A Project Advocating Humanistic Education: An Evaluation of its Effect on Public School Teachers

1974 ◽  
Vol 4 (2) ◽  
pp. 141-149 ◽  
Author(s):  
Llynn Lotecka
Keyword(s):  
Drug Abuse ◽  
Child Development ◽  
Classroom Teachers ◽  
Public School Teachers ◽  
School Teachers ◽  
Humanistic Education ◽  
Drug Knowledge ◽  
History Of ◽  
Almost All ◽  
Ongoing Evaluation

The philosophy and characteristics of a project for preventing drug abuse through the instituting of humanistic education is described. A partial history of its ongoing evaluation is presented. One component of the project, a seminar on preventing drug abuse conducted for classroom teachers, has been evaluated by an independent team. The results show that participating teachers gained significantly in drug knowledge. There were also significant changes in attitudes concerning drug abuse, child development, and pedagogy. Almost all participants said that they would recommend participation in the seminars to their colleagues.

The History of School Teachers and Administrators

2019 ◽  
pp. 474-489
Author(s):  
Kate Rousmaniere
Keyword(s):  
Public School ◽  
School Administrators ◽  
Historical Narrative ◽  
Public School Teachers ◽  
School Teachers ◽  
Global Context ◽  
History Of ◽  
Anglo American ◽  
Public School Educators ◽  
Relationship Of

This chapter is an overarching historical narrative of the development of the occupations of teaching and school administration, focusing on the history of educators who have worked as elementary and secondary public school teachers and local school administrators. The emphasis is on the historical development of Anglo and Anglo American education, with notations of patterns of change in a more global context. The chapter discusses the nature of research on the history of educators, and then introduces three themes that mark the history of teachers and school administrators: the creation of state systems of education, the troubled history of professionalization of education, and the historical relationship of public school educators to the state.

Family Characteristics and Dynamics among Families Receiving Postadoption Services

2005 ◽  
Vol 86 (4) ◽  
pp. 520-532 ◽  
Author(s):  
Deborah Gibbs ◽  
Richard P. Barth ◽  
Renate Houts
Keyword(s):  
Child Development ◽  
New England ◽  
Family Relationships ◽  
Service Sector ◽  
Family Characteristics ◽  
Adoptive Families ◽  
Birth Parents ◽  
Children's Behavior ◽  
History Of ◽  
Almost All

Postadoption services are an expanding service sector. This study determined the characteristics of families and children using a postadoption services program in New England. On average, children were 11 years of age at case opening and had been adopted for 6 years. Most had a history of maltreatment (57%), were adopted domestically (67%), and lived in adoptive families with married parents (82%). Almost all had received at least 1 other postadoption service (90%) and many (47%) had received 4 or more. Families' greatest concerns were child development and family relationships, with fewer concerns about culture, race, or birth parents. Although managing their children's behavior was a concern, families reported feeling effective and expressed considerable closeness to their child.

scholarly journals Losy nauczycieli Wielkopolski wschodniej w czasie II wojny światowej w świetle zapisów kronik szkolnych. Wprowadzenie do problematyki

2017 ◽  
pp. 53-62
Author(s):  
Piotr Gołdyn
Keyword(s):  
History Of Education ◽  
Source Area ◽  
Teaching Profession ◽  
School Teachers ◽  
General Government ◽  
History Of ◽  
Forced Labour ◽  
Almost All ◽  
Source Of Information

School chronicles are an important but sometimes underestimated source of information for the history of education. The difficulties with their use result from their dispersion, lack of availability and subjective nature. However, despite their subjectivity, they can provide extremely interesting information, e.g. on the biographies of individual educators. This article focuses on the war fate of school teachers in the Eastern Greater Poland. Almost all of them lost their jobs as a result of the closure of schools. Many were deported to the General Government or to forced labour in Germany. Those who stayed undertook off-an-on work or jobs that had nothing to do with the teaching profession. Despite the threat to their lives, some of them were also engaged in secret teaching. Unfortunately, there were also those who decided to collaborate with the German occupier. The research included in this article should be considered an introduction to research in this source area.

From the Tower of London to the Thomas More Society of Buenos Aires: “Give me thy grace, good Lord, to set the world at nought”

Moreana ◽  
2005 ◽  
Vol 42 (Number 164) (4) ◽  
pp. 187-206
Author(s):  
Clare M. Murphy
Keyword(s):  
Buenos Aires ◽  
Short History ◽  
Thomas More ◽  
Tower Of London ◽  
Hebrew Poetry ◽  
Prayer Book ◽  
The World ◽  
History Of ◽  
Book Of Hours ◽  
Almost All

The Thomas More Society of Buenos Aires begins or ends almost all its events by reciting in both English and Spanish a prayer written by More in the margins of his Book of Hours probably while he was a prisoner in the Tower of London. After a short history of what is called Thomas More’s Prayer Book, the author studies the prayer as a poem written in the form of a psalm according to the structure of Hebrew poetry, and looks at the poem’s content as a psalm of lament.

A. S. Nikolaev in the Institute of Out-of-School Education and His ‘Museum of Archival Work’ Project

2018 ◽  
pp. 1254-1265
Author(s):  
Vitaly G. Ananiev ◽  
Keyword(s):  
School Education ◽  
Cultural Institutions ◽  
School Teachers ◽  
Development Level ◽  
Formation Stage ◽  
Archival Documents ◽  
History Of ◽  
Archival Work ◽  
Department Faculty ◽  
Out Of School

The article is devoted to the work Alexander S. Nikolaev (1877 – 1934) in the Petrograd Institute of Out-of-School Education in late 1910s – early 1920s. His teaching activities at the Institute and the place of archival issues in the program of its museum department have been studied on the basis of archival documents. The Institute initially focused on training of instructors and employees of cultural institutions, school teachers for adults and universities professors. The Institute had a museum section (department – faculty), on the basis of which several exemplary workshops for creating of manuals and their mastering were to be organized. That is the context in which A. S. Nikolaev’s projects of archival museum creation should be studied. One of such projects worked out by Nikolaev at that time has gone unnoticed until its publication in the Appendix. The connection of this project with the development level of museum affairs of the period is shown. Nikolaev's aspiration to show evolution of archiving and to follow fond formation stage by stage and his use of photographic and graphic materials are also noted. Moreover, it is the first assessment of the work of the Institute as one of the centers for teaching archiving in late 1910s – early 1920s.Training at the museum department of the Institute included a number of courses in both archiving and preservation of documentary monuments. This was due not only to the traditional proximity of archiving and museum work, but also to the circumstances of the first post-revolutionary years. Many museums (located in palaces and mansions of nobility) acquired valuable archival collections. They looked for an opportunity to use these in their scientific activities and exhibitions. The latter was due to the emphasis put on history of daily life and introduction of sociological method in museum work.

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