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Relevant bibliographies by topics / Influence of the Catechetical School

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Academic literature on the topic 'Influence of the Catechetical School'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Influence of the Catechetical School"

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Zając, Marian. "Eucharystia jako centrum celebracji chrześcijańskiej w ujęciu katechetycznej szkoły aleksandryjskiej." Vox Patrum 57 (June 15, 2012): 773–92. http://dx.doi.org/10.31743/vp.4173.

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In connection with noticed today decrease of meaning and number of participants of the Eucharistic celebration and disappearance its common and conscious experiences, author of the article in searching inspirations to solve this situation appeals to the Early Christian tradition of the Alexandrian Catechetical School of the III-V century. In this, exactly, school belief in real presence of Christ in the celebration of the Holy Eucharist and awareness of its consequences was a key value. The faced problem is figured out at the three chapters: 1. Eucharist – a celebrated mystery. 2. The Alexandrian Catechetical School in work for modern school of Eucharist (talked through multiple statements, science about Eucharist of aspect of real presence, sacrifice and fruits of experience four most famous its leaders: Clement of Alexandria, Origen of Alexandria, Athanasius of Alexandria and Cyril of Alexandria); 3. The Eucharist and catechetical mission.

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Spellacy, Marie E. "ROMAN CATHOLIC NON‐SCHOOL CATECHETICAL MINISTRY BEFORE 1930." Religious Education 81, no. 4 (1986): 568–93. http://dx.doi.org/10.1080/0034408600810405.

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Osmer, Richard Robert. "Restructuring Confirmation." Theology Today 49, no. 1 (1992): 46–67. http://dx.doi.org/10.1177/004057369204900105.

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“Revivalism's erosion of the norms traditionally associated with Reformation commitment to catechetical instruction was a gradual process. … By the end of the nineteenth century, the Sunday School had become the dominant form of Christian education. … Slowly but surely, confirmation has come to be seen as a time when individuals explore their faith and decide for themselves whether or not they will continue to participate in the church. … A new series of liturgical-teaching practices must be formulated, harking back to traditional forms of catechetical instruction for children or the adult catechumenate of the ancient church.”

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van den Hoek, Annewies. "The “Catechetical” School of Early Christian Alexandria and Its Philonic Heritage." Harvard Theological Review 90, no. 1 (1997): 59–87. http://dx.doi.org/10.1017/s0017816000006180.

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For centuries, the so-called catechetical school in Alexandria has intrigued scholars and stimulated speculation on its origins and early practices. The relationship of this school to Jewish-Hellenistic antecedents has made the problem doubly fascinating. Hypotheses about the school, however, have sometimes far exceeded the limits of the scanty information surviving in ancient authors, who themselves had incomplete evidence for their reconstructions. Without presenting here yet another theory on the school's early configuration, one must offer some kind of assessment before drawing Philo into the discussion, since his relation to the school obviously presents an extra complication.

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Williams, D. H. "A Catechetical Address on the Nicene Creed?" Harvard Theological Review 104, no. 2 (2011): 217–32. http://dx.doi.org/10.1017/s0017816011000162.

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The anonymous “Incipit fides Nicaena” is a unique, though much ignored, Latin text from the later fourth century. Its only critical edition, from a sole ninth century codex, was first prepared in 1913 by Cuthbert H. Turner, under the title of Commentarius in Symbolum Nicaeanum.1 Turner's version was reprinted in the first volume of the Patrologiae Latinae Supplementum (1958).2 There has been almost no further scholarly work done on this text since Turner's edition, nor has it been translated into any European language.3 As a result, no questions have been asked about the bearing of this work on post-Nicene doctrinal history as our understanding of the Nicene-“Arian” conflicts has been reformulated over the last two decades. In this essay, I want to address this gap in our understanding, although it must be said that there are more questions than answers raised by the existence of this small document. Specifically, we will see how this unique text sheds light on the theological influence that the Nicene Creed began to have in western churches in the second half of the fourth century. An attempt will also be made to demonstrate how this primitive explanation of the Creed offers an indication of its own approximate date and context.

