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Relevant bibliographies by topics / Superintendent of Public Instruction

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Academic literature on the topic 'Superintendent of Public Instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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Journal articles on the topic "Superintendent of Public Instruction"

1

Pisapia, Michael Callaghan. "The Authority of Women in the Political Development of American Public Education, 1860–1930." Studies in American Political Development 24, no. 1 (March 5, 2010): 24–56. http://dx.doi.org/10.1017/s0898588x09990113.

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Through a comparative historical analysis of the American states, I show how public education was the original policy field through which white American women became empowered as voters and political officials. Women's changing status within the education profession and “school suffrage” rights are an important and overlooked aspect of women's political history, and the rural orientation of state governments and women's increasing administrative authority as county superintendents and rural supervisors of education was pivotal to women's political empowerment. Women's authority, however, varied across regions and across states, with women's authority especially strong in Western states. I find that women in the field of public education were most empowered where there was a history of school suffrage rights, where administrative offices were elective rather than appointed, and where the power of the state superintendent of public instruction was weak. These findings suggest that democratic institutions, more than economic development or state capacity, were fundamental to women's increasing authority in the policy domain that commanded the largest share of state and local resources at the time.

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Ruswick, Brent, and Elliott W. Simon. "INDUSTRY, IMPROVEMENT, AND INTELLECTUAL DISABILITY: FINDING THE HOPES AND FEARS OF PARENTS AND SUPERINTENDENTS AT THE PENNSYLVANIA TRAINING SCHOOL." Journal of the Gilded Age and Progressive Era 17, no. 1 (January 2018): 145–69. http://dx.doi.org/10.1017/s1537781417000585.

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This article examines late nineteenth-century preadmission records taken at the Pennsylvania Training School in order to better understand the biographical and medical characteristics of persons seeking admission to this prominent school for the “feeble-minded.” It draws on those records to then explore how guardians and the superintendent assessed the likelihood and nature of educational improvement. A pioneering institution for the education of people with intellectual disability, the Training School, generally known as “Elwyn,” kept extensive biographical and etiological records that contain a previously untapped wealth of data. These records offer valuable insight into parents’ understanding of their children's disability, their hopes for improvement, and opinions of what would constitute a successful, productive life. The authors use the records to develop a statistical profile of the characteristics of applicants that superintendent Dr. Martin Barr would deem most likely to improve from instruction, and a similar profile for those deemed incapable of improvement. We situate our analysis of the records within the Gilded Age context of anxieties surrounding the state of public education and worker productivity in an industrial economy. In the field of disability studies, the article adds to our understanding of how superintendents constructed and applied the “medical model” of disability and its tension with the lived social experience of disability.

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Smith, Elizabeth. "Retrospection: The First Hundred Years of North Carolina’s Libraries - 1905." North Carolina Libraries 63, no. 1 (May 15, 2008): 5–11. http://dx.doi.org/10.3776/ncl.v63i1.52.

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This first in a series of articles will highlight events and statistics about North Carolina’s libraries in 1905, which were collected fromvarious publications in Joyner Library’s Verona Joyner Langford North Carolina Collection. The Biennial Report of the Superintendent ofPublic Instruction of North Carolina and the Biennial Report of the State Librarian provided information about school and public libraries. Information about college and private libraries was taken from the First Biennial Report of the North Carolina Library Commission and from books about the institutions of higher education.

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MURPHY, JOSEPH, and PHILIP HALLINGER. "THE SUPERINTENDENT AS INSTRUCTIONAL LEADER: FINDINGS FROM EFFECTIVE SCHOOL DISTRICTS." Journal of Educational Administration 24, no. 2 (February 1986): 213–36. http://dx.doi.org/10.1108/eb009917.

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Hackett, David G. "The Prince Hall Masons and the African American Church: The Labors of Grand Master and Bishop James Walker Hood, 1831–1918." Church History 69, no. 4 (December 2000): 770–802. http://dx.doi.org/10.2307/3169331.

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During the late nineteenth century, James Walker Hood was bishop of the North Carolina Conference of the African Methodist Episcopal Zion Church and grand master of the North Carolina Grand Lodge of Prince Hall Masons. In his forty-four years as bishop, half of that time as senior bishop of the denomination, Reverend Hood was instrumental in planting and nurturing his denomination's churches throughout the Carolinas and Virginia. Founder of North Carolina's denominational newspaper and college, author of five books including two histories of the AMEZ Church, appointed assistant superintendent of public instruction and magistrate in his adopted state, Hood's career represented the broad mainstream of black denominational leaders who came to the South from the North during and after the Civil War. Concurrently, Grand Master Hood superintended the southern jurisdiction of the Prince Hall Masonic Grand Lodge of New York and acted as a moving force behind the creation of the region's black Masonic lodges—often founding these secret male societies in the same places as his fledgling churches. At his death in 1918, the Masonic Quarterly Review hailed Hood as “one of the strong pillars of our foundation.” If Bishop Hood's life was indeed, according to his recent biographer, “a prism through which to understand black denominational leadership in the South during the period 1860–1920,” then what does his leadership of both the Prince Hall Lodge and the AMEZ Church tell us about the nexus of fraternal lodges and African American Christianity at the turn of the twentieth century?

