Appendix 4: Traditional School Timetable and the Timetable for Week 1 of the Project

2020 ◽  
pp. 221-223
Keyword(s):  
Traditional School

Potentially Creative Adolescents View Their School Experiences

1982 ◽  
Vol 51 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
William J. Walker
Keyword(s):  
Educational Experiences ◽  
School Experiences ◽  
School Environments ◽  
Traditional School ◽  
School Settings ◽  
Positive Attitudes ◽  
Open School

The expectation was that 62 potentially creative adolescents would exhibit attitudes that were more positive toward their school experiences in open school environments as compared with more traditional school settings. Attitudes were assessed by rating students' essays in which the adolescents described their educational experiences. The results suggested that potentially creative adolescents generally have positive attitudes toward their school experiences whether in open or traditional settings. Attitudes do not appear to be more positive in open school environments.

The importance of passionate individuals for navigating school arts provision in 19 Australian schools

2021 ◽  
pp. 1321103X2110325
Author(s):  
Katrina Skewes McFerran ◽  
Alexander HD Crooke ◽  
Megan Steele ◽  
John Hattie ◽  
Gary E McPherson
Keyword(s):  
Student Development ◽  
Primary Schools ◽  
School Administrators ◽  
Traditional School ◽  
School Communities ◽  
School Activities ◽  
The Arts ◽  
Policy Goals ◽  
Leadership Support ◽  
Arts Programs

Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, most Australian schools are left to navigate a landscape characterized by shifting policy goals and external providers of diverse quality and intent. Drawing on interviews with 27 stakeholders from 19 Catholic primary schools in Melbourne, Australia, we explored key approaches to arts provision in this context, and conditions that hinder and support it. Approaches varied markedly, from school-wide programs embedded across the curriculum, to one-off incursions. Conditions consistently affecting provision ranged from leadership support to a community’s view of the arts. Programs regularly relied on individuals passionate about arts to go beyond their paid roles, yet this frequently jeopardized sustainability. Overall, the approaches identified, and conditions affecting their sustainability, reveal a lack of value for school arts at policy and administration levels. This lack of value is not demonstrated in the provision of other traditional school activities like math or literacy, which begs consideration by policymakers and school administrators.

Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

1991 ◽  
Vol 17 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kimberly A. Schonert ◽  
Gordon N. Cantor
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Education ◽  
Moral Reasoning ◽  
School Setting ◽  
School Students ◽  
Behaviorally Disordered ◽  
Traditional School ◽  
Alternative Setting ◽  
The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

On Espronceda's Personality

PMLA ◽  
1946 ◽  
Vol 61 (4-Part1) ◽  
pp. 1126-1145
Author(s):  
Walter T. Pattison
Keyword(s):  
Traditional School ◽  
New School ◽  
The Public ◽  
The Common ◽  
New Critics

Two schools of thought exist today concerning the Byronic attitude revealed in Espronceda's works: the traditional school declares that it is a reflection of the rebellious, irreligious, Bohemian character of the poet, while the new school believes that Espronceda deliberately acted and wrote in such a way as to make the public think that he was a dangerous rebel, merely to cast an aura of romanticism about his own person. According to the latter critics, Espronceda was playing a part or maintaining a pose. They claim that his friends knowingly contributed to the false portrait and that their accounts of Espronceda's disdain for conventionality—which are taken quite literally by the traditional school—are but fabrications intended to foster a legend. Hence the new critics give no credence to Ferrer del Río's statement that Espronceda was depicting himself in the hero of El estudiante de Salamanca or Escosura's implication that Byron's romantic adventures and disordered existence influenced profoundly Espronceda's fiery soul, “not less naturally rebellious against the common rules of life.”

Decision Making in a Learning Community

2001 ◽  
Author(s):  
Carol Lubomudrov
Keyword(s):  
Decision Making ◽  
Learning Community ◽  
Sense Of Community ◽  
Basic Belief ◽  
Boards Of Trustees ◽  
Collaborative Decision Making ◽  
Traditional School ◽  
Difficult Time ◽  
Diverse Groups ◽  
Collaborative Decision

As a principal, I know that it is never easy to bring together a diverse group of people of different ages, backgrounds, and philosophies to make decisions, even about the most mundane issues. When parents, teachers, and administrators join together to make decisions about the education of their children, it takes commitment, patience, flexibility, perseverance, and a basic belief in the strength of collaborative decision making for the learning community to function smoothly. This basic belief in the strength of collaborative decision making forms the essence of the OC as a learning community. Before becoming principal of Washington Elementary School, which houses both the OC program and the traditional school for neighborhood children, I had taught for 13 years and been an administrator for 8 years in a variety of settings. I viewed myself as a believer in and practitioner of collaborative decision making. I had a fair amount of experience working with diverse groups, including students, parents, and boards of trustees. Never, however, had I encountered a group of parents and teachers who had a stronger sense of “community” or deeper implicit beliefs as to how their program should function. This may sound as if decision making in the OC was rigid—which was not the case. It was only that over the program’s 13 years, many of its beliefs and processes had become so intuitive that as a newcomer I sometimes had a difficult time understanding how decisions were made and who the ultimate authority was. I was principal of the OC for four years and never discovered “the ultimate authority.” During that time, I did discover that common understandings regarding the importance and value of dialogue, communication, and participation served as threads that formed the fabric of the program. Here I discuss some issues that arose regarding decision making and how they were handled by the community. Notice that I did not say “how they were resolved,” since one of the things I learned while working with the OC is that often simply processing or dialoguing about the particular issues brought about closure.

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