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1

Medeiros, Mirna de Lima, Carla Baraldi Artoni Vantini, Cláudia Souza Passador, and João Luiz Passador. "SCHOOL DIRECTOR OF PUBLIC: THE ENTIRE The Centrality?" Nucleus 11, no. 2 (2014): 69–84. http://dx.doi.org/10.3738/1982.2278.952.

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Edward Tanui, Katitia Melita David; Florence Oruta;. "Analysing the Extent of ICT Implementation and Use in the Administration of School Records in Kajiado County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 3 (2019): 94–108. http://dx.doi.org/10.51317/ecjces.v1i3.103.

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The purpose of this study was to analyse the extent of ICT implementation and use in the administration of school records in Kajiado County, Kenya. Descriptive survey design was used. The target population was 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education and 1 County Director of Education in Kajiado County. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers, 183 students, 2 Sub-county Directors of Education and 1 County Director of Education. This study used questionnaires administered to Principals, teachers and ICT coordinators, observation schedules and interview schedule administered to the students, Sub-county Directors of Education and the County Director of Education as tools for data collection. The pilot test was done in schools with similar characteristics to those sampled through random sampling. All the respondents were seven principals of public secondary schools. Validity was determined by pre-testing of data collection tools while reliability through test-retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. Drop and pick methodology was adopted for data collection. The findings showed that use and implementation ICT in school administration in Kajiado County was very low. The study concluded that most schools in Kajiado County had not embraced ICT in various areas of administration. Therefore, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.
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Morales-Ruán, Maria del Carmen, Verónica Mundo-Rosas, and Rebeca Uribe-Carvajal. "Perceptions on the General Guidelines for the Sale of Food and Beverages at an Elementary School in Mexico City." Current Developments in Nutrition 4, Supplement_2 (2020): 1725. http://dx.doi.org/10.1093/cdn/nzaa064_015.

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Abstract Objectives To document the perceptions of an elementary school director in Mexico City concerning the implementation of guidelines for vendors of food and beverages in schools (the Guidelines). Methods We interviewed the director of an elementary school in order to document his perceptions of the Guidelines, his experience –including the day-to-day difficulties encountered– while implementing them, the actors involved in this process and the food and beverages sold at his school. Data analysis was performed through Atlas-ti ® software. Results The level of information reported by the director on the origins of the Guidelines was adequate. Among the causes he referenced for their introduction was the growing prevalence of obesity and diabetes, which he indicated warranted the regulation of food and beverage sales in schools. With regard to the foods and beverages permitted for sale, the information reported was only partial; he recognized that restricted foods were in fact being sold. Information on the Guidelines had been transmitted to him orally by the school district supervisor, and he was provided no list of permitted and prohibited foods and beverages. There were no documents or teaching materials available in the school which could be used for disseminating this information and for training the members of the school committee in charge of supervising the implementation of the Guidelines. To ensure compliance with the Guidelines, the director advised that a specific committee composed of parents and the school district supervisor was monitoring the quality, hygiene and nutritional value of the food. The director believed that prohibiting sugary drinks in schools had produced a substantial and positive change: students had reduced their consumption of soda with favorable health results. In addition, he affirmed that, owing to the implementation of the Guidelines, the students had access to nutritious and quality food. Conclusions Although the school director is a key actor for ensuring Guideline compliance, he lacks the necessary information for implementing the Guidelines correctly given a lack of teaching material and adequate training. Funding Sources National Institute of Public Health.
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Sergeev, Tikhon S. "The Library Book in I. Ulyanov's Pedagogical Activity." Bibliotekovedenie [Russian Journal of Library Science], no. 5 (October 19, 2010): 73–80. http://dx.doi.org/10.25281/0869-608x-2010-0-5-73-80.

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The article reveals the progressive activities of I. Ulyanov, inspector and director of public schools of the Simbirsk region in the second half of XIXth century, his activity in organizing school libraries and inoculating to pupils and adults book culture.
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Shaikh, Abdul Rehman, and Asad Ali Qazi. "Modern Public School – technical procurement." Emerald Emerging Markets Case Studies 9, no. 3 (2019): 1–18. http://dx.doi.org/10.1108/eemcs-09-2019-0246.

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Learning outcomes Understand the process of purchasing and procurement in a commercial organization; describe the process of tendering, evaluation of bids, and the selection of the supplier; describe the commercial, technical and financial bids; understand the importance of vendor selection criteria and develop the same; and identify the parameters for the procurement of assets. Case overview/synopsis Mr Shaikh, working as Procurement Manager at Modern Public School Sukkur (MPSS), is facing the challenge of procuring the bunk beds for recently inducted students. He was asked by the management of the school and his financiers to procure the best quality bunk beds. These beds shall be used at hostels for the students of Class VI. Director academics had already rejected his initial proposal and requested him to source out some cheaper solution keeping in view the budgets. Mr Shaikh then arranged a sample, which was well within the budget, however, this sample was rejected by the owner of the school on the basis of quality. Mr Shaikh now had to source out not only the best quality product but also a budget-friendly solution. He visited the markets and finalized the best quality of pipes to be used for bunk beds. With limited funds, and very short time, shall he be able to select the vendor of his choice and arrange the best quality products? Shall he be able to motivate his key stakeholders and gain procurement committee approval this time? Complexity academic level Bachelor of Business Administration and Master of Business Administration. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy
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Silva, Patricia, Charles L. Slater, Gema Lopez Gorosave, et al. "Educational leadership for social justice in Costa Rica, Mexico, and Spain." Journal of Educational Administration 55, no. 3 (2017): 316–33. http://dx.doi.org/10.1108/jea-03-2016-0033.

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Purpose The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.
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Afonso, Almerindo Janela. "O diretor enquanto gestor e as diferentes pressões e dilemas da prestação de contas na escola pública." Roteiro 43 (December 6, 2018): 327. http://dx.doi.org/10.18593/r.v0i0.17538.

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Resumo: Em Portugal, as escolas públicas dos ensinos básico e secundário e os jardins de infância públicos foram, na sua maioria, integrados nos designados Agrupamentos de Escolas. Cada um desses agrupamentos, bem como as escolas que não foram integradas, regem-se por um modelo de administração no qual se sobressaem dois órgãos fundamentais: o Diretor, que é o órgão (unipessoal) de gestão, e o Conselho Geral, que é o órgão (colegial) de direção. Nesse último órgão participam os representantes de diferentes atores e interesses da Comunidade Educativa (internos e externos). O Diretor presta contas pelas suas decisões, quer ao Conselho Geral, quer, sobretudo, ao Ministério da Educação e outros serviços da burocracia do Estado com poder fiscalizador e hierárquico. Mas não apenas. Com efeito, em um contexto em que também é crescente o escrutínio ou controle das famílias e dos stakeholders sobre as escolas e agrupamentos de escolas, sobretudo em relação a resultados acadêmicos mensuráveis, as pressões que se exercem sobre o diretor colocam-no, ainda mais, perante formas diferenciadas (e, não raras vezes, contraditórias) de accountability (isto é, processos ambivalentes e heterogêneos de avaliação, prestação de contas e responsabilização). O foco neste artigo, no entanto, incide no pilar da prestação de contas.Palavras-chave: Gestão escolar. Diretor. Gerencialismo. Prestação de contas.El director como gestor y las diferentes pressiones y dilemas de la rendición de cuentas en la escuela públicaAbstract: In Portugal, public elementary and secondary schools and public kindergartens were mostly integrated into the so-called School Groupings. Each of these school grouping, as well as the schools that were not integrated, are governed by a model of administration in which two fundamental bodies stand out: The Director, who is the management body, and the General Council, which is the collegiate body of direction. The Director is accountable for his decisions to the General Council and above all to the Ministry of Education and other departments of the State bureaucracy, with supervisory and hierarchical power. But not only. Indeed, in a context where there is also increasing scrutiny or control of families and stakeholders on schools and school grouping, especially in relation to measurable academic results, the pressures exerted on the director place him even more in the face of differentiated (and not infrequently contradictory) forms of accountability (i.e., ambivalent and heterogeneous processes of evaluation, answerability, and responsibilization). This article, however, focuses mainly on the pillar of answerability.Keywords: School management. Director. Managerialism. Answerability.The director as manager and the different pressures and dilemas of answerability in the state public school Resumen: En Portugal, las escuelas públicas de la enseñanza no superior y jardines de infancia públicos se han integrado, en su mayoría, en agrupamientos escolares. Cada uno de estos agrupamientos, así como las escuelas que no fueron integradas, se rigen por un modelo de administración donde sobresalen dos órganos fundamentales: el Director, que es el órgano (unipersonal) de gestión, y el Consejo General, que es el órgano (colegial) de dirección. En este último órgano participan los representantes de diferentes actores e intereses de la Comunidad Educativa (internos y externos). El Director rendirá cuentas por sus decisiones, tanto al Consejo General, así como, sobre todo, al Ministerio de Educación y otros servicios de la burocracia del Estado, con poder fiscalizador y jerárquico. Pero no sólo. En efecto, en un contexto en que también es creciente el escrutinio o control de las familias y de los stakeholders sobre las escuelas y agrupamientos de escuelas, sobre todo en relación a resultados académicos mensurables, las presiones que se ejercen sobre el director lo sitúan, aún más, ante formas diferenciadas (y no raras veces contradictorias) de accountability (es decir, procesos ambivalentes y heterogéneos de evaluación, rendición de cuentas y responsabilización). El enfoque de este artículo, sin embargo, se centra principalmente en el pilar de la rendición de cuentas.Palabras clave: Gestión escolar. Director. Gerencialismo. Rendición de cuentas.
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Afonso, Almerindo Janela. "O diretor enquanto gestor e as diferentes pressões e dilemas da prestação de contas na escola pública." Roteiro 43 (December 6, 2018): 327. http://dx.doi.org/10.18593/r.v43i0.17538.