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Edelberg, Thomas. "Emphasizing Technology Over Instruction: Adapting a 20-Year-Old Survey to Examine the Climate of K–12 Instructional Technology Leadership in Public School Districts." Journal of School Leadership 30, no. 3 (November 7, 2019): 257–74. http://dx.doi.org/10.1177/1052684619884783.

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Current research on computer technology integration in K–12 school classrooms indicates that student learning outcomes remain flat despite heavy investment. Examining school leadership conceptions about technology integration might reveal a way to reverse this trend. This study adapts a survey instrument from Brush and Bannon and applies it to Indiana school district superintendents. Key findings indicate respondents perceive developing technology goals and plans for a school district, providing instructional support, and integrating technology into a core curriculum are very important for instructional technology leadership, but educational experiences and credentials are less important. However, respondents from school districts with smaller student enrollments and who report having little or no knowledge of instructional technology tend to view educational experiences and credentials more highly than respondents from larger schools and who report being very knowledgeable. Implications are that superintendents tend to emphasize the technology-use aspect of instructional technology leadership over instructional proficiencies.

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Ryan, Ann Marie. "Negotiating Assimilation: Chicago Catholic High Schools' Pursuit of Accreditation in the Early Twentieth Century." History of Education Quarterly 46, no. 3 (2006): 348–81. http://dx.doi.org/10.1111/j.1748-5959.2006.00002.x.

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At the Catholic Educational Association's (CEA) annual meeting in 1911, Reverend John E Green, president of St. Rita College Prep, an academy for boys on the southwest side of Chicago administered by the Augustinian Fathers, argued against Catholic schools' seeking accreditation from non-Catholic institutions. He called the practice “a heterodoxical spectacle” and “a stultification of our claim of the necessity of Catholic education.” Reverend Green opposed accreditation by both state agencies and professional associations, but just five years later requested assistance from the speaker of the Illinois House of Representatives, David E. Shanahan, to pursue state recognition for St. Rita. Speaker Shanahan called on the Illinois Superintendent of Public Instruction and asked him to respond to Reverend Green's request to dispatch the Illinois High School Supervisor to St Rita. What motivated a staunch opponent of recognition and accreditation like Green to go to such lengths to procure it? While accreditation by non-Catholic institutions did not negate the need for Catholic education, as Reverend Green feared, how did it contribute to the assimilation of Catholic schools and hence Chicago Catholics in the early twentieth century?

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Perry-Higgs, Jacqueline. "Collateral Damage in the Middle of Transformation: School Board Politics in Lieu of a Student’s Academic Needs." Journal of Cases in Educational Leadership 22, no. 2 (February 19, 2019): 26–38. http://dx.doi.org/10.1177/1555458919831342.

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This case focuses on a novice principal who advocates for a student who was assigned to the first grade for 3 consecutive years. As the instructional leader of the school, the novice principal is troubled by ethics and social justice issues involved to make the decision to assign the student to his age-appropriate grade. The student was placed in the exceptional students’ program to receive services for a specific learning disability in reading and writing during his first year returning to public school. The student will enter the second grade at the age of 9 years. The superintendent does not support the novice principal. The novice principal now has to decide next steps as a transformative leader in the district.

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Griffin, Sean. "Archbishop Murray of Dublin and the Episcopal Clash on the Inter-Denominational School Scripture Lessons Controversy, 1835–1841." Recusant History 22, no. 3 (May 1995): 370–408. http://dx.doi.org/10.1017/s0034193200001977.

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In September 1831, the newly elected liberal Whig government under Earl Grey introduced an experiment of national education in Ireland aimed at uniting Catholics and Protestants in one general system. Schools were officially non-denominational but provision was made for separate religious instruction at designated times under the superintendence of the respective churches. It was a response to ten years of intensive lobbying by the Irish Catholic Church, and over twenty years of public and parliamentary debate, seeking a school system supported by State funds which would explicitly prohibit interference with the religious convictions of children.

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SULLIVAN, SUSAN, and VIVIAN SHULMAN. "Managing change: The superintendent as line director of instruction." International Journal of Leadership in Education 8, no. 2 (January 2005): 123–43. http://dx.doi.org/10.1080/01446190500041784.

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Dissertations / Theses on the topic "Superintendent of Public Instruction"

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Winters, Marvin E. "S. John Davis : a thematic history of public education in Virginia as interpreted through the professional career of the sixteenth superintendent of public instruction /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-03042009-040420/.

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Paine, Steven L. "The relationship of superintendent instructional leadership behavior and student achievement in high performing High Schools That Work network public high schools in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2343.

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Thesis (Ed. D.)--West Virginia University, 2002.
Title from document title page. Document formatted into pages; contains x, 163 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 119-127).

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Sullivan, Douglas Wayne. "School Superintendent Evaluation in Montana Public School Districts." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/sullivan/SullivanD0505.pdf.

