Academic literature on the topic 'Practice School Division'
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Journal articles on the topic "Practice School Division"
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Wood, Jasmine, Althea Huggins, Lisa Clausen, and Stefani Lailari. "Finding Fit: School Nurses Lead the Way in the Development of Employee Wellness Program." NASN School Nurse 34, no. 4 (December 3, 2018): 205–9. http://dx.doi.org/10.1177/1942602x18811550.
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School nurses are in a unique position to monitor and influence not only the health of students but also the health of school employees. The National Association of School Nurses (NASN) provides support and evidence-based best practice guidelines for the specialty practice of school nursing. NASN’s Framework for 21st Century School Nursing Practice™ provides a road map for a healthy and safe school environment. With a focus on student health and academic success, the framework also aligns with the whole school, whole community, whole child model to provide a collaborative structure to learning and health. Both models are student centered and include family, the school community, and school employees. A group of school nurses from the Alexandria City Public Schools (ACPS) in Alexandria, Virginia, attended the Johnson and Johnson School Health Leadership Program and were challenged to create sustainable change in their community. Their goal was to develop a plan for the school division that would affect employee wellness and ultimately improve student achievement and educational outcomes. This article will describe the current ACPS Employee Wellness Program, Finding Fit, and the strategies and tools used to develop the program.
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Cox, Ryan M., Andrew D. Sobel, Alison Biercevicz, Craig P. Eberson, and Mary K. Mulcahey. "Geographic Trends in the Orthopedic Surgery Residency Match." Journal of Graduate Medical Education 10, no. 4 (August 1, 2018): 423–28. http://dx.doi.org/10.4300/jgme-d-17-00633.1.
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ABSTRACT Background Residency program location may be an important factor for orthopedic surgery residency applicants. More than half of residents locate their practice near the site of their training, and surgical specialties (eg, otolaryngology, plastic surgery, and general surgery) have shown geographic patterns in their residency matches. Objective We analyzed geographic trends in the orthopedic surgery Match. Methods Hometown, undergraduate institution, and medical school “preresidency locations” of all allopathic, nonmilitary, orthopedic surgery residents were recorded from program websites for the 2015–2016 academic year. Program and preresidency locations were coded according to state and US census division. Statistical analysis was used to investigate associations between residency program locations and preresidency locations. Results Of 2662 residents in the study, 1220 of 2614 (47%), 536 of 1329 (40%), and 308 of 744 (41%) matched into the same division as their medical school, undergraduate institution, and hometown, respectively. There were significant differences among divisions (P < .001). Also, 817 of 2662 (31%), 319 of 1329 (24%), and 200 of 770 (26%) residents matched in the same state as their medical school, undergraduate institution, and hometown, respectively, with significant differences between states for medical school (P < .0001) and undergraduate institution (P < .0001), but not hometown (P = .22). Overall, 21% of residents (538 of 2612) matched at the program affiliated with their medical school. Conclusions There is an association among hometown, undergraduate institution, and medical school for the training program location in which orthopedic surgery residents match, with variability in locations matched at state and census division levels.
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Rosa, Mauricio Bueno da, Eliane Griep Gomes Bitencourt, and Muhammad Ridwan. "School Management from the Perspective of Social Transformations at Work." SIASAT 6, no. 1 (January 31, 2021): 53–58. http://dx.doi.org/10.33258/siasat.v6i1.89.
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In this article we intend to address the context of the school routine that is governed by rules developed by the sectors responsible for school management. In the bureaucratization of school work we see the same meaning and dimensions as the bureaucratization of other sectors of production. As the training of the workforce was transferred to the school, this institution incorporated in its organization and functioning new elements and fundamental characteristics to achieve a good performance as a socializing agency for the worker. On the other hand, the figure of the autonomous teacher, of the humanist, encyclopedist type, has also disappeared. Whether in public education or in the private network, the vast majority of teachers are in the condition of salaried workers. In this way, the process of proletarianization of teaching workers is characterized, characterized by their working conditions. The division of school work, as it developed based on the same principles as the so-called management theories, reinforces the reproduction of capitalist logic in school pedagogical practice because new practices and relationships are crystallized in this practice.
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Lampert, Magdalene. "Research into Practice: Arithmetic as Problem Solving." Arithmetic Teacher 36, no. 7 (March 1989): 34–36. http://dx.doi.org/10.5951/at.36.7.0034.
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Teachers often feel torn, especially in upper elementary school mathematics classes, between spending time on problem-solving work that will get students to understand mathematics and spending time on developing computational skills. The conflict is especially strong because the computational skills in the curriculum at this level are complex: “long” multiplication and division, relating fractions to decimals and percents, and operations on fractions. The procedures involved in doing these computations involve many steps, and students often have difficulty remembering what to do and in what order.
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Adebowale OJO, Abiodun, Olufemi Abiodun AJAYI, and Falilat OUSOLA. "Predicting School-Based Assessment Practice of Teachers in Senior Secondary Schools in Ijebu Division of Ogun State, Nigeria." Asian Journal of Assessment in Teaching and Learning 8 (December 30, 2018): 57–62. http://dx.doi.org/10.37134/ajatel.vol8.6.
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Adebowale OJO, Abiodun, Olufemi Abiodun AJAYI, and Falilat OUSOLA. "Predicting School-Based Assessment Practice of Teachers in Senior Secondary Schools in Ijebu Division of Ogun State, Nigeria." Asian Journal of Assessment in Teaching and Learning 8 (December 30, 2018): 57–62. http://dx.doi.org/10.37134/ajatel.vol8.6.2018.
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Weber, Alexander E., Nicholas A. Trasolini, Ioanna K. Bolia, Santano Rosario, John P. Prodromo, Catherine Hill, Russ Romano, Charles Y. Liu, James E. Tibone, and Seth C. Gamradt. "Epidemiologic Assessment of Concussions in an NCAA Division I Women’s Soccer Team." Orthopaedic Journal of Sports Medicine 8, no. 5 (May 1, 2020): 232596712092174. http://dx.doi.org/10.1177/2325967120921746.
