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Journal articles on the topic 'Headmistress'
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1
May, Josephine. "Margaret Bailey: Pioneering Headmistress of Ascham School." History of Education Review 46, no. 2 (2017): 236–37. http://dx.doi.org/10.1108/her-06-2017-0013.
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Taylor, Hilda. "Exciting Mathematics with Infants (5–l7 years)." Gifted Education International 8, no. 3 (1992): 155–62. http://dx.doi.org/10.1177/026142949200800307.
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Miss Hilda Taylor was, until recently, headmistress of an infants' school (5–7 years) in Essex (U.K.). She describes, in this short series, how mathematics is grounded in living experience and shows how she uses a story from which to draw mathematical experiences.
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Aslam, Rabia, Najmonnisa Khan, and Lubna Oad. "Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention." Global Educational Studies Review VI, no. I (2021): 341–53. http://dx.doi.org/10.31703/gesr.2021(vi-i).34.
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The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/perceptions before and after the intervention. Results support that constructive feedback practices increase students' performance and motivation towards Chemistry. Students' self-efficacy and self-regulation skills also developed among students after the intervention. Constructive feedback was also found effective for the low-score achievers to increase their performance in Chemistry. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.
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May, Josephine. "The national in the transnational." History of Education Review 47, no. 2 (2018): 197–207. http://dx.doi.org/10.1108/her-12-2017-0030.
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Purpose The purpose of this paper is to relate the compelling story of Viennese-born and educated Anna Marie Hlawaczek (c.1849–1893) and her employment as the second headmistress at Maitland Girls High School in the colony of New South Wales (NSW) from 1885 to 1887. Design/methodology/approach Through a biographical lens, this paper uses traditional documentary research mainly in the school administration files in the NSW State Archives to explore Hlawaczek’s experiences. Findings The first set of findings forms the narrative of Anna Hlawaczek’s troubled employment in the NSW teaching service at the beginnings of public girls’ secondary education. It shows the ways in which ethnicity, gender, career history and expectations worked on both sides to exacerbate the potential for misunderstanding between her and the all-male administrators of the NSW Department of Public Instruction. The second set of findings suggests two ways in which the national worked as a transnational shaping factor in her story, both constraining and empowering her. Originality/value The careers of non-Anglo women working in the early colonial secondary schools for girls have been rarely studied. This paper presents a previously untold story of one pioneering transnational headmistress in the NSW Department of Public Instruction. Her story complicates the transnational approach in the history of women’s education by highlighting the power of the national within the transnational.
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Kaliszewska, Małgorzata. "DETERMINANTS AND DILEMMAS IMPACTING THE COOPERATION OF FAMILY AND SCHOOL IN CONVEYING COMMUNITY VALUES FROM THE PERSPECTIVE OF THE LITERARY OUTPUT OF TERESA ŚLIWIŃSKA, A TEACHER FROM POZNAŃ. BIOGRAPHICAL RESEARCH." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 20 (June 10, 2019): 295–307. http://dx.doi.org/10.5604/01.3001.0013.2314.
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Researching biography does not only mean exploring the course and trajectory of human life but also understanding people’s life projects, see goals that have been achieved or abandoned and the legacy if there remains any. The article presents one of the areas of pedagogical activity of Teresa Śliwińska: a teacher, headmistress, methodological advisor and community activist, which is a concern for building a school community. The subject of our paper in view of T. Śliwiśka’s literary output is the selected examples on passing on community (collective) values to students, such as religious, family and patriotic values by teachers and parents together. We have not only analyzed values themselves, but also the conditions and dilemmas accompanying the process of passing on the values and the cooperation of the school and home environments.
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Graham Billa, Kelvin Gyamfi, and Moisob Adamu. "Procurement sustainability in public institutions in Ghana – Case Study on selected second cycle institution in Bono and Bono East Region of Ghana." World Journal of Advanced Research and Reviews 12, no. 2 (2021): 492–99. http://dx.doi.org/10.30574/wjarr.2021.12.2.0562.
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Environmental and social issues are increasingly being included in the strategy plans of public organizations. The people and variables that affect the pace with which sustainability measures are implemented are the subject of this article. The researchers looked at Selected Second Cycle Institutions in Bono East and Bono Regions of Ghana. The target group of this research were the Headmaster/Headmistress, Accountants and Procurement officers. A total of Forty-Eight 48 respondents answered the questionnaire posed to them by the researcher. Close-ended Questionnaires questionnaire was used in attaining views of respondents. Despite the fact that sustainability efforts were given, some of the institution stalled with fusing sustainability in the procurement cycle and lack of stakeholders’ involvement. Procurement practitioners have little have relatively little impact on the sustainability implementation process.
