Thematische Bibliographien / Tomorrow's Schools

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Tomorrow's Schools“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Tomorrow's Schools"

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Brazee, Edward N. "Tomorrow's Schools: Yesterday, Today, and Tomorrow." Middle School Journal 22, no. 4 (March 1991): 57–59. http://dx.doi.org/10.1080/00940771.1991.11495996.

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Lefèvre, Bruno, and Jacques Richardson. "Tomorrow's secondary schools." Futures 20, no. 2 (April 1988): 177–81. http://dx.doi.org/10.1016/0016-3287(88)90023-7.

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Green, Tonika Duren, Angela Stephens Mcintosh, Valerie J. Cook-Morales, and Carol Robinson-Zanartu. "From Old Schools to Tomorrow's Schools." Remedial and Special Education 26, no. 2 (March 2005): 82–92. http://dx.doi.org/10.1177/07419325050260020301.

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Renihan, Patrick J. "Leadership Succession for Tomorrow's Schools." Procedia - Social and Behavioral Sciences 55 (October 2012): 138–47. http://dx.doi.org/10.1016/j.sbspro.2012.09.487.

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Schleicher, Andreas. "Educating Learners for Their Future, Not Our Past." ECNU Review of Education 1, no. 1 (March 2018): 58–75. http://dx.doi.org/10.30926/ecnuroe2018010104.

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Purpose —This paper aims to examine the educational demands in the digital age from tomorrow's teachers and policy-makers, and to encourage and incentivize all actors to develop the innovative learning environments that we need for tomorrow's schools. Design/Approach/Methods —As a conceptual paper, this article has consulted and analyzed a wide range of updated data and literature to consolidate the argumentation on tomorrow's educational demands. Findings —The paper mainly provides possible answers on how to educate students for their future, rather than our past. The heart of future educatio
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Maher, Robert. "Are Graduate Schools Preparing Tomorrow's Administrators?" NASSP Bulletin 72, no. 508 (May 1988): 30–34. http://dx.doi.org/10.1177/019263658807250807.

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Norris, Cynthia. "Developing Visionary Leaders for Tomorrow's Schools." NASSP Bulletin 74, no. 526 (May 1990): 6–10. http://dx.doi.org/10.1177/019263659007452603.

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Jackson, Gregory A., and Terrence E. Deal. "Technology, learning environments, and tomorrow's schools." Peabody Journal of Education 62, no. 2 (January 1985): 93–113. http://dx.doi.org/10.1080/01619568509538477.

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Hartley, Matt, and Tom Kecskemethy. "Cultivating Leadership for Tomorrow's Schools of Education." Phi Delta Kappan 89, no. 6 (February 2008): 442–48. http://dx.doi.org/10.1177/003172170808900612.

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Mervis, J. "NIST Grants Help Schools Build for Tomorrow's Research." Science 327, no. 5963 (January 14, 2010): 256. http://dx.doi.org/10.1126/science.327.5963.256.

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Dissertationen zum Thema "Tomorrow's Schools"

1

Timperley, Helen. "The challenge for tomorrow's schools: learning to be responsive." Thesis, University of Auckland, 1994. http://hdl.handle.net/2292/2029.

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Changes recently introduced in the administration of New Zealand education were intended to ensure that schools would become more responsive to their communities. Many aspects of school governance were devolved from a central government bureaucracy to Boards of Trustees at each school and greater choice of school was given to parents. In this thesis I examine the assumptions underlying these policy changes and propose a model of the processes necessary for the development of school responsiveness. The research progressed over four phases. In the first I survey beliefs and practices in 38 Auckl
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Mamoe, Ati Henry. "The Impact of Marketisation on Pacific Islands Secondary School Students: A Christchurch Experience." Thesis, University of Canterbury. Pacific Studies, 1999. http://hdl.handle.net/10092/998.

