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Books on the topic 'Relationships between school subjects'

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Published: 4 June 2021
Last updated: 15 February 2022

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1

Laing, Joan. Relationships between ACT test scores and high school courses. Iowa City, Iowa: American College Testing Program, 1987.

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2

Welch, Frances Clayton. Between parent and teacher. Springfield, Ill., U.S.A: C.C. Thomas, 1986.

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3

Enhancing relationships between children and teachers. Washington, DC: American Psychological Association, 1999.

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4

K, Austwick. Mathematics: Links between school subjects, courses in further and higher education, jobs and careers. Cambridge: Hobsons, 1985.

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5

Culture, clichés, and conversations: Cultivating relations between teachers and administrators. Lanham: Rowman & Littlefield, 2014.

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6

Magagula, Cisco M. Relationships between headteacher's leadership behaviour and teacher commitment to work: Research paper. Kwaluseni, Swaziland: University of Swaziland, Faculty of Education, In-Service Education, 1992.

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7

Derbyshire, Robin. Modern languages: Links between school subjects, courses in further education and higher education, jobs and careers. Cambridge: CRAC, 1986.

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8

Fehr, Wayne. A case study concerning relationships between principals and district boards of trustees in the Saskatchewan Valley School Division #49. Regina, Sask: Research Centre, Saskatchewan School Trustees Association, 1989.

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9

Cronin, J. Parents as partners in Irish education: A study of the level of partnership that exists between parents and schools in fourteen second-level Dublin schools. Dublin: University College Dublin, 1996.

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10

Barsch, Sebastian, ed. Geschichtsdidaktische Perspektive auf die 'Vormoderne'. Kiel: Universitätsverlag Kiel | Kiel University Publishing, 2021. http://dx.doi.org/10.38072/2703-0784/v1.

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Current research shows the importance of interaction between content knowledge and pedagogical content knowledge for history teachers. This is considered effective for the design of history lessons. But even beyond these practical implications, the question of the relationship between historical studies and history education is of great importance. Both approaches have a common object: the past. However, the methodically approaches to the past follow different ways. While historical scholarship reconstructs the past by using sources, history education is dedicated to the reception of history. A dialogue between these two approaches can expand the boundaries of both disciplines with new insights. The anthology is dedicated to such an interlocking of historical research and history education using the example of pre-modern history. In the essays, perspectives opened up by scholars are supplemented by comments from history educators. Thus, on the one hand, it is reflected how subject-specific research could enrich teaching in schools and universities. In addition, these findings are classified in terms of historical theory and empirics.
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11

Montgomery, Paula Kay. Relationships between field independence and field dependence of school library media specialists and classroom teachers and their perception of the level of cooperation when integrating library media skills into the curriculum. Ann Arbor, Mich: University Microfilms International, 1990.

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12

Boffo, Vanna, ed. A Glance at Work. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-187-4.

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The topics of work flexibility, precarious jobs, and the relationship between work, the market and production are subjects that are widely debated in the sociological, philosophical, economic and political spheres. Yet these topics are less touched on in the tradition of pedagogical research. The intention of this book is to build a seedbed for reflection on the central position assumed by work in the lives of every woman and man, inhabitants of a planet in which the transformation of work activities is imposing radical changes on lifestyles, community-building and societies. Work is not an abstract concept, but is incorporated into every human person who does it and into the relationships linking them to others. Man, his education and human formation provide the pivot around which to perform a pedagogical survey within the universe of "work", and inside the relationship between the human condition and working/professional life. What sense does work acquire today when going to observe children, young people, adults or migrants? Namely, what sense does it assume when its pivotal viewpoint is shifted off-centre in time and space? The essays intend to spark agile but critical, synchronic and diachronic reflection which, stemming from contextual questions on the meaning of work and on change in the workplace, will proceed to investigate the subjects in their specific lives and existential conditions. Essays by: Vanna Boffo, Pietro Causarano, Giovanna Del Gobbo, Emiliano Macinai, Maria Rita Mancaniello, Stefano Oliviero and Clara Silva.
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13

Between families and schools: Creating meaningful relationships. Washington, D.C: Tellin' Stories Project of the Network of Educators on the Americas (NECA), 2005.