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Resumo: Em Portugal, as escolas públicas dos ensinos básico e secundário e os jardins de infância públicos foram, na sua maioria, integrados nos designados Agrupamentos de Escolas. Cada um desses agrupamentos, bem como as escolas que não foram integradas, regem-se por um modelo de administração no qual se sobressaem dois órgãos fundamentais: o Diretor, que é o órgão (unipessoal) de gestão, e o Conselho Geral, que é o órgão (colegial) de direção. Nesse último órgão participam os representantes de diferentes atores e interesses da Comunidade Educativa (internos e externos). O Diretor presta contas pelas suas decisões, quer ao Conselho Geral, quer, sobretudo, ao Ministério da Educação e outros serviços da burocracia do Estado com poder fiscalizador e hierárquico. Mas não apenas. Com efeito, em um contexto em que também é crescente o escrutínio ou controle das famílias e dos stakeholders sobre as escolas e agrupamentos de escolas, sobretudo em relação a resultados acadêmicos mensuráveis, as pressões que se exercem sobre o diretor colocam-no, ainda mais, perante formas diferenciadas (e, não raras vezes, contraditórias) de accountability (isto é, processos ambivalentes e heterogêneos de avaliação, prestação de contas e responsabilização). O foco neste artigo, no entanto, incide no pilar da prestação de contas.Palavras-chave: Gestão escolar. Diretor. Gerencialismo. Prestação de contas.El director como gestor y las diferentes pressiones y dilemas de la rendición de cuentas en la escuela públicaAbstract: In Portugal, public elementary and secondary schools and public kindergartens were mostly integrated into the so-called School Groupings. Each of these school grouping, as well as the schools that were not integrated, are governed by a model of administration in which two fundamental bodies stand out: The Director, who is the management body, and the General Council, which is the collegiate body of direction. The Director is accountable for his decisions to the General Council and above all to the Ministry of Education and other departments of the State bureaucracy, with supervisory and hierarchical power. But not only. Indeed, in a context where there is also increasing scrutiny or control of families and stakeholders on schools and school grouping, especially in relation to measurable academic results, the pressures exerted on the director place him even more in the face of differentiated (and not infrequently contradictory) forms of accountability (i.e., ambivalent and heterogeneous processes of evaluation, answerability, and responsibilization). This article, however, focuses mainly on the pillar of answerability.Keywords: School management. Director. Managerialism. Answerability.The director as manager and the different pressures and dilemas of answerability in the state public school Resumen: En Portugal, las escuelas públicas de la enseñanza no superior y jardines de infancia públicos se han integrado, en su mayoría, en agrupamientos escolares. Cada uno de estos agrupamientos, así como las escuelas que no fueron integradas, se rigen por un modelo de administración donde sobresalen dos órganos fundamentales: el Director, que es el órgano (unipersonal) de gestión, y el Consejo General, que es el órgano (colegial) de dirección. En este último órgano participan los representantes de diferentes actores e intereses de la Comunidad Educativa (internos y externos). El Director rendirá cuentas por sus decisiones, tanto al Consejo General, así como, sobre todo, al Ministerio de Educación y otros servicios de la burocracia del Estado, con poder fiscalizador y jerárquico. Pero no sólo. En efecto, en un contexto en que también es creciente el escrutinio o control de las familias y de los stakeholders sobre las escuelas y agrupamientos de escuelas, sobre todo en relación a resultados académicos mensurables, las presiones que se ejercen sobre el director lo sitúan, aún más, ante formas diferenciadas (y no raras veces contradictorias) de accountability (es decir, procesos ambivalentes y heterogéneos de evaluación, rendición de cuentas y responsabilización). El enfoque de este artículo, sin embargo, se centra principalmente en el pilar de la rendición de cuentas.Palabras clave: Gestión escolar. Director. Gerencialismo. Rendición de cuentas.
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Farris, Alisha R., Georgianna Mann, Justin Parks, John Arrowood, Manan Roy, and Sarah Misyak. "School Nutrition Director Perceptions of Flexible Regulations for School Nutrition Programs in One Southeastern State." Journal of School Health 91, no. 4 (2021): 298–306. http://dx.doi.org/10.1111/josh.13002.

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Brenner, Devon, Brandon Presley, John Conradi, Wayne Rodolfich, and Tyler Hansford. "Get Connected Now: A Conversation with School Leaders and Policy Makers about Expanding Rural Broadband Access." Rural Educator 41, no. 3 (2021): 57–62. http://dx.doi.org/10.35608/ruraled.v41i3.1156.

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At the most recent National Forum to Advance Rural Education in November of 2020, editor Devon Brenner led a panel discussion about current and future efforts to expand broadband access for rural schools and communities with Brandon Presley, Public Service Commissioner for the Northern District of Mississippi; John Conradi, executive director of Connect Americans Now; and two Mississippi school leaders, Wayne Rodolfich, superintendent of the Pascagoula-Gautier School District, and Tyler Hansford, superintendent of Union City School District and chair of the Mississippi Rural Education Association. Their conversation is excerpted here. Some portions have been edited for cohesiveness and clarity.
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Brown, Rebekah Ann, and Elizabeth Ivanoff Holborn. "The Colour Strings Method for the Young Violinist." American String Teacher 44, no. 2 (1994): 53–57. http://dx.doi.org/10.1177/000313139404400222.

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Violinist Rebekah Ann Brown is director of the Columbus School of Music and the Violin School of Bloomington, Indiana. At Indiana University, she specializes in violin pedagogy. She conducts psychoacoustic research in measurements of expressive intonation by recording artists and performs comparative studies of holistic philosophies. She has studied Colour Strings in this country and in London and has a Suzuki certificate from Matsumoto, Japan. Brown has taught in private studios, public schools, and universities and has been a musical director of youth symphonies. Her expertise is sought in clinics and seminars and by artists-in-residence who are working with students and teachers. She uses both orchestral literature and American fiddle music with students for developing technique. She has also cataloged an extensive list of twentieth-century music for technical studies at all levels of proficiency.
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Kariuki, John Karoki, Dr Sr Piliyesi, and Ms Florence Ateka. "PRINCIPAL’S TRANSFORMATIONAL LEADERSHIP AND TEACHERS’ PERFORMANCE AMONG PUBLIC COUNTY SECONDARY SCHOOLS IN NYANDARUA COUNTY, KENYA." Journal of Education and Practice 2, no. 1 (2018): 1. http://dx.doi.org/10.47941/jep.239.

