Relevant bibliographies by topics / Demonstration school

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Demonstration school'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Demonstration school"

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Motosaka, Masato, and Makoto Homma. "Earthquake Early Warning System Application for School Disaster Prevention." Journal of Disaster Research 4, no. 4 (August 1, 2009): 557–64. http://dx.doi.org/10.20965/jdr.2009.x0557.

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Earthquake early warning systems (EEWS) based on nationwide earthquake observation networks in Japan are applied to earthquake damage mitigation in many fields. The authors have developed a real-time earthquake information (RTEI) application for school disaster prevention. This paper describes, first an EEWS demonstration test at an elementary school in Sendai and extended demonstration tests for three other elementary schools and a junior high school. Then, the transmission of RTEI using an intranet connecting schools is described, together with demonstration test using the Schools in Wide Area Networks in Miyagi Prefecture (Miyagi-SWAN), Japan. These demonstration tests were conducted as part of a government project. This paper also addresses a questionnaire investigation on EEWS applications in schools which was also conducted in the project. The experience of a real earthquake, the June 14, 2008, Iwate-Miyagi Nairiku Earthquake (M7.2), is then described. Lessons learned from the demonstration tests in schools are summarized.
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Koonlaboot, Maitree, Noppadon Kongsilp, Anan Malalat, and Parkpoom Rattanarojanakul. "A Study on Current Conditions and Soccer Teaching Model for Elementary School Students in Demonstration Schools." International Journal of Higher Education 7, no. 3 (May 6, 2018): 45. http://dx.doi.org/10.5430/ijhe.v7n3p45.

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The purpose of this study was to study current conditions and soccer teaching model for elementary school students in the demonstration schools. This study used a qualitative method. Data collection was conducted by interview. Twelve informants involved with soccer instruction were selected by using purposive sampling technique from the demonstration schools. The informants consisted of four instructors, four student guardians, and four elementary school students. The interview result has been described its contents based on interview topics and it clarified descriptive information in three aspects as the followings: 1) As for the current conditions of soccer teaching model for elementary school students in the demonstration schools, the informants had different opinions either it was appropriate or inappropriate, 2) Soccer teaching model for elementary school students in the demonstration schools comprises of four prime aspects: instructor, lesson management, facility, and learners, 3) There are recommendations for further implementations of soccer teaching model for elementary school students in the demonstration schools to apply in the future. The findings from this study are useful for soccer instructors at the elementary school level or for instructors in educational institutes at various levels, including those who are interested in using as a guideline to improve their soccer teaching model in case it is appropriate to their students.
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Ragulienė, Loreta, and Violeta Šlekienė. "DEMONSTRATION TASKS AND THEIR LOGICAL REASONING SCHEMES IN THE SECONDARY SCHOOL ELECTROSTATICS COURSE." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 9, no. 1 (April 5, 2012): 35–47. http://dx.doi.org/10.48127/gu-nse/12.9.35.

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The article discloses the importance of demonstration tasks in physics teaching in sec-ondary schools. The place of the demonstration tasks and the possibilities of applying them during physics teaching are analyzed. Four demonstration tasks of electrostatics phenomena in the secondary school are presented and analyzed. They are: Two types of electrical charge; Distribution of surface-charge density; Electric field of electrified sphere; Electric field of two electrically charged plates. Logical reasoning schemes to these physics demo tasks are developed. The proposed reasoning schemes designed to improve students' thinking, explaining the observed demonstrations of physical phenomena which help students to: un-derstand the essence of the demo task, determine cause - effect relationships and dependen-cies, compare the conditions and findings, summarize the results and do conclusions. Such using of demonstration tasks is useful to both of teacher and pupil: teacher manages the con-tent of teaching and a learning of pupils, pupils - are focused to self-activities, encouraged to think, analyze, summarize and do conclusions. Key words: demonstration task, electrostatics phenomena, logical reasoning schemes, phys-ics teaching,
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Gottfredson, Denise C., Gary D. Gottfredson, and Stacy Skroban. "A Multimodel School-Based Prevention Demonstration." Journal of Adolescent Research 11, no. 1 (January 1996): 97–115. http://dx.doi.org/10.1177/0743554896111006.