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KELLY, CHAU JOHNSEN. "CATTLE DIP AND SHARK LIVER OIL IN A TECHNO-CHEMICAL COLONIAL STATE: THE POISONING AT MALANGALI SCHOOL, TANGANYIKA, 1934." Journal of African History 57, no. 3 (2016): 437–63. http://dx.doi.org/10.1017/s002185371600030x.
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AbstractIn October 1934, a group of schoolgirls at Malangali School in Iringa Province, Tanganyika received doses of what the school headmistress thought was shark liver oil. Many girls began to spit and vomit the medicine, while others attempted to leave the school grounds to return home. Within three hours, several pupils had died and within three days, another 32 girls succumbed to the toxic draught. This article examines this little known and poorly understood tragedy through the lens of the scientific and social experimentation that occurred at Malangali School. As one of two government- run schools that enrolled girls, Malangali provided the colonial state with an opportunity to conduct a variety of experiments upon a captive audience. This article argues that the ‘discovery of colonial malnutrition’ in the interwar period not only depoliticized hunger but its emphasis on techno-chemical approaches to social and material problems led to tragedy.
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Al Tawarah, Haroon Mohammad. "The Reality of Secondary Education in Jordan from the Perspective of Secondary School Principals." International Education Studies 12, no. 2 (2019): 19. http://dx.doi.org/10.5539/ies.v12n2p19.
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The study aims at assessing the reality of secondary education in Jordan from the high school principals’ perspective, in addition to figuring out the impact of the gender differences on the results. To answer the study questions; the researcher selected the study sample using the stratified random method. The sample consisted of 73 headmaster and headmistress of secondary school from the southern governorates of Jordan (Ma’an, Al Shoubak, Petra, Southern Badia, and Aqaba) for the academic year 2017/2018. The researcher developed a questionnaire consisted of (35) paragraphs, divided into five fields: (building and equipment, students, teaching staff, curricula and educational supervision) and for the combined fields as well. The results of the study revealed the following: (1) Principals’ assessment of the two fields of building and equipment, and students, and for the fields combined was high (2) Principals’ assessment of teaching staff, curricula, and educational supervision was medium (3) Principals’ assessment of the questionnaire was not affected by the gender.
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Green, Laura. "Rethinking Inadequacy: Constance Maynard and Victorian Autobiography." Victorian Literature and Culture 47, no. 3 (2019): 487–509. http://dx.doi.org/10.1017/s1060150319000111.
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In 1881 two women who were to become part of the history of Victorian feminism met: Constance Maynard (1849–1935), graduate of one of the first cohorts of women to enter Girton College and founder in 1882 of Westfield College for Women, and Bessie Rayner Parkes Belloc (1829–1925), friend of Barbara Leigh Smith Bodichon and the “Langham Place” group of feminists, and former editor of the feminist English Women's Journal. In 1873 Maynard became the first woman in England to receive a degree in “moral sciences,” from Girton, and subsequently worked for six years as a headmistress and schoolmistress at two groundbreaking girls' schools, Cheltenham Ladies' College and the new St. Leonard's School in Scotland. When she met Belloc, she was living in London with her brother, taking art classes at the Slade School, and beginning discussions that would lead to the foundation of Westfield College, formed as an explicitly Evangelical-identified parallel to ecumenical Girton and also as the first college to prepare women for the examinations and degrees offered by the University of London.
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COOK, HERA. "EMOTION, BODIES, SEXUALITY, AND SEX EDUCATION IN EDWARDIAN ENGLAND." Historical Journal 55, no. 2 (2012): 475–95. http://dx.doi.org/10.1017/s0018246x12000106.