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Purpose: School performance is a global issue. There is a great need for the quality education all over the world. To achieve this, school leadership and teachers’ performance have been put to focus. In this quintessence, the study aimed at establishing the influence of the transformational leadership on the teachers’ performance in public county schools in Nyandarua County. Methodology: The study used both qualitative and quantitative research approaches. The cross-sectional survey and the phenomenology design were used to collect the data. Stratified, simple random sampling was employed to select the schools while stratified and systematic random was used to select the teachers and the students. Academic deans, the principals of selected schools and Education County Director were automatically included. Data was collected using questionnaires, document analysis guide and interview guide. Qualitative and quantitative data were concurrently collected and analysed. Descriptive (frequencies, percentage, mean and standard deviation) and inferential statistics (independent t-test, ANOVA) methods were used to analyse the quantitative data. Findings: The study upheld the non-maleficence, benefice and truthfulness as the research ethics requires. The study found that principal scored lowest in individualised consideration. The study concluded that teachers’ performance was important for the school perfomance and principals play key roles in the enhancement of teachers’ performance especially through challenging teachers by their actions. Unique contribution to the theory, practice and policy: The study recommended that principals should challenge teachers with their performance. The county should have induction training at school level for the newly emplored teachers.
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Hughes, Joseph (Chip), Dave Legrande, Julie Zimmerman, Michael Wilson, and Sharon Beard. "Green Chemistry and Workers." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 19, no. 2 (2009): 239–53. http://dx.doi.org/10.2190/ns.19.2.dd.

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What follows is a summary of remarks presented by panelists participating in a workshop entitled, “What Green Chemistry Means to Workers.” The session examined the connection between green jobs—including those connected to the emerging field of green chemistry—and occupational, public, and environmental health. It was coordinated by Paul Renner, associate director of the Labor Institute, in collaboration with the Tony Mazzocchi Center for Safety, Health and Environmental Education, a project of the United Steelworkers and The Labor Institute. It was moderated by Joseph “Chip” Hughes, Director, Worker Education and Training Program, National Institute of Environmental Health Sciences. Panelists included Julie Zimmerman, PhD, Assistant Professor of Environmental Engineering, Forestry and Environmental Studies, Yale School of Engineering and Applied Science and Assistant Director for Research, Green Chemistry and Green Engineering Center, Yale University; David LeGrande, Occupational Safety and Health Director, Communications Workers of America; Mike Wilson, PhD, MPH, Environmental Health Scientist, Program in Green Chemistry and Chemicals Policy, Center for Occupational and Environmental Health, Berkeley School of Public Health, University of California; and Sharon D. Beard, Industrial Hygienist, NIEHS Worker Education and Training Program.
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Butrón Gardida, Ivette. "Diagnóstico en torno al proceso de evaluación en la gestión del director escolar desde la socioformación." FORHUM International Journal of Social Sciences and Humanities, no. 2 (January 31, 2020): 32–52. http://dx.doi.org/10.35766/jf20224.

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The article has the purpose of evaluating the management performance of the principal of the private elementary school based on the guidelines of the Ministry of Public Education of Mexico from the socioformation. This approach is shown in a field study conducted to the preschool's principal through which the importance of the directive management for school performance is explained in the rubric application result. For this, a documentary analysis based on the organization of the documentary information in articles of indexed journals and published books was carried out. The result was the evaluation of the abilities of the school principal understood as the global actions for institutional development. These skills for management, allow the school principal with his leadership to promote the training of students, teachers and administrative staff, to link the school with the community.
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Cullen, Julie Berry. "Public Economics: Taxes in America: What Everyone Needs to Know." Journal of Economic Literature 51, no. 4 (2013): 1199–200. http://dx.doi.org/10.1257/jel.51.4.1183.r8.

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Julie Berry Cullen of University of California, San Diego reviews, “Taxes in America: What Everyone Needs to Know” by Leonard E. Burman and Joel Slemrod. The Econlit abstract of this book begins: “Explores how the U.S. tax system works, how it affects people and businesses, and how it might be made better. Discusses the basics of taxes; personal income taxes; business income taxes; taxing spending; other kinds of taxes; taxes and the economy; the hidden welfare state; the burden of taxation; tax administration and enforcement; misperceptions and reality in the policy process; tax myths; and tax reform. Burman is Daniel Patrick Moynihan Professor of Public Affairs in the Maxwell School and is with the Departments of Public Administration and Economics and the Law School at Syracuse University. Slemrod is Paul W. McCracken Collegiate Professor of Business Economics and Public Policy in the Stephen M. Ross School of Business, Director of the Office of Tax Policy Research in the Ross School of Business, and Professor and Chair in the Department of Economics at the University of Michigan.”
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Sheppard, Bruce, and Jean Brown. "Leadership for a new vision of public school classrooms." Journal of Educational Administration 52, no. 1 (2014): 84–96. http://dx.doi.org/10.1108/jea-03-2012-0027.

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Purpose – The purpose of this paper is to extend the understanding of distributed leadership to the school district level as the authors examine how leadership for twenty-first century learning is distributed within public schools and school districts as they strive to transform their school classrooms from primarily teacher-directed toward more student-centered and technology-enhanced. It contributes to a growing understanding of the inherent distribution of school and school district leadership and helps elucidate how existing leadership machinations can be adapted to facilitate the transformation of public school classrooms from being primarily teacher-directed, to predominately student-centered, technology-enhanced learning environments. Design/methodology/approach – This is a qualitative study conducted in all school districts in one Canadian province. Data were gathered through interviews of all district technology leaders and principals of two schools (per district) deemed exemplary in their use of technology for classroom learning; focus group sessions with stratified samples of teachers and all district-level program professionals in each district, and semi-structured observations of district-selected technology-savvy classrooms in two schools per district. Findings – The paper provides insights into the challenges of leading classroom innovation, including costs associated with technology acquisition and the provision of quality professional development. It reaffirms the continued relevance of the school principal while concomitantly confirming the inherent existence of distributed leadership within and across organizational boundaries that can facilitate or impede complex change. Finally, findings from this study serve as yet another reminder that the accumulated, rich evidence base regarding the process of leading and implementing complex innovation appears to be largely ignored by practitioners. Research limitations/implications – Because the research approach is qualitative and restricted to one defined population, the generalizability of this study may be limited. Practical implications – This paper draws attention to practical importance of fostering leadership from multiple sources and the need for reflection on how research evidence in education can better directed toward improved practice. Originality/value – Given the major public expenditures in the acquisition of new and emerging technology for public school classrooms, this paper may foster reflection for improved leadership and implementation practices. The paper anticipates that this work will contribute to a growing understanding of the distributed nature of school and school district leadership. Also, the paper believes it will help elucidate how current machinations of leadership might be adapted to facilitate the transformation of public school classrooms from primarily teacher-directed to predominately student-centered, technology-enhanced learning environments.
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Evans, Judith Petersen, and Michael L. Allen. "Middle School — Where the Action Is!" American String Teacher 44, no. 2 (1994): 65–67. http://dx.doi.org/10.1177/000313139404400225.