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Background: Among collegiate sports, ice hockey and wrestling have been reported to have the highest rates of concussion injury. Recent literature has shown that among all sports, female soccer players had the highest rate of concussion injury at the high school level. Sport-specific analysis will increase our knowledge of epidemiologic characteristics of this serious injury in young soccer players, where “heading” is commonly involved during participation. Hypothesis: Heading during soccer will be associated with increased frequency of concussion injury in collegiate female players compared with other mechanisms of injury, and concussion injury mechanism and rates will differ by setting of injury (practice or match) and player position. Study Design: Descriptive epidemiologic study. Methods: This was a retrospective review and epidemiologic analysis of all concussions documented from a single National Collegiate Athletic Association (NCAA) Division I female collegiate soccer team between 2004 and 2017. A total of 381 participants were reviewed, and concussion injury mechanism, setting (practice or match), player position, and number of games and practices missed due to injury were analyzed. Results: Overall, 25 concussions in 22 players from the 2004 to 2017 seasons were identified, for an annual rate of 1.79 concussions per year. Collisions (36%) followed by headers (20%) were the most common mechanisms. Forwards sustained the most concussions (32%). Injuries were more common in games (56%) than practice (40%). Of note, the most common cause of concussion during practice was headers (40%). Of the concussions documented, 20 (91%) were the player’s first concussion. On average, each concussion resulted in a player missing 3.96 games and 12.46 practices. Conclusion: Our results demonstrate that concussion rates in female NCAA soccer players vary by position and occur with different frequencies and mechanisms in practice and games. Interventions for concussion avoidance should aim to limit exposure to high-risk activity, including player-to-player contact in games and headers in practice. Although gameplay and collisions can be unpredictable and difficult to control, practice settings can be modified in an attempt to decrease risk.
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Abdurahman, Norman A., and Jul-Aspi K. Omar. "School Heads’ Educational Leadership Practice and Teachers’ Performance : The Case of Omar District, Division of Sulu, Philippines." Open Access Indonesia Journal of Social Sciences 4, no. 2 (June 23, 2021): 370–81. http://dx.doi.org/10.37275/oaijss.v4i2.61.
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The objective of the study was to determine the school heads’ educational leadership practice and teachers’ performance in Omar District, Division of Sulu, Philippines. The respondents of the study were 82 elementary school teachers and 15 school heads. A structured questionnaire was used to gather the needed data. The statistical used were frequency counts, percentage, weighted mean and ANOVA. The result of the study revealed that the majority of the teachers were female, with an age ranged from 31-40 old, and have been rendering service for two years and above. Further, the teachers were very satisfactory in terms of their performance on lesson planning delivery, assessment, and management of time and learning environment, and technical assistance. Meanwhile, they were also very satisfactory in terms of professional and personal characteristics. In the same vein, school heads have outstanding performance in terms of assessment of themselves, about their relationship with others, about their job and about their beliefs on the concept of life. While they have a very satisfactory performance in terms of their personal and professional characteristics such as decisiveness, honesty, dedication/ commitment, initiative/ resourcefulness, courtesy, human relations, leadership, stress tolerance, fairness, and good grooming. Moreover, there was no significant difference of teachers’ performance in terms of age, gender and length of service. And there was no significant difference on the level of teachers’ performance in terms of lesson planning delivery, assessment, management of time and learning environment and technical assistance as rated by the school heads and teachers themselves. On the basis of the aforementioned findings, the following recommendations are hereby advanced: first, the elementary school teachers need for a continuing professional development through pursuing graduate schooling or attending in-service trainings, seminars, symposia and the like. Second, the school administrators may upgrade their technical, human, and administrative skills to keep pace with educational advancement through executive training.
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Chambers, Fiona, and Kathleen Armour. "School–university partnerships and physical education teacher education student learning: A fruitful division of labour?" European Physical Education Review 18, no. 2 (May 22, 2012): 159–81. http://dx.doi.org/10.1177/1356336x12440023.
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Tikunoff, Ward & Lazar (1980) argue that parity or ‘equality of status’ (p.12) is one of the most important ingredients of successful collaboration. During the placement of students on teaching practice (TP), therefore, it can be argued that school and university personnel should be equal partners if the collaboration is to be effective. This paper reports one set of data from a study of Irish physical education teacher education (PETE) students and considers the impact of ineffective school–university partnerships on their professional learning during TP. The study employed a range of qualitative research methods centred on one umbrella case study and five individual case studies. Data were analysed using a systematic grounded theory process and findings indicated a perceived lack of parity between schools and the university. This resulted in PETE students developing in an unsupported and often isolated manner. The implications for career-long professional learning are considered.
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Nishijima, Tomohiro F., Kazuo Tamura, Fumio Nagashima, Keisuke Aiba, Mitsue Saito, Toshiaki Saeki, Kumiko Karasawa, et al. "Landscape of education and clinical practice in geriatric oncology: a Japanese nationwide survey." Japanese Journal of Clinical Oncology 49, no. 12 (September 5, 2019): 1114–19. http://dx.doi.org/10.1093/jjco/hyz123.
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Abstract Objective The aim of this survey was to describe how geriatric oncology is integrated in undergraduate teaching and graduate training as well as in daily clinical oncology practice in Japan. Methods All schools of medicine in Japan are allied with graduate schools of medicine. We conducted a survey of all Japanese medical and graduate schools (n = 81), and designated cancer hospitals (n = 437) from July 2018 to August 2018. The survey of the schools asked about existence of geriatrics division and geriatric oncology service and if an education curriculum in geriatrics and geriatric oncology was used. The survey of designated cancer hospitals requested general hospital information and the current practice patterns of general geriatric and cancer patients. Results Forty-eight medical schools (59%) participated in this survey, and teaching in geriatrics and geriatric oncology was implemented in 23 schools and 1 school, respectively. Forty-two graduate schools of medicine (52%) responded; five had an education curriculum in geriatrics, but none provided geriatric oncology training. Among 151 participating hospitals (35%), 5 had a geriatrics division and 20 hospitals employed geriatricians. There was no geriatric oncology service or geriatric oncology specialists in any of the 151 hospitals. Seventy percent of the hospitals reported performing a geriatric assessment for at least some older adults with cancer. Conclusions This survey provides information on the current state of Japanese education and clinical practice in geriatric oncology. In Japan, a nation with among the largest population of older citizens in the world, education and training greatly need to be promoted to disseminate a core set of geriatrics knowledge and skills to students, trainees and healthcare professionals.
Dissertations / Theses on the topic "Practice School Division"
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Thompson, George Jeffrey, and University of Lethbridge Faculty of Education. "School leaders reflect on the principal quality practice guideline and implications for capacity building in one rural school division." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009, 2009. http://hdl.handle.net/10133/2467.
