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Books on the topic 'Social Function of School'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

1955-, Wong Kenneth K., ed. Perspectives on the social functions of schools. JAI Press, 1998.

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2

School, Yale University Divinity, ed. The Christian ministry and the social order: Lectures delivered in the course in pastoral functions at Yale Divinity School, 1908-1909. Yale University Press, 1990.

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3

Panda, Bijoy Kumar. Functions and organisation of tribal schools. Anamika Publishers & Distributors, 1996.

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4

Spitzer, Manfred. Digitale Demenz: Wie wir uns und unsere Kinder um den Verstand bringen. Droemer, 2012.

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5

Coster, Wendy. School function assessment: SFA : user's manual. Psychological Corp., 1998.

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6

National Geographic Society (U.S.). Educational Services. Life's structure and function. Glencoe/McGraw-Hill, 2008.

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7

Quicke, John. Inclusion and psychological intervention in schools: A critical autoethnography. Springer Verlag, 2008.

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8

1914-, Castetter William Benjamin, ed. The human resource function in educational administration. 8th ed. Pearson/Merrill/Prentice Hall, 2004.

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9

Association, Canadian Nurses'. Canadian Nurses Association social policy function. The Association, 1985.

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10

Stewart, Emily M. Social insects: Structure, function, and behavior. Nova Science, 2010.

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11

Jorens, Yves, ed. The Lighthouse Function of Social Law. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-32822-0.

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12

Koehler, Jacob Frias. Architectures of School Mathematics: Vernaculars of the Function Concept. [publisher not identified], 2016.

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13

Tihonova, Elena, Elena Dianina, Vasiliy Egorov, and Elena Karpova. Social management of career guidance activities in educational institutions of a modern metropolis. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1872851.

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The monograph is devoted to the analysis of the theoretical and methodological foundations of the study of the management system of professional orientation of high school students of general education institutions in the conditions of a modern metropolis. The central place in the work is occupied by the author's structural and functional model of management of the system of career guidance. A large theoretical material based on the results of the author's research is presented, which allows to formulate and substantiate a number of new scientific provisions that open up a promising direction

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14

Castetter, William Benjamin. The human resource function in educational administration. 6th ed. Merrill, 1996.

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15

Castetter, William Benjamin. The human resource function in educational administration. 7th ed. Merrill, 2000.

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16

Werhahn, Peter H. The entrepreneur: His economic function and social responsibility. 2nd ed. Catholic Institute for Development, Justice and Peace, 1990.

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17

Dr, Agarwal D. K., Nutrition Foundation of India, and UNICEF, eds. Nutritional status, physical work capacity, and mental function in school children. Nutrition Foundation of India, 1987.

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18

Vsesoi͡uznai͡a shkola po teorii funkt͡siĭ (1986 Dushanbe, Tajik S.S.R.). Collection of papers from the All-Union School on Function Theory. American Mathematical Society, 1991.

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19

Cassidy, Gerard. The science coordinator in the primary school: A complex function analysed. The Author], 1990.

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20

Marion, Huxtable, and Blyth Eric, eds. School social work worldwide. NASW Press, 2002.

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21

Centre, Family Policy Studies, ed. School meals & social security. Family Policy Studies Centre, 1986.

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22

Soekmono, R. The Javanese Candi: Function and meaning. E.J. Brill, 1995.

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23

1952-, Harris Richard, and Larkham P. J. 1960-, eds. Changing suburbs: Foundation, form, and function. Routledge, 1999.

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24

Moorhouse, Sandra. The Bere Valley Community Primary School Project: Its history, role and function. typescript, 1991.

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25

Stewart, Carolee. Who takes music?: Investigating access to high school music as a function of social and school factors. 1991.

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26

Lesaux, Nonie K., Stephanie M. Jones, Sophie P. Barnes, and Timothy P. Shriver. Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional Competencies. Guilford Publications, 2022.

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27

Lesaux, Nonie K., Stephanie M. Jones, Sophie P. Barnes, and Timothy P. Shriver. Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional Competencies. Taylor & Francis Group, 2022.

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28

Lesaux, Nonie K., Stephanie M. Jones, Sophie P. Barnes, and Timothy P. Shriver. Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional Competencies. Taylor & Francis Group, 2022.

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29

Lesaux, Nonie K., Stephanie M. Jones, Sophie P. Barnes, and Timothy P. Shriver. Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional Competencies. Guilford Publications, 2022.

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30

Lesaux, Nonie K., Stephanie M. Jones, Sophie P. Barnes, and Timothy P. Shriver. Measuring Noncognitive Skills in School Settings: Assessments of Executive Function and Social-Emotional Competencies. Guilford Publications, 2022.

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31

Zelmanovitz, Leonidas. Ontology and Function of Money. Published by Lexington Books, 2015. https://doi.org/10.5040/9781978737051.

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The central thesis of the book is that in order to evaluate monetary policy, one should have a clear idea about the characteristics and functions of money as it evolved and in its current form. That is to say that without an understanding about how money evolved as a social institution, what it is today, and what is possible to know about monetary phenomena, it is not possible to develop a meaningful ethics for money; or, to put it differently, to find what kind of institutional arrangements may be deemed good money for the kind of society we are in. And without that, one faces severe limitati

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32

Clark-Soles, Jaime. Scripture Cannot Be Broken: The Social Function of the Use of Scripture in the Fourth Gospel. BRILL, 2003.