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Judith Petersen Evans received her BME at Baldwin Wallace College, her ME at Florida Atlantic University, and a Specialist Degree in Educational Leadership from Nova University. She has taught for 25 years, first in Ohio and then in Florida. She is currently orchestra director at Pine Ridge Middle School and Barron Collier High School in Naples, Florida. She has appeared as guest conductor or orchestra festivals in a number of states and is a freqwuent adjudicator and consultant to public school orchestra programs. Evans has been active in the music education field as president of the Florida chapters of ASTA and NSOA and of the Florida Orchestra Association. She has recently been elected national secretary of ASTA and is publications editor for NSOA.
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Jernberg, James E. "George Albro Warp." PS: Political Science & Politics 42, no. 04 (2009): 789–90. http://dx.doi.org/10.1017/s1049096509990382.

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A life of service to others ended on March 26, 2009, when professor emeritus George A. Warp of the Humphrey Institute of Public Affairs of the University of Minnesota passed away at age 95. George was born on June 12, 1913, in Northfield, Ohio, and graduated from Bedford High School in Ohio. Prior to being associated with the University of Minnesota for the past 60 years, he graduated from Oberlin College, Case Western University, and Columbia University, earning degrees in political science, public administration, international administration, as well as law. George served briefly as a political science faculty member at the University of Minnesota, where he met and married his late wife, Lois, in 1940 before entering the U.S. Navy following the entry of the United States into World War II. His service in the Pacific theater led to his postwar appointment as a civilian advisor under General MacArthur in Japan from 1946–1948. Upon completion of that assignment, George returned to the University of Minnesota in 1948 as a professor of political science and served first as associate director and then director of the graduate program in public administration in the department's Public Administration Center until 1965 when the center became a self-standing unit of the College of Liberal Arts. He remained director through 1968 when the center was succeeded by the School of Public Affairs and recreated as the Humphrey Institute of Public Affairs in 1978 as a collegiate unit named as a memorial honoring the late vice president and Minnesota's senator. George served as a professor and chair of graduate admissions until his retirement in 1982.
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Of the Journal, Editorial board. "Problems of ensuring freedom of religion in education." Religious Freedom, no. 17-18 (December 24, 2013): 207–11. http://dx.doi.org/10.32420/rs.2013.17-18.1008.

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We inform that during the 2011-2014 school years in our school with the support of the school director Korolev Yu.V. acted public organization "Ukraine Orthodox", on the initiative of which the school was established spiritual and educational Center for Orthodox Culture named St. Equal-to-the-Apostles Princess Olga, 2nd class was actually converted into a religious, with in-depth study of Orthodox rites and sacraments to the detriment of the educational process. All this was done under the pretext of introducing a curriculum for the Ushinsky system, which, however, was not adapted to modern requirements.
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Mazerolle, Stephanie M., Samantha R. Raso, Kelly D. Pagnotta, Rebecca L. Stearns, and Douglas J. Casa. "Athletic Directors' Barriers to Hiring Athletic Trainers in High Schools." Journal of Athletic Training 50, no. 10 (2015): 1059–68. http://dx.doi.org/10.4085/1062-6050-50.10.01.

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Context In its best-practices recommendation, the Inter-Association Task Force for Preventing Sudden Death in Secondary School Athletics Programs urged all high schools to have a certified athletic trainer (AT) on staff. Despite the recommendation, many high schools lack the medical services of an AT. Objective To examine the barriers that athletic directors (ADs) face in hiring ATs in public high schools and in providing medical coverage for their student-athletes. Design Qualitative study. Setting Semistructured telephone interviews. Patients or Other Participants Twenty full-time public high school ADs (17 men, 3 women) from various geographical regions of the United States (6 North, 4 South, 4 Midwest, 6 West) participated. Data saturation guided the total number of participants. Data Collection and Analysis We completed telephone interviews guided by a semistructured questionnaire with all participants. Interviews were recorded and transcribed verbatim. Multiple-analyst triangulation and peer review were included as steps to establish data credibility. We analyzed the data using the principles of the general inductive approach. Results We identified 3 themes. Lack of power represented the inability of an AD to hire an AT, which was perceived to be a responsibility of the superintendent and school board. Budget concerns pertained to the funding allocated to specific resources within a school, which often did not include an AT. Nonbudget concerns represented rural locations without clinics or hospitals nearby; misconceptions about the role of an AT, which led to the belief that first-aid–trained coaches are appropriate medical providers; and community support from local clinics, hospitals, and volunteers. Conclusions Many ADs would prefer to employ ATs in their schools; however, they perceive that they are bound by the hiring and budgeting decisions of superintendents and school boards. Public school systems are experiencing the consequences of national budget cuts and often do not have the freedom to hire ATs when other school staff are being laid off.
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Editors, Policy Perspectives. "Nancy Potok, PhD." Policy Perspectives 25 (May 11, 2018): 77–83. http://dx.doi.org/10.4079/pp.v25i0.18392.

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Nancy Potok, PhD, is currently the Chief Statistician of the United States and the Chief of Statistical and Science Policy at the US Office of Management and Budget. She previously served as the Deputy Director and Chief Operating Officer of the US Census Bureau from 2012 to 2017. Her career spans more than 30 years of leadership in the public, non-profit, and private sectors. Dr. Potok has also been an adjunct professor at the Trachtenberg School since 2011. She received her BA from Sonoma State University, her MPA from the University of Alabama, and her PhD in public policy and administration from the Trachtenberg School.
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Howe, Sondra Wieland. "Elsie Shawe, Music Supervisor in St. Paul, Minnesota (1898–1933)." Journal of Research in Music Education 52, no. 4 (2004): 328–42. http://dx.doi.org/10.1177/002242940405200405.

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Elsie Shawe (1866–1962), supervisor of music in St. Paul, Minnesota, for thirty-five years, is an example of a music supervisor in the United States who was active in the formative years of the Music Supervisors National Conference (MSNC). Although she is cited only briefly in national accounts, there is a substantial amount of material on her career in local archives. In the St. Paul Public Schools, Shawe supervised classroom teachers, organized the school music curriculum, and conducted performances in the community. She served as a church organist and choir director in St. Paul and was president of the Minnesota Music Teachers Association. At the national level, Shawe was an officer of the NEA Department of Music Education and a member of the board of directors of the MSNC. Through her committee work, Shawe promoted the standardization of patriotic national songs.May 5, 2004November 10, 2004.
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Katitia Melita David, Edward Tanui, and Florence Oruta. "Determining the extent of ICT implementation and use in financial management of Secondary Schools in Kajiado County, Kenya." Editon Consortium Journal of Business and Management Studies 1, no. 1 (2019): 18–27. http://dx.doi.org/10.51317/ecjbms.v1i1.45.

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The objective of the study was to determine the extent of ICT implementation and use in financial management of Secondary Schools in Kajiado County, Kenya. Descriptive survey design was adopted for this study. The target population for this study was the 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education in the 6 Sub-counties and 1 County Director of Education in Kajiado County. The study used 30% of the accessible population as sample size. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers,183 students, 2 Sub- county Directors of Education and 1 County Director of Education. This study used questionnaires, Observation schedules and interview schedule as tools for data collection. The questionnaires were administered to Principals, teachers and ICT coordinators while interview schedules were administered to the students, Sub-county Directors of Education and the County Director of Education. The pilot test was carried at the schools with similar characteristics to those sampled through random sampling. Instrument reliability was determined through test- retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. The study concluded that most of the public secondary schools in Kajiado County had not embraced ICT in various areas of administration. Based on the findings, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.
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Of College & Research Libraries, Association. "ACRL candidates for 2019: A look at who’s running." College & Research Libraries News 80, no. 1 (2019): 26. http://dx.doi.org/10.5860/crln.80.1.26.

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Jon E. Cawthorne is dean of Wayne State University Library System and the School of Information Studies, a position he has held since 2017. Prior to this, Cawthorne served as dean of libraries at West Virginia University (2014–17), as associate dean of public services and assessment at Florida State University (2012–14), and as associate university librarian for Public Services at Boston College (2011–12).Anne Marie Casey is the director of Hunt Library at Embry-Riddle Aeronautical University, where she has worked since 2009. Prior to this position, Casey provided 17 years of service to Central Michigan University, where she served as associate dean of libraries (2002–09), director of off-campus library services (1999–2002), and as a distance learning librarian (1991–99).
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CLARY, RENEE M. "THE ROYAL SCHOOL OF MINES: HENRY DE LA BECHE’S CONVERGENCE OF PROFESSIONALIZATION AND PUBLIC ADVOCACY." Earth Sciences History 39, no. 2 (2020): 291–304. http://dx.doi.org/10.17704/1944-6187-39.2.291.