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Carroll, R. G. "Electricity and the body: a precollege demonstration laboratory." Advances in Physiology Education 257, no. 6 (December 1989): S6. http://dx.doi.org/10.1152/advances.1989.257.6.s6.

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The active recruitment of students to scientific careers is essential to the continued health of the basic medical sciences. One step in this process involves an early exposure to the practice and possibilities of scientific investigation. Physiology faculty of colleges and professional schools are uniquely poised to demonstrate the importance of science to younger students. This report describes a laboratory demonstration that is designed for groups of middle-school and high-school students as a part of a medical school tour. With appropriate modifications, a similar approach can be used to demonstrate the principles of scientific investigation to students at any level. Subsequent discussions can be used to illustrate the potential benefits of medical research. Presentations such as the one contained in this paper may aid in the recruitment of future physiologists and physicians.
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Skroban, Stacy B., Denise C. Gottfredson, and Gary D. Gottfredson. "A School-Based Social Competency Promotion Demonstration." Evaluation Review 23, no. 1 (February 1999): 3–28. http://dx.doi.org/10.1177/0193841x9902300101.

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McCarty, T. "School as Community: The Rough Rock Demonstration." Harvard Educational Review 59, no. 4 (December 1, 1989): 484–504. http://dx.doi.org/10.17763/haer.59.4.rq43050082176960.

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Teresa L. McCarty takes us to Rough Rock in the center of the Navajo Reservation, and to a bold experiment in Native American ownership of education. As the first school to be run by a locally elected, all-Indian governing board, and the first to incorporate systematically the native language and culture, it proved to be an influential demonstration of community-based transformation. McCarty describes the changes in Rough Rock's social,economic, and political structures, and examines the relation of these changes to educational outcomes for children. Further, she critiques the irony created by the larger institutional structure of federal funding, which both "enables and constrains genuine control over education by Native American communities."
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Polovina, Nada, and Djurdjica Komlenovic. "Teachers’ assessment of the possibilities for demonstrating personal initiative." Zbornik Instituta za pedagoska istrazivanja 44, no. 1 (2012): 74–91. http://dx.doi.org/10.2298/zipi1201074p.

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This paper deals with the phenomenon of teachers? personal initiative in school everyday life as the significant factor of the quality of teaching and learning. Our goal is to explore how teachers assess their initiative - to what extent and in which way they show initiative, and what are the factors that encourage and hinder its demonstration. The first part of the paper analyses the very construct of ?initiative? - its determinants and the relation with similar constructs. The second part of the paper presents results of the research that included 182 teachers from urban primary schools from the entire territory of Serbia. Teachers gave their opinion about the presence and demonstration of personal initiative by replying to items in the questionnaire constructed for the purposes of this research. Obtained data were processed using both quantitative and qualitative methods. The results indicate that the majority of teachers consider themselves as persons of initiative. They believe that there is plenty of space to show initiative in creating atmosphere in the class, lecturing and in cooperation with parents and colleagues, while the least space for that is in organizational functioning of school and professional development. Teachers do not think that there are bigger obstacles to demonstrating their initiative; however, they are of the opinion that there is a lack of developed support to such demonstration when it comes to school environment factors.
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YETMAWATI, YETMAWATI. "Pengaruh Penerapan Metode Demonstrasi Terhadap Prestasi Siswa Belajar." Jurnal Daya Saing 3, no. 1 (February 15, 2017): 82–86. http://dx.doi.org/10.35446/dayasaing.v3i1.87.

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Abstract: Action research conducted with the application of the demonstration method to overcome the problem of low student achievement of learning. Through the implementation of this class action methods in primary schools and the data collected through tests and observation and analyzed using descriptive analysis. The results show that the improved understanding of fractions and their use in solving problems by elementary school students through the application of methods of demonstration. It is evident that in this study proved that the application of the method of demonstration can improve the ability of the simple fraction smoothly increased. Keywords: Methods Demonstration, Achievement
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Komlenovic, Djurdjica, and Nada Polovina. "Teachers’ assessments of demonstration of student initiative." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 266–82. http://dx.doi.org/10.2298/zipi1202266k.