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The AASA 2000 Study of the American Superintendency indicated between 1950 and 1992 the median age of superintendents was 48 to 50. Since 1992 the median age of superintendents increased to 52.5, the oldest recorded median age for superintendents during the twentieth century. The results of this study indicated during the coming decade half of the nation's superintendents will retire. In 1999, the Montana School Boards Association, the School Administrators of Montana, the Certification and Standards and Practices Advisory Committee and the Department of Education at Montana State University, conducted a study that assessed school administrator shortages in Montana. The study indicated that 61.3% of districts had hired an administrator within the last three years. A study conducted by Dr. Dori Neilson (2002) for the Montana State Action for Education Leadership Project (SAELP) revealed that 48% of administrators in Montana school districts plan to retire within the next five years. Communication between the superintendent and school board is a mechanism that will improve relations between the parties and may increase superintendent longevity. A thorough performance appraisal of the superintendent can improve communication between board members and the superintendent. The problem addressed in this study is that it is unknown by state leaders and policy-makers to what degree, based on the perceptions of practicing Montana public school superintendents, evaluations of school superintendents in Montana are aligned to the Performance Domains identified by DiPaola and Stronge (2003). A t-test of Independent Samples revealed significant differences in several areas regarding alignment of current Montana superintendent evaluation practices to the Domains. An understanding of current practices for evaluating the superintendent in Montana revealed areas of improvement that will result in improved superintendent evaluation practices. Evaluations that improve communication between school boards and superintendents of Montana school districts will provide a framework to increase superintendent longevity and decrease the need to hire a superintendent in a job market that is experiencing a shortage of qualified candidates. This study provides recommendations for revisions of policies and laws governing evaluation of Montana superintendents and training of Montana school board members in superintendent evaluation.

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Soska, Paul J. III. "Use of Rasch Rating Scale Modeling to Develop and Validate a Measure of District-Level Characteristics and Practices Identified to Improve Instruction and Increase Student Achievement." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1354832016.

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McNulty, Rock Edward. "Mentoring the first-year superintendent in Texas public schools." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3127/.

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This study determined what mentoring experiences first-year superintendents have had and what they need from a mentoring relationship. Structured interviews and field notes were used in this qualitative study focused on Texas first-year superintendents' perceived needs from mentors. Three patterns of mentoring relationships were found: 1) no mentor in the first year, 2) mentor-protégé relationship - those who developed mentoring relationships early in a career with a more senior person in the same school system, and 3) mentoring relationships of convenience - young relationships which developed outside the same system. Skills and knowledge areas novice superintendents identified as critical for mentor assistance were school finance, development of effective relationships with groups that have expectations of the superintendent while also improving student achievement, and working within the politics of the position. Mentor characteristics novice superintendents considered necessary for a positive effect on job success include: trustworthiness, confidentiality, empathy, encouraging, active listening, and integrity. An attitude in which the mentor problem solved with the protégé, and did not give an immediate solution was displayed. Mentors actively and frequently initiated contact. Ideas were freely exchanged, giving the protégé undivided attention while not making the protégé feel inferior. The effects that previous mentoring experiences had on novice superintendents influenced whether they chose to mentor another person. Most reported seeking or engaged in a new mentoring relationship. Differences in areas where help was needed among first-year superintendents associated with district size were reported. Assistance in finance was needed regardless of district size, gender, or ethnicity. Superintendents in small districts reported needing assistance in specific skill and knowledge areas. Those in larger districts reported mentor assistance in problem-solving processes to accomplish a task. Differences in needs of first-year superintendents based on gender or ethnicity were identified but generalizations could not be made due to small numbers. Recommendations for university administrative preparation programs and designing formal mentoring programs were made.

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Walker, Earnest. "Directing Effective Change: The Autonomy of the Tennessee Superintendent." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2819.

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The problem was to determine certain factors which are perceived to limit the freedom superintendents have to implement change effectively. The purpose of the study was to determine the degree of autonomy with which superintendents in Tennessee may effectively make decisions regarding educational change. There are 138 public school superintendents, of which 132 (96%) participated in this study. The research was of a descriptive nature and utilized data gathered from a survey instrument constructed by the researcher. A questionnaire developed by Dr. John T. Haro in 1990 for a similar study in California was used as a basis for the development of the instrument to measure the factors that limit the superintendent's freedom to effect change. Additionally, the variables of the school district, the superintendent's demographic data, and the superintendent's relationship with various constituencies were examined. Once the instrument was altered, it was reviewed by eleven former school superintendents for further modification. The new instrument was then piloted with 15 assistant superintendents to complete the validation process. Findings include the following. More than 90% of the respondents reported having moderate to much freedom in effecting school district change. The values of the community had the most influence on the freedom to implement change of any variable, while school boards provided the most support for change. Superintendents with less than 10 years of experience reported that they were less free to implement change than were their peers with 11 to 20 years of experience. Superintendents with master's degrees considered site level administrators to be less limiting to change than did those with master's degrees plus. Superintendents from urban, suburban, and rural settings offered no significant difference in their response to the survey.

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Thomas, Cheryl. "The Role of the Public School Superintendent in Local Economic Development." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/27113.