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The introduction of the Principal Quality Practice Guideline (PQPG) in 2007 by Alberta
Education brought forth the question of whether or not school based leaders in Alberta
School Division #1 (ASD#1) felt confident to meet the demands as presented by the
dimension in the PQPG. Once confidence levels were determined I was also interested in
determining how to most effectively build the professional capacity of these leaders as
informed by the PQPG. Researched-based key characteristics of highly effective school
leadership program design and delivery were examined and compared to perceived
priorities of ASD#1 school based leaders. A literature review was completed to determine
the key characteristics of effective school leadership development program design and
delivery. These program elements were then offered to ASD#1 school based leaders to
prioritize and evaluate. The study employed both qualitative and quantitative methods of
data collection. A quantitative survey was developed and distributed to 57 ASD#1
principals and vice principals which was then supported by a qualitative interview
conducted with eight ASD#1 school based leaders. ASD#1 school based leaders indicated
they were highly confident in meeting the demands of the PQPG. The study highlighted
the strong support ASD#1 school based leaders have for the key characteristics of
leadership program design elements for building capacity. These effective elements
included: researched-based curriculum, coherence between curriculum goals and shared
values and beliefs, field-based internships supported by expert practitioners, extensive
use of problem-based learning strategies, use of collaboration in practice-oriented
situations, use of mentoring and coaching, a strong partnerships between school districts
and post-secondary institutions, vigorous recruitment of highly qualified candidates and
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instructors, and a adoption and promotion of the philosophy of career long learning .
ASD#1 school based leaders also strongly supported the research in their perception that
the most effective method of delivering this program would be a balance of the practical
and the theoretical through a partnership between the local school division and a postsecondary
institution. A major outcome of this study was a recommendation for adoption
of these key characteristics of effective school leadership program design and delivery to
the ASD#1 school board and senior administration through the development of a school
based leadership development program.xii, 190 leaves ; 29 cm
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Spivack, Kimberly. "The Impact of Policy on Practice in Elementary Physical Education in the Bergling School Division in Virginia." Thesis, George Mason University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638084.
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Federal, state, and local school policies since the No Child Left Behind (NCLB) Act of 2001 have increased the focus on student achievement. Subjects such as physical education have become less of a priority. At the same time, childhood obesity is a serious public health problem. Virginia schools provide an opportunity for student to learn about the importance of being physical activity and knowledge to lead an active life through physical education class. The purpose of the study was to explore elementary physical education teachers' in the Bergling School Division (a pseudonym) in the Commonwealth of Virginia implementation of the physical education curriculum, and their knowledge of the state and local school division physical education policies. In addition, the study examined their perceptions of factors to implementing the curriculum. A survey was administered to a population of elementary physical education teachers in the Bergling School Division. Part one of the survey included factors to curriculum implementation. Part two of the survey included items related to the teachers' application of the curriculum and understanding of policies. The results were analyzed using quantitative methods to determine if relationships exist between factors to curriculum implementation and specified teacher demographics, setting, and perception of policy. Findings from the survey data show teachers are using the physical education curriculum to teach, but lack competence in the policies that guide how the subject is implemented. Furthermore, teachers sight lack of time with students, class size, and low priority for physical education as factors to curriculum implementation.
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Bailey, Carroll R. "A case study of the implementation of inclusion as an instructional practice in an urban inner city school division impacting on regular and special education." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-164255/.
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Wildschut, Angelique Colleen. "A feminist investigation into the reasons for attrition of women doctors from the South African medical profession and practice : exploring the case of UCT medical school between 1996 and 2005." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6508.
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Thesis (DPhil)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This dissertation aims to establish the reasons underlying possible gendered attrition trends in the South African medical profession between 1996 and 2005. Noting the international trend of the increasing feminisation of medical education and the profession, the dissertation illustrates that this is also a reality in our national context, and frames this phenomenon as being plagued by difficulties very similar to those encountered in other traditionally male-dominated fields. The particular relevance for further research and debate is illustrated through the noticed discrepancy between women’s representation in enrolment and graduation at medical schools in South Africa, and their representation in the profession itself. The decision to approach this investigation from a feministorganisational perspective was based on the fact that this would not only be a novel, but indeed also an appropriate, research approach to the study of gendered trends in medical education and the profession within the South African context. The research project thus sets out three main objectives relevant to this investigation. Objective 1 aims to establish the sex composition of the cohort of medical graduates that have not entered, or decided to exit, the medical profession. In terms of this objective, findings show an increasing rate of progression of men into the profession, accompanied by a decreasing rate of progression of women into the profession. Objective 2 attempts to establish the reasons behind sex trends in South African medical schools and in the profession. Thus, in an effort to comprehensively investigate the issues underlying attrition, I employ a mixed-methods approach to the primary data collection and analysis. Firstly, the findings show, through a quantitative analysis of the interview data, that this sample of women felt that both institutional and societal factors influenced a women doctor’s propensity to remain in the profession. Secondly, it is established that whether these respondents felt that they had appropriate role models in the profession was the most important factor in terms of their identification with, and propensity to stay in, the profession. Thirdly, it was also found that the respondents felt strongly that the culture of the medical profession impacts negatively on a woman doctor’s propensity to stay in the profession, but similar to the findings of other studies, this does not bring us closer to an understanding of what that culture constitutes. Thus, lastly, through a qualitative analysis of the interview data I find that the respondents clearly recognise the presence of a gendered substructure in medicine in the South African context, and identify some elements of this structure as most commonly linked to attrition. Objective 3, based on the outcomes of the previous objectives, aims to provide recommendations for the retention of medical doctors in general, and women doctors specifically, in the South African context. It concludes that flexibility1 in the medical profession is paramount to the retention of doctors, and women doctors specifically. This is a difficult challenge to overcome, as central values such as the importance of continuity of care in the medical profession would suggest that providing increased flexibility to medical doctors would impact negatively on patient care. However, it appears that there is increasing recognition amongst scholars, policy makers and medical practitioners themselves of the importance of acknowledging alternative work patterns. On the basis of the outcomes of my research, it is clear that the national gender attrition trends are a cause for concern in terms of resourcing the National Health System against the backdrop of a widely acknowledged shortage of doctors in South Africa and elsewhere. If women doctors do not progress effectively into the system, but form the majority of graduates, this is a tragic loss, as well as a waste of resources during training. This aspect also has policy implications, because it appears that the government, in trying to retain doctors, has increasingly turned to measures that are restrictive (compulsory community service, restrictions on foreign doctors), rather than focusing on ways in which to make doctors want to stay. The dissertation thus closes by suggesting two main areas within which these findings and recommendations would be employed most usefully: 1) medical schools/ training/education, and 2) the medical profession/culture.