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박영희. "The Catechetical School in Alexandria and Its Meaning in the History of Education." Journal of Educational Idea 32, no. 3 (2018): 73–96. http://dx.doi.org/10.17283/jkedi.2018.32.3.73.

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Baker, Samuel E. "Raised a Teenage Kataphatic." Journal of Youth and Theology 14, no. 1 (2015): 45–71. http://dx.doi.org/10.1163/24055093-01401007.

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The framework for this study comes from the historical and contextual theory ofapophaticandkataphaticspiritual typologies within the “Circle of Sensibility” espoused by spiritual type theorists. This study analyses seven years of collected data, comparing spiritual type similarities and differences of late adolescent students at a private Christian university in the United States. A major premise of the study underscores the influence catechetical models have on faith development during mid-to-late adolescence. A subsidiary objective of the study measured participants’ perceptions of the importance and frequency of practice of twelve spiritual disciplines. The results of the study confirm outcomes in all four major spiritual type categories within the Circle of Sensibility. Based on the findings, the author offers several recommendations for research in utilising spiritual type theory for understanding catechetical models within youth ministry praxis.

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Nugroho, Gregorius Kukuh. "EDUCATIONAL LEADERSHIP IN DISRUPTIVE ERA: A FAITH CHALLENGE FACING INDONESIA." JPAK: Jurnal Pendidikan Agama Katolik 19, no. 2 (2019): 91–100. http://dx.doi.org/10.34150/jpak.v19i2.243.

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Higher education in Indonesia as an education service provider also inevitably has to change in the digital age. Higher education must be able to organize education by adjusting facilities according to the needs of students and the community, also in preparing leadership education. This era directs leadership in a new perspective. In a changing world, integrated strategic planning in line with institutional reforms in higher education and social responsibility dimensions is very important. Higher education institutions are an important component of economic and social infrastructure. Education is primarily a way to train students in the skills they will need as adults to get jobs, skills, and a good life. At the same time the formation of faith is a process of life. The next problem with catechesis is how catechetical institutions and catechists maintain faith in this era. Catechists must be educated to be leaders. Leadership education is very important in the global era. In a country where religious values are highly respected, especially in Indonesia, catechists and catechetical institutions need to reflect more on the prophetic voice as a leader. As a leader, catechists have the ability to inspire, provide energy and to positively influence and motivate. Catechists and catechetical institutions must be involved in exploring, investigating, and experimenting with how things can be better than they are now.

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Kapłon, Zenon. "Research on the catechetical ministry for youth in public school as an example High School - Secondary School in Debno 1945-2015." Colloquia Theologica Ottoniana 1 (2016): 57–68. http://dx.doi.org/10.18276/cto.2016.1-04.

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PHELAN, OWEN M. "Catechising the Wild: The Continuity and Innovation of Missionary Catechesis under the Carolingians." Journal of Ecclesiastical History 61, no. 3 (2010): 455–74. http://dx.doi.org/10.1017/s0022046909991461.

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At the end of the eighth century Alcuin of York adapted an Augustinian catechetical programme for missionary use among the Avars of central Europe. This article explores how and why Alcuin went about adapting Augustine's plan, focusing on the place of his effort in the early medieval tradition. Special emphasis is placed on the idea of ‘innovative deference’ whereby Alcuin distinguished his work from that of his predecessors while consciously preserving a Christian tradition. The article also considers the importance of adaptation to the Carolingian world, including the influence of Alcuin's programme upon other Carolingian thinkers.

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Dissertations / Theses on the topic "Influence of the Catechetical School"

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Coke, Mary Penelope. "The early catechetical renewal in France and its influence in the teaching of religion." Thesis, Durham University, 1985. http://etheses.dur.ac.uk/7240/.