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The public school superintendent is seen as the leader of schools and as a spokesperson bridging schools and the community. With this thought in mind, along with reports suggesting school and business collaboration as the key to better schools and lasting economic growth, defining the school superintendent's role in local economic development becomes valuable. As school and business relationships change, superintendents must be prepared to address this evolving interdependence. The purpose of this study was to clarify the role of the public school superintendent in local economic development. Using a three-round Delphi technique, panelists representing various geographic locations and employment domains participated in developing a consensus on this role. Superintendents, economic development leaders, business leaders, and government officials individually identified the tasks important to the public school superintendent's responsibility in local economic development. Panel members then rated the level of importance of each suggested task and worked through the rounds to develop agreement using statistical feedback from the group response. The tasks agreed upon by 80% of the panel members as being important to extremely important were then examined to disclose the level of importance. The rating response mean and standard deviation were calculated for each task. These descriptive measures were then used to rank the most important tasks and better define the public school superintendent's role in local economic development.
Ed. D.

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Conca, Jacob A. "Principal evaluation : a qualitative study of public school superintendents' perceptions." Thesis, Boston College, 2009. http://hdl.handle.net/2345/969.

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Thesis advisor: Diana Pullin
Within the education field evaluation exists on many levels. In a school district it is routine to find superintendents evaluating principals, principals evaluating teachers, teachers evaluating student work and parents evaluating all aspects of the school community. The purpose of this study was to investigate the manner in which public school superintendents perceived that they evaluated principal performance. The eight participants in the study were Massachusetts public school superintendents. The superintendents originated from districts located in eastern Massachusetts. Participants were interviewed about their principal evaluation activities and asked to provide documents relevant to the ways in which they evaluated principals. This study was specifically focused on three research questions. The first question dealt with the types of criteria and evidence a superintendent considered when evaluating a principal. The second question dealt with the processes and practices a superintendent employed to determine the degree to which a principal met the aforementioned criteria. The final question dealt with the level of consistency between principal evaluation practices advocated in the literature and the actual practice of evaluating principals as conducted by this study’s participants. The findings of this study indicated that principal evaluation is an incredibly complex endeavor. The study also identified several areas in which the principal evaluation can be strengthened in order to enhance principal leadership. The identified areas included the articulation of principal evaluation activities that are more cognizant of the local school environment, the need to better assist beginner superintendents as the evaluate principals and the need to provide superintendents with more time to thoroughly evaluate principal performance
Thesis (PhD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration and Higher Education

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Stewart, Emily Marie. "Standardization, Segregation, and Professionalization in Virginia Public Schools, 1898-1917." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98917.

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This thesis focuses on three groups of people: Virginia superintendents, leaders of Virginia Normal and Industrial Institute and Hampton Normal and Agricultural Institute, and teachers of Virginia public schools. On their own terms, each of these groups represents a different facet of state level policies of standardization and segregation. The annual and biennial reports published by the office of the Virginia superintendent of public instruction during the early twentieth century constitute the basis of analysis for this thesis. The first chapter of this thesis analyzes introductory letters from the superintendent of public instruction. Within these letters, the superintendent wrote often about public school facility renovations and improvements. The second chapter uncovers how leaders of black institutions of higher education represented their institutions to the superintendent by documenting the success of their graduates and the disciplinary atmosphere of their campuses. Chapter three explores standardization and professionalization measures that the superintendents recommended for Virginia teachers. This thesis adds to our understanding of education in the early twentieth century by looking at every day, bureaucratic decisions in relation to concepts of standardization and race in Virginia. In all, this thesis uncovers three standards of education that developed during the early twentieth century. Putting these three chapters together reveals a complex story about standardization and segregation, a story that, I argue, uncovers how race and power were embedded within everyday decisions and actions at the state level.
Master of Arts
During the early twentieth century, leaders of Virginia public education grappled with concepts of standardization and segregation. Through a close reading of annual and biennial reports published by the office of the Virginia Superintendent of Public Instruction, this research explores how decisions about public education were embedded in race and power. The first chapter of this thesis analyzes introductory letters from the superintendent of public instruction. Within these letters, the superintendent wrote often about public school facility renovations and improvements. The second chapter uncovers how leaders of black institutions of higher education represented their institutions to the superintendent by documenting the success of their graduates and the disciplinary atmosphere of their campuses. Chapter three explores standardization and professionalization measures that the superintendents recommended for Virginia teachers. This thesis adds to our understanding of education in the early twentieth century by looking at every day, bureaucratic decisions in relation to concepts of standardization and race in Virginia. In all, this thesis uncovers three standards of education that developed during the early twentieth century. Putting these three chapters together reveals a complex story about standardization and segregation, a story that, I argue, uncovers how race and power were embedded within everyday decisions and actions at the state level.

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Lane, Michael A. Baker Paul J. "No Child Left Behind implementation challenges for the rural public school district superintendent /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1225134071&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1177705329&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 27, 2007. Dissertation Committee: Paul J. Baker (chair), James C. Palmer, Norman D. Durflinger, Frank D. Beck. Includes bibliographical references (leaves 187-191) and abstract. Also available in print.