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33

Soentken, Menno, Franca van Hooren, and Deborah Rice. The Impact of Social Investment Reforms on Income and Activation in the Netherlands. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0021.

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In this chapter we assess the buffer and flow dimension of the social investment state for early school leavers and lone parents in the Netherlands. By applying an ‘at-risk household-type model’, we show that the buffer function of the welfare state for the two risk groups out of work has declined in the last decade, particularly for early school leavers. On the other hand, the buffer function, in terms of minimum income protection, for those risk groups that have acquired paid employment has significantly improved. In terms of labour-market flow, we show that capacitation of risk groups is an

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34

Leonardo, Zeus. Ideology, Discourse, and School Reform. Greenwood Publishing Group, Inc., 2003. http://dx.doi.org/10.5040/9798216973904.

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Leonardo introduces an integrated theory of ideology that examines its necessary, negative, and positive functions. A three-dimensional theory highlights the concept of ideology during the reform process and links it to domination. Through an ideological critique of reform language, the book provides insights into domination and ways to counteract it. The movement for educational change lacks a concerted engagement with ideology with respect to school reform. Ideology is a central, structuring concept in education, especially regarding the intractable problem of domination. Race, class, and ge

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35

Matson, Johnny L. Functional Assessment for Challenging Behaviors. Springer, 2012.

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36

Functional Assessment for Challenging Behaviors. Springer, 2012.

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37

Kras, Kimberly R. Informal social control of sex offenders. Edited by Teela Sanders. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190213633.013.24.

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This essay discusses the role of informal social control for sex offenders who are reentering the community after imprisonment. The essay begins by reviewing the reintegration of sex offenders into communities, noting that they might reintegrate differently than other offenders. Considering how informal social control occurs across the life course for sex offenders may offer insight into specific mechanisms of desistance. The essay discusses the role in reentry of relationships, such as family, friends, and intimate partners, as well as the support function of social networks and community-ori

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38

Adjustment of immigrant children (age 6-15) in school as a function of parental attitudes toward social change and new experience: A study of Soviet Jewish families in San Francisco. University Microfilms Internatinal, 1986.

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39

Kearney, Christopher A., and Anne Marie Albano. When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604059.001.0001.

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Problematic school absenteeism is the primary focus of When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Therapist Guide. Youths who complete high school are more likely to experience greater success at social, academic, occupational, and economic aspects of functioning than youths who do not. Youths with problematic school absenteeism are at risk for lower academic performance and achievement, lower reading and mathematics test scores, fewer literacy skills, internalizing and externalizing behavior problems, grade retention, involvement with the juvenile justice system, an

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40

Kearney, Christopher A., and Anne Marie Albano. When Children Refuse School. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190604080.001.0001.

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When Children Refuse School: A Cognitive-Behavioral Therapy Approach, Parent Workbook is designed to help parents work with a therapist to help their children who currently have difficulties attending school. This workbook defines school refusal behavior, describes how situations might be evaluated, and shows what parents and therapists can do to get children back into school with less distress. Parents should use this workbook with a qualified therapist who is concurrently using the therapist guide to treat the child’s school refusal behavior. Problematic school absenteeism is the primary foc

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41

Coster School Function Assessment. The Psychological Corporation USA, 1998.

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42

WIRZ. Empathy Function : School Buildings Emi: Empathy As Function. Antique Collectors' Club, 2022.

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43

School Function Assessment User Manual. Elsevier, 1998.

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44

Coster. School Function Assessment Rating Scale Guides,. Elsevier, 2002.

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45

Coster. School Function Assessment Record Forms (25). Elsevier, 1998.

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46

Gyure, Dale Allen. The Schoolroom. ABC-CLIO, 2018. http://dx.doi.org/10.5040/9798216011446.

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School attendance is nearly universal in our society, yet very little is known about the history of the classrooms we occupy and the objects we encounter and use in our educational lives. Why are our school classrooms designed as they are? When was the blackboard invented? When did computers start appearing in schools? Through analysis of classrooms and objects within them, The Schoolroom: A Social History of Teaching and Learning details the history of American education, describing how architects, in collaboration with educators, have shaped learning spaces in response to curricular and peda

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47

Wong, K. K. Perspectives on the Social Functions of Schools (Advances in Educational Policy). JAI Press, 1998.

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48

Oxytocin and Social Function. IntechOpen, 2024.

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49

Bernal, J. D. Social Function of Science. Faber & Faber, Limited, 2011.

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50

Pomson, Alex, and Howard Deitcher, eds. Jewish Day Schools, Jewish Communities. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.001.0001.

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About 350,000 Jewish children are currently enrolled in Jewish day schools, in every continent other than Antarctica. This is the first book-length consideration of life in such schools and of their relationship both to the Jewish community and to society as a whole. The book provides a rich sense of how community is constructed within Jewish schools, and of how they contribute to or complicate the construction of community in the wider society. It reframes day-school research in three ways. First, it focuses not just on the learner in the day-school classroom but sees schools as agents of and

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