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Experience of teaching in France in the late 1950s led to an awareness of excellent methods and resources for religious education. This in turn led to a study of the French catechetical renewal movement. While it became evident that the main movement was led by Fr Joseph Colomb in the years immediately following the Second World War, it was soon apparent that the roots extended much further back in time. The present work is concerned with tracing the roots of the early catechetical renewal, set against the background of the early twentieth century. The influence on it of movements such as Modernism, and of the new educational ideas, are considered as well as others from abroad such as the Munich Movement. The effect of the call for a more gospel based approach in the teaching of religion by Bishop Landrieux of Dijon in 1922 and a moving away from the Catechism is discussed. Among the key figures who emerged in the years between the two world wars were Mme Marie Fargues and Mlle Francoise Derkenne, also Fr André Boyer and Fr Charles Quinet. Their creative activity was particularly intense in the 1930s. Their influence, traced in many instances through unpublished correspondence, is shown to be considerable, not only in France but in the wider international sphere. In particular, there is evidence that their change of approach to the concept of religious education as opposed to that of religious instruction came about sooner in France than elsewhere. It is also suggested that the remarkable tenacity of some of the pioneers in the face of considerable opposition may have helped to bring about the changed attitude to the laity, particularly to women, in certain branches of the Christian Church.

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Britton, Evelyn M. "Influence of School Principals on Teachers' Perceptions of School Culture." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5169.

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Teachers' perceptions of leadership are often based on the leaders' behavior, and what leaders model daily. The problem in this case study was that teachers' perceptions of school leadership were not well enough understood to leverage as a tool for school improvement. The purpose of this study was to explore how teachers' perceptions of school principal's leadership style, and behavior affect school culture. The conceptual framework was based on literature of 3 key dynamics: leadership styles, and approaches, school culture, and influences of leadership on teachers' perceptions of school culture. The primary research question explored how teachers' perceptions of school leadership style, and behavior influenced the culture, and work of the school. Purposeful sampling was used to recruit 15 elementary, middle, and high school teachers from across the United States who taught during the 2014-2015 school year. Data were collected using email interviews, and surveys. Data were coded using computer assisted data analysis and analyzed for themes using an inductive process. Emergent themes for school culture were identified as collaboration, teacher support, and professionalism. Leadership themes included equity and fairness, communication, and trustworthiness. Results suggest that teachers' perceptions of school principals influenced school culture and affected teacher's work. As a result, training is recommended for school leaders in the areas of ethics, professionalism, and school culture. Implications for social change are that leadership staff may become more knowledgeable and influence the teachers' perceptions of school leadership, thereby promoting school culture, resulting in improved student achievement, profiting both the community, and society.

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Speer, Randy Lee Scribner Jay Paredes. "School performance teams' influence on school improvement in a large urban midwest school district." Diss., Columbia, Mo. : University of Missouri-Columbia, 2009. http://hdl.handle.net/10355/6774.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on March 29, 2010). Thesis advisor: Dr. Jay Scribner. Vita. Includes bibliographical references.

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Nicholson, Andrew. "What factors influence school choice, with particular reference to school reputation?" Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/701686/.