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Books on the topic "Superintendent of Public Instruction"

1

Washington (State). Legislature. Legislative Budget Committee. Office of the Superintendent of Public Instruction performance audit. Olympia, WA (506 16th Ave. S.E., PO Box 40910, Olympia 98501-2323): The Committee, 1996.

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Jernigan, Jack D. Optimal speed limits for school buses on Virginia highways: A report to Virginia's Superintendent of Public Instruction. Charlottesville, Va: Virginia Transportation Research Council, 1990.

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Montana. Office of Public Instruction. Office of Public Instruction: Putting it all together : a report on the 1989-1990 study of the Office of Public Instruction, Nancy Keenan, Superintendent, State of Montana. Helena, Mont: the Office, 1990.

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North Carolina. General Assembly. Legislative Research Commission. Superintendent of Public Instruction and the State Board of Education: Report to the 1987 General Assembly of North Carolina. [Raleigh]: The Commission, 1986.

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Goff, John S. The adjutants general, attorneys general, auditors, superintendents of public instruction, and treasurers. Cave Creek, Ariz: Black Mountain Press, 1991.

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Latta, E. Michael. The constitutional and statutory development of the State Board of Education, the State Superintendent of Public Instruction, and the Controller. Raleigh, N.C. (530 N. Wilmington St., Raleigh 27604): North Carolina Advisory Council on Vocational Education, 1987.

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Wisconsin. Task Force on Caseload in Special Education. Report of the Task Force on Caseload in Special Education, to State Superintendent John Benson, Wisconsin Department of Public Instruction. Madison, WI: The Department, 1999.

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Mazurek, Joe. Youth violence in Montana: A summary of school and community meetings held by Attorney General Joe Mazurek & Superintendent of Public Instruction Nancy Keenan. [Montana: s.n., 1995.

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Audits, California Bureau of State. STAR program: Ongoing conflicts between the State Board of Education and the Superintendent of Public Instruction as well as continued errors impede the program's success. Sacramento, Calif. (555 Capitol Mall, Ste. 300, Sacramento 95814): The Auditor, 2000.

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Washington (State). Superintendent of Public Instruction. Educating limited-English-proficient students in Washington State: Annual report of the State transitional bilingual instruction program. Olympia, WA: State Superintendent of Public Instruction, 2002.

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Book chapters on the topic "Superintendent of Public Instruction"

1

Bernardi, Gabriella. "Superintendent of Public Waters." In Giovanni Domenico Cassini, 37–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63468-5_8.

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Head, Brian William. "Public Instruction and Ideology." In Ideology and Social Science, 187–204. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5159-4_10.

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Sidorenko, Tatiana V., Yanah V. Rozanova, and Olga B. Shamina. "CLIL: A Public Technical University Experience." In English for Specific Purposes Instruction and Research, 289–305. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32914-3_15.

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Thompson, Keith. "Challenging Voluntary Religious Instruction in New Zealand Schools." In Law, Education, and the Place of Religion in Public Schools, 169–83. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003024972-12.

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Kaur, Jagdish. "Using English for Interaction in the EMI Classroom: Experiences and Challenges at a Malaysian Public University." In English-Medium Instruction and the Internationalization of Universities, 129–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47860-5_6.

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Creighton, Shannon Blair, and Martin Meznar. "The Status of Instruction in Public Affairs: Peace in the Eye of the Hurricane?" In The SAGE Handbook of International Corporate and Public Affairs, 82–91. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781473947391.n6.

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Gustafson, Ruth Iana. "Bacchanalian Chaos, Degenerate Hymns, Public Music Instruction, and the Discursive Fabrication of Whiteness." In Race and Curriculum, 61–80. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622449_4.

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Al-Bakri, Sawsan, and Salah Troudi. "Effects of the English Medium Instruction Policy on Students’ Writing Experiences in Content Courses in a Public College in Oman." In Critical Issues in Teaching English and Language Education, 11–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53297-0_2.

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Lozano, Rosina. "The Limits of Americanization." In An American Language. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297067.003.0008.

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One of the key roles of the public school system at the turn of the twentieth century was to create U.S. citizens. The federal government supported educational efforts in the noncontiguous territories that the United States acquired during the Spanish-American War. While both Arizona and New Mexico remained territories until 1912, they never received any federal educational aid. Americanization efforts across the United States largely encouraged a move away from foreign language instruction in the public schools in favor of English as the language of instruction. The interests of Americanization advocates coincided with the move to segregate students of Mexican descent into separate schools and classrooms throughout the Southwest. Administrators claimed they separated ethnic Mexican students due to their inability to speak the English language fluently. Despite the segregation of many Spanish-speaking students across the Southwest, Spanish remained in many classrooms in New Mexico—especially in the northern counties. Spanish was used in schools with the early support of the territorial superintendent of instruction and the New Mexico Journal of Education who both recognized that the vast majority of students in those districts entered school as monolingual Spanish speakers.

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Adkison, Danny M., and Lisa McNair Palmer. "Executive Department." In The Oklahoma State Constitution, 105–22. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197514818.003.0009.