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This paper explores student initiative or student engagement in activities in school environment, as an aspect of students? functioning that is assumed to be a prerequisite for their contribution to the quality of instruction and better use of possibilities for education and development in school environment. We approach this topic from teachers? perspective since it is our aim to observe how teachers assess the initiative of their students (how important it is, how it is manifested, how present it is in different segments of school activities). In the first part of the paper we analyze the construct ?student initiative? and a similar construct ?student engagement?. In the second part of the paper we present the results of a research in which primary school teachers (N=182) from the territory of Serbia expressed their views on student initiative. Teachers? answers to open- and close-ended questions from the questionnaire (19 items in total) were processed by quantitative and qualitative methodology. Research results indicate that the majority of teachers believed that student initiative was a very important general feature of behavior in school environment, independent of age, which was most present in the domain of peer socializing and relationship with teachers, and least present in the very domains of student functioning that teachers deemed the most desirable (mastering the curriculum, regulation of disciplinary issues).
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Dissertations / Theses on the topic "Demonstration school"

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Al-Shuaili, Ali Huwaishel Ali. "A study of interactive projected demonstration techniques for school science in Oman." Thesis, University of Glasgow, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366143.

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Reuer, Charles R. "Project overview of the Naval Postgraduate School Spacecraft architecture and technology demonstration experiment." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA397397.

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Thesis (M.S. in Space Systems Operations)--Naval Postgraduate School, Sept. 2001.
Thesis advisors, Panholzer, Rudy ; Sakoda, Dan. "September 2001." Includes bibliographical references (p. 69-70). Also available in print.
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Silkwood, Michael N. "Traditional lecture and demonstration vs. modular self-paced instruction in technology education middle school." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000silkwoodm.pdf.

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Basaraba, Deni Lee 1981. "Examining school, student, and measurement effects on first grade students' demonstration of the alphabetic principle." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11657.

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xviii, 193 p.
Learning to read and successfully decode words is complex, requiring the integration of critical component skills such as phonological awareness, alphabetic understanding, and phonological recoding. As foundational skills required for reading with automaticity, researchers recommend that explicit instruction of these skills begin early, particularly for students at risk. One commonly used measure to examine students' alphabetic understanding and phonological recoding skills is DIBELS Nonsense Word Fluency (NWF), a pseudo-word reading measure composed of vowel-consonant and consonant-vowel-consonant words. One purpose of this study was to examine the effects of school-level and individual student-level predictors on students' overall performance on NWF in the spring of grade 1 as evidenced by their total Correct Letter Sounds (CLS) and Words Read as Whole Units Correctly (WRWUC) scores. A series of hierarchical linear models were estimated to investigate the contributions of three student-level predictors (English Learner status, fall of grade 1 Phoneme Segmentation Fluency raw scores, and fall of grade 1 NWF scores) and two school-level predictors (percentage of students eligible for free and reduced lunch and percentage of incoming at-risk kindergarteners) in explaining the variance observed in NWF scores A second purpose was to estimate the item difficulties of the first 20 pseudo-words for comparability of difficulty, controlling for student-level covariates. A series of hierarchical generalized linear models were estimated to investigate the contribution of student-level predictors while controlling for school effects. Participants were 1,111 first grade students enrolled in 14 elementary schools participating in the Oregon Reading First initiative. Results indicated that fall of grade 1 NWF raw and quadratic scores were the only statistically significant student-level predictors of CLS and WRWUC scores in the fully specified Level 1 model. The relation between school-level predictors and spring of grade 1 NWF performance complicated interpretation, but both school-level predictors were also significant. Additionally, results of the item difficulty estimates reveal significant student-level effects on item difficulties, providing evidence that item parameters are not equal for the first 20 pseudo-words on DIBELS NWF. The effects were particularly strong for English Learners. Implications for practice and directions for future research are discussed.
Committee in charge: Dr. Paul Yovanoff, Chair; Dr. Gerald Tindal, Member; Dr. Akihito Kamata, Member; Dr. Elizabeth Harn, Outside Member
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Muchaka, Patrick. "Non-motorised school travel planning: development, demonstration and evaluation of a 'walking bus' initiative at selected schools in Cape Town." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/16962.

