
History Of ◽  
The Impact ◽  
Pedagogical Discourses

This paper evaluates the possibilities offered by a comparative study between two sources unrelated until now: the personal files from professional selection processes produced during the Second Spanish Republic and the files produced in the Francoist purge process which started at the beginning of the Spanish Civil War. We take a privileged segment of the teaching staff as a sample: the teachers who achieved headteacher positions for the new graded schools in the public exams held in 1932 during the Second Spanish Republic. In order to contextualize the relevance of this contingent of teachers, we first offer a quantitative analysis, showing the impact of the purging process on them. Next, we present the approach from which we perform the qualitative analysis, which is based on the interpretation of the files as “institutional life-archives” and we try to characterise this life-archive practice in both processes, keeping in mind that, although different in modality and purpose, both are valuable sources for studying the professional identities of those who elaborated the files. Finally, we propose three models —confirmation, re-adaptation and dissolution— for performinga qualitative analysis, which make it possible to assess the production  and fluctuation of teacher’s identities among these files. These models demonstrate the utility of a comparative analysis of these sources, which can serve to study the configuration of teachers’ professional and pedagogical identities as well as their relationship with the new pedagogical theories and pedagogical tradition in a key time of Spanish history of education. It is our hope that this study will lead to new lines of research in order to analyse the continuities and ruptures of pedagogical discourses and practices between different periods.

scholarly journals The impact of the management model on the principal’s leadership: the Portuguese case

2021 ◽  
Vol 26 ◽  
Author(s):  
João M. S. Carvalho ◽  
Paulo Delgado ◽  
Fernando Diogo
Keyword(s):  
Public School ◽  
Leadership Style ◽  
School Management ◽  
Management Model ◽  
Team Coordination ◽  
The Public ◽  
Systematic Sample ◽  
Central Actor ◽  
Management Experience ◽  
The Impact

ABSTRACT The Principal is a central actor in schools and their formal leader. The public school management model (PSMM) influences his/her leadership style and behaviours. This study intended to analyse Principal’s performance as a leader under the current PSMM, as well as the positive and negative aspects of the model. The data were collected through exploratory interviews with a random systematic sample of 30 Principals with a management experience of at least 4 years. The results showed that Principals seek to find a balance between their role as leaders and managers, privileging delegation and collegiality in team coordination, disagreeing with the current General Council configuration, and underlining the importance of values and ethics in school management. They demand more time for pedagogical management and monitoring, greater autonomy and less bureaucracy and denounce the lack of resources for the management of people, facilities, equipment and services.

“We Are the Forgotten of the Forgottens”: The Effects of Charter School Reform on Public School Teachers

2020 ◽  
Vol 90 (3) ◽  
pp. 371-396
Author(s):  
ERIKA M. KITZMILLER
Keyword(s):  
Public School ◽  
School Reform ◽  
Charter School ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
The Impact ◽  
Charter School Reform

In this article, Erika Kitzmiller analyzes the reactions of teachers to district officials’ decision to close their traditionally managed public school and reopen it as a privately managed charter school. While many scholars have examined the impact of this reform on communities, families, and youth, little attention has been paid to the effects of charter school reform on the public school teachers who worked in these schools. Here Kitzmiller considers one of the key but largely overlooked stakeholders in charter school reform: public school teachers.

Hard to Believe It All Started on a Napkin!

2016 ◽  
pp. 235-253
Author(s):  
Lynn Ahlgrim-Delzell ◽  
Tracie-Lynn Zakas ◽  
Diane Browder ◽  
Jane Rhyne
Keyword(s):  
Public School ◽  
School System ◽  
University Partnerships ◽  
The Public ◽  
Severe Intellectual Disability ◽  
Rich Description ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Impact ◽  
Over Time

In an effort to investigate and identify effective instructional practices for students with moderate-to-severe intellectual disability, university researchers partnered with a local, public school system. This new knowledge generated by this partnership has impacted thousands of teachers and students locally, nationally, and internationally. This chapter provides a historical description of the partnership from both the public school and university perspectives over the past 13 years. Specifically, this chapter describes why the partnership was formed, what it took to get it started, how it was organized and reorganized over time, the actions needed to sustain it, and the impact upon the individuals who participated in the partnership. The authors present both the benefits and challenges of the partnership in hopes that such a rich description will encourage and inform others to replicate this partnership. The chapter ends with suggestions for future directions for the partnership and research on school-university partnerships.

Internal vs external promotion: advancement of teachers to administrators

2018 ◽  
Vol 56 (1) ◽  
pp. 33-49
Author(s):  
David Garland Buckman ◽  
Arvin D. Johnson ◽  
Donna L. Alexander
Keyword(s):  
Educational Leadership ◽  
Public School ◽  
Positive Relationship ◽  
Employee Selection ◽  
Assistant Principal ◽  
The State ◽  
Content Type ◽  
The Public ◽  
Leadership Policy ◽  
The Impact

Purpose The purpose of this paper is to examine selection practices of school districts by capturing the promotion of teachers to assistant principal positions to determine if: there is a relationship between employability and assistant principal promotion (within-school, within-district, and external); and if the state-specific educational leadership policy directly impacts the employability of assistant principal candidates. Design/methodology/approach Principals in the state of Georgia were the unit of analysis, and data collected included personal characteristics of each participant when entering their first assistant principal position, school characteristics of the place of promotion, and type of promotion (internally within-school, internally within-district, and externally). Both descriptive statistics and multiple regression analysis were utilized to examine the impact of type of promotion as well as the state-specific educational leadership policy on participant employability at the time of promotion. Findings This study found a significant positive relationship between internal promotion (within-school) and employability as well as a negative association between participant employability and Georgia state-specific policy. Additional findings indicate a positive relationship between combination schools (i.e. grades K-8; 6-12) and participant employability. Originality/value This study advances the HRM literature concerning employee selection by expanding the scope of hiring practices outside of the private sector and provides focus on the public sector, specifically, the public school environment. In addition, the focal position (public school administrators in the state of Georgia) has yet to be utilized in employee selection research in the areas of internal and external promotion. Previous researchers have studied the probability of internal and external promotion based on demographic factors such as race and gender, however, this specific study uses distinctive predictor variables backed by literature to evaluate applicant employability.

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