AFRIKAANSE OPSOMMING: Hierdie proefskrif het ten doel om die redes onderliggende aan geslagsverskille in die verlies van vroue uit die Suid-Afrikaanse mediese beroep tussen 1996 en 2005 vas te stel. Die internasionale tendens van die toenemende vervrouliking van mediese opleiding en die mediese beroep wys dat dit ook ‘n realiteit in die Suid-Afrikaanse nasionale konteks is. Hierdie verskynsel word veroorsaak deur probleme soortgelyk aan dié wat in ander, tradisioneel manlik gedomineerde beroepe ondervind word. Die spesifieke relevansie vir verdere navorsing en debat word geïllustreer deur die aangetoonde proporsionele verskil tussen vroue se inskrywing en graduering in mediese skole in Suid-Afrika, en hul verteenwoordiging in die beroep self. Die besluit om hierdie ondersoek uit ‘n feministies-organisatoriese perspektief te benader, is nie net omdat dit ‘n oorspronklike benadering sou wees nie, maar ook gepas vir ‘n studie van geslagstendense in die mediese onderwys en professie binne die Suid- Afrikaans konteks. Die navorsingsprojek bevestig dus drie hoofdoelstellings wat relevant tot hierdie ondersoek is. Doelstelling een probeer om die geslagsamestelling van die kohort van mediese gegradueerdes wat nie tot die beroep toegetree het nie, of dié wat besluit het om die beroep te verlaat, te bepaal. Daar is bevind dat daar ‘n verhoogde koers van vordering van mans tot die beroep is, gepaardgaande met ‘n verlaagde koers van vordering van vroue tot die beroep. Doelstelling twee probeer om die redes onderliggende aan die geslagstendense in die mediese skool en die beroep vas te stel. Dus, om ‘n omvattende ondersoek te doen om uit te vind wat onderliggend aan die verlies is, het ek van ‘n gemengde metode benadering tot data insameling en analise gebruik gemaak. Die resultate van die onderhoud data wys dat hierdie vroue voel dat beide institusionele en sosiale faktore ‘n vroulike dokter se besluit om in die beroep te bly, beïnvloed. Tweedens is daar vasgestel dat geskikte rolmodelle in die beroep die belangrikste faktor is in vroue se identifikasie met die beroep, en hulle besluit om in die beroep te bly. Derdens is gevind dat die respondente baie sterk voel dat die kultuur van die mediese beroep ’n negatiewe impak het op ‘n vroulike dokter se besluit om in die beroep te bly, maar soos ook in ander studies bevind is, bring dit ons nie nader aan ‘n begrip van die aard van die kultuur nie. Ten slotte is daar dus met die onderhoud data gevind dat die respondente duidelik bewus is van die teenwoordigheid van ‘n geslagsubstruktuur in die mediese beroep in Suid-Afrika. Ek identifiseer ook sekere elemente van hierdie struktuur wat bydra tot die verlies van vroulike dokters uit die mediese beroep. Doelstelling drie, gebaseer op die uitkomste van die vorige doelstellings, probeer om aanbevelings te maak vir die behoud van mediese dokters in die algemeen, en vroulike dokters spesifiek. Die gevolgtrekking is dat buigsaamheid in die werkskultuur van die mediese beroep van kardinale belang is vir die behoud van dokters in die algemeen, en vroulike dokters meer spesifiek. Dit is ‘n moeilike uitdaging om te oorkom omdat sentrale waardes, soos die belang van kontinuïteit van versorging in die beroep, persepsies laat ontstaan dat meer buigsaamheid in werksomstandighede ‘n negatiewe impak op die versorging van pasiënte sou hê. Dit blyk egter ook dat daar ‘n toenemende erkenning is deur akademici, beleidsontwerpers en mediese praktisyns self van die belang van alternatiewe werkspatrone. Gebaseer op die resultate van die ondersoek is dit duidelik dat die nasionale geslagsverliestendense ‘n rede tot kommer vir die verskaffing van menslike hulpbronne vir die nasionale gesondheidstelsel is, veral teen die agtergrond van ‘n algemeen erkende tekort aan dokters in Suid-Afrika. As vroulike dokters nie effektief in die stelsel opgeneem word nie, hoewel hulle die meerderheid van gegradueerdes is, is dit ‘n tragiese verlies en vermorsing van hulpbronne wat vir opleiding gebruik is. Dit het ook implikasies vir beleid omdat dit blyk dat die Suid-Afrikaanse regering, in sy pogings om dokters te behou, meermale maatreëls gebruik wat perke stel (verpligte gemeenskapsdiens, beperkings vir buitelandse dokters, ens.), waar hulle eerder behoort te fokus op maniere om dokters in Suid-Afrika te hou. Ten slotte stel die proefskrif twee hoofareas voor waarin hierdie bevindings en aanbevelings aangewend kan word: 1) mediese skole/opleiding/onderwys, en 2) die mediese beroep/kultuur.
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Jarvis, Michael Christopher. "Facilities Infrastructure Needs and Practices to Support Technology Implementation in Two Rural School Divisions in Virginia." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/93595.
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The purpose of this study was to determine the planning, installation, and maintenance necessary for school buildings to support technology initiatives in two rural school divisions in Virginia. The research questions guiding this study were: (1) What short-term and/or long-term plans are put in place for building and maintaining facilities infrastructure to support technology initiatives? (2) What physical components, equipment, and personnel are necessary for adequate facilities infrastructure to support technology initiatives? (3) What are the perceived infrastructure barriers to effective integration of technology in a school building?
This qualitative study used purposeful sampling. The interview participants selected for this study were division-level technology leaders and their technology staff. The participants taking part in this study were at various stages of their profession, and at differing years of service, within their respective school divisions. The findings of this study may help division superintendents and division-wide technology leaders make more informed decisions regarding school building needs to support technology initiatives. The findings from this study indicate there is no agreement for how to build and maintain school buildings to support technology initiatives. However, there are several barriers to successful implementation of technology initiatives. Findings also uncovered common themes for best practice in how to plan and implement for school buildings to support technology initiatives.Ed. D.
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Hitchman, Ryan Patrick. "Practices middle school principals in large school divisions located within the Commonwealth of Virginia employ during the supervisory process." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/52707.