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This dissertation reports upon research conducted at selected primary schools in Cape Town between 2010 and 2011 aimed at developing, implementing and evaluating the impacts of a non- motorised school travel intervention in the local context. The literature review conducted situated the current interest in active travel modes in the context of concerns over declining child independent mobility. 'Walking buses' were identified as the most appropriate intervention to address the child mobility concerns identified in the city. A 'walking bus' is a group of children who walk to school along a set route, supervised by adult volunteers. As part of data collection for the research, three school travel surveys were conducted using self-completion questionnaires. The first two surveys (n=1,784) were conducted at selected schools in 2010 in two neighbourhoods (Rondebosch and Delft) and were aimed at gaining insights into current learner travel behaviour and collecting the data required to implement 'walking buses'. The third survey (n=984) was conducted in 2010 and 2011, amongst schoolchildren aged 7-15 years, and their parents, and was aimed at exploring child independent mobility in the context of Cape Town and its hinterland. Key findings from the three surveys are discussed in terms of how independently mobile children are, how this varies according to neighbourhood and parent's willingness to let children use 'walking buses'. It was found that independent mobility varied considerably between wealthy and poor households, and across age and gender. Children from poorer households were heavily reliant on walking (88% share of school trips) while children from wealthier households were heavily reliant on cars (87% share of school trips). Parental interest was found to be sufficiently high to make 'walking buses' a viable intervention in both lower- and higher-income neighbourhoods. 'Walking buses' were subsequently implemented, and in the case of Rondebosch, evaluated using qualitative interviews with some of the participating children (n=16) and their parents (n=14). Key findings from the qualitative interviews are discussed in terms of learner travel behaviour prior to, and after, the setting up of 'walking buses', and insights into the impacts of 'walking buses'. The evaluation findings suggest that while scheduled 'walking buses' may be established with considerable levels of support and enthusiasm from parents and schools, they are difficult to sustain over the longer term. The dissertation concludes with a discussion on the tension between child independent mobility and 'walking buses', and implications of the findings for municipalities and schools wishing to promote greater use of walking for school travel.
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Jimerson, Philip Bret. "The demonstration of need, benefits, and outcomes of in-house counsel for a mid-sized urban school district in the State of Texas." [Fort Worth, Tex.] : Texas Christian University, 2008. http://etd.tcu.edu/etdfiles/available/etd-12182008-161630/unrestricted/Jimerson.pdf.

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Rubio, Angel. "Authentic leadership| Demonstration of authentic leader behavior from the perspective of high school wrestling coaches in successful wrestling programs." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732011.

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Authentic leadership emphasizes the role of ethics and trust a leader displays and which can be a natural and inherent part of a leader’s behavior (Robbins & Judge, 2010). Leaders who are authentic know who they are, know what they believe in and value, and behave in a way that reinforces those values and beliefs openly and candidly (2010). Authenticity is inward-focused and reflects on the behaviors that a leader believes are virtuous and true, from which they project a self-perception that is consistent with their self-concept (Sosik & Cameron, 2010).

Studies within the spectrum of sports have identified that leadership among coaches is a contributor to individual and team performance (Kent & Chelladurai, 2001). In the field of amateur wrestling, coaches can be highly influential in improving their followers’ self-efficacy, which may lead to improved performance and completion of objectives (Rutkowska & Gierczuk, 2012). In leadership literature, however, a substantial gap exists regarding the importance of authentic leadership in sports.

This study was executed to identify which qualities, if any, were displayed by amateur wrestling coaches that are consistent with authentic leadership. The study revealed that four constructs – self-awareness, relational transparency, balanced processing, and internalized moral perspective – were each rated highly both by the coaches themselves and other raters. What was also revealed was that authentic leadership had a relationship with success as reported by assistant wrestling coaches. The study also showed that head wrestling coaches had similar views of their own authentic leadership as that reported by assistant coaches and wrestlers.

There was not enough evidence to support a relationship with success as reported by the head coaches and their wrestlers.

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Round, Eugene L. "A study of the potential benefits of using interactive software in high school geometry solely for whole class demonstration and discussion /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949508368771.