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14

Educational Resources Information Center (U.S.) and National Center for Education Statistics., eds. Types of contact between parents and school personnel. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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15

Pianta, Robert C. Enhancing Relationships Between Children and Teachers. American Psychological Association, 2001.

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16

Brawn, Richard. Physics: Links between school subjects, courses in further and highereducation, jobs and careers. Hobsons, 1985.

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17

Robinson, Jeanene Nicole. Discovering self: Relationships between African identity and academic achievement. 2002.

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18

Rebecca, Van der Bogert, Boris-Schacter Sheryl, and Harvard University. Graduate School of Education. International Network of Principals' Centers., eds. The Changing relationship between principal and superintendent: Shifting roles in an era of educational reform. San Francisco: Jossey-Bass, 1999.

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19

Office, Great Britain Welsh, ed. Links between parents, community, and primary schools: Primary education in Wales. [Cardiff, South Glamorgan?]: The Office, 1985.

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20

Clayman, Heather Patricia. Women high school teachers: The delicate balance between professional and personal life. 2006.

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21

Lobban, Stephen J. An analysis of the relationship between clinical supervision and situational leadership: The development of a process to increase clinical supervision effectiveness. 1988.

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22

Byrnes, John. The relationships between elementary classroom teachers' perceptions of school health education and their level of health teaching. 1994.

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23

Hodgson, Allan. Dynamic price relationships between small and large stocks (Working paper / School of Finance and Business Economics). Edith Cowan University, 1998.

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24

Chapman, Warren King. Measuring the effects between family and teacher characteristics on student achievement. 1993.

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25

Trumbull, Elise, Carrie Rothstein-Fisch, Patricia M. Greenfield, and Blanca Quiroz. Bridging Cultures Between Home and School: A Guide for Teachers. WestEd, 2001.

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26

Trumbull, Elise, Carrie Rothstein-Fisch, Patricia M. Greenfield, and Blanca Quiroz. Bridging Cultures Between Home and School: A Guide for Teachers. Taylor & Francis Group, 2015.

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27

Blanche, Frank, New York (State). Division of Substance Abuse Services., and New York (State). Division of Alcoholism and Alcohol Abuse., eds. A Double danger: Relationships between alcohol use and substance use among secondary school students in New York State. Albany, N.Y: Division of Substance Abuse Services, 1985.

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28

Julie, Noble, and American College Testing Program, eds. Relationships between the noncognitive characteristics, high school course work and grades, and test scores of ACT-tested students. Iowa City, Iowa: ACT, Inc., 1999.

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29

Webb, Ruth. Schools and Paideia. Edited by Daniel S. Richter and William A. Johnson. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199837472.013.9.

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Education (paideia) was central to the development of what is now called the Second Sophistic, but surprisingly little attention was paid to the subject in the contemporary texts. This omission may have been deliberate, a way of implying that the status of pepaideumenos or educated man was acquired through sociability rather than by tuition. This chapter outlines what we know about the teaching of grammar and rhetoric in the schools of the imperial period from witnesses, like Philostratus, Lucian, and Aelius Aristides, and from the surviving manuals. Emphasis is placed on the relationship between this teaching and its methods and the performances and writings of the sophists. Its role in the creation of a common culture shared by its recipients is also discussed.
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30

Edwards, Tara C. The relationships between perceived competence, competitive trait anxiety, social support and behavioral intentions in competitive youth sport. 1993.

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31

Hands, Catherine Marie. Patterns of interdependency: The development of partnerships between schools and communities. 2005.

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32

Boris-Schacter, Sheryl. The Changing Relationships Between Principal and Superintendent: Shifting Roles in an Era of Educational Reform: New Directions for School Leadership #10. Jossey-Bass, 1999.

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33

O'Connor, Bernadette. Physical education provision, school culture and values: An investigation into the relationships between school culture, values and physical education provision in two, second level schools in Munster. 2004.

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34

Morais, Anne. Trusting ourselves to criticize with care: An inquiry into the tension between educational criticism and nurturance. 1995.

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35

Baron, Alan, John Hassard, Fiona Cheetham, and Sudi Sharifi. Identity and Image. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198813958.003.0003.