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The purpose of this study was to examine the practices middle school principals employed during the supervisory process. This qualitative research study examined the practices middle school principals followed during the pre-observation process, observation process, and post observation process. The study also detailed how the data collected from formal observations and classroom walk-through observations was utilized by middle school principals. Due to the increasing number of responsibilities and mounting pressure to provide quality teacher supervision, the practices employed by middle school principals during the supervisory process was an important topic in need of additional research.Ed. D.
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Gardner, Daniel Joseph. "Educational Leaders' Perceptions of the Impact of MBTI Professional Development on Leadership Practices in One School Division in Virginia." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/102739.
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The purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The researcher collected and analyzed data to determine self-reported leadership changes that came as a result of school-system led professional development involving the Myers-Briggs Test Indicator. The results of these findings could help determine if school leaders and school systems would benefit from Myers-Briggs professional development. The findings were as follows: a) interview participants indicated only limited benefits of the MBTI training b) some participants identified self-awareness as a valuable leadership action related to the personality disposition training; c) some participants identified that they changed how they approached decisions when working with individuals with similar or different personality preferences and, d) participants indicated interest in additional MBTI training. Based on these findings, it is reasonable to conclude MBTI could be considered as a personality disposition tool in the context of comparing educational leadership personality preferences and understanding certain aspects of the decision-making process. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings.Doctor of Education
The purpose of this study was to identify the perceived impact of Myers-Briggs Test Indicator (MBTI) professional development on principal and assistant principal educational leadership practices in one school division in Virginia. The Myers Briggs Test Indicator (MBTI) was used as a framework for the professional development. The MBTI is an introspective self-report questionnaire indicating differing psychological preferences in how people perceive the world and make decisions. The training was led by school division staff that had been certified to use the MBTI materials. The researcher interviewed nine school leaders from the school division located in the southeastern region of Virginia. The majority of participants identified that the training led to increased self-awareness and a change in how they viewed the decision-making process as it related to personality preferences. Based on the study findings, it is reasonable to conclude that MBTI could be considered as a professional development tool. The majority of the participants also recommended that such professional development be extended with additional sessions that allow for exploration and learning in specific school and team settings.
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Machinani, Suman. "Uncovering opportunities for cost containment and operational improvements via shared practices between device manufacturer and hospital." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99012.
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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2015. In conjunction with the Leaders for Global Operations Program at MIT.Thesis: S.M., Massachusetts Institute of Technology, Engineering Systems Division, 2015. In conjunction with the Leaders for Global Operations Program at MIT.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 48-49).
Background: Medical device manufacturers (suppliers) and hospitals (providers) face financial and operational stressors exacerbated by recent healthcare reform. Providers now face the prospect of decreased reimbursements and financial penalties associated with quality of care metrics while suppliers must cope with product commoditization and increased scrutiny of device cost. To address these financial and operational pressures, suppliers and providers will need to uncover opportunities for cost savings and improvements in clinical care. The consumer packaged goods (CPG) industry provides insight into a vehicle for achieving such results as there exist cases in which collaboration between suppliers and customers have been able to generate financial and operational gains. Question: Given such cases of collaborative success within the CPG space and parallels in supply chain environments between the CPG and medical device industries, we ask: what are the opportunities for cost savings and operational efficiencies that can be realized via collaborative supply chain practices between medical device manufacturers and hospitals? Methodology: We implement a two-step approach to constructing a model that identifies such opportunities. First, to establish the foundational framework for this model, we propose several hypotheses (HI, H2, H3) that relate to the CPG and medical device domains based on existing theory as well as interviews and observations at Device Company X, a leading device manufacturer, and at Hospital X, a Harvard Medical School affiliated teaching hospital. These hypotheses are: H1: Shared practices between suppliers and customers can generate cost containment and operational improvements in the CPG domain. H2: The operating environments between CPG and medical device companies share similarities with respect to operational goals, product characteristics, and logistical pressures. H3: Supply chain shared practices between US medical device companies and hospitals can generate cost containment and operational efficiencies. Second, we propose a collaboration model that can be leveraged to test H3 by building on the core principle of shared practices that underlie a pre-existing collaboration model within the CPG space. To create this model, we examined operations within a procedure suite at Hospital X. This entailed assessing the process steps required for inventory replenishment and product consumption while noting the role of Device Company X in facilitating task execution. Findings: The CPG domain and medical device industry may share similarities within their operating environments. As such, collaboration practices within the CPG space may provide a template for financial and operational solutions that medical device companies and hospitals can benefit from. Building on a prior model used within the CPG space, we propose a collaboration model with three operational levers for hospitals and device manufacturers that may represent sources for cost containment and operational efficiencies. These operational dimensions include physician practice standardization, inventory replenishment, and space utilization. Our model calls for redefining the roles of medical device company personnel within clinical care territories to include greater participation in hospital value-add activities. Next Steps: Device manufacturers and hospitals can test the feasibility of sources for cost containment and operational efficiencies within the proposed collaboration model by implementing survey based modalities to uncover enablers and barriers to collaboration. For both parties, conducting low-stakes, time friendly pilot studies offers a compelling route to "testing the waters" of collaboration.
by Suman Machinani.
M.B.A.
S.M.
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Jacobs, David G. (David Gregory). "Practical example of base source optimization : footwear profiling at Nike, Inc." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/99003.
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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2015. In conjunction with the Leaders for Global Operations Program at MIT.Thesis: S.M., Massachusetts Institute of Technology, Engineering Systems Division, 2015. In conjunction with the Leaders for Global Operations Program at MIT.
Title as it appears in MIT Commencement Exercises program, June 5, 2015: Source base optimization : footwear profiling at Nike, Inc. Cataloged from PDF version of thesis.
Includes bibliographical references (page 31).
The long term sourcing for footwear development, or "profiling," at Nike, Inc. has grown with the company and become significantly complex. It is no longer possible for a single person, no matter the level of experience, to optimize the company's profiling plan without computational assistance. Optimization methods, specifically mixed-integer linear programing, present an opportunity to save between 6.7 and 9.7% of combined labor and duty costs to the company. The model proposed by this research is responsible for justifying that potential but is merely a starting point for Nike, Inc. Further application and research into the company's manufacturing processes including transportation costs, technology groupings, and the Manufacturing Index (MI) could wield results that far surpass the levels obtained by this research. Implementation of an algorithmic approach is challenging for an organization that values "storytelling," collaboration, and narrative. However, in time I believe that this model, or something similar, will find a place, and deliver results, for Nike, Inc.
by David G. Jacobs.