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This research examines the impact of marketisation on Pacific Islands students in Christchurch high schools. Specifically, this study targeted the Tomorrow's Schools policy released in 1990 with particular interest in the changes in zoning laws. These changes theoretically allowed the consumers of education (the parents and students) equal access to all secondary schools by breaking down the zones and creating a free market where 'choice' and competition reigned supreme. However, this study along with others found that in actual fact it was the 'popular' schools with enrolment schemes who
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JUNIOR, EDSON DINIZ NOBREGA. "THE RELATIONSHIP SCHOOL-FAMILY-NEIGHBORHOOD IN THE FAVELA DA MARÉ AND THE PROGRAM SCHOOLS OF TOMORROW/EDUCATING NEIGHBORHOOD." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=31727@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE EXCELENCIA ACADEMICA<br>Este trabalho procura contribuir para o debate sobre as relações entre escolas públicas, famílias de origem popular e vizinhança escolar, tendo como referência territórios pobres da cidade, notadamente o conjunto de favelas da Maré. A pesquisa aborda, especificamente,as relações no âmbito do Programa Escolas do Amanhã/ Bairro Educador (PEA/BE), política que se coloca na perspectiva, tanto das novas formas de educação prioritária e compensatór
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Holmsten, Dag. "Sustainable development for tomorrow : Enabling local implementations of global issuesin Swedish schools." Thesis, Stockholm University, Stockholm Resilience Centre, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-41223.

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<p>This study investigates forces and organizational structures that facilitate or hinder sustainabledevelopment to be introduced and integrated in the core activities of public institutions.Specifically, the way global national sustainable development goals find their way into thelocal curriculum and overall-encompassing strategy of a few Swedish high-schools isidentified.To facilitate the search, the study is assisted by actor-network theory to find human and nonhuman―power-brokers‖ that can ensure the adoption and continuous application of newconcepts in a school. A pre-study of several sch
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Carney, Molly Cummings. "Preparing Teachers For Tomorrow: A Case Study of TEACH-NOW Graduate School of Education." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108575.

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Thesis advisor: Marilyn Cochran-Smith<br>Current institutional and technological innovations are challenging face-to-face, college- and university-based teacher preparation programs as never before. Among those innovations are two emerging phenomena: New graduate schools of education (nGSEs) and fully online teacher preparation programs. nGSEs are new independent graduate schools that are not university-based but are state-authorized and approved as institutions of higher education to prepare teachers, endorse them for initial teacher certification, and grant master’s degrees (Cochran-Smith et
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Trevino, Anna. "Latino Educators of Tomorrow: Culture-Specific Mentoring for the College Transition." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2711.

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The population of Latino students is growing faster than any other ethnic group in U.S. public schools today; however, the number of Latino teachers throughout the nation has remained low. The Latino Educators of Tomorrow is a new and ambitious Latino educational career program designed to increase the number of Latino students entering teaching as a profession. This research addressed the following questions: 1) What do participants identify as influential in their trajectory towards becoming an educator, and why?; 2) How do LET instructors, acting in the role of mentors, influence participan
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McTurner, Bobbie. "An Analysis of Hani Motoko’s Hall for Tomorrow (1921): A Frank Lloyd Wright Design." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148152737.

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Jones, Dina Johanna Christina. "An evaluation of the Accelerate Christian Schools for reaching children for the Kingdom of God as part of Missio Dei in South Africa / Jones D.J.C." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7602.

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Secularist views are a challenge to the field of religious education. Their worldview and influence in society will be discussed. This study evaluates the theocratic model under the apartheid regime, the co–operative model and the religion policy under the new democratic government. The areas that the researcher investigated in this study are centred on the effectiveness of the mission calling of the School of Tomorrow, Accelerated Christian Education. In order to achieve this outcome, the history of ACE Schools in America and South Africa will be discussed, as well as the role of the school,
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Camp, Jean S. ""Touching tomorrow with technology" a case study of the impact of effective school leadership on an exemplary technology integration initiative /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1405/umi-uncg-1405.pdf.

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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.<br>Title from PDF t.p. (viewed Oct. 18, 2007). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 136-139).
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Svärdh, Joachim. "Teknikämnet i grundskolan : Idag och imorgon." Thesis, Karlstad University, Faculty of Technology and Science, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-4581.