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MACEDO, ROBERTA DE BARROS DO REGO. "THE PEDAGOGICAL AND PSYCHO-PEDAGOGIC ORIENTATIONS IN THE SCHOOL CONTEXT OF DEMONSTRATION OF THE INEP IN RIO DE JANEIRO, IN THE 1950/1960 DECADES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10801@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Esta dissertação tem como objetivo compreender as Orientações Pedagógica e Psicopedagógica que possibilitaram a construção da experiência educativa da Escola Guatemala, instituição de caráter experimental, vinculada ao Departamento de Aperfeiçoamento do Magistério (DAM) do Centro Brasileiro de Pesquisas Educacionais (CBPE/INEP), com sede no Rio de Janeiro, à época, Distrito Federal. Por ser tratar de uma pesquisa no campo da História da Educação, elaborada sob a perspectiva da História Cultural, recorremos a entrevistas e à análise documental dos arquivos pessoais de Lúcia Marques Pinheiro e Terezinha Lins de Albuquerque, Supervisora Pedagógica do INEP e Coordenadora do Serviço de Orientação Psico-Pedagógica (SOPP), respectivamente. Partindo de uma interlocução permanente com Marcus Vinicius Cunha, foi possível apreender os tipos de orientação que os docentes desta escola receberam durantes os anos de 1955 a 1968, período compreendido como o final do movimento da Escola Nova no Brasil. Se, de um lado, a orientação pedagógica norteava a prática docente e, por sua vez, limitava as possibilidades de manifestação da subjetividade destes que ensinavam, do outro, a orientação psicopedagógica proporcionava a criação de um clima favorável e propício junto aos professores para que, assim, as propostas pedagógicas pudessem ser colocadas em prática. Deste modo, no primeiro capítulo buscamos caracterizar o contexto político e educacional que marca o período; no seguinte, descrevemos a maneira pela qual a escola se organizava e desenvolvia suas ações pedagógicas durante o referido período; no terceiro capítulo, nos aproximamos do pensamento educacional de Lúcia Marques Pinheiro, para, por fim, evidenciar o Serviço de Orientação Psicopedagógico, por intermédio de sua coordenadora Therezinha, e situá-lo dentro da perspectiva de formação de professores que vem sendo discutida no Brasil nos últimos vinte anos.
This dissertation has as objective to understand the Pedagogic and Psycho- Pedagogic Orientations that made possible the construction of the educative experience of the Guatemala School, experimental institution tied with the Departmento de Aperfeiçoamento do Magistério (DAM) of the Centro Brasileiro de Pesquisas Educacionais (CBPE/INEP), with headquarters in Rio de Janeiro, when it was Federal District. For being a research in the field of the History of the Education, elaborated under the perspective of Cultural History, we appeal to interviews and to the documentary analysis of Lúcia Marques Pinheiro and Therezinha Lins e Silva personal files, Pedagogical Supervisor of the INEP and Coordinator of the Serviço de Orientação Psicopedagógico (SOPP), respectively. Starting of a permanent interlocution with Marcus Vinicius Cunha, it was possible to learn the types of orientations that the professors of this school had received during the years from 1955 to 1968, period understood as the end of the movement of the New School in Brazil. If by one side, the pedagogical orientation guided the practical teaching and, in this way, it limited the possibilities of manifestation of the subjectivity of these that taught, of the other side the psychopedagogic orientation provided the creation of a favorable and propitious climate next to the professors so that the pedagogical proposals could be placed in practical. In this way, in the first chapter, we search to characterize the educational and political context that marks the period; in the following one, we describe the way for which this school was organized by itself and developed its pedagogical action during the period; in the third chapter, we approach to the educational thought of Lúcia Marques Pine, for, finally, to evidence the Service of Psycho-Pedagogic Orientation, through its coordinator Therezinha.
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Yavuz, Ayse. "Effectiveness Ofconceptual Change Instruction Accompaniedwith Demonstrations And Computer Assisted Concept Mapping On Students&#039." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605958/index.pdf.