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ABSTRACTThe history of emotion has focused on cognition and social construction, largely disregarding the centrality of the body to emotional experience. This case-study reveals that a focus on corporeal experience and emotion enables a deeper understanding of cultural mores and of transmission to the next generation, which is fundamental to the process of change. In 1914, parents in Dronfield, Derbyshire, attempted to get the headmistress of their school removed because she had taught their daughters sex education. Why did sex education arouse such intense distress in the mothers, born mainly in the 1870s? Examination of their embodied, sensory, and cognitive experience of reproduction and sexuality reveals the rational, experiential basis to their emotional responses. Their own socialization as children informed how they trained their ‘innocent’ children to be sexually reticent. Experience of birth and new ideas relating disease to hygiene reinforced their fears. The resulting negative conception of sexuality explains why the mothers embraced the suppression of sexuality and believed their children should be protected from sexual knowledge. As material pressures lessened, women's emotional responses lightened over decades. The focus on emotion reveals changes that are hard to trace in other evidence.
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Bond, Jennifer. "‘The One for the Many’: Zeng Baosun, Louise Barnes and the Yifang School for Girls at Changsha, 1893–1927." Studies in Church History 55 (June 2019): 441–62. http://dx.doi.org/10.1017/stc.2018.9.
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This article explores the role of Chinese Christian women in the internationalization of Chinese education in the early twentieth Century. In particular, it examines the changing relationship between Church Missionary Society (CMS) missionary Louise Barnes, and Zeng Baosun, the great granddaughter of Zeng Guofan. Zeng Baosun was born in 1893 in Changsha, educated at the CMS's Mary Vaughan School in Hangzhou, and became the first Chinese woman to graduate from the University of London, before returning to China to establish a Christian school for girls in Changsha (Yifang) in 1918. Although an extraordinary example because of her elite family background, Zeng's story highlights how Chinese women used the networks to which their Christian education exposed them on a local, national and international scale to play an important role in the exchange of educational ideas between China and the West during the early twentieth century. The story of the relationship between Zeng and Barnes also reveals the changing power dynamics between foreign missionaries and Chinese Christians in the process of indigenizing the church in China: the roles of teacher and pupil were reversed upon their return to Changsha, with Zeng serving as headmistress of her own school and Barnes as a teacher.
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Crljic, Vera. "Forgoten authores Nikica Bovolini a contribution to illuminating an unknown literary work." Prilozi za knjizevnost, jezik, istoriju i folklor, no. 82 (2016): 181–87. http://dx.doi.org/10.2298/pkjif1682181c.
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The paper deals with the work of the little-known writer Nikica Bovolini (Dubrovnik, 1899 - Belgrade, 1975). She published a book of short stories entitled Between Light and Darkness (Izmedju svijetla i tmine), in Dubrovnik, in 1921. The copy of this book kept in the holdings of the National Library of Serbia in Belgrade is unique because it contains a handwritten addition - the autograph of a poem entitled To the Serbian Warrior (Srpskom ratniku), signed by the authoress. In this poem, dated in Dubrovnik in 1918, written at the end of the First World War, the young poetess Nikica Bovolini expresses sincere admiration for the Serbian soldier as a liberator of the Adriatic. The short stories in this collection were written at the end of the Great War or immediately after it, mostly inspired by the struggle for freedom and unification of the Serbs, Croats and Slovenes, as well as by the importance of educating young generations and the development of science in creating a better society. In periodical publications between the two world wars appeared a small number of her poems and three articles that were not of literary character. The full extent of her creativity is unknown. Nikica Bovolini was from the first generation of nurses that graduated from the School of Nursing of the Red Cross Society of the Kingdom of Serbs, Croats and Slovenes, founded in 1921 in Belgrade. As an instructor and assistant to the headmistress of the School of Nursing she significantly contributed to the organization and education of nurses in Yugoslavia after the First World War.
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م. حسين علي خضير بهاري الشويلي, م,. "Chekhov’s Protagonists in Contemporary Russian Writers’ Stories Hussein Ali Khudair Bahari." لارك 4, no. 43 (2021): 1126–12. http://dx.doi.org/10.31185/lark.vol4.iss43.2044.
