Well-deserved professor - Ivan Fiodorovich Lazarevich

Ivan Pavlovich Lazarevich, a professor at Kharkov University, was a prominent representative of the distinctive Russian obstetric school, a brilliant teacher and a progressive public figure. The heyday of the scientific work of I.P. Lazarevich falls on the 70s - 80s of the 19th century. His works contributed to the development and progress of domestic obstetrics and gynecology. It is generally accepted that in the second half of the 19th century in Russia there were two outstanding obstetricians: A. Ya. Krassovsky and I. P. Lazarevich, who created independent schools. What do we know about his activities, what is still of value in his writings?

The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education

Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools (n = 27) to improve outcomes for their highly able learners (HALs). The ChallenGE Design-Based Research (DBR) project developed principles and a framework for contextualised PL in gifted education through an inductive qualitative manual coding analysis of participants’ self-reported learning. This paper, applying the format for reporting DBR studies recommended by Jen et al. (2015) explains the goals and elements of the innovation, the setting within which it was implemented, a description of each phase, the outcomes, and the lessons learned. This research study contributes to an expanded view of effective PL in gifted education using insights gained from a DT approach.

School marketing on their websites and students in need of special support: Independent schools in the Stockholm local education market

A key component of the functioning of a market system of education is the provision of information to consumers. While marketing may be used by schools to provide information to consumers. The marketing information may appeal to some consumers and not others. This study examines independent schools marketing on their websites and how it appeals to consumers in need of special support. The findings show that these schools market their goals and values, studentship, methods and programmes, services as well as facilities. The marketing by these schools may not appeal to students in need of special support in the failure to provide relevant and adequate information to them and framing of their studentship that does not include students in need of special support as well as the focus on academic performance.

Minimal in-school SARS-CoV-2 transmission with strict mitigation protocols at two independent schools in Nashville, TN

BACKGROUND: The COVID-19 pandemic has greatly impacted school operations. To better understand the role of schools in COVID-19 transmission, we evaluated infections at two independent schools in Nashville, TN during the 2020-2021 school year. METHODS: The cumulative incidence of COVID-19 within each school, age group, and exposure setting were estimated and compared to local incidence. Primary attack rates were estimated among students quarantined for in-school close contact. RESULTS: Among 1401 students who attended school during the study period, 98 cases of COVID-19 were reported, corresponding to cumulative incidence of 7.0% (95% confidence interval (CI): 5.7-8.5). Most cases were linked to household (58%) or community (31%) transmission, with few linked to in-school transmission (11%). Overall, 619 students were quarantined, corresponding to >5000 person-days of missed school, among whom only 5 tested positive for SARS-CoV-2 during quarantine (primary attack rate: 0.8%, 95% CI: 0.3, 1.9). Weekly case rates at school were not correlated with community transmission. CONCLUSION: These results suggest that transmission of COVID-19 in schools is minimal when strict mitigation measures are used, even during periods of extensive community transmission. Strict quarantine of contacts may lead to unnecessary missed school days with minimal benefit to in-school transmission.

R (Independent Schools Council) v Charity Commission for England and Wales [2011] UKUT 421 (TCC), Upper Tribunal (Tax and Chancery Chamber)

Essential Cases: Equity & Trusts provides a bridge between course textbooks and key case judgments. This case document summarizes the facts and decision in R (Independent Schools Council) v Charity Commission for England and Wales [2011] UKUT 421 (TCC), Upper Tribunal (Tax and Chancery Chamber). The document also includes supporting commentary from author Derek Whayman.