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ABSTRACT EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION ACCOMPANIED WITH DEMONSTRATIONS AND COMPUTER ASSISTED CONCEPT MAPPING ON STUDENTS&rsquo
UNDERSTANDING OF MATTER CONCEPTS Yavuz, Ayse PhD., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. Ö
mer Geban January 2005, 133 pages The main purpose of this study was to investigate the effectiveness of conceptual change instruction accompanied with demonstration and computer assisted concept mapping on seventh grade students understanding matter concepts. In addition, the effect of instruction on students&rsquo
attitudes toward science as a school subject and the effect of gender difference on understanding matter concepts were investigated. Seventy five, seventh grade students from four classes of a General Science Course taught by the same teacher at Ö
zel ENKA Middle School during fall semester of 2003&ndash
2004 was enrolled in this study. The classes were randomly assigned as conrol group and experimental group. Students in the control group received traditional science instruction including traditional lecture method with discussions and traditionally designed labsheets. Students who were in the experimental group received conceptual change instruction accompanied with demonstration and computer assisted concept mapping. Both groups were administered Matter Concept Test as pre- and post-tests and Attitude Scale toward Science as a School Subject. In addition to these, Science Process Skill Test was used at the beginning of the study to determine students&rsquo
science process skills. T-test, univariate analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used for testing the hypotheses of the study. The results indicated that conceptual change instruction accompanied with demonstration and computer assisted concept mapping caused a better acquisition of scientific conceptions related to matter concepts and produced more positive attitudes toward science as a school subject than traditionally designed sicence instruction. In addition, science process skill was a strong predictor in understanding matter concepts. On the other hand, no significant effect of gender difference on students&rsquo
understanding of matter concepts and their attitudes toward science as a school subject was found.
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Books on the topic "Demonstration school"

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Miller-Nomeland, Melvia. Kendall Demonstration Elementary School deaf studies curriculum guide. Washington, D.C: Gallaudet University, 1993.

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Walter, Corson. The school-to-work/youth apprenticeship demonstration: Preliminary findings. Washington, D.C: U.S. Dept. of Labor, Employment and Training Administration, 1994.

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United States. Department of Labor. Evaluation of the school-to-work Out-of-School Youth Demonstration and Job Corps Model Centers: Final report for the Out-of-School Youth Demonstration. Washington, D.C. (200 Constitution Avenue, NW, Room N-5637, Washington, 20210): The Department, 2000.

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Inc, Welfare Research. Evaluation of the New York State School Health Demonstration Program: Final report. Albany, N.Y: WRI, 1986.

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New American Schools Development Corporation. and Rand Institute on Education & Training., eds. Lessons from New American Schools Development Corporation's demonstration phase. Santa Monica, CA: RAND, 1996.

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Auspos, Patricia. Launching JOBSTART: A demonstration for dropouts in the JTPA system. New York, N.Y. (3 Park Ave., New York 10016): Manpower Demonstration Research Corporation, 1987.

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Graham, Elspeth. Welcome to Duck Green School: Teacher demonstration book : starter to stage 5. [S.l.]: Oxford University Press, 1999.

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School, Kendall Demonstration Elementary. Social studies. Washington, D.C: KDES, Gallaudet College, 1986.

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Rossi, Robert J. Evaluation of projects funded by the School Dropout Demonstration Assistance Program: Final evaluation report. [Washington, D.C.]: U.S. Dept. of Education, Office of the Undersecretary, 1995.

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Rossi, Robert J. Evaluation of projects funded by the School Dropout Demonstration Assistance Program: Final evaluation report. [Washington, D.C.]: U.S. Dept. of Education, Office of the Undersecretary, 1995.

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Book chapters on the topic "Demonstration school"

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Bastide, Françoise. "On demonstration." In Paris School Semiotics, 109. Amsterdam: John Benjamins Publishing Company, 1989. http://dx.doi.org/10.1075/sc.3.07bas.

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Fish, Corinne A., and Merryn Cole. "Demonstration Shows: High School Students Performing Science Outreach." In Chemistry Student Success: A Field-Tested, Evidence-Based Guide, 153–73. Washington, DC: American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1343.ch010.

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Pedersen, Rasmus U., Szymon J. Furtak, Ivan Häuser, Codrina Lauth, and Rob Van Kranenburg. "Mini Smart Grid @ Copenhagen Business School: Prototype Demonstration." In Design Science at the Intersection of Physical and Virtual Design, 446–47. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38827-9_35.