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ABSTRACT Several European countries instituted mining schools in the late 1700s, including France, Germany, Hungary, and Russia. However, since England’s mining industry was privatized with little government involvement, Great Britain was decades behind with the creation of a school of mines. In 1835, Henry De la Beche (1796–1855) became the first director of the Ordnance Geological Survey, precursor to the British Geological Survey. De la Beche used this position to advance geology’s professionalization, which would include the establishment of an applied geology museum, mining records storehouse, and a school of mines. The Museum of Economic Geology, displaying the country’s mineral resources and geology, was De la Beche’s first success. Founded in 1835, it opened to the public in 1841. The Mining Records Office opened in 1840 as a repository for plans of working and abandoned mines. An early public advocate for workers’ safety, De la Beche lobbied for government inspections of collieries, immediate reporting of mining accidents, and proper plans of mines. The School of Mines was De la Beche’s third accomplishment in geology’s professionalization. As an outgrowth of the museum, it was formally opened in 1851 along with the larger Museum of Practical Geology, the Museum of Economic Geology’s successor. De la Beche’s intent for the School of Mines—instruction as a combination of science and practice—seems modern in its approach. In 1843, funding was allocated for lectures on the practical applications of geology, but these were not implemented until the School of Mines opened in 1851. In his effort to educate everyone—from miner to mine owner—De la Beche transcended social boundaries and supported open, public lectures. As a result, some considered him a class traitor. De la Beche used his position to advocate for advancement of the mining industry to include miner safety and public education. Therefore, while the Royal School of Mines emerged later than many of its European counterparts, it was part of a systematic professionalization of geology, coupled with education and a public advocacy for mining participants.
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Paragas, Jeger P. "Quality Management Practices and Performance of Public Secondary School Heads in Pangasinan, Philippines." International Journal of Multidisciplinary: Applied Business and Education Research 1, no. 1 (2020): 6–13. http://dx.doi.org/10.11594/ijmaber.01.01.03.

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This is a descriptive study which determined and analyzed the quality management practices of public secondary school heads. The study included the school heads and teachers in all Schools Division in Pangasinan. The identified quality management practicesare based on the parameters of APPES Manual. Kendall’s tau correlation coefficient was utilized to identify the significant relationship in the quality management practices of public secondary school heads to the performance of their respective schools. The researcher used questionnaire, interview and google form to gather the needed data. Same set of questionnaire was utilized for the teachers and school heads as respondents of this study. Findings of the study revealed that stakeholders were truly a great agent in improving the public secondary schools. Therefore, school heads must be eager to do this to have a strong partnership and participation of the stakeholders in the school. They contribute a lot for the direction leading to greater learning outcomes. Also, it was found out that weak correlation was hardly related to the quality management practices of the school heads with regard to the performance of their respective schools. Further, a proposed plan of action with regard to the indicators that were found out moderate would be presented to public secondary schools for them to better identify the risk and opportunities so to attain and maintain quality management practices of school heads and school perfomance in the Department of Education.
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Heisler, William, and Lesa Hanlin. "Nepotism and the Jackson County School Board." Journal of Cases in Educational Leadership 20, no. 2 (2017): 163–76. http://dx.doi.org/10.1177/1555458916687794.

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In 2015, the superintendent of the Jackson County School District revised the existing nepotism policy, and, subsequently, his wife was hired to a newly created position of director of innovation at a salary nearly twice the average paid to teachers in the district. Because of community reaction, the Jackson County School Board met in special session to address the situation. This case, presented in three sequential parts, raises a number of questions: When does nepotism exist? What constitutes unethical behavior on the part of a school district leader? How should a school superintendent react when confronted by alleged misconduct? How should a school board proceed when faced with community outrage? How can a school board regain public trust? This case can be useful in graduate courses to generate discussion of ethical behavior and the consequences of unethical behavior in educational leadership and administration.
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McDonnell, Elaine, Claudia Probart, J. Elaine Weirich, Terryl Hartman, and Lisa Bailey-Davis. "School Competitive Food Policies: Perceptions of Pennsylvania Public High School Foodservice Directors and Principals." Journal of the American Dietetic Association 106, no. 2 (2006): 271–76. http://dx.doi.org/10.1016/j.jada.2005.10.034.

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Folkerts, Jean, Douglas Gomery, and Janet Steele. "An Editorial Comment." Journalism & Mass Communication Quarterly 74, no. 3 (1997): 458–62. http://dx.doi.org/10.1177/107769909707400301.

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This issue features four articles in a special section titled “Media History.” The articles were reviewed and edited by an editorial board of three people, including Jean Folkerts, director of the School of Media and Public Affairs at The George Washington University and editor of Journalism & Mass Communication Quarterly; Douglas Gomery, professor in the College of Journalism at the University of Maryland; and Janet Steele, associate professor of media and public affairs at The George Washington University.
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Editors, Policy Perspectives. "Omar T. Woodard." Policy Perspectives 25 (May 11, 2018): 91–87. http://dx.doi.org/10.4079/pp.v25i0.18394.

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Omar T. Woodard currently serves as the Executive Director of the Greenlight Fund Philadelphia. He previously worked as Policy Director for Pennsylvania State Senator Anthony Hardy Williams, Principal at Venture Philanthropy Partners, a healthcare consultant at The Advisory Board, and as a lobbyist for The Whitaker Group. Mr. Woodard is also an adjunct professor at Temple University’s Fox School of Business. He possesses extensive experience as a board member of various education and professional organizations. Mr. Woodard holds two degrees from George Washington University: a Bachelor of Arts in International Affairs and a Master of Public Administration.
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Rahman, Abdur, Arshad Ali, and Alam Zeb. "An Assessment of School-Community Relationship in the Public Secondary Schools of Khyber Pakhtunkhwa, Pakistan." journal of social sciences review 1, no. 1 (2021): 28–45. http://dx.doi.org/10.54183/jssr.2021.1.1.28.

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Human relationships directly influences the success of educational organization and therefore, constructive partnership of instructors, administrators, heads, and students is required to ensure the efficient achievement of academic goals. Keeping in view the significant influence of school-community relationship on schools’ performance, the study investigated school-community relationship in secondary schools of Khyber Pakhtunkhwa, Pakistan. The objectives of the study were to explore school-community relationship in secondary schools and recommend strategies for effective school-community relationship. The study used mixed methods explanatory sequential design. The population of the study were all the 361 heads of secondary schools in KhyberPakhtunkhwa. A sample of 65 heads was selected with simple randomly, while for qualitative data 10 heads were selected. Data were collected with self-developed questionnaires and semi-structured interview guides. Quantitative data were analyzed with percentages and chi-squaretest while qualitative data were analyzed thematically. The study found that school-community relationship was not friendly as didn’t collaborate with school administrators and teachers, parents, community, PTCs, and BOGs were not cooperative for schools,educational authorites at district and provincial level didn’t satisfy the needs of the school and political leaders and their influence destroyed the environment of school for learning. The study recommended active community participation in affairs of the school, friendly attitude of authorities and supportive role of policy makers for the betterment of school-community relationship in secondary schools.Keywords: assessment, Khyber Pakhtunkhwa, Pakistan,relationship, secondary schools
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Steil, Lucien. "A Proposal for Elephant Square, London." Journal of Traditional Building, Architecture and Urbanism, no. 1 (November 20, 2020): 267–70. http://dx.doi.org/10.51303/jtbau.vi1.349.