DIKLAT PENGUATAN KEPALA SEKOLAH KECAMATAN TULANGBAWANG GUNA TERWUJUDNYA STUDENT WELLBEING

<p><strong><em>Abstract.</em></strong> <em>Diklat Penguatan Kepala Sekolah aims to improve the competence of school principals in accordance with their duties and functions, and encourage school principals to create independent schools to improve student learning outcomes which lead to the realization of student wellbeing. Diklat Penguatan Kepala Sekolah is held for 71 hours of lessons @ 45 minutes, online via the website: https://sim.tendik.kemdikbud.go.id/penguatanks. Prior to the implementation of the training, participants took the LMS introduction stage by the LMS admin for 6 jp. Training is held for 23 days. The service team consists of three people, namely 1 teacher, 1 LMS admin, and 1 LMS operator. Participants will get a Certificate of Completion of Education and Training (STTPP) with the results according to the predicate, if: (1) have completed the entire series of School Principal Strengthening Training activities, (2) meet at least 95% attendance, and (3) complete all assignments and bill. The implementation of the training to strengthen school principals in Tulang Bawang Regency, Tulang Bawang District was in accordance with the plan. Participants participated in the entire series of training activities enthusiastically and completed all given assignments properly and on time. After carrying out all stages of training to strengthen school principals, the results of the assessment were obtained. Based on the results of the assessment, it was found that all training participants passed and were entitled to a Certificate of Completion of Education and Training (STTPP).</em></p><p><strong><em> </em></strong></p><p><strong>Abstrak.</strong> Diklat Penguatan Kepala Sekolah bertujuan untuk meningkatkan kompetensi kepala sekolah sesuai dengan tugas dan fungsinya, dan mendorong kepala sekolah untuk menciptakan sekolah merdeka demi tercapainya capaian belajar peserta didik yang bermuara pada terwujudnya students wellbeing. Diklat Penguatan Kepala Sekolah diselenggarakan selama 71 jam pelajaran @ 45 menit, secara daring melalui website: https://sim.tendik.kemdikbud.go.id/penguatanks. Sebelum pelaksanaan Diklat, peserta mengikuti tahap pengenalan LMS oleh admin LMS selama 6 jp. Diklat dilaksanakan selama 23 hari. Tim pengabdi terdiri dari tiga orang yaitu 1 pengajar, 1 admin LMS, dan 1 operator LMS. Peserta akan mendapatkan Surat Tanda Tamat Pendidikan dan Pelatihan (STTPP) dengan hasil capaian sesuai predikat, jika: (1) telah menyelesaikan seluruh rangkaian kegiatan Diklat Penguatan Kepala Sekolah, (2) memenuhi kehadiran minimal 95%, dan (3) menyelesaikan seluruh tugas dan tagihan. Pelaksanaan diklat penguatan kepala sekolah di Kabupaten Tulang Bawang, Kecamatan Tulang Bawang telah sesuai dengan rencana. Peserta mengikuti seluruh rangkaian kegiatan diklat dengan antusias dan menyelesaikan seluruh tugas-tugas yang diberikan secara baik dan tepat waktu. Setelah melaksanakan seluruh tahapan diklat penguatan kepala sekolah, diperoleh hasil penilaian. Berdasarkan hasil penilaian, diperoleh bahwa seluruh peserta diklat dinyatakan lulus dan berhak memperoleh Surat Tanda Tamat Pendidikan dan Pelatihan (STTPP).</p><br /><div id="gtx-trans" style="position: absolute; left: -46px; top: 502px;"> </div>

Sense-making of autonomy and control: Comparing school leaders in public and independent schools in a Swedish case

This article analyses how school leaders depict their autonomy and how they make sense of the relationship between autonomy and control. Attention is drawn to three leadership focuses: the pedagogical direction of the school, decision-making over the internal organisation, and school improvement work. The article integrates survey data on Swedish school leaders (n = 1286). In addition, two theoretical categories were applied in the qualitative data analysis to explore how school leaders and local education authorities and its independent counterpart make sense of the relationship between autonomy and control: technical sense-making (TSM) and critical reflective learning. The findings showed that school leaders, both in public and independent schools, experienced a rather high degree of autonomy within the three focuses. The findings also indicated that school leaders in independent schools experienced a higher degree of autonomy regarding the pedagogical direction of the school and school improvement work. However, the effect sizes were low, indicating that the results must be considered with caution. The qualitative data analysis, in turn, revealed an overall emphasis on TSM among school leaders both in public and independent schools, reducing the possibilities for a novel and vibrant leadership. Based on these results, the article concludes that autonomy could constitute an important prerequisite for school leadership, but making sense of the relationship between autonomy and control stands out as even more important for successful school improvement.

Crests and Troughs in Inclusion: Narrative Expressions of a Black Teacher in Independent Schools

The current article draws from Critical Diversity Literacy (CDL) to analyse narrative expressions of a black South African teacher’s experiences of moments of exclusion (troughs) and inclusion (crests) after twenty years of service in two predominantly white independent schools. Data was generated from one South African teacher who was prompted to reflect on crests [inclusive moments that deserve to be embraced and celebrated] and troughs [moments of exclusion that seek to assimilate/ignore diversity] in her teaching journey spanning two decades at two independent schools. Using the interpretivist paradigm, we attempt to understand the teacher’s journey which shows amongst others, that agents of exclusion with tendencies to demand compliance and subsequent assimilation, include other teachers, school leaders, learners as well as some parents. The teacher was however, provided with an opportunity to read the situation and may, depending on her agency, work to circumvent oppressive and exclusionary tendencies. Crests celebrating diversity were noted in her second school. I conclude that diversity remains multi-perspectival and therefore simultaneity should be borne in mind when dealing with inclusion in the teaching fraternity.