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Legislative changes in Great Britain in the 1980s introduced a competitive, quasi-market in education (Woods, Bagley and Glatter, 1998) in which parents are able to exercise choice about the school they wish their child to attend. Parents specify (and sometimes rank) their preferred schools and places are allocated on the basis of those preferences, if school capacity permits (Woods et al, 1998). In order to thrive in this educational market, schools must appeal to parents and will use a variety of means to make a positive impression. This study asks three questions about school choice. 1. To what extent do parents and school staff agree which are the most important factors parents consider when choosing a school for their child? 2. To what extent do parents and school staff have a shared understanding of the concept of ‘school reputation,’ and what is the relative importance both place on it as a factor when choosing a school? 3. What are the implications for schools? The study is based in an all-through (educates children aged 4-18) Academy Trust of three schools (two primary and one secondary) in a socially and economically diverse town in the East of England. The inquiry paradigm adopted is one of pragmatism with the utilization of two data collection methods within a case study methodology. Quantitative data were collected from parents and school staff using a ‘card sort’ of eighteen choice criteria that were placed in order of relative importance. The card sort task was taken home by pupils for completion and returned for collation and analysis using a predesigned ‘Data Analysis Plan’. Fifty-two cards sorts were completed by staff groups and thirty-nine card sorts were returned by parents / families. Of the eighteen criteria for school choice, twelve indicate an extremely significant or very significant difference between what parents say they rank most highly, and what school staff think parents rate most highly. School staff believe parents place greater emphasis on school reputation than parents say they do Qualitative data was collected from ten semi-structured interviews (six parents and four staff) and thematically analysed to elicit a deeper understanding of parental choice in this community. The meaning of ‘school reputation’ is understood in different ways between, and within, groups of parents and school staff. Three implications for practice in the Trust schools arise from the study: 1. School leaders need to understand the social makeup and therefore the likely motivations of the people in the locality from which the intake is drawn. 2. School leaders must recognize the importance of academic achievement in school choice. 3. School reputation can be managed by improving the quality of teaching and learning. I expect my ‘particularized’ study to be of tangible use to the Academy Trust in which it is based, but as this is an issue of contemporary strategic relevance to all school leaders, the findings are likely to be transferable to other settings.

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Cowan, Susan D'Ette Fly. "Principals' actions to influence change, for school success." Full text (off-campus access restricted to users with UT Austin EID) Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3026195.

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Duffy, James. "The influence of self evaluation on school effectiveness." Thesis, University of Strathclyde, 2002. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21633.

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This thesis discusses the outcomes of four years of research. The main purpose was to determine the influence of self-evaluation on school effectiveness and investigate any relevant issues. The qualitative research began with an extensive literature search to examine the body of knowledge which already existed and set the planned empirical work within the relevant theoretical context. This provided a stimulus for a set of research questions which helped express the intellectual puzzle. Data was gathered using a questionnaire which was completed by class teachers from the researcher's primary school and interviews which were administered initially to a group of primary head teachers from a small Scottish local authority. It became apparent that this sample was limiting so some Irish head teachers with an interest in self-evaluation and a group of educationalists from a variety of European countries were included. The results highlighted a number of links between self-evaluation and the features of effective schools and these have been fully explored in the dissertation. The findings indicated that there was a perception by many that self-evaluation does have a significant influence on school effectiveness and the extent of this depends on factors such as leadership which affects the level of morale, ownership and commitment to change. Good leadership can help develop a positive climate of trust and professional respect. Effective schools are happy communities characterised by high expectations of pupil achievement, ownership, reflection and a focus on the quality of learning and teaching. The research underlined the difficulties of measuring school effectiveness, the need for honesty and rigour when self-evaluating and the problems associated with insider research. Participants tended to link performance indicators with development planning and target setting and considered that such indicators contributed to the management of change by providing a standard set of criteria within a helpful framework to give teachers control and a degree of autonomy. Although accountability should not be the main purpose, self-evaluation was perceived to provide a means of contributing to school effectiveness by making policies and practices public. The thesis compares previous research with the views and experiences of practitioners and concludes with a series of recommendations arising from the study.

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Hileman, Wendy. "Organizational influence on health outcomes of school employees." Thesis, Alliant International University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611895.