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The continuity of Chekov’s text adheres to the existence of his protagonists everywhere and then. The presence of Chekhov's heroes in every place and time is the key to the text's long-term viability. He described various characters, upon whom feelings were shown in different situations, specifically feeling scared among his protagonists. The character of (Belekov) in “The introversive man” who fears everything is different from the protagonist in “Khemech” by the contemporary writer Yuri Buyda. The protagonist’s wife made an unusual reaction against Chekov after her husband's death. She screamed: “I hate your writer Chekov! I hate him! I hate him!”. This reaction was a protest and a denial of the cover idea which had become a literary mode in literary works and daily life as was presented by Chekov in “The Introversive man”. The modern writer V. Bitsokh was able in “The cabinet” to show fear in people’s behavior in the Soviet Union, and so he did show how permanent fear of the protagonists’ environment was a common factor with Chekov’s. As for the female writer G. Shcherbakova in her “The introversive man”, she presented a character of a school headmistress named (Vania) who was dedicated and ambitious. However, she neglected an important aspect of her life, making a family. This was a struggle for her cover in Chekov. Shcherbakova named her story after Chekov’s “The introversive man”, but her protagonist differed from Chekov’s (Varinka) who did not recognize others’ feelings. Here, Chekov’s text gained its controversy and dialogue in a contemporary and modernist way.
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Abedalahfiz, Abedalbasit Mobarak. "The perspective of headmistresses of AL- Madinah." International Journal of Academic Research 4, no. 4 (2012): 5–19. http://dx.doi.org/10.7813/2075-4124.2012/4-4/b.1.
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Tang, Y. H. Phoebe. "Portraying lives: headmistresses and women professors 1880s–1940s, by Tanya Fitzgerald and Josephine May." History of Education 47, no. 5 (2018): 720–22. http://dx.doi.org/10.1080/0046760x.2018.1425486.
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Warnock, Mary. "Another Ten Years in Education." Journal of the Royal Society of Medicine 79, no. 4 (1986): 194–99. http://dx.doi.org/10.1177/014107688607900403.
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Opening remarks by the President, Sir John Walton: The Lloyd Roberts Lecture is one of the major events of the Society year. It is given in rotation at the invitation of the Royal College of Physicians of London, the Medical Society of London and the Royal Society of Medicine, and this year it is our turn. For those of you who do not know who Lloyd Roberts was — he died in 1920, at which time he was the Consulting Obstetric Physician, a very modern term indeed, to Manchester Royal Infirmary because, although he practised throughout his professional life as an obstetrician and gynaecologist, he was also a Fellow of the Royal College of Physicians of London and was particularly interested in medical aspects of obstetrics and gynaecology. He was one of that long line of medical polymaths who distinguished British medical affairs in the last century and in the early part of this century in that he had a major interest in literary matters. Quite apart from publishing his very well known Students' Guide to the Practice of Midwifery, he also published a revised edition of Sir Thomas Browne's Religio Medici, and was responsible for writing a major work on The Scientific Knowledge of Dante. A great collector of art treasures, including a specially fine collection of mezzotints, glass and books, he was in many, many ways a man of outstanding breadth of interest and culture. One of the most interesting things that was said about Lloyd Roberts in a very long obituary after he died was that, even if he had died thirty years earlier, his biography would have had a very large sale. Hospital work done, he was to be found by midday standing, always standing, compact, alert, close cropped, by his consulting room fire with a glass of milk warming in the fender and, amongst the instruments on the mantelpiece, there were walnuts, which he cracked at intervals with explosive violence. These served for lunch. One of his most famous quotes, which apparently has always been remembered, was that he used to say he was not a consultant but ‘a general specialist, with a leaning towards women’, and his definition of gynaecology was ‘anything either curable or lucrative’. But everyone said that he was a born healer and it did people good merely to see him, so that he was clearly one of the most notable members of our profession of the day. Now, who could we have chosen better than Baroness Warnock to deliver this year's Lloyd Roberts Lecture? Educated at Lady Margaret Hall, subsequently Fellow and Tutor of Philosophy at St Hugh's College and then later Headmistress of Oxford High School for six years, she has chaired many special enquiries of particular interest to this profession, such as the Committee of Enquiry into Special Education. She served on the Advisory Committee on Animal Experiments as Chairman until recently and we know very well of her work in chairing the Committee of Enquiry into Human Fertilization and Embryology. She has also found the time to write widely on Existentialism, Imagination and Education, and other topics. Now, if there has been an occasion when simultaneously a husband and wife have been respectively Head of House, one in Oxford and the other in Cambridge, then as a very new boy at Oxford it is not something which I personally have been aware. Interest in education makes it particularly fitting that she should have chosen tonight, following upon the lecture given in this series some fifteen years ago by Lord James of Rusholme, to talk about ‘Another ten years in education’.