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The study turns to the literature on organizational identity and, once again, considers this in terms of two competing analytical positions. The first, the ‘critical’ view, sees inter alia organizational identity treated as a reflexive term for how organizational members themselves feel outsiders perceive their organization. The second is the ‘managerial’ school, where organizational identity is replaced with the term ‘corporate identity’ and which sees identity, as well as corporate image, discussed in line with a more outward-looking perspective based on the perceptions of external stakeholders. This section includes an analysis of Soenen and Moingeon’s five-faceted approach to organizational identity, which the authors feel gives additional depth to the understanding of this subject area. The final section of the review then draws together strands of literature across all three topics discussed—culture, identity, and image—with a view to examining the relationships between them.
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36

Popkewitz, Thomas S. Educational Knowledge: Changing Relationships Between the State, Civil Society, and the Educational Community (Suny Series Frontiers in Education). State University of New York Press, 2000.

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37

Dormer, Jan Edwards. A perfect blend?: A study of coworker relationships between native English speaking and nonnative English speaking teachers in two school sites in Brazil and Indonesia. 2006.

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38

A study of the relationships between the middle level principals' professions development in middle level education, beliefs in middle level characteristics, and perceived implementation of these characteristics. 1993.

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39

Elise, Trumbull, ed. Bridging cultures between home and school: A guide for teachers : with a special focus on immigrant Latino families. Mahwah, N.J: L. Erlbaum Associates, 2001.

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40

Educational Knowledge: Changing Relationships Between the State, Civil Society, and the Educational Community (S U N Y Series, Frontiers in Education). State University of New York Press, 2000.

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41

Cohen, Julie E. Between Truth and Power. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190246693.001.0001.

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This book explores the relationships between legal institutions and political and economic transformation. It argues that as law is enlisted to help produce the profound economic and sociotechnical shifts that have accompanied the emergence of the informational economy, it is changing in fundamental ways. We are witnessing the emergence of legal institutions adapted to the information age, but their form and their substance remain undetermined and are the subjects of intense struggle. One level for legal-institutional transformation involves baseline understandings of entitlement and disentitlement. Both lawyers and laypeople tend to think of legal entitlements as relatively fixed, but the ongoing transformation in political economy has set things in motion in ways that traditional accounts do not contemplate. In particular, the datafication of important resources and the shift to a platform-based, massively intermediated communications environment have profoundly reshaped both the organization of economic activity and the patterns of information exchange. The authority of platforms is both practical and normative, and it has become both something taken for granted and a powerful force reshaping the law in its own image. Another level for legal-institutional transformation involves the structure and operation of regulatory and governance institutions. Patterns of institutional change in the networked information era express a generally neoliberalized and managerialist stance toward the law’s projects and processes. They reflect deeply embedded beliefs about the best uses of new technological capabilities to manage legal and regulatory processes and account for activities of legal and regulatory concern.
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42

Boutcher, Warren. Learning Mingled with Nobility in Shakespeare’s England. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780198739661.003.0004.

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Chapter 2.3 analyses the English school of Montaigne in the context of the relationship between Renaissance education and the early modern nobility. The Englished Montaigne––translated by John Florio and dramatized by Samuel Daniel, Ben Jonson, John Marston, and others––was introduced as a critic of the tyranny of custom and as a participant in the aristocratic culture of private learning in the late Elizabethan, early Jacobean noble household. Documents discussed range from the paratexts to Florio’s translation and the English text of ‘Of the institution and education of children’ to James Cleland’s work on the same subject and the famous portrait of Lady Anne Clifford. The chapter ends by offering a new perspective on Shakespeare’s use of Florio’s translation in The Tempest: that we should understand it in relation to Samuel Daniel’s use of similar passages in a play staged for the 1605 royal progress to the University of Oxford: The Queenes Arcadia.
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43

Carter, Sarah Anne. Picture Lessons. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190225032.003.0004.