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The Elephant Square project was carried out in the context of the 2019 University of Buckingham Summer School, chaired by dean John Simpson and director Clive Aslet. The design brief for the project was created by Stephanie Jazmines and Lucien Steil, both tutors at the 2019 University of Buckingham Summer School. Rather than following up on the endless series of post-Covid-19 urban, or “return to nature”, or “health technology” utopias, the Elephant Square project in London simply offers to re-establish the primacy of public space and public life as a main condition to reassess the city of the future. This project supports a vision of the city as a plural and common world, the purpose of which is to enhance public life in its most sophisticated forms.
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A., Fountoulakis, and Kalathaki M. "Assessing Tool for the Professional Profile of the Candidate School Directors-The Greek Legislative Framework." International Journal of Human Resource Studies 8, no. 3 (2018): 69. http://dx.doi.org/10.5296/ijhrs.v8i3.13228.

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In order to fill the positions of the executives of the public education, and in particular for the selection of Directors of Secondary General Education Schools, teachers of public Education are selected on the basis of tables that drawn up according to the provisions of the respective laws. The research aimed to analyze the issue of evaluation/assessment of the professional profile of the School Directors-Candidates in Secondary Education, with the synthesis of the assessing criteria used in the last 20 years in Greece by the Ministry of Education in order to create, as result, an assessing tool for the selection of school directors. Through the research it is attempted to highlight how professionally structured the Greek legislation requires to be the Directors of Secondary Education, i.e. how scientifically and pedagogically trained (I), how its administrative and downstream experience (II) is valued and how their Personality (III) are.The results of the research are pictured in the ‘Assessing Tool for the Candidate School Director's Professional Profile', in Secondary Education.
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Frankenberg, Erica, and Chungmei Lee. "Charter Schools and Race: A Lost Opportunity for Integrated Education." education policy analysis archives 11 (September 5, 2003): 32. http://dx.doi.org/10.14507/epaa.v11n32.2003.

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Segregation patterns in the nation's charter schools are studied. After reviewing state charter legislation that directly addresses issues of racial and ethnic balance of student enrollment, we briefly examine the racial composition and segregation of the charter school population nationally. School-level analyses, aggregated by state constitute the primary method of studying segregation in charter schools. First, we look at racial composition and segregation of charter schools by state. Then, we consider the differences in segregation between non-charter public schools (or simply "public schools" for convenience) and charter schools, as well as segregation within the charter school sector. We conclude with a discussion of the article's findings and recommendations to promote further racial equity in this growing sector of public schools.
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Wieczorek, Douglas. "Principals’ perceptions of public schools’ professional development changes during NCLB." education policy analysis archives 25 (February 6, 2017): 8. http://dx.doi.org/10.14507/epaa.25.2339.

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This study investigated public school principals’ reports of professional development implementation at the school level while working in different state- and local-level contexts (state accountability level, geographic locations, socioeconomic status, demographics, and grade levels). I attempted to measure principals’ reported changes in levels of teacher involvement and alignment of professional development with standards, student learning outcomes, school goals, resources, and district goals during No Child Left Behind (NCLB). Using two-level, Hierarchical Generalized Linear Proportional Odds modeling (HGLM-PO), and three pooled waves of a national sample from the Schools and Staffing Survey (National Center for Education Statistics, 2000, 2004, 2007), I implemented a quantitative, repeated cross-sectional, self-report, extant secondary survey analysis design. Principals reported a decrease in teachers’ planning and presentation of professional development during NCLB implementation across all settings, indicating a potential reduction in teachers’ participation in the professional development process. Principals who worked in urban, elementary, low-SES, and high minority school contexts were more likely to report teachers’ participation in the planning and presentation of professional development, but were also more likely to report an increase in the direction and alignment of professional development with school and district goals, standards, student achievement outcomes, and resources. There is evidence that a school community’s location, socioeconomic status, and school demographics plays a role in how schools may interpret accountability environments and implement teachers’ professional development. In all settings, school leaders need to purposefully focus on and retain collaborative professional development practices with teachers in the context of continued accountability pressures.
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Sholihah, Tutut. "Strategi Manajemen Humas Dalam Menciptakan School Branding Pada Sekolah Islam Terpadu." J-MPI (Jurnal Manajemen Pendidikan Islam) 3, no. 2 (2018): 72. http://dx.doi.org/10.18860/jmpi.v3i2.6455.

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<em>More and more quality schools have created intense competition in the management of educational institutions. To be able to compete, the school branding strategy is very important for schools primarily in private schools. SDIT Al-Furqan and SMPIT Al-Ghazalii Palangka Raya became the location of the study because it is one of the private schools that offers quality oriented to Islam, and has made rapid progress with various advantages, incised many achievements both in academic and non-academic terms, increasing number of participants each year. The problem raised in this study is how to plan public relations strategy, how to implement the public relations management strategy and how the results of implementing the public relations management strategy in creating School Branding in both schools. This study aims to describe and analyze the planning of public relations management strategies, implementation of the public relations management strategy and how the results of its implementation in creating School Branding at SDIT Al-Furqan and SMPIT Al-Gazali Palangka Raya, and to offer a concept of public relations management strategies in creating School Branding at Integrated Islamic schools. The study was conducted using a descriptive qualitative approach, data was collected through interviews, observation and documentation studies. The main subjects are principals, public relations, parents of students, heads of administration, teachers, and the community. The results of this study reveal that: 1) Public relations management strategy planning is designed and organized together with principals, divisions and public relations by considering all aspects until the school brand can reach the community, 2) Implementation of public relations management strategies carried out in accordance with the schedule organized by conducting promotions and publications in print media, electronic media, and social media, as well as communicating and socializing directly to the public, 3) The results of the public relations management strategy can be seen in the indicators of the success of schools becoming well-known in the community, creating a positive image for school, students increase every new school year, become a favorite and superior school.</em>
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McElrath, Julie. "ARS Accreditation Framework – School Organization." Journal of Recovery Science 1, no. 2 (2018): 10. http://dx.doi.org/10.31886/jors.12.2018.29.

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This session will guide you through the step by step accreditation standards for running the business side of Recovery High Schools. Learn from the best as you navigate selecting the model, identifying leadership, energizing a Board of Directors, building community partners and much more. 1. Business Planning: How do high schools operate with a revised strategic business plan that provides for a reasonable level of organizational autonomy and is created for longterm survivability and viability, 2. Board of Directors: How does the school have a functional and involved Board of Directors?, 3. School Leadership: How does the school have a recognized and fully trained leader or leaders who operate with a level of autonomy and flexibility within the larger organizational system?, 4. Community Partnerships: How does the school establish collaborative partnerships with local schools, treatment centers, and other community resources to create a coordinated system of support?, 5. Public Relations & Privacy Issues: How does the school have a plan to promote the school and its programs while respecting the privacy and safety of its students and families?, and 6. Program Evaluation: How does the school regularly evaluate the academic and therapeutic programs for continuous program improvement?
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Shapiro, David A., and Nelson Moses. "Creative Problem Solving in Public School Supervision." Language, Speech, and Hearing Services in Schools 20, no. 3 (1989): 320–32. http://dx.doi.org/10.1044/0161-1461.2003.320.

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This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.
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Robison, William Theodore, Mary H. Soares, Alan Meca, Jennifer Jean-Jacques, Jonathan G. Tubman, and Seth J. Schwartz. "Public Schools' Identification and Management of Underage Alcohol Use: A Qualitative Study." Health Behavior and Policy Review 6, no. 6 (2019): 619–31. http://dx.doi.org/10.14485/hbpr.6.6.7.