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<p> In the United States, since 1980, excess weight reached epidemic levels and labeled a public health crisis. Obesity rates correlated with chronic disease drive health care expenditures, absenteeism, worker compensation claims, co-morbidities, mortality rates, and more. </p><p> Many organizations offer employee wellness programs but are difficult to measure benefits and determine the most effective strategies. Wellness program effectiveness was seldom linked to organizational variables. Research questions were: (1) What organizational variable effects, such as organizational size, engagement in policies that encourage participation, and median income of the school district, determined by zip code income census data, have on school employee health outcomes, perceived health and wellness participation rates; and (2) Will the employee's residence effect health outcomes, perceived health and wellness participation rates, determined by employee's residence zip code and median income zip code census data. </p><p> Research generally focused on one organizational variable or health outcome in a variety of organizations, whereas this study examined multiple organizational variables and health outcomes within many school districts. The hypotheses were: (1) Mid-sized districts have better employee health outcomes, perceived health and participation rates than larger-sized districts; (2) Districts with better developed wellness policies using best practices have a positive effect on employee health outcomes, perceived health and participation rates; and (3) Organizational effects on employee health outcomes, perceived and participation rates vary by where the employees' resides and works, as it links to median income zip code census data, with employees residing and working in lower/medium income areas having the worst health outcomes, perceived health and participation rates, and best results with the highest income. </p><p> This longitudinal study had several layers of organizational effects on employee wellness in Southern California School Districts. The program impacted almost 10,000 employees, self-selecting a variety wellness options, such as wellness challenges, health screenings, coaching, incentives, and staff development workshops. Data collected yearly included: (a) objective health measurements, such as body mass index and systolic/diastolic blood pressure; (b) self-reported perceived health measurements, such as health, stress, energy, confidence, self-esteem, and body image; and (c) the type of interventions. The data was archival and collected from 2005 to 2012.</p>

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Leonard, Nancy Hardie. "What School Factors Influence Teachers' Perceptions of Safety." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73677.

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The purpose of the study was to describe factors that make teachers feel safe in their classrooms and school buildings. An in-depth exploration of contributing factors to feelings of safety for teachers will assist the field of education when planning facilities and preparing current and future school administrators in leading schools with a healthy and safe climate for teachers. For this study, the researcher surveyed all teaching personnel in a school division which was a total of 133 full-time, fully licensed teachers employed by a rural school division in Southside Virginia. A survey instrument with both quantitative and open ended questions was developed to investigate perceptions of safety in participants' responses regarding the physical characteristics of school buildings and classrooms, the influence of colleague relationships, and administrative practices and school division policies that influence teachers' feelings of safety. The quantitative survey questions utilized a Likert-scale format for participants to indicate degrees of agreement with statements with responses that ranged from strongly agree to strongly disagree. The opened ended questions provided for qualitative investigation by allowing participants to provide answers in their own words regarding the four research sub-questions. Findings from the study indicated that teachers in the study generally felt safe in their schools. Teachers indicated perceiving that the greatest violence risk was posed by outside intruders and concern for safety was not generally caused by student behavior. Teachers' perceptions of safety were influenced by the presence of a resource officer in their school building, locked exterior doors, the use of surveillance cameras, the presence of a supportive and visible school principal, and the support of their teacher colleagues.<br>Ed. D.

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Hohenbrink, JoAnn. "The influence of collaboratively teaching : university and school /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487841975356523.

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Sage, Alexander Christian. "The influence of family and school circumstances on school attendance in elementary children." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/288907.

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School records of 421 third grade students from regular classrooms in six Tucson Unified School District elementary schools were examined. Two schools were selected to represent each of three populations: middle class, working class, and desegragated populations. Nine measures were obtained: (1) gender, (2) ethnicity, (3) number of parents living with the student, (4) parents, employment status, (5) number of siblings, (6) number school transfers, (7) distance between home and school, (8) students, grade awarded by teacher, and (9) number of school absences. School absences fell into three categories, based on reasons for the absences: health, personal, and unexcused. Structural equations analysis was used to model the causal relationships between the family and school variables and school absences. Two latent variables (factors) were proposed to explain the relationships between the family variables and the school characteristics. The family factor characterized the dichotomy between socially-advantaged and disadvantaged families. Socially-advantaged families were primarily white with two employed parents. Socially-disadvantaged families were overwhelmingly minorities headed by a single parent. The school factor also characterized social circumstances: advantaged schools were middle class, white, high-achieving, high parental involvement, and no social programs. As social class decreased, the schools became increasingly minority, low-achieving, low parental involvement, and had social programs. Socially-advantaged circumstances promoted better attendance. Students from socially-advantaged homes and school had fewer health and unexcused absences as compared to disadvantaged students. Advantaged family circumstances promoted advantaged school circumstances. However, middle class homes with single incomes promoted better school involvement by the parents. Students from segregated schools and single income families had more personal absences (family trips). These families appear to take more vacations during the school year. Finally, students with numerous health absences were likely to have more personal and unexcused absences. The results of this study suggested that different avenues need to be taken to promote the attendance of students from disadvantaged families and schools.