M.B.A.
S.M.
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Davis, Monica K. (Monica Karin). "Application of commercial best practices for new technology development within the constraints of defense contract funded R&D." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39331.
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Thesis (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; and, (S.M.) -- Massachusetts Institute of Technology, Sloan School of Management; in conjunction with the Leaders for Manufacturing Program at MIT, 2007.Includes bibliographical references (p. 111-112).
This thesis explores the application of commercial best practices for new technology development within the constraints of the defense contract funded research and development (R&D) environment. Key elements of successful new product development (NPD) are identified from the literature, including strategic fit, organizational structure, financial considerations, and use of Stage-GateTM type processes. Constraints, conflicts, and issues which arise in the defense contract funded R&D world but not in the commercial world are explored, including a multiplicity of funding sources, short funding cycles, and ambiguous ownership of go/kill decisions and gating criteria. Existing defense industry Technology Readiness Level (TRL) and new Engineering and Manufacturing Readiness Level (EMRL) and Manufacturing Readiness Level (MRL) metrics are evaluated as potential gating mechanisms relevant to the defense industry. We determine that the EMRL and MRL metrics meet many of the criteria necessary for good NPD gates, but they must still be supplemented by commercial best practices such as ensuring strategic fit, good organizational structure, financial attractiveness and competitive evaluation.
(cont.) A resulting combined framework of "soft" and "hard" criteria is applied to a case study of an optical component currently under development with contract R&D dollars. The output of this study helped to shape strategic decisions regarding this component and to identify next steps in the technology maturation roadmap. Application of these frameworks in defense should ensure that future successful technical performance is also supported by an appropriate business strategy and by a process maturation plan for manufacturing consistent with the upcoming Department of Defense (DOD) MRL requirements.
by Monica K. Davis.
S.M.
Books on the topic "Practice School Division"
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Lannin, John K. Putting essential understanding of multiplication and division into practice in grades 3-5. Edited by Chval, Kathryn B. (Kathryn Bouchard), author, editor and Jones Dusty author. Reston, VA: The National Council of Teachers of Mathematics, Inc., 2013.
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Virginia. General Assembly. Joint Legislative Audit & Review Commission. Best practices for the support services of school divisions: Report of the Joint Legislative Audit and Review Commission to the Governor and the General Assembly of Virginia. Richmond: Commonwealth of Virginia, 2003.
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Scanlon, William. Medicaid, questionable practices boost federal payments for school-based services: Statement of William J. Scanlon, Director, Health Financing and Public Health Issues, Health, Education, and Human Services Division, before the Committee on Finance, U.S. Senate. Washington, D.C. (P.O. Box 37050, Washington 20013): The Office, 1999.
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Matticchio, Isabella, and Luca Melchior, eds. Mehrsprachigkeit am Arbeitsplatz. Frank & Timme, 2021. http://dx.doi.org/10.26530/20.500.12657/50591.
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Communication at work as well as multilingualism, language policy and language politics are increasingly in the focus of linguistic research. Global division of labor, internationalization of labor and trade markets, mobility of highly skilled and unskilled workers, and commodification of language as a product have all played their part. The authors of this book outline the complexity and breadth of the research field: from language courses for asylum seekers to integrate them into the labor market, to linguistic diversity in school social work and competence profiles for lay interpreters in professional contexts, to linguistic practices in the highly internationalized world of soccer and the preconditions of successful communication in the multilingual environment of EU institutions. The contributions offer insights into existing practices, identify challenges, and present possible solutions.
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Moore, Robin D. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0001.
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Chapter 1 provides an overview of the many challenges currently facing institutions that offer degrees in applied music. These include the constrained nature of the musical material taught, the divisions that exist between the kinds of music taught in music schools and the music most students hear in their communities, and the decreasing social relevance of a traditional musical education. The chapter continues by discussing previous attempts at reform and providing an overview of the many innovative curricular experiments that are taking place nationally and internationally. Next, the chapter proposes five guiding principles or commitments that could be used to reorient existing music curricula for the twenty-first century. These include (1) a commitment to community, (2) a commitment to the practical concerns of aspiring professional musicians, (3) a commitment to global awareness, (4) a commitment to social justice, and (5) a commitment to creative, self-driven student projects and practices.
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Davis, Christina P. The Struggle for a Multilingual Future. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190947484.001.0001.
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The Struggle for a Multilingual Future examines the tension between the ethnic conflict and multilingual education policy in the linguistic and social practices of Sri Lankan Tamil and Muslim girls in Kandy, a city in central Sri Lanka. Postindependence language and education policies were part of the complex and multifaceted causes of the Sri Lankan civil war (1983 to 2009). However, in the last two decades the government has sought to promote interethnic integration by instituting trilingual language policies in the nation’s co-official languages, Sinhala and Tamil, as well as English, in government schools. Integrating ethnographic and linguistic research inside and outside two schools in Kandy during the last phase of the war, this book investigates the efficacy of the national reforms in mitigating ethnic conflict in relation to the way linguistic, ethnic, religious, and class differences are reinforced and challenged in schools, homes, buses, and streets. The author’s research shows how, despite the national reforms, policies and practices in Kandy schools instantiate language-based models of ethnicity. In reaction, Tamil-speaking girls aspire to a cosmopolitan notion of Kandy that is less about being integrated into broader society than drawing on the symbolic resources of the city for social mobility. It also analyzes how the efficacy of the reforms is imperiled by interactional practices in Sinhala-majority public spaces that reinforce ethnic divisions and power inequalities. Davis demonstrates the difficulties of using language policy to ameliorate conflict if it does not also address how that conflict is produced and reproduced in everyday talk.
Book chapters on the topic "Practice School Division"
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Stringer, Patricia. "School Practice: Division of Labour." In Capacity Building for School Improvement, 87–93. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-329-4_9.
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Siemon, Dianne. "Connecting Research and Practice – The Case of Multiplicative Thinking." In Theory and Practice: An Interface or A Great Divide?, 535–40. WTM-Verlag Münster, 2019. http://dx.doi.org/10.37626/ga9783959871129.0.101.