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Goodman, Joyce. "Working for Change Across International Borders: the Association of Headmistresses and Education for International Citizenship1." Paedagogica Historica 43, no. 1 (2007): 165–80. http://dx.doi.org/10.1080/00309230601080642.
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Opare, James A. "Choosing a single·sex school: Elite cloning motive or queue jumping ambition?" Journal of Educational Management 1, no. 1 (1998): 94–104. http://dx.doi.org/10.47963/jem.v1i1.357.
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Headmasters and headmistresses, who are the direct managers of our secondary boarding Schools, each year go through stressful pressures from parents who besiege their offices seeking admission for their children. Those who manage single-sex secondary boarding schools, as observed. tend to undergo more of the pressures. This study shows that both elites and non-elites want these single-sex boarding schools for their children because the fonnet see such schools as a means of socially reproducing themselves, while the latter see these schools as a means of upward social mobility through their children. The implications of the findings for educational management/ policy are discussed.
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Muhammad, Niaz, and Shabnam Bibi. "Psychological Problems Faced by Educational Managers of Public Schools After Rehabilitation in South Waziristan Tribal District (SWTD)." Responsible Education, Learning and Teaching in Emerging Economies 2, no. 1 (2020): 37–48. http://dx.doi.org/10.26710/relate.v2i1.1700.
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This study aimed, psychological problems of educational managers which they faced after rehabilitation of IDPs, when schools opened in the terrorism affected areas. The research study was descriptive in nature and mixed method approach was used. Therefore whole population of 92 schools’ managers was selected from the areas of South Waziristan Agency, declared open by the government of Pakistan after operation for repatriation. The sample consisted of 92 heads of educational institutions and 24 Maliks from those schools, numbers of respondents were 116 under this study. Questionnaire was developed for AEO, AAEOs, Principals, Headmasters/Headmistresses of middle schools and primary schools’ Head teachers and interview was scheduled for the Maliks. Collected data was analyzed considering the objectives and research questions of the study. The descriptive statistics was used for questionnaire data analysis. Thematic analysis technique was used for interview data analysis and open ended section of questionnaire. Findings revealed that the respondents were facing problems i.e., Fear of concealed mining bombs, students and teachers behavior was non cooperative, past traumatic events was creating chaos, parents and community did not take interest because of financial problem and they kept children in domestic tasks. It was concluded that areas may be cleared properly avoiding mining blasts, seminars and refreshment opportunities are arranged for removing fear from their hearts, donors may be encouraged to support the educational institutions.
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Majeed, Muhammad Faran, Irshad Ahmed Abbasi, Sikandar Ali, et al. "From Digital Divide to Information Availability: A Wi-Fi-Based Novel Solution for Information Dissemination." Wireless Communications and Mobile Computing 2021 (February 28, 2021): 1–19. http://dx.doi.org/10.1155/2021/6698246.
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Digital divide means unequal access to the people for information and communication technology (ICT) facilities. The developed countries are comparatively less digitally divided as compared to developing countries. This study focuses on District Chitral considering its geographical conditions and high mountainous topography which plays a significant role in its isolation. Aside from the digital divide, the situation in Chitral is even more severe in terms of the absence of basic ICT infrastructure and electricity in the schools. To address this issue, especially in female secondary and higher secondary schools, we designed a project to bridge the digital divide via Wireless Local Area Network on Raspberry Pi3 for balancing the ICT facilities in the targeted area. The Wi-Fi-Based Content Distributors (Wi-Fi-BCDs) were provided to bridge the digital divide in rural area schools of Chitral. The Wi-Fi-BCD is a solar-based system that is used to deliver quality educational contents directly to classroom, library, or other learning environments without electricity connection and Internet wire as these facilities are available by default in it. The close-ended questionnaire was adopted to collect data from the students, teachers, and headmistresses of girl secondary and higher secondary schools in Chitral. The procedure of validity, reliability, regression, correlation, and exploratory factor analysis was used to analyze the obtained data. The technology acceptance model (TAM) was modified and adopted to examine the effects of Wi-Fi-BCD for bridging the digital divide. The relationship of the modified TAM model was examined through regression and correlation to verify the model fitness according to the data obtained. The result analysis of this study shows that the relationship of the modified TAM model with its variables is positively significant, while the analysis of path relationship between model variables and outcomes from the questionnaire shows that it motivates learners to use Wi-Fi-BCD.