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<p>Detta arbete har två olika delar som behandlats på olika sätt. Inledningsvis har dagssituationen för teknikämnet i grundskolan kartlagts. Bland resultaten återfinns ett samband mellan behöriga tekniklärare samt de lärare som själva valt att undervisa i teknik, och intresset för ämnet teknik. De behöriga tekniklärarna återfinner vi framförallt i de större städerna. I den största gruppen lärare som undervisar i teknik, No lärarna, har endast tio procent valt att undervisa i ämnet själv. I övriga ämnen finns det någon slags agenda, men teknikundervisningen bedrivs utan ordentliga riktlinjer oc
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Bücher zum Thema "Tomorrow's Schools"

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United Nations Educational, Scientific and Cultural Organization (UNESCO). Teachers for tomorrow's schools. Paris: UNESCO, 2001.

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Leadership for tomorrow's schools. Alexandria, Va: Association for Supervision and Curriculum Development, 1993.

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Great Britain. Department for Education and Employment. Investing in the early years: The government's response to the review of pre-schools and playgroups. London: Department for Education and Employment, 1999.

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Schooling for tomorrow's America. Charlotte, NC: IAP, Information Age Publishing. Inc., 2014.

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Smith, Graham Hingangaroa. Tomorrow's schools and the development of Maori education. [Auckland]: Research Unit for Maori Education, University of Auckland, 1991.

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Creating tomorrow's schools today: Education - our children - their futures. New York: Continuum International Pub. Group, 2009.

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Gerver, Richard. Creating tomorrow's schools today: Education - our children - their futures. London: Continuum, 2010.

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Gerver, Richard. Creating tomorrow's schools today: Education - our children - their futures. London: Continuum, 2010.

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Gerver, Richard. Creating tomorrow's schools today: Education - our children - their futures. New York: Continuum International Pub. Group, 2009.

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New Zealand. Dept. of Education. Tomorrow's schools: The reform of education administration in New Zealand. Wellington, N.Z: [Dept. of Education, 1988.

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Buchteile zum Thema "Tomorrow's Schools"

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Harding, Scott, and Seth Kershner. "Training Tomorrow’s Activists." In Counter-Recruitment and the Campaign to Demilitarize Public Schools, 41–60. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137493279_3.

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Hodgkinson, Christopher. "Conclusion: Tomorrow, and Tomorrow, and Tomorrow: A Post-Postmodern Purview." In The Ethical Dimensions of School Leadership, 221–31. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/0-306-48203-7_13.

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Chiosso, Giorgio. "The Challenge of Personalisation for Tomorrow’s Schools." In Personalisation of Education in Contexts, 49–58. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-028-6_4.

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Benton, Richard A. "“Tomorrow’s Schools” and the Revitalization of Maori." In Focus on Bilingual Education, 135. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/z.fishfest1.13ben.

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Telem, M., B. Z. Barta, and K. D. Levin. "Information technology in educational management of tomorrow’s school." In Information Technology in Educational Management for the Schools of the Future, 31–37. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_5.

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Thompson, Kip V., Keshia Harris, and Caroline S. Clauss-Ehlers. "The Racial/Ethnic Identity Development of Tomorrow’s Adolescent." In Handbook of Culturally Responsive School Mental Health, 157–75. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4948-5_12.

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Hogenbirk, P., R. G. Taylor, B. Davey, F. R. Tarrago, and J. D. Warwick. "The preconditions for computer-assisted decision-making in tomorrow’s schools." In Information Technology in Educational Management for the Schools of the Future, 181–84. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-0-387-35090-5_24.

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Ashby, Joanna, Isaac Ndayishimiye, Arsen Muhumuza, and Sylvine Niyoyita. "Digital Medical School: New Paradigms for Tomorrow’s Surgical Education." In Digital Surgery, 379–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49100-0_28.

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Shernoff, David J. "Re-engineering the Schools of Tomorrow: Towards Community Sponsorship." In Advancing Responsible Adolescent Development, 335–56. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7089-2_15.

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Raju, Harshitha G. "Pedagogic Influences of Art and Design Schools on Architecture Education in India." In Design for Tomorrow—Volume 2, 217–28. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0119-4_18.