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There is very little of any substance that can be achieved in school mathematics, and beyond without the capacity to recognise, represent and reason about relationships between quantities, that is, to think multiplicatively. However, research has consistently found that while most students in the middle years of schooling (i.e., Years 5 to 9) are able to solve simple multiplication and division problems involving small whole numbers, they rely on additive strategies to solve more complex problems involving larger numbers, fractions, decimals, and/or proportion. This paper describes how this situation can be addressed through the use of evidence-based formative assessment tools and teaching advice specifically designed to support the development of multiplicative thinking.
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Davis, Christina P. "School Segregation and Language-Based Ethnic Divisions." In The Struggle for a Multilingual Future, 24–48. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190947484.003.0002.
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Chapter 2 demonstrates the segregation of Sinhala- and Tamil-medium students and how linguistic, ethnic, and religious divisions were reinforced in national and local education policies and everyday practices. It looks at the implementation of the recent Sinhala-as-a-second-language (SSL), Tamil-as-a-second language (TSL), and English programs at Hindu College and Girls’ College in relation to the regimenting of language of instruction, ethnicity, and religion in school-based practices. At Hindu College, pedagogical practices and the school’s orientation as a Tamil-speaking sphere of practice prevented students from improving their skills in SSL and English. Students gained proficiency in English at Girls’ College, but the SSL and TSL programs were unevenly implemented, with Sinhala-medium students writing Tamil but refraining from speaking it. This chapter argues that while the trilingual policies were enacted to create interethnic harmony, national and local education policies and practices continue to use languages as a basis for ethnic difference, the results of which play out far beyond educational settings.
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Ahmed Abdullah, Nauman. "Pre-service Teacher Education in Covid-19 - Online Education Options in Pakistan?" In The Impact Of COVID19 On The International Education System, 162–71. Proud Pen, 2020. http://dx.doi.org/10.51432/978-1-8381524-0-6_12.
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This chapter explains how different educational institutions have provided education in Pakistan in this pandemic. There are many divisions in school education system in Pakistan. Along with the public and private sector schools divide, the classification of private schools is also done on the basis of geographical area, social class, resources, school type, and type of education. The universities are categorized as public sector and private sector. The universities provide pre-service teacher education degree programs across Pakistan. These programs have mandatory course(s) of teaching practice for which the student-teachers have to do actual teaching at school level. Due to the unforeseen pandemic COVID-19, the whole education process was halted in Pakistan. Different universities opted for various options to continue education. The provision of teacher education in universities is also linked with schools especially in case of pre-service teacher education programmes. This chapter contributes in the online teaching practice options for universities linking with various school categories in Pakistan. Hence, this chapter focuses on the availability of an alternate model for the teaching practice modules in pre-service teacher education programmes for university students in Pakistan.
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Höfler, Elke, Gerald Geier, and Claudia Zimmermann. "How to Design a Mathematical Learning App Suitable for Children." In Advances in Educational Technologies and Instructional Design, 160–78. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1692-7.ch008.
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This paper examines the main considerations that influenced the development and implementation of an educational application created for elementary school children, with the aim of helping them to practice long divisions. In addition to discussing design principles for technologies that are suitable for children, the authors take a closer look at the framework for designing and using digital applications in the classroom. The most important aspects in this regard include the institutional setting of the Austrian school system and the myth of digital natives, as well as the Mobile Seamless Learning and Adaptive Learning approaches. The lack of basic digital infrastructure in Austrian elementary schools, the fact that not every child younger than ten years owns or has access to mobile devices and the resulting problematic implementation of Mobile Seamless Learning settings and BYOD strategies in schools ask for more flexible learning applications. The divisiontrainer designed by Geier (2015) is presented as a good practice example that takes the identified challenges into account.
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Sims, Christo. "Amenable and Fixable Subjects." In Disruptive Fixation. Princeton University Press, 2017. http://dx.doi.org/10.23943/princeton/9780691163987.003.0005.
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This chapter examines how reformers imagined subjects that would be amenable to and fixable with their intervention in comparison with the ways that students negotiated identification and difference with each other at school and online. It considers how problematization and rendering technical processes produce amenable and fixable subjects, how these intended beneficiaries exert unanticipated pressures on a philanthropic intervention, and how the reformers tend to respond to such pressures in rather retrograde ways. In the case of the Downtown School for Design, Media, and Technology, reformers imagined the project's intended beneficiaries as digital kids, a population that presumably would be especially amenable to the intervention's focus on gaming and new media production. The chapter also discusses assembling of affinities and divisions among amenable and fixable subjects, conditions of sanctioned nonconformity, crossing of boundaries, and identities-in-practice in relation to subject fixations.
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Hirschoff, Mary-Michelle Upson. "Public Policy Toward Private Schools: A Focus on Parental Choice." In Private Education. Oxford University Press, 1986. http://dx.doi.org/10.1093/oso/9780195037104.003.0008.
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Not since the 1920s has our society faced so much controversy about public policy toward private elementary and secondary schools. Then, the major issue was whether private schools should be allowed to exist as alternatives to public schools. That issue was resolved in Pierce v. Society of Sisters, in which the Supreme Court upheld the right of parents to choose private schooling, and thus foreclosed a public monopoly. Today, our mixed system of private and public elementary and secondary education confronts increasing pressures for both fiscal and regulatory change. Most prominent in public debate are proposals for tuition tax credits and voucher systems and challenges to government regulation of private school teacher qualifications, curriculum, and admission practices (especially as the latter affect racial segregation). Two major public policy issues have replaced the issue of whether private schooling should exist at all: (1) To what extent should government encourage or discourage the choice of private schooling, that is, what balance between public and private schooling should government try to achieve? (2) What differences between private and public schooling should government promote or prohibit? Despite this change in emphasis, todays debates echo those of the 1920s in many respects. Just as the proponents of the 1920s laws restricting private schools feared that those schools would harm efforts to Americanize the children of immigrants, some argue today that private schools exacerbate social, economic, racial, religious, and ethnic divisions within the society and that aiding private schools will increase such undesirable effects. Now, as then, advocates of private schooling rest their arguments on the rights of parents to direct their children's education and on the benefits to society of diversity in schooling. Most dispute claims that private schools increase social stratification to any greater degree than do the public schools or that they are less effective in creating good citizens. One of the major factors that distinguishes today's debates from those of the 1920s is the greater attention paid to the impact of private schools on the quality of education.
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Robinson, Marin S., Fredricka L. Stoller, Molly Constanza-Robinson, and James K. Jones. "Overview of the Research Proposal." In Write Like a Chemist. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195367423.003.0019.