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Objective: In this qualitative study, we investigated how public schools in the Miami-Dade County School District identify and manage students' underage alcohol use and to explore the benefits and challenges of systematic screening for underage alcohol use in district schools. Methods: We conducted face-to-face interviews with 16 school officials directly responsible for addressing underage alcohol use incidents at district middle and high schools. These individuals included assistant principals, guidance counselors, social workers and school-based health-care professionals. A grounded-theory approach was used to code and synthesize informants' responses. Results: No informants reported systematic screening for underage alcohol use at their schools, although their middle and high schools employed a range of intervention strategies. Emergent themes reflected common ways by which students using alcohol were identified, factors influencing underage alcohol use, and barriers to screening intervention implementation. Lack of access to acute intoxication events, differing policies across schools, inadequate resources, and reliance on administrator discretion rather than explicit policy mandates appear to undermine the development of consistent strategies for addressing suspected or reported underage alcohol use. Conclusion: Public schools may serve as key implementation contexts for future universal or selected screening initiatives to identify and manage cases of underage alcohol use. The benefits and challenges perceived by school staff and administrators – especially for implementing consistent policies across schools – are critical to the development of acceptable, feasible, and sustainable alcohol screening initiatives.
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Gonzalez, Ricardo Hugo, Marcela de Castro Ferracioli-Gama, Luzia Vanessa Alves de Lima, Ítalo Nunes Braga, Thereza Maria Magalhães Moreira, and Márcia Maria Tavares Machado. "Characterization of the physical education environment and practice in public schools." Revista Brasileira de Atividade Física & Saúde 26 (March 26, 2021): 1–7. http://dx.doi.org/10.12820/rbafs.26e0187.

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This cross-sectional, stratified, random sample study aimed to identify the school environment for teaching and engaging in physical education in elementary public schools. An inventory assessment was made and interviews were held with school managers in 12 teaching units in Fortaleza, Ceará, Brazil. The data obtained were categorized as follows: lesson availability and frequency, recess, extracurricular activities, facilities, and installations in place. The descriptive analysis used absolute and relative frequencies values. The results showed that all schools involved in the study provide two weekly physical education classes. None of the schools engaged in the development of recreational activities during recess. Data showed that 75% of schools participating in the study provide free extracurricular activities, among which futsal was the most popular (58.3%). Also, 75% of schools had indoor sports facilities, whereas some schools did not have adequate space to hold classes. In the group of schools with facilities, 90% had crossbars and 70% had at least one type of floor markings for sports such as futsal, basketball, and volleyball. Only one school had a recreational room, patio, and a green area. We concluded that the results point to a favorable direction for teaching and engaging in physical education in schools. We discussed how an adequate environment in schools helps students make better lifestyle choices and provides teachers with the opportunity to fully develop their classes and promote student’s health.
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Sutter, Florence, and Dr Allan Kihara. "DETERMINANTS OF SUCCESSFUL IMPLEMENTATION OF DIGITAL LITERACY PROJECT IN PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA." Journal of Entrepreneurship and Project Management 4, no. 1 (2019): 96–117. http://dx.doi.org/10.47941/jepm.297.

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Purpose: The study aimed at finding out the determinants of successful implementation of digital literacy project in public primary schools in Baringo County in Kenya. The specific objectives of the study were to determine the effect of school leadership, information communication technology teacher competence, and teacher workload and information communication technology infrastructure. The study was founded on Technology Acceptance Theory, Resource Based Theory, Upper Echelons Theory and the Technology, Organization and Environment Model theories. This study adopted a descriptive survey research design. Methodology: The study targeted 612 stakeholders in the implementation of the Digital Literacy Project in public schools including the Ministry of education Science and Technology representative who is the Sub county Directors, the TSC Sub County Directors, curriculum support officers in the County, the Kenya Institute of Special Education Sub County coordinators, the Kenya Primary Schools Head Teachers Association Sub County coordinators, the Kenya National Union of Teachers Sub County coordinators and the head teachers of the public primary schools in Baringo county. Yamane formula was used to determine a sample size of 150 respondents. Structured questionnaire presented in likert scale were used in collecting primary data. Descriptive statistics such as percentages, mean and frequency was used to analyze the collected data. The study also used inferential statistics such as correlation and regression. Results: The study found that school leader of technology encourage use of technology in teaching and learning and help teachers establish goals to implementation of technology in achieving their instructional strategies and that school leader’s interest; their commitment and championing implementation of ICT programs in schools positively influenced the whole process. The study concluded that school leadership had the greatest influence on implementation of digital literacy project in public primary schools in Baringo County in Kenya in Kenya followed by ICT infrastructure, then teachers ICT competence while teachers’ workload had the least influence on the implementation of digital literacy project in public primary schools in Baringo County in Kenya.Contribution to policy and practice: The study recommends that the school leaders should increase their compliance with the various policies so as to ensure more effective integration of learning and teaching in primary schools and that school administration and stakeholders in education needs to be more supportive towards implementation of ICT programs.
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Yan, Rui. "The Influence of Working Conditions on Principal Turnover in K-12 Public Schools." Educational Administration Quarterly 56, no. 1 (2019): 89–122. http://dx.doi.org/10.1177/0013161x19840391.

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Purpose: During the past two decades, principal turnover issues have raised nationwide concerns about leadership stability and student performance. With national data from National Center for Education Statistics, this study examines how principal working conditions influence the probability of different types of principal turnover (mover, promoted, demoted, leaver, and retired). Research Method: This study utilizes data from 2011 to 2012 Schools and Staffing Survey and 2012-2013 Principal Follow-up Survey, and performs multinomial logistic regressions with region fixed effects to examine how principal working conditions are associated with principal turnover, while controlling for principal characteristics and school context. Findings: This study finds that principals with beneficial job contracts, tenure system, and higher salary were less likely to transition. Additionally, positive disciplinary environment lowered the odds of principals moving to another school, especially in schools with high concentrations of students of color. Moreover, more influences on determining teacher professional development and budgeting were associated with lower odds of principals leaving education, but more influence on setting performance standards showed the opposite direction. Implications: This study could assist policy makers in providing positive working conditions to support and retain principals for long-term school improvement. Moreover, school districts could facilitate building positive school disciplinary environment to lower principal turnover in underserved schools.
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Overgaard, Ulrik. "“Til Asylernes Venner og Veninder”: Kommenteret tekstudgivelse om Grundtvigs kamp for asylskolernes frihed." Grundtvig-Studier 57, no. 1 (2006): 7–14. http://dx.doi.org/10.7146/grs.v57i1.16490.

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“Til Asylernes Venner og Veninder Kommenteret tekstudgivelse om Grundtvigs kamp for asylskolernes frihed[Grundtvig ’s fight for freedom of the charity schools]Transcription by Ulrik OvergaardIn May 1829 the Danish crown princess Caroline Amalie founded a sanctuary for orphans in Copenhagen. Grundtvig was a personal friend of the princess and from 1838 he usually gave a speech at the children’s annual Christmas party. On 19 September 1841, Caroline Amalie also took the initiative to establish a school, Dronningens Asylskole, which was connected to the sanctuary. Grundtvig became the director and P. O. Boisen the head of this school. The teachers were all grundtvigians and the grundtvigian ideas of a liberal alternative to the public Danish primary school were realized here, thus making Dronningens Asylskole the first of the so-called Danish friskoler (liberal schools).This article, hitherto unprinted, is an example of Grundtvig’s keen interest in the welfare of the sanctuaries in Copenhagen. It is printed here to emphasize Grundtvig’s commitment to the Danish primary school system in general, which scholarship has often neglected in favour of his interest in the folkhighschools. No major research has therefore been undertaken on this topic since K. E. Bugge’s dissertation Skolen for Livet from 1965, which was unquestionably a milestone in the research of Grundtvig’s educational ideas even though it dealt mostly with adult education.
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44

Of College and Research Libraries, Association. "ACRL candidates for 2020: A look at who’s running." College & Research Libraries News 81, no. 1 (2020): 22. http://dx.doi.org/10.5860/crln.81.1.22.