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This chapter addresses Article VI of the Oklahoma constitution, which concerns the executive department. Section 1 provides that “the Executive authority of the state shall be vested in a Governor, Lieutenant Governor, Secretary of State, State Auditor and Inspector, Attorney General, State Treasurer, Superintendent of Public Instruction, Commissioner of Labor, Commissioner of Insurance, and other officers provided by law and this Constitution.” While these executive officers may hold meetings outside the state’s capital, they may not set up branch offices in any place other than Oklahoma City. Section 2 states that “the Supreme Executive power shall be vested in a Governor.” Sections 3 and 4 provides for the eligibility of an individual to certain state offices as well as the terms of office and succession, respectively. The chapter then details the provisions for the qualifications, powers, and duties of each of the executive officers. Article VI also includes the provision for the seal of the state (Section 35), which incorporates images from the Five Civilized Tribes along with the seal of Oklahoma Territory.

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Conference papers on the topic "Superintendent of Public Instruction"

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Suprayogi, Muhamad Nanang, Martin Valcke, and Zulaikha Mohamed. "Differentiated Instruction in Public and Private Schools in Indonesia." In BINUS Joint International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009999600360044.

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Tomaszkiewicz, Frank. "Continuing laser-imaging program of instruction in a public middle school." In LkForest 91, edited by Tung H. Jeong. SPIE, 1992. http://dx.doi.org/10.1117/12.57824.

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O'Leary, Shannon, and Parvaneh Abbaspour. "LCphysX: Teaching Undergraduate Physics Majors Multi- Media Science Communication Skills for Public Outreach." In 2015 Conference on Laboratory Instruction Beyond the First Year. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/bfy.2015.pr.018.

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Agarwala, Ranjeet, Sherion H. Jackson, Andrew E. Jackson, and Merwan Mehta. "Incorporating Remote Capabilities in Undergraduate Lab Instruction." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41819.

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The goal of the Department of Technology Systems at East Carolina University (1, 2, 3) is to support the economic development requirements of Eastern North Carolina by creating professionals to meet the general engineering and technology needs of its private and public sectors. The various programs in the department emphasize the application of engineering and technology theories to solve real world problems. For this reason students are engaged in hands-on activities beginning with their first semester and do not wait for several semesters or years to experience real engineering activities. During the last three year there has been a tremendous effort to modify and update the curricula of all the department’s programs. Due to the rapid growth of the department in the last few years, the department has embarked on a mission to include distance education (DE) capabilities in its various courses. To accommodate this, various components of the course have been devised as stand alone modules woven together in a distributed environment. This will help sustain and strengthen the enrollment of the department by offering lab centric courses remotely. The model will also minimize the burden of purchase, support and maintenance of lab equipment and help reallocate excessive resources from face-to-face lab instruction. This paper will describe various strategies for integrating a DE lab model into the existing curriculum. The model will be realized through leveraging the exiting DE resources with the proposed model, creating a scalable DE enrollment model (96, 48 students, etc), integrating existing college and university computer hardware and software capabilities with the proposed model.

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Syeilendra and Budiwirman. "Explicit Instruction In Unisono Singing Lessons in Class VII Public Junior High School (Sekolah Menengah Pertama-SMPN) 1 Padang Panjang." In International Conference On Social Studies, Globalisation And Technology (ICSSGT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200803.067.

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Zemliansky, Pavel. "Articulating and implementing connections between a professional writing instruction program and the college of engineering at a (super) large public university." In 2015 IEEE International Professional Communication Conference (ProComm). IEEE, 2015. http://dx.doi.org/10.1109/ipcc.2015.7235835.

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Henriques, Ana. "CONTENT BASED INSTRUCTION IN THE FOREIGN LANGUAGE CLASSROOM: CHALLENGES AND BARRIERS IN THE CONTEXT OF AN AMERICAN PUBLIC SCHOOL OF THE STATE OF MASSACHUSETTS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end026.

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Freeman, Robert A. "Challenge-Based Instruction and Its Application in a Course in Mechanisms and Related Courses." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28501.

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This paper discusses challenge based instruction (CBI) and associated materials developed for courses in Dynamics, Mechanisms, and Biomechanics. This effort is related to a College Cost Reduction and Access Act (CCRAA) grant from the Department of Education, and focuses primarily on the development of adaptive expertise. In science, technology, engineering, and math (STEM) fields the conventional approach is to teach for efficiency first and innovation only in the latter years of their curriculum. This focus on efficiency first can actually stifle attempts at innovation in later courses. One response to this issue is to change the way we teach. CBI, a form of inquiry based learning, can be simply thought of as teaching backwards. In this approach, a challenge is presented first, and the supporting theory (required to solve the challenge) second. Our implementation of CBI is built around the How People Learn (HPL) framework for effective learning environments and is realized and anchored by the STAR Legacy Cycle, as developed and fostered by the VaNTH (Vanderbilt-Northwestern-Texas-Harvard/MIT) NSF ERC for Bioengineering Educational Technologies. This cycle provides students the opportunity to immediately engage in creative activity in the “generate ideas” phase where they are asked what they think is important to know and do in solving the challenge. They are then led through a natural process of inquiry culminating in their “going public” with a solution to the challenge. Ideally, this approach develops both efficiency and innovation in parallel and results a student who is an “adaptive expert”. That is, one who can adapt their knowledge to new and novel situations outside of the context in which the knowledge was obtained.