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Hannabuss, Stuart. "Survey of Independent School Libraries:9912Gillian Shakeshaft. Survey of Independent School Libraries: Library Provision in Secondary Schools of the Headmasters′ and Headmistresses′ Conference. Department of Information and Library Studies, Loughborough University, Loughborough: Library and Information Statistics Unit (LISU) 1998. ii + 42 pp, ISBN: 1 901786 02 1 £17.50 LISU Occasional Paper 17, British Library Research and Innovation Report 93." Library Review 48, no. 1 (1999): 54–55. http://dx.doi.org/10.1108/lr.1999.48.1.54.12.
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Nourah mohammad hamood ALsubaie , Faigah Abbas Sunbl. "Community participation Requirements and constraints from the perspectives of schools Headmistress and Teachers at Al-Khormah Governorate: متطلبات الشراكة المجتمعية ومعوقاتها من وجهة نظر المديرات والمعلمات بالمدارس الثانوية بمحافظة الخرمة وتوابعها". مجلة العلوم التربوية و النفسية 3, № 25 (2019). http://dx.doi.org/10.26389/ajsrp.n020319.
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This study aimed at defining the community participation Requirements in secondary schools from the perspectives of headmistress and teachers. Identify community participation obstacles within secondary schools from the perspectives of headmistress and teachers. Identify the statistically significance differences at (α ≤ 0.05) at community participation Requirements and constraints from the perspectives of schools' headmistress and teachers on the variables of (job, academic qualification, years of experience and volunteer work). Population of the Study is consisted of all headmistress at Al-Khormah, whose number (10) headmistresses and (140) teachers year 1434/1435 h. To achieve the objectives of the study, the study used the analytical descriptive method by applying a questionnaire consisting of (25) paragraphs in two domains. The results of the study showed that community participation Requirements in secondary schools from the perspectives of headmistress and teachers at Al-Khormah governorate was (very high). The community participation practicing obstacles in secondary schools from the perspectives of headmistress and teachers at Al-Khormah governorate was (very high) difficulty.There are no statistically significance differences at (α ≤ 0.05) at community participation Requirements and constraints from the perspectives of headmistresses and teachers in secondary schools at Al-Khormah governorate in accordance with the variables of (job, academic qualification, years of experience and volunteer work).
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Dwoskin, Beth. "Newman, Lesléa. Lovely: Poems. Sequim, WA: Headmistress Press, 2018, and Newman, Lesléa. I Carry My Mother. Sequim, WA: Headmistress Press, 2015." Women in Judaism: A Multidisciplinary e-Journal 17, no. 1 (2020). http://dx.doi.org/10.33137/wij.v17i1.34937.
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"Robert Downs Haworth, 15 March 1898 - 19 May 1990." Biographical Memoirs of Fellows of the Royal Society 37 (November 1991): 263–76. http://dx.doi.org/10.1098/rsbm.1991.0013.
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Robert Downs Haworth was born, the elder of two sons, to John Thomas Haworth and his wife, Emily, at Cheadle, Cheshire, a few miles southwest of Manchester on 15 March 1898, where his father was headmaster of the National School. His father’s two brothers, Robert and James, as well as a sister Fanny, all became school teachers. The Haworths hailed from Haslingden in Lancashire and were shoemakers for three generations. John Thomas and his father, as well as his two brothers, Robert and James, were well known as violinist, conductor, organist and oboist respectively in a Haslingden music group. Although Robert was not an executive musician he had a lifelong interest in music. John Thomas and his first wife, Elizabeth Ann, lost three children in as many years and she died when the third was born. Two years later he married Emily Downs, the fourth daughter of Robert Downs, blacksmith and wheelwright of Cheadle, and headmistress of the infant section of the National School. His early death in 1906 after a cycling accident may well have been caused by a stroke as he had been ill for two years. Fortunately Emily could resume teaching as headmistress of the Junior School at Cheadle and later in charge of the newly established Council School at Cheadle Heath, Stockport, all the time being able to leave her two boys in the care of her three elder sisters, all unmarried.
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Vyshnevska, Yana. "Postgraduate Education for Heads of General Secondary Education Institutions of Ukraine: History and Nowadays." Intellectual Archive 10, no. 4 (2021). http://dx.doi.org/10.32370/ia_2021_12_22.