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Books on the topic "Influence of the Catechetical School"

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Building influence for the school librarian. Linworth Pub., 1994.

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Pythagoras: His life, teaching, and influence. Cornell University Press, 2005.

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Husserl's position in the school of Brentano. Kluwer Academic, 1999.

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Sackerlotzky, Rotraud. Henry Keller's summer school at Berlin Heights. Cleveland Artists Foundation, 1991.

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Building influence for the school librarian: Tenets, targets & tactics. 2nd ed. Linworth Pub., 2003.

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York, Quentin M. Parent and teacher influence in decision-making at school. Oxford Brookes University, 2001.

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Nammyŏnghak ŭi sae yŏn'gu. Han'guk Haksul Chŏngbo, 2012.

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Western influence on Japanese art: The Akita Ranga Art School. Hotei, 2004.

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Hall, Peter A. The principal influence: A framework for developing leadership capacity in principals. ASCD, 2016.

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Catholic Church. United States Conference of Catholic Bishops. Committee on Evangelization and Catechesis. Doctrinal elements of a curriculum framework for the development of catechetical materials for young people of high school age. United States Conference of Catholic Bishops, 2008.

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Book chapters on the topic "Influence of the Catechetical School"

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Świtała, Eugeniusz. "School Leadership and the Influence on a School Development Process." In School and Community Interactions. Springer Fachmedien Wiesbaden, 2013. http://dx.doi.org/10.1007/978-3-531-19477-6_4.

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Ning, Bo. "The influence of classroom disciplinary climate of schools on reading achievement." In School Climate Matters. Routledge, 2020. http://dx.doi.org/10.4324/9781003049821-5.

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Lopez, Jameson D., and Evelyn C. Baca. "The Influence of School Turnaround Leadership 1." In The Complex Web of Inequality in North American Schools. Routledge, 2019. http://dx.doi.org/10.4324/9781315170152-5.

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Kofod, Klaus Kasper, Jan Merok Paulsen, Olof Johansson, Seppo Pulkkinen, and Pekka Kanervio. "The School Boards Between Power and Influence." In School Boards in the Governance Process. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05494-0_8.

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Kautzer, Chad. "Marx’s Influence on the Early Frankfurt School." In The Palgrave Handbook of Critical Theory. Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-55801-5_3.

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Smith, Page A., and Adrian A. Flores. "Principal Influence and Faculty Trust: An Analysis of Teacher Perceptions in Middle Schools." In Trust and School Life. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8014-8_12.

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Jankovic, Ivan. "What’s Left—The Influence of the Psychological School." In Palgrave Studies in Classical Liberalism. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57749-0_7.

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Day, Christopher. "School Leadership as an Influence on Teacher Quality." In Quality of Teacher Education and Learning. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3549-4_7.

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Kentzer, Nichola. "How Does the School Setting Influence Athletic Development?" In Athletic Development. Routledge, 2021. http://dx.doi.org/10.4324/9781003153450-13.

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O’Connor, Steven. "‘A great training school for the army’: Irish Officers and the School Influence." In Irish Officers in the British Forces, 1922–45. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137350862_4.

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Conference papers on the topic "Influence of the Catechetical School"

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Kołodziejczyk, Jakub. "INFLUENCE OF SCHOOL HEADS LEADERSHIP ON SCHOOL BULLYING." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2749.

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Husain, Rusmin, and Lindawati Lindawati. "The Influence of School Environment towards Primary School Students’ Discipline." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2289954.

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Haq, Mohammad S., and Bayuk N. A’yun. "The Influence of Teacher Performance and School Culture on School Quality." In International Joint Conference on Arts and Humanities (IJCAH 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.015.

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Liu, Ruiguang. "Influence of Motivational Beliefs on School Learning." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.144.