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Springer, Scott L., Jerome Johnson, and Glenn Bushendorf. "Implementation of Additive Manufacturing Into Engineering and Engineering Technology Curriculum." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70350.

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Public universities have a responsibility to continuously improve instruction and maintain currency with new technological advances. Simultaneously many public universities are under budget constraints seeking to maintain or reduce costs. One recent technological advance is the adoption of additive manufacturing by an increasing number of manufacturing industries. While machine costs of additive manufacturing have dropped in recent years, machine and consumable material costs remain significant. Hence, there is a need in the manufacturing, engineering and technology education community for methods to introduce additive manufacturing concepts into the curriculum while doing so with a minimum required investment. In this paper we discuss the methods used to implement additive manufacturing theory and applications into the Engineering and Engineering Technology curriculum at the University of Wisconsin-Stout. Applications of the additive manufacturing technologies have been successfully included in traditional courses covering sophomore level research and development, upper level computer-aided design, upper-level research and development, capstone courses, and the introduction of a new course focused on additive manufacturing. The implementation of commercial, low cost open-source hobbyist kits and new hybrid student designs of AM machinery is discussed, along with the process used to develop additive manufacturing equipment in the Advanced Manufacturing Lab.

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Karadjova, Katia G. "Mindfulness and gamification in the higher education classroom: Friends or foes?" In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8151.

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The paper provides short overview of the gamification, mindfulness and contemplative pedagogy approaches in the higher education with focus on specific experiences in the Information Literacy (IL) field in higher education. Students seem to engage eagerly with both mindfulness activities and games in the classroom. Although at first these two might give an impression of activities which stand on opposite sides an evident overlapping has been present through employing games as mindfulness activities. The paper discusses the Brain Booth Initiative at a rural, public university as an example of an innovative practice, which shows how mindfulness and gamification complement each other in helping students optimize learning and support their wellbeing. In addition to the scholarly literature the Brain Booth initiative shows that librarians are well-positioned to adopt contemplative pedagogy in their information literacy instruction and to serve as resources for departmental faculty, who may be willing to explore its use in their courses.

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Reports on the topic "Superintendent of Public Instruction"

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Corcoran, Tom, and Gail Gerry. Science Instruction in Newark Public Schools. Consortium for Policy Research in Education, September 2011. http://dx.doi.org/10.12698/cpre.2011.rr71.

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Lavy, Victor, and Adi Boiko. Management Quality in Public Education: Superintendent Value-Added, Student Outcomes and Mechanisms. Cambridge, MA: National Bureau of Economic Research, November 2017. http://dx.doi.org/10.3386/w24028.

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David, Uttal, Katherine James, Steven McGee, and Phillip Boda. Laying the Foundation for a Spatial Reasoning Researcher-Practitioner Partnership with CPS, SILC, and The Learning Partnership. Northwestern University, September 2021. http://dx.doi.org/10.51420/report.2020.1.

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The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.

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Johnson, Mark, John Wachen, and Steven McGee. Policy window in a pandemic: How a computer science RPP fostered equity in credit recovery. The Learning Partnershipip, April 2021. http://dx.doi.org/10.51420/conf.2021.1.

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The Chicago Alliance for Equity in Computer Science is a research-practice partnership that is working to broaden the participation of Chicago Public Schools’ students in computer science. For this study, we applied the multiple streams approach from theories of the policy process (Kingdon, 1995; Zahariadis, 2014) to explain how the COVID-19 pandemic helped open a policy window for the continued use of synchronous online instruction during the implementation of an equity-centered computer science credit recovery option in Chicago.

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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.

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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.

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Financial Stability Report - First Semester of 2020. Banco de la República de Colombia, March 2021. http://dx.doi.org/10.32468/rept-estab-fin.1sem.eng-2020.

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In the face of the multiple shocks currently experienced by the domestic economy (resulting from the drop in oil prices and the appearance of a global pandemic), the Colombian financial system is in a position of sound solvency and adequate liquidity. At the same time, credit quality has been recovering and the exposure of credit institutions to firms with currency mismatches has declined relative to previous episodes of sudden drops in oil prices. These trends are reflected in the recent fading of red and blue tonalities in the performance and credit risk segments of the risk heatmaps in Graphs A and B.1 Naturally, the sudden, unanticipated change in macroeconomic conditions has caused the appearance of vulnerabilities for short-term financial stability. These vulnerabilities require close and continuous monitoring on the part of economic authorities. The main vulnerability is the response of credit and credit risk to a potential, temporarily extreme macroeconomic situation in the context of: (i) recently increased exposure of some banks to household sector, and (ii) reductions in net interest income that have led to a decline in the profitability of the banking business in the recent past. Furthermore, as a consequence of greater uncertainty and risk aversion, occasional problems may arise in the distribution of liquidity between agents and financial markets. With regards to local markets, spikes have been registered in the volatility of public and private fixed income securities in recent weeks that are consistent with the behavior of the international markets and have had a significant impact on the liquidity of those instruments (red portions in the most recent past of some market risk items on the map in Graph A). In order to adopt a forward-looking approach to those vulnerabilities, this Report presents a stress test that evaluates the resilience of credit institutions in the event of a hypothetical scenario thatseeks to simulate an extreme version of current macroeconomic conditions. The scenario assumes a hypothetical negative growth that is temporarily strong but recovers going into the middle of the coming year and has extreme effects on credit quality. The results suggest that credit institutions have the ability to withstand a significant deterioration in economic conditions in the short term. Even though there could be a strong impact on credit, liquidity, and profitability under the scenario being considered, aggregate capital ratios would probably remain at above their regulatory limits over the horizon of a year. In this context, the recent measures taken by both Banco de la República and the Office of the Financial Superintendent of Colombia that are intended to help preserve the financial stability of the Colombian economy become highly relevant. In compliance with its constitutional objectives and in coordination with the financial system’s security network, Banco de la República will continue to closely monitor the outlook for financial stability at this juncture and will make the decisions that are necessary to ensure the proper functioning of the economy, facilitate the flow of sufficient credit and liquidity resources, and further the smooth functioning of the payment system. Juan José Echavarría Governor