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Chapter 3 considers different variations of object lessons, particularly object lessons on pictures and lessons that address the relationships between objects and pictures in the classroom. Picture lessons raise epistemological questions about the kind of information objects and images may transmit and suggest strategies that were employed to teach children how to interpret images. The methods were applied to hybrid object pictures, teaching aids that combined images with material things, and images designed for classroom instruction, covering topics like the trades and natural history. Works of art not necessarily created to be the subject of object lessons, like genre scenes and trompe l’oeil paintings, could also be used, offering new ways to think about the art historical possibilities of these categories more broadly. The first three chapters provide an overview of the ways object lessons and object teaching more generally were implemented in US schools.
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44

Adler, Eliyana, and Antony Polonsky, eds. Polin: Studies in Polish Jewry Volume 30. Liverpool University Press, 2018. http://dx.doi.org/10.3828/liverpool/9781906764500.001.0001.

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An emphasis on education has long been a salient feature of the Jewish experience. Historians of the early modern and modern era frequently point to the centrality of educational institutions and pursuits within Jewish society, yet the vast majority treat them as merely a reflection of the surrounding culture. Only a small number note how schools and teachers could contribute in dynamic ways to the shaping of local communities and cultures. This volume addresses this gap in the portrayal of the Jewish past by presenting education as an active and potent force for change. It moves beyond a narrow definition of Jewish education by treating formal and informal training in academic or practical subjects with equal attention. In so doing, it sheds light not only on schools and students, but also on informal educators, youth groups, textbooks, and numerous other devices through which the mutual relationship between education and Jewish society is played out. It also places male and female education on a par with each other, and considers students of all ages, religious backgrounds, and social classes. The book spans two centuries of Jewish history, from the Austrian and Russian empires to the Second Republic of Poland and the Polish People’s Republic. It highlights the centrality of education in the vision of numerous Jewish individuals, groups, and institutions across eastern Europe, and the degree to which this vision interacted with forces within and external to Jewish society. In this way, the book highlights the interrelationship between Jewish educational endeavours, the Jewish community, and external economic, political, and social forces.
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45

Robertson, Alan. The relationships between general aspects of an educational system and a measure of educational quality: Understanding differences in the difficulty of the educational tasks of public school districts in Ohio. 1996.

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46

Cruickshank, Steven. Mathematical models and anaesthesia. Edited by Jonathan G. Hardman. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0027.

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The use of mathematics in medicine is not as widespread as it might be. While professional engineers are instructed in a wide variety of mathematical techniques during their training in preparation for their daily practice, tradition and the demands of other subjects mean that doctors give little attention to numerical matters in their education. A smattering of statistical concepts is typically the main mathematical field that we apply to medicine. The concept of the mathematical model is important and indeed familiar; personal finance, route planning, home decorating, and domestic projects all require the application of the basic mathematical tools we acquire at school. This utility is why we learn them. The insight that can be gained by applying mathematics to physiological and other problems within medical practice is, however, underexploited. The undoubted complexity of human biology and pathology perhaps leads us to give up too soon. There are useful and practical lessons that can be learned from the use of elementary mathematics in medicine. Anaesthetic training in particular lends itself to such learning with its emphasis on physics and clinical measurement. Much can be achieved with simple linear functions and hyperbolas. Further exploration into exponential and sinusoidal functions, although a little more challenging, is well within our scope and enables us to cope with many time-dependent and oscillatory phenomena that are important in clinical anaesthetic practice. Some fundamental physiological relationships are explained in this chapter using elementary mathematical functions. Building further on the foundation of simple models to cope with more complexity enables us to see the process, examine the predictions, and, most importantly, assess the plausibility of these models in practice. Understanding the structure of the model enables intelligent interpretation of its output. Some may be inspired to investigate some of the mathematical concepts and their applications further. The rewards can be intellectually, aesthetically, and practically fruitful. The subtle, revelatory, and quite beautiful connection between exponential and trigonometric functions through the concept of complex numbers is one example. That this connection has widespread practical importance too is most pleasing.
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47

Harrington, Jane. My Best Friend, the Atlantic Ocean, and Other Great Bodies Standing Between Me and My Life with Giulio (Darby Creek Exceptional Titles). Darby Creek Publishing, 2008.

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48

Popovici, Ioana, and Michael T. French. Substance Use and School and Occupational Performance. Edited by Kenneth J. Sher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199381708.013.003.