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Loboda, V. B., M. Ya Dovzhyk, V. O. Kravchenko, S. M. Khursenko, and Yu O. Shkurdoda. "On the Possibility of Training Demonstration of the Giant Magnetoresistance Effect in Higher School." In Lecture Notes in Mechanical Engineering, 81–88. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6133-3_8.

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Gu, Mingyuan, Jiansheng Ma, and Jun Teng. "High Quality Schools in China: Demonstration Senior Middle Schools." In Perspectives on Rethinking and Reforming Education, 245–54. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4011-5_14.

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Stahl, Garth, Stephen Dobson, and Stephen Redillas. "Trialling Innovation: Studying the Philosophical and Conceptual Rationales of Demonstration Schools in Universities." In Transforming Education, 79–92. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5678-9_5.

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Schiftner, Barbara, and Tom Rankin. "The use of demonstrative reference in English texts by Austrian school-age learners." In Developmental and Crosslinguistic Perspectives in Learner Corpus Research, 63–82. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/tufs.4.08sch.

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Fraser, Henry, Ilana Mushin, Felicity Meakins, and Rod Gardner. "Dis, That and Da Other: Variation in Aboriginal Children’s Article and Demonstrative Use at School." In Language Practices of Indigenous Children and Youth, 237–69. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-60120-9_10.

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Tino, Concetta. "The Voice of Teachers Involved in School-Work Alternance Programmes." In Employability & Competences, 151–61. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.23.

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Data from Censis 2011 highlighted worrying aspects of school dropouts (18%) and a NEET population increase (22.1%); the same elements were also highlighted by data from Cedefop (2014), where the issue of youth unemployment (21.7%) was also mentioned. In addition to this are the disappointing results from OCSE-Pisa surveys demonstrating that Italian educational institutions fail to provide young people with the skills they need to effectively solve real-life problems. In this scenario, at an Italian and European level, the importance of solving these problems is repeatedly underlined, with the creation of instruments to interconnect the world of education and the world of work. Within this process, School-Work Alternance (SWA) programmes can find a place. This study focuses on the strategic action of their key actors in creating effective partnerships with external organizations. Based on this assumption, the research question asked was: what specific functions do teachers play within School-Work Alternance programmes? Methodology: a qualitative methodological approach was used; data were collected through semi-structured interviews addressed to 14 high school teachers, and subsequently analysed using Atlas.ti software in order to record the significant core categories that emerged. Results: the data collected showed that within the SWA system yet to be defined, SWA teacher/tutors and coordinators in school contexts have played a significant role within School-Work Alternance programmes to date. Final remarks: teachers involved in School-Work Alternance programmes have a strategic position. These results have some practical implications at both educational/training and professional levels
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Bratitsis, Tharrenos. "Demonstrating Online Game Design and Exploitation for Interdisciplinary Teaching in Primary School Through the WeAreEurope Game for EU Citizenship Education." In Research on e-Learning and ICT in Education, 213–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95059-4_13.

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Conference papers on the topic "Demonstration school"

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Nordmann, Th. "The Swiss 1 MWp PV-school demonstration program." In Conference Record of the Twenty Fifth IEEE Photovoltaic Specialists Conference - 1996. IEEE, 1996. http://dx.doi.org/10.1109/pvsc.1996.563937.

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Lu, Wei-Chih. "Demonstration of the Unique Characteristics in the Evaluation of Junior High School on School-Based Management." In International Conference on Modern Educational Technology and Innovation and Entrepreneurship (ICMETIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.106.

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Dobrucky, Branislav, Michal Pokorny, and Mariana Benova. "Instantaneous single-phase system power demonstration using virtual two phase theory." In 2008 International School on Nonsinusoidal Currents and Compensation (ISNCC). IEEE, 2008. http://dx.doi.org/10.1109/isncc.2008.4627507.

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Adie, Steven G., Sergey A. Alexandrov, Julian J. Armstrong, Brendan F. Kennedy, and David D. Sampson. "A first demonstration of audio-frequency optical coherence elastography of tissue." In 1st Canterbury Workshop and School in Optical Coherence Tomography and Adaptive Optics. SPIE, 2008. http://dx.doi.org/10.1117/12.816210.