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Lynn Silipigni Connaway is the director of library trends and user research at OCLC Research, a position she has held since 2018. Prior to this, Connaway served as senior research scientist and director of user research (2016-18), senior research scientist (2007-16), and consulting research scientist III (2003-07), all at OCLC Research. She was vice-president of research and library systems at NetLibrary (1999-2003), and director and associate clinical professor of the Library and Information Services Department at the University of Denver (1995-99). She served as assistant professor in the School of Library and Informational Science at the University of Missouri (1993-95), and as head of technical services and cataloging at Mesa State College Library (1984-89).Julie Garrison is dean of university libraries at Western Michigan University, a position she has held since 2016. Prior to this, Garrison served as associate dean, research and instructional services at Grand Valley State University Libraries (2009-16); director of off-campus library services at Central Michigan University (2003-07); and as assistant/associate director of public services at Duke University Medical Center Library (2000-02).
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Awwad, Yousef, John W. Burnham, and Courtney Wilton. "Rebuilding public trust after a school health crisis." Phi Delta Kappan 100, no. 1 (2018): 33–37. http://dx.doi.org/10.1177/0031721718797120.

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Portland Public Schools serves nearly 50,000 students in 90 schools averaging 77 years of age. Building age combined with decades of deferred maintenance created serious health and safety issues, numerous unfavorable media reports, and an irate public. In response, PPS Board of Directors commissioned an independent evaluation of various building-based risks and related operational and personnel breakdowns. The authors explain how PPS regained public trust and, along with it, voter support for a $790 million health, safety, and modernization bond.
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Romero, Claudia, and Gabriela Krichesky. "El director escolar en Argentina: Un actor clave pero (aún) invisible. Un estudio sobre las normas, condiciones laborales y formación de los directores escolares de escuelas públicas." education policy analysis archives 27 (February 11, 2019): 12. http://dx.doi.org/10.14507/epaa.27.3576.

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School leadership is strategic for educational policy. Specialized research has produced, over the last decade, strong evidence regarding the centrality of school leadership in improving teaching and achieving good learning outcomes, and is defined as the “second most important school related factor”. However, in Latin America in general and Argentina in particular, this contrasts with the lack of systematic research on the subject and even more with either the absence or isolated policy initiatives aimed at improving school leadership. This article gathers central data from a study which focused on producing and analyzing relevant information on school leadership in Argentina, and is based primarily on three dimensions: (a) legislation that defines the functions and responsibilities of school leaders, (b) employment and recruitment conditions to which they are subject, and (c) provision of training programs for school leaders. Even with the limitations of the case, due to the fact that the study is entirely based on the public sector, which represents 70% of the educational offer, this article offers essential information to understand the current situation of school leaders in the country and is a contribution to further regional compared analysis and the production of policies aimed at developing, strengthening and professionalizing school leadership as a factor for school improvement.
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Mahlangu, Pinky, Esnat Chirwa, Mercilene Machisa, Yandisa Sikweyiya, Nwabisa Shai, and Rachel Jewkes. "Prevalence and factors associated with experience of corporal punishment in public schools in South Africa." PLOS ONE 16, no. 8 (2021): e0254503. http://dx.doi.org/10.1371/journal.pone.0254503.

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Background Corporal punishment (CP) is still a common practice in schools globally. Although illegal, studies in South Africa report its continued use, but only a few have explored factors associated with school CP. Moreover, extant studies have not shown the interrelationships between explanatory factors. This study aimed to determine the prevalence and factors associated with learners’ experiences, and to examine pathways to the learners’ experiences of CP at school. Method 3743 grade 8 learners (2118 girls and 1625 boys) from 24 selected public schools in Tshwane, South Africa, enrolled in a cluster randomised controlled trial evaluating a multi-component school-based intervention to prevent intimate partner violence, and completed self-administered questionnaires. We carried out descriptive analysis, simple linear and structural equation modelling to examine factors and pathways to the learners’ experience of CP at school. Results About 52% of learners had experienced CP at school in the last 6 months. It was higher among boys compared to girls. Experience of CP at school amongst learners was associated with learner behavior, home environment, and school environment. Learners from households with low-socio economic status (SES) had an increased risk of CP experience at school. Amongst boys, low family SES status was associated with a negative home environment and had a direct negative impact on a learner’s mental health, directly associated with misbehavior. Conclusion CP in public schools in South Africa continues despite legislation prohibiting its use. While addressing learner behaviour is critical, evidence-based interventions addressing home and school environment are needed to change the culture among teachers of using corporal punishment to discipline adolescents and inculcate one that promotes positive discipline.
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Waye, Laurie. "Acknowledgments." Arbutus Review 5, no. 1 (2014): i—iii. http://dx.doi.org/10.18357/tar51201413304.

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In addition to the hard work of the authors, we would like to thank the following people.The supporting instructorsDr. Caroline Fox, Department of GeographyDr. Alexandrine Boudreault-Fournier, Department of AnthropologyProf. Colin J. Bennett, Department of Political ScienceDr. Brian Thom, Department of AnthropologyDr. Chris Auld, EconomicsDr. Gord Miller, School of Child and Youth CareDr. Marie Vautier, Department of FrenchDr. Allan Antliff, Department of Art History and Visual StudiesDr. Charlotte Reading, School of Public Health and Social PolicyEmily Avray (PhD cand.), Department of EnglishThe peer reviewersBehn Skovgaard AndersenBrian ColemanBryan Eric BennerCaroline WinterCarrie HillChelsea WilsonChristina SuzanneChristine TwerdoclibConstance SobseCori ThompsonEmma HughesFanie CollardeauFelipe de Lucia LoboGlenn BeauvaisHolly HoffmannJeff RapochJodi RempelJudy WalshKatie BullenKatherine BurnettKeith CherryKimberlee Graham-KnightLeslie BraggNatalia YangNatasha FosterOmolara IsiolaotanPamela SavageRamsay MalangeRobyn JoyceSarah HutchisonSusan KarimTeboho MakalimaTimothy PalmerVictoria DomonkosThe Arbutus Review teamLaurie Waye, Managing Editor of the journal and the Associate Director (Student Academic Success), Learning and Teaching CentreDan Lett, Guest Editor, Designer, and Typesetterwith support fromTeresa Dawson, Director of the Learning and Teaching CentreInba Kehoe, Scholarly Communications and Copyright Officer of the Library
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Dogani, Besa. "SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL." Knowledge International Journal 28, no. 3 (2018): 757–60. http://dx.doi.org/10.35120/kij2803757b.

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The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.
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Domagała, Jarosław. "Janusz Miketta – organizer and reformer of music education in Poland." Konteksty Kształcenia Muzycznego 6, no. 1 (10) (2020): 11–26. http://dx.doi.org/10.5604/01.3001.0014.2310.

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Janusz Miketta (1890-1954) – Polish musicologist, pedagogue and music life organizer. He studied philosophy at the University of Warsaw. He completed his music studies at the Music Institute in Warsaw and in Leipzig, as well as at the F. Chopin Higher Music School in Warsaw. Next, he was the principal of the Music School in Warsaw and from 1919 – the director of the Music Society and the S. Moniuszko Music School in Lublin. In 1924, he started his teaching career at the F. Chopin Higher Music School in Warsaw and later at the M. Karłowicz Music School in Warsaw. In the years 1926–1931, he was a desk officer for music affairs in the Ministry of Religious Denominations and Public Enlightenment and from 1931 – the secretary of the Local Sightseeing Society in Warsaw and Stanisławów. From 1945 to 1948, he was the head of the Music Education Section of the Music Department in the Ministry of Culture and Art and the chairman of the Program Committee of Music Education in the above-mentioned Ministry. Based on Janusz Miketta’s own concept of music education, the Ministry of Culture and Art issued a directive of 7 December 1945 on a special system of music education. Music schools in Poland were divided into vocational ones (lower, middle and higher) and those providing music appreciation classes. This three-stage structure made it possible to adjust teaching program to new needs and select a specialization based on the degree of a pupil’s talent. As a result of reforms introduced in the 1949/1950 school year, schools providing music appreciation classes were liquidated, though the three-layer structure of the school system was maintained. This schooling system, with minor changes, is still in operation in Poland. In the years 1948-1954, Miketta was a professor of the State Higher Music School in Cracow.
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