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Financial Stability Report - Second Semester of 2020. Banco de la República de Colombia, March 2021. http://dx.doi.org/10.32468/rept-estab-fin.sem2.eng-2020.

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The Colombian financial system has not suffered major structural disruptions during these months of deep economic contraction and has continued to carry out its basic functions as usual, thus facilitating the economy's response to extreme conditions. This is the result of the soundness of financial institutions at the beginning of the crisis, which was reflected in high liquidity and capital adequacy indicators as well as in the timely response of various authorities. Banco de la República lowered its policy interest rates 250 points to 1.75%, the lowest level since the creation of the new independent bank in 1991, and provided ample temporary and permanent liquidity in both pesos and foreign currency. The Office of the Financial Superintendent of Colombia, in turn, adopted prudential measures to facilitate changes in the conditions for loans in effect and temporary rules for rating and loan-loss provisions. Finally, the national government expanded the transfers as well as the guaranteed credit programs for the economy. The supply of real credit (i.e. discounting inflation) in the economy is 4% higher today than it was 12 months ago with especially marked growth in the housing (5.6%) and commercial (4.7%) loan portfolios (2.3% in consumer and -0.1% in microloans), but there have been significant changes over time. During the first few months of the quarantine, firms increased their demands for liquidity sharply while consumers reduced theirs. Since then, the growth of credit to firms has tended to slow down, while consumer and housing credit has grown. The financial system has responded satisfactorily to the changes in the respective demands of each group or sector and loans may grow at high rates in 2021 if GDP grows at rates close to 4.6% as the technical staff at the Bank expects; but the forecasts are highly uncertain. After the strict quarantine implemented by authorities in Colombia, the turmoil seen in March and early April, which was evident in the sudden reddening of macroeconomic variables on the risk heatmap in Graph A,[1] and the drop in crude oil and coal prices (note the high volatility registered in market risk for the region on Graph A) the local financial markets stabilized relatively quickly. Banco de la República’s credible and sustained policy response played a decisive role in this stabilization in terms of liquidity provision through a sharp expansion of repo operations (and changes in amounts, terms, counterparties, and eligible instruments), the purchases of public and private debt, and the reduction in bank reserve requirements. In this respect, there is now abundant aggregate liquidity and significant improvements in the liquidity position of investment funds. In this context, the main vulnerability factor for financial stability in the short term is still the high degree of uncertainty surrounding loan quality. First, the future trajectory of the number of people infected and deceased by the virus and the possible need for additional health measures is uncertain. For that reason, there is also uncertainty about the path for economic recovery in the short and medium term. Second, the degree to which the current shock will be reflected in loan quality once the risk materializes in banks’ financial statements is uncertain. For the time being, the credit risk heatmap (Graph B) indicates that non-performing and risky loans have not shown major deterioration, but past experience indicates that periods of sharp economic slowdown eventually tend to coincide with rises in non-performing loans: the calculations included in this report suggest that the impact of the recession on credit quality could be significant in the short term. This is particularly worrying since the profitability of credit establishments has been declining in recent months, and this could affect their ability to provide credit to the real sector of the economy. In order to adopt a forward-looking approach to this vulnerability, this Report presents several stress tests that evaluate the resilience of the liquidity and capital adequacy of credit institutions and investment funds in the event of a hypothetical scenario that seeks to simulate an extreme version of current macroeconomic conditions. The results suggest that even though there could be strong impacts on the credit institutions’ volume of credit and profitability under such scenarios, aggregate indicators of total and core capital adequacy will probably remain at levels that are above the regulatory limits over the horizon of a year. At the same time, the exercises highlight the high capacity of the system's liquidity to face adverse scenarios. In compliance with its constitutional objectives and in coordination with the financial system's security network, Banco de la República will continue to closely monitor the outlook for financial stability at this juncture and will make the decisions that are necessary to ensure the proper functioning of the economy, facilitate the flow of sufficient credit and liquidity resources, and further the smooth operation of the payment systems. Juan José Echavarría Governor

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