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Avar, Gokcen, and Saliha Ilican. "Introduction of famous scientists in Science to pre-school children by demonstration method." In University for Business and Technology International Conference. Pristina, Kosovo: University for Business and Technology, 2017. http://dx.doi.org/10.33107/ubt-ic.2017.130.

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Markin, Alexey V., Natalia E. Markina, and Ingo Eilks. "The application of laser pointers for demonstration experiments in nanotechnology lessons at secondary school level." In Saratov Fall Meeting 2016: Fourth International Symposium on Optics and Biophotonics, edited by Valery V. Tuchin, Elina A. Genina, Dmitry E. Postnov, and Vladimir L. Derbov. SPIE, 2017. http://dx.doi.org/10.1117/12.2269173.

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Pollman, Anthony G., and Anthony J. Gannon. "Multi-Physics Energy Approach and Demonstration Facility." In ASME 2015 9th International Conference on Energy Sustainability collocated with the ASME 2015 Power Conference, the ASME 2015 13th International Conference on Fuel Cell Science, Engineering and Technology, and the ASME 2015 Nuclear Forum. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/es2015-49084.

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A methodology to investigate the generation, transport and storage of energy based on a multi-physics approach, tied to the end use application, is presented. Often little or no consideration is given to the end use or desired product of the energy used. Current energy generation, transport and storage are dominated heavily by a few large sectors, notably electricity and hydrocarbons. These are very effective and practical systems that facilitate the delivery of vast amounts of energy. It is then not surprising that most strategies for renewable energy generation and storage revolve around this centralized model in some way. In larger scale generation, power is usually fed onto the electrical grid with a current challenge being grid stabilization with increasing penetration of intermittent renewable resources. In small grid-independent system a mix of battery and hydrocarbon storage are often used to keep a micro-grid available for various end use applications. A paradigm shift in the thinking and design of energy systems based on the required end use or product is needed. The philosophy and motivation that lead to the consideration of this new approach are outlined in this article. Following this a summary of a methodical approach to developing the most energy and cost-effective solution to general processes by considering their end-use physics is presented. Examples of innovative energy generation, storage, and transport solutions based on the multi-physics approach are then outlined. Finally, a brief description of the Multi-physics Renewable Energy Lab (MPREL), a demonstration facility based on the approach and currently under construction at the Naval Postgraduate School, is given.
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Takayama, Osamu, Armand Niederberger, Petru Ghenuche, Manoj Mathew, and Giovanni Volpe. "El día de la luz (the day of light)-two hours optics demonstration for secondary school students." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2007. http://dx.doi.org/10.1364/etop.2007.esd6.

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Kumar, S. Chaitanya, Manoj Mathew, Giorgio Volpe, Osamu Takayama, and Alejandra Valencia. "El Día de la Luz – II (The Day of Light -II) – Optics Demonstration for High School Students." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2009. http://dx.doi.org/10.1364/etop.2009.esa4.

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S., Chaitanya K., Manoj Mathew, Giorgio Volpe, Osamu Takayama, and Alejandra Valencia. "El Día de la Luz II (The Day of Light II): optics demonstration for high school students." In Eleventh International Topical Meeting on Education and Training in Optics and Photonics, edited by K. Alan Shore. SPIE, 2009. http://dx.doi.org/10.1117/12.2207772.

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Reports on the topic "Demonstration school"

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Rice, John. Elko County School District (ECSD) Geothermal Evaluation: Basin College Direct Use Geothermal Demonstration Project. Office of Scientific and Technical Information (OSTI), October 2014. http://dx.doi.org/10.2172/1172230.

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Sam, Cecile, Anne Darfler, Jonathan Supovitz, Daniella Hall, and Bobbi Newman. Evaluation of the GE Foundation-Supported Demonstration Schools Initiative in Milwaukee Public Schools, SY 2012-2013. Consortium for Policy Research in Education, October 2013. http://dx.doi.org/10.12698/cpre.2013.wp09.

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Supovitz, Jonathan, Cecile Sam, Bobbi Newman, and Anne Darfler. Evaluation of the GE Foundation-Supported Coaching & Demonstration Schools Initiative in Erie Public Schools, SY 2012-2013. Consortium for Policy Research in Education, August 2011. http://dx.doi.org/10.12698/cpre.2011.wp08.

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