scholarly journals Wer spielt warum mit? Schnittstellen in der Schulsystementwicklung und Prozesse ihrer Rationalisierung

2021 ◽  
Vol 2021 (1) ◽  
pp. 14-29
Author(s):  
Björn Hermstein
Keyword(s):  
School Reform ◽  
School System ◽  
System Development ◽  
Subject Area ◽  
School Development ◽  
Frames Of Reference ◽  
Local School ◽  
School Authority ◽  
Material Interests ◽  
Cultural Frames

The term "school system development" is used to define a subject area that lies between school reform and school development. These dynamics are essentially based on interfaces that are constituted around the local school authority. With reference to some socialtheoretical clarifications, the article uses empirical illustrations to show how interfaces contribute to the rationalization of school system development. In addition to the normative rules, the actors involved bring variable cultural frames of reference and material interests to bear about the organization of the school system.

scholarly journals Introduction to Hamilton-Wentworth District School Board Assessment and Evaluation Guildelines

2003 ◽  
Vol 1 (2) ◽  
Author(s):  
Lawrie Cook
Keyword(s):  
School Reform ◽  
Secondary School ◽  
School Board ◽  
Subject Area ◽  
Assessment And Evaluation ◽  
Evaluation Committee ◽  
System Assessment ◽  
School Committees

Tn The Hamilton-Wentworth District School Board the major initiatives for Secondary School Reform are overseen by system committees. Our system Assessment and Evaluation Committee includes administrators, consultants and teachers. This committee is supported by an Assessment and Evaluation Committee within each school. The school committees include a teacher from each subject area, a member of the system committee and at least one administrator.

Culturally Competent Practices and Implications for Special Education Leaders

2019 ◽  
pp. 141-166
Author(s):  
Katherine Sprott ◽  
Clementine Msengi
Keyword(s):  
Special Education ◽  
General Education ◽  
Educational Leaders ◽  
Effective Instruction ◽  
Academic Standards ◽  
Frames Of Reference ◽  
Culturally Competent ◽  
Education Leaders ◽  
Unites States ◽  
Cultural Frames

The over-identification of minorities in special education in the Unites States continues to exist. Such over-representation separates these students from their general education peers to the degree that they may not have access to challenging academic standards and effective instruction. Factors impacting these students include a systemic lack of understanding of cultural frames of reference and curriculum and leadership issues that influence the referral and placement processes in special education. This chapter will address the five culturally competent practices with regard to inclusion and special education. Implications for educational leaders will be discussed.

Statistics made simple

1965 ◽  
Vol 12 (3) ◽  
pp. 196-198
Author(s):  
Benjamin A. Grass
Keyword(s):  
Young Child ◽  
School System ◽  
Hard Core ◽  
Subject Area ◽  
Public School System ◽  
Grade Child ◽  
Simple Manner ◽  
Extrasensory Perception ◽  
Moebius Strip ◽  
Time Periods

This project began in a very simple manner. In our school system district-wide examinations are prepared and given twice each year in every subject area. One Thursday morning in January, 1963, every fourth-grade child took his arithmetic examination. Since I knew well in advance of this date that the children would have had their fill of hard-core mathematics, and since the Farmingdale public school system is departmentalized, I felt it unwise to give my afternoon classes a regular lesson in mathematics. I had, therefore, prepared to read to one of my sections a story from The Mathematical Magpie, compiled by Clifton Fadiman. The name of the story was “Star Bright” by Mark Clifton. The story deals with a very young child, three years old at the start, whose obvious mental prowess upsets her father. She is more than capable; she is more than a genius. Through the use of extrasensory perception she is able to read people's minds and to transport herself into other time periods. She does this with a series of interesting geometric shapes and topological ideas, such as the Moebius strip, Klein's bottle, and the tesseract. The vocabulary of this story was quite stimulating to this group, and we started to discuss the meaning of extrasensory perception. I told the children that basically it meant the ability to “see” without using your eyesight.

Arithmetic concepts in first grade

1962 ◽  
Vol 9 (2) ◽  
pp. 81-85
Author(s):  
Mary S. Stutler
Keyword(s):  
School System ◽  
First Grade ◽  
Local School ◽  
Number Concepts

What number concepts should be taught in Grade 1? Why are these concepts placed in Grade 1? What are the trends in arithmetic for Grade 1? These questions have remained in the minds of some of the teachers and the principal in the local school system when the arithmetic texts were reviewed for adoption.

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