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Health economists have been actively investigating the relationships between substance use and educational achievement/labor market performance outcomes. Although researchers agree on the direction and magnitude of the relationships between substance use and some of these outcomes, many questions remain unanswered. For instance, the literature generally indicates that drug use has a negative impact on most academic outcomes. Less evidence exists, however, of a negative impact of alcohol use on education. Although results suggest that drinking is associated with lower grades, and most research shows that drinking negatively impacts the probability of graduating from high school, several studies have been unable to find significant relationships between alcohol consumption and the number of years of schooling completed. Similarly, although most studies find a wage premium for moderate alcohol users, results on the effect of problem drinking or the use of other drugs on the probability of employment are mixed.
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49

Bidadanure, Juliana Uhuru. Justice Across Ages. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198792185.001.0001.

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Justice Across Ages is a book about how we should respond to inequalities between people at different stages of their lives. Age structures our social institutions, relationships, obligations, and entitlements. There is an age for voting, an age for working, and an age when one is expected (and sometimes required) to retire. Each stage of life also corresponds to specific forms of social risks and vulnerabilities. As a result, inequalities between age groups and generations are numerous and multidimensional. And yet, political theorists have spared little time thinking about how we should respond to these disparities. Are they akin to those patterned on gender or race? Or is there something relevantly distinctive about them that mitigates the need for concern? These questions and others are answered in this book and a theory of justice between co-existing generations is proposed. Age structures our lives and societies. It shapes social institutions, roles, and relationships, as well as how we assign obligations and entitlements within them. There is an age for schooling, an age for voting, an age for working, and an age when one is expected (and sometimes required) to retire. Each life-stage also brings its characteristic opportunities and vulnerabilities, which spawn multidimensional inequalities between young and old. How should we respond to these age-related inequalities? Are they unfair in the same way that gender or racial inequalities often are? Or is there something distinctive about age that should mitigate ethical concern? Justice Across Ages addresses these and related questions, offering an ambitious theory of justice between age groups. Written at the intersection of philosophy and public policy, the book sets forth ethical principles to guide a fair distribution of goods like jobs, healthcare, income, and political power among persons at different stages of their life. Drawing on a range of practical cases, the book deploys normative tools to distinguish objectionable instances of inequalities from acceptable ones and in so doing, critically assesses a range of policy remedies. At a time where young people are starkly under-represented in legislatures and subject to disproportionally high unemployment rates, the book moves from foundational theory to the specific policy reforms needed today. As moral and political philosophers have noted, it can be tempting to assume that age-based inequalities are morally trouble free, since over the course of a complete life, a person moves through each age groups. Yet, Justice Across Ages argues that we should resist this assumption. In particular, we should regard with suspicion commonplace and widely tolerated forms of age-based social hierarchy, such as the infantilization of young adults and older citizens, the political marginalization of teenagers and young adults, the exploitation of young workers through precarious contracts and unpaid internships, and the spatial segregation of elderly persons. If we ever are to live in a society where people are treated as equals, we must pay vigilant attention to how age membership can alter our social standing. This position carries important implications for how we should think about the political and moral value of equality, design our social and political institutions, and conduct ourselves in a range of contexts that includes families, workplaces, and schools.
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50

Espelage, Dorothy L., Jun Sung Hong, and Gabriel J. Merrin. Relational Aggression and Bullying in a School Context. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190491826.003.0015.

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Relational aggression, or “indirect bullying” or “social aggression,” includes behaviors that are directed at damaging relationships or feelings of acceptance, friendship, or group inclusion. Relational aggression is distinct from physical bullying, and research evidence suggests that relational aggression perpetration and victimization may lead to behavioral problems and negative psychosocial functioning. Drawing from social cognitive theory and social-ecological perspectives, this chapter reviews the literature on correlates and predictors of relational aggression among children and adolescents. Supporting the social cognitive theory, existing literature demonstrates that impulsivity and anger are positively related to increases in relational aggression among adolescents, and empathy is negatively linked to relational aggression. Relational aggression appears to play out because of interactions between individual characteristics, family dynamics, peer relations, and school climates that foster aggression. It is imperative that anti-bullying policies and intervention programs focus on relational aggression and should include components that foster healthy relationships among youth.
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