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In this module, we focus on writing a research proposal, a document written to request financial support for an ongoing or newly conceived research project. Like the journal article (module 1), the proposal is one of the most important and most utilized writing genres in chemistry. Chemists employed in a wide range of disciplines including teaching (high school through university), research and technology, the health professions, and industry all face the challenge of writing proposals to support and sustain their scholarly activities. Before we begin, we remind you that there are many different ways to write a successful proposal—far too many to include in this textbook. Our goal is not to illustrate all the various approaches, but rather to focus on a few basic writing skills that are common to many successful proposals. These basics will get you started, and with practice, you can adapt them to suit your individual needs. After reading this chapter, you should be able to do the following: ■ Describe different types of funding and funding agencies ■ Explain the purpose of a Request for Proposals (RFP) ■ Understand the importance of addressing need, intellectual merit, and broader impacts in a research proposal ■ Identify the major sections of a research proposal ■ Identify the main sections of the Project Description Toward the end of the chapter, as part of the Writing on Your Own task, you will identify a topic for the research proposal that you will write as you work through this module. Consistent with the read-analyze-write approach to writing used throughout this textbook, this chapter begins with an excerpt from a research proposal for you to read and analyze. Excerpt 11A is taken from a proposal that competed successfully for a graduate fellowship offered by the Division of Analytical Chemistry of the American Chemical Society (ACS). As is true for nearly all successful proposals, the principal investigator (PI) wrote this proposal in response to a set of instructions. We have included the instructions with the excerpt so that you can see for yourself how closely she followed the proposal guidelines.
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Turing, Alan. "Lecture on the Automatic Computing Engine (1947)." In The Essential Turing. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780198250791.003.0015.
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On 8 December 1943 the world’s first large-scale special-purpose electronic digital computer—‘Colossus’, as it became known—went into operation at the Government Code and Cypher School (see ‘Computable Numbers: A Guide’, ‘Enigma’, and the introduction to Chapter 4). Colossus was built by Thomas H. Flowers and his team of engineers at the Post Office Research Station in Doll is Hill, London. Until relatively recently, few had any idea that electronic digital computation was used successfully during the Second World War, since those who built and worked with Colossus were prohibited by the Official Secrets Act from sharing their knowledge. Colossus contained approximately the same number of electronic valves (vacuum tubes) as von Neumann’s IAS computer, built at the Princeton Institute of Advanced Study and dedicated in 1952. The IAS computer was forerunner of the IBM 701, the company’s first mass-produced stored-programme electronic computer (1953). The first Colossus had 1,600 electronic valves and Colossus II, installed in mid-1944, 2,400, while the IAS computer had 2,600. Colossus lacked two important features of modern computers. First, it had no internally stored programmes (see ‘Computable Numbers: A Guide’). To set up Colossus for a new task, the operators had to alter the machine’s physical wiring, using plugs and switches. Second, Colossus was not a general-purpose machine, being designed for a specific cryptanalytic task (involving only logical operations and counting). Nevertheless, Flowers had established decisively and for the first time that large-scale electronic computing machinery was practicable. The implication of Flowers’s racks of electronic equipment would have been obvious to Turing. Once Turing had seen Colossus it was, Flowers said, just a matter of Turing’s waiting to see what opportunity might arise to put the idea of his universal computing machine into practice. Precisely such an opportunity fell into Turing’s lap in 1945, when John Womersley invited him to join the Mathematics Division of the National Physical Laboratory (NPL) at Teddington in London, in order to design and develop an electronic stored-programme digital computer—a concrete form of the universal Turing machine of 1936.
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Schryer, Stephen. "Conclusion." In Maximum Feasible Participation. Stanford University Press, 2018. http://dx.doi.org/10.11126/stanford/9781503603677.003.0008.
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The Conclusion sums up ongoing anxieties about lower-class cultural difference in the wake of Donald Trump’s electoral victory, exploring the notion that the rural white working class inhabits an alternative culture hostile toward expert knowledge. The Conclusion develops this notion through a reading of Carolyn Chute’s The School on Heart’s Content Road and Treat Us like Dogs and We Will Become Wolves. In these fictions, Chute imagines an educational co-op that creates working-class experts, bypassing the division between professionals and lower-class clients that marked the Community Action Program. Chute embodies this notion of working-class expertise in the novels’ form; she presents them as alternative histories, accessible to nonexpert reading practices. However, the novels replicate the War on Poverty–era notion of class culture, which cannot be eradicated without exterminating the tribal consciousness of working-class Maine.
Conference papers on the topic "Practice School Division"
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Noble-Nur, Prof Venancia. "The Relationship Between Supervisory Practices and School Performance of Secondary Principals in the Division of Maguindanao." In International Conference on Responsive Education and Socio-Economic Transformation. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icreset.2018.a27wf004o.
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Camua, Prof Amour C. "Beliefs and Practices of Teachers on Environmental Care and Management in Selected Secondary Schools in the Division of Maguindanao." In International Conference on Responsive Education and Socio-Economic Transformation. Sons and Daughters Publishing House Inc., 2018. http://dx.doi.org/10.21016/icreset.2018.ju18ef16o.
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Orongan, Maris Jade Q., and Edna B. Nabua. "A Causal Model for Psycho-social Aspects of Science Learning Environment on Academic Performance of Secondary School Students in Region X, Philippines." In The 3rd International Conference on Future of Education 2020. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3108.
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The study geared to develop a causal model for the psychosocial attributes of the learning environment on Grade 10 students' science performance in secondary schools divisions of Region X, Northern Mindanao. This study utilized descriptive correlational and causal-comparative research design. A random sample of 1,123 Grade 10 students was utilized in this study. Data were analyzed using descriptive statistics, Correlation, Regression, and Path Analyses. The results revealed that students' performance in Science was found out of low mastery level. In terms of psychosocial aspects, the students generally practiced their science activities in both laboratory and classroom environments, possessed moderate confidence in their emotion and self-efficacy in chemistry, having average science process skills, and were mentored by science teachers with very satisfactory teaching ability. Classroom environment and teacher ability were the psychosocial aspects that significantly correlated with performance. The best-fitting causal model on students' performance is anchored on the classroom environment, supported by teachers' qualifications. A classroom learning environment that is highly conducive can stimulate students' interest to enhance their science learning. It is highly recommended that administrators and policymakers revisit curricular activities, particularly on students' classroom learning environment in the teaching-learning process. Keywords: academic performance, a causal model, and psychosocial aspects of the learning environment