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Characterized the development of postgraduate education of heads of general secondary education institutions of Ukraine at different stages of its forming. It is found that the tasks set by the state leadership for the secondary school directly influenced the transformation of the content, forms and methods of professional development of managing teaching staff. The characteristic of modern conditions of organizing postgraduate education of heads of general secondary education institutions has been provided. Dynamics and characteristic features of transformation of the legal framework regarding education, updating and filling educational framework with new documents have been established. These documents summarize the qualification requirements and the structure of competences of modern heads of general secondary education institutions according to their functional responsibilities. The orientation of postgraduate education of heads (headmasters/headmistresses) of general secondary education to the general structure of professional competences defined in national standards and standard curricula has been substantiated. It is proved that the model of lifelong education for school headmasters/headmistresses requires its improvement in the direction of increasing the level of managerial training and development of professional competences of headmasters/headmistresses in a rapidly and dynamically renewed school education throughout the period of professional activity of the heads.
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Guegan, Jérôme, Claire Brechet, and Julien Nelson. "Dreamlike and Playful Virtual Environments to Inspire Children’s Divergent Thinking." Journal of Media Psychology, July 9, 2020, 1–11. http://dx.doi.org/10.1027/1864-1105/a000279.
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Abstract. Computers have long been seen as possible tools to foster creativity in children. In this respect, virtual environments present an interesting potential to support idea generation but also to steer it in relevant directions. A total of 96 school-aged children completed a standard divergent thinking task while being exposed to one of three virtual environments: a replica of the headmistress’s office, a replica of their schoolyard, and a dreamlike environment. Results showed that participants produced more original ideas in the dreamlike and playful environments than in the headmistress’s office environment. Additionally, the contents of the environment influenced the selective exploration of idea categories. We discuss these results in terms of two combined processes: explicit references to sources of inspiration in the environment, and the implicit priming of specific idea categories.
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“Ali Ahmad”, Dr Nafiz Ayoub. "The Obstacles to Integrate Information and Communication Technology (ICT) in Kindergartens’ Education from the Headmistresses View Point: A survey Study in Salfeet Governorate / Palestine." JOURNAL OF EDUCATION AND HUMAN DEVELOPMENT 9, no. 3 (2020). http://dx.doi.org/10.15640/jehd.v9n3a12.
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Feisst, Debbie. "And Nothing But the Truth by K. Pearson." Deakin Review of Children's Literature 3, no. 1 (2013). http://dx.doi.org/10.20361/g2n31z.
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Pearson, Kit. And Nothing But the Truth. Toronto: Harper Collins, 2012. Print. Victoria, B.C.-based and Governor General Award-winning author Kit Pearson delights yet again with her sequel to 2011’s The Whole Truth, which won the 2012 Canadian Library Association’s Book of the Year for Children Award and was previously reviewed in Deakin. Progressing three years since the first book in the ‘duology’, the year is now 1935, and our beloved heroine, Polly, almost thirteen years of age, is being made to move to Victoria to attend the same boarding school that her sister Maud excelled at and enjoyed so much. Polly would much rather spend the days with her doting grandmother, Noni, and exploring the wilds of Kingfisher Island with her sweet dog, Tarka, than attend St. Winifred’s School for Girls. Polly has her mind firmly set on not being a full time boarder and spending every weekend at home, to the detriment of her experience at St. Winifred’s as well as her ability to make friends at the school. Noni, however, understands the need for a strong education and encourages Polly to stay full time even though they will miss each other dearly. The draw of attending Special Art classes every Saturday is finally enough to convince a budding talent like Polly, in addition to the gentle encouragement from her trusted art teacher. A magical scene in which Polly meets and interacts with the famous Canadian painter Emily Carr is especially poignant. Polly’s older sister Maud, now a university student in Vancouver, continues to play a large role in the story as well as in Polly’s life. Polly struggles amidst the headmistress’s constant reminders of what an intelligent and faithful student her older sister was. Now a young woman, Maud is changing and no longer readily accepting the ideals that St. Winifred’s instilled in her. As Maud suddenly begins to distance herself from the family, Polly yet again finds herself in a dilemma that threatens to tear their family apart. The ending, including the wonderful afterword that is often lacking from young adult fiction yet so satisfying, is bittersweet as we say goodbye to characters we have grown to love. This book and its prequel would make a lovely gift set for a tween girl. Highly recommended: 4 out of 4 stars Reviewer: Debbie Feisst Debbie is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta. When not renovating, she enjoys travel, fitness and young adult fiction.