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Konferenzberichte zum Thema "Tomorrow's Schools"

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Thomas, Anne Nicol, James Pellegrino, Peter Rowley, Marlene Scardamalia, Elliot Soloway, and Jim Webb. "Designing collaborative, knowledge-building environments for tomorrow's schools." In the SIGCHI conference. New York, New York, USA: ACM Press, 1992. http://dx.doi.org/10.1145/142750.142883.

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Briggs, Brandi N., Benjamin S. Terry, Janet Yowell, and Stephanie Rivale. "Incorporating Biomechanical Research Topics Into K-12 Classroom Design Projects to Broaden Participation and Increase Engineering Interest." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64530.

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This paper describes a successful new biomechanical engineering curriculum created and implemented in two highly diverse local high schools by two graduate TEAMS (Tomorrow’s Engineers… creAte. iMagine. Succeed.) Fellows. In the semester-long curriculum, students create robotic surgical devices to diagnose and biopsy endometriosis, a pathology that afflicts roughly 5% of the adult female population. Curriculum focusing on anatomy, physiology, and tissue mechanics was also included to enhance the students’ understanding of the human body and its response to engineering materials. Focusing this c
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de Raadt, Michael. "Searching for Tomorrow’s Programmers." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2829.

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Interest in beginning a career in programming is declining. Programming is no longer selling itself to novices at high school and university levels as well as it once did. This paper considers why this is the case, what may happen if this trend continues, and what can be done to restore interest for the next generation of programmers.
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REGGE, TULLIO. "THE UNIVERSE TODAY, YESTERDAY AND TOMORROW." In Proceedings of the 7th School. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812701893_0021.

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Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.

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The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting
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Decker, J., and R. Malkin. "146. Exposures to Lead-based Paint Dust in an Inner-city High School." In AIHce 1997 - Taking Responsibility...Building Tomorrow's Profession Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2765265.

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Godish, D., J. Akers, and T. Godish. "285. Survey Study of School Teachers: Indoor Air Quality-related Symptom Prevalence Rates and Risk Factors." In AIHce 1997 - Taking Responsibility...Building Tomorrow's Profession Papers. AIHA, 1999. http://dx.doi.org/10.3320/1.2765418.

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Giacosa, Antonella. "Transdisciplinary teaching and learning: an experiment." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11084.

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In our smart new world, characterized by continuous technological evolution, knowledge is subject to rapid obsolescence and change is the only constant. In this context, teachers are called upon to overcome the ingrained automatic habits of traditional knowledge transmission by developing a perspective that is less tied to individual disciplines and more open to the many facets of reality. Only with a questioning and curious attitude aimed at innovation and pedagogical experimentation can teachers make their message meaningful again and help new generations to develop the habit of flexible and
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Tommasi, Francesco, Ioris Franceschinis, Marco Perini, and Giuseppe Tacconi. "SKILLING FOR TOMORROW AT SCHOOL: A TRAINING PROJECT FOR IVET AND TECHNICAL STUDENTS’ SOFT SKILLS." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end022.

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Sansone, Nadia, Donatella Cesareni, Ilaria Bortolotti, Donatella Capaldi, Marco Montanari, Giovanni Ragone, and Stefano Lariccia. "KEY SKILLS FOR THE STUDENTS OF TOMORROW: A CROSS-SECTIONAL SURVEY AMONG SCHOOL TEACHERS AND UNIVERSITY LECTURERS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1211.

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Berichte der Organisationen zum Thema "Tomorrow's Schools"

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance th
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Fullan, Michael, and Joanne Quinn. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Deep Learning: Transforming Systems to Prepare Tomorrow’s Citizens. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0002959.

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Disruptive innovators take advantage of unique opportunities. Prior to COVID-19 progress in Latin America and the Caribbean for integrating technology, learning, and system change has been exceedingly slow. In this paper we first offer a general framework for transforming education. The framework focuses on the provision of technology, innovative ideas in learning and well-being, and what we call systemness which are favorable change factors at the local, middle/regional, and policy levels. We then take up the matter of system reform in Latin America and the Caribbean noting problems and poten
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