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Safrijal, Dr, and Dr Syaiful. "The Influence of School Principal Leadership Style Toward Primary School Teachers Satisfaction." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.40.

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Hou, Wenxing. "The influence of location of the school on school evaluation and investment." In 2017 2nd International Conference on Machinery, Electronics and Control Simulation (MECS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/mecs-17.2017.67.

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da Rocha, Roldao, and Julio Hoff da Silva. "Torsion Influence in Braneworld Scenarios." In 5th International School on Field Theory and Gravitation. Sissa Medialab, 2009. http://dx.doi.org/10.22323/1.081.0026.

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ALBU, Adriana, Florin DIMA, and Arina BADALUTA. "School Fatigue and the Factors that Influence IT." In 9th LUMEN International Scientific Conference Communicative Action & Transdisciplinarity in the Ethical Society. LUMEN Publishing House, 2017. http://dx.doi.org/10.18662/lumproc.02.

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Suherman. "The Influence of Court Decision toward Overcapacity in Surabaya Detention Facility." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007549906980703.

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Fontana, María, Teresa Fayos, Martina González-Gallarza, and Carlos Caurín. "INFLUENCE OF SCHOOL TRIPS ON SOCIO-ENVIRONMENTAL ATTITUDES AND BEHAVIOURS IN SECONDARY SCHOOL STUDENTS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1400.

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Reports on the topic "Influence of the Catechetical School"

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McCaffrey, Daniel, Rosalie Liccardo Pacula, Bing Han, and Phyllis Ellickson. Marijuana Use and High School Dropout: The Influence of Unobservables. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w14102.

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Zakharova L.M., Zakharova V.S. Physical Activity Influence on Cognitive Development of Late Pre-School Age Children. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, 2017. http://dx.doi.org/10.14526/03_2017_244.

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Dee, Thomas, and Brian Jacob. Do High School Exit Exams Influence Educational Attainment or Labor Market Performance? National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12199.

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Wenzel, Marcus. Middle School Teacher Beliefs about Classroom Diversity and Their Influence on Differentiated Instructional Practices. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5504.

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Fischman, Gustavo E., and Amelia Marcetti Topper. An Examination of the Influence of International Large Scale Assessments and Global Learning Metrics on National School Reform Policies. Mary Lou Fulton Teachers College, 2017. http://dx.doi.org/10.14507/casge2.2017.

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Poole, Megan. Growing STEM Education on the Playground: A Case Study of the Factors That Influence Teachers’ Use of School Gardens. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2719.

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Petti, Amy. Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.614.

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Knapik, Joseph J., Steve H. Bullock, Sara Canada, Evette Toney, and James D. Wells. The Aberdeen Proving Ground Injury Control Project: Influence of a Multiple Intervention Program on Injuries and Fitness Among Ordnance School Soldiers in Advanced Individual Training. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada411764.

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King, Mary M. An Investigation of the Role of Influence Behaviors in Information System Implementation: A Case Study of the Air Force Institute of Technology School of Engineering and Management Student Academic Support System. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada422918.

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Keefer, Philip, and Benjamin Roseth. Grand Corruption in the Contracting Out of Public Services: Lessons from a Pilot Study in Colombia. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003335.

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Abstract:

Do targeted transparency interventions reduce corrupt behavior when corrupt actors are few and politically influential; their behavior imposes small costs on numerous individuals; and corrupt behavior is difficult to observe? Results from a study of informal audits and text messages to parents, meant to curb corruption in the School Meals Program of Colombia, suggests that they can. Theory is pessimistic that transparency interventions can change the behavior of actors who exert significant influence over supervisory authorities. Moreover, inherent methodological obstacles impede the identification of treatment effects. Results substantiate the presence of these obstacles, especially considerable spillovers from treated to control groups. Despite spillovers, we find that parental and operator behavior are significantly different between treatment and control groups. Additional evidence explains why operator behavior changed: out of concern that systematic evidence of corrupt behavior would trigger enforcement actions by high-level enforcement agencies outside of the political jurisdictions where they are most influential.

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