Academic literature on the topic 'Taft School'
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Journal articles on the topic "Taft School"
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Vanner, Catherine, and Anuradha Dugal. "Personal, Powerful, Political." Girlhood Studies 13, no. 2 (2020): vii—xv. http://dx.doi.org/10.3167/ghs.2020.130202.
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“Today I met my role model,” tweeted climate change activist Greta Thunberg on 25 February 2020, captioning a picture of herself with girls’ education activist Malala Yousafzai, who also tweeted the picture, proclaiming that Greta was “the only friend I would skip school for.” The proclamations of mutual admiration illustrate a form of solidarity between the two most famous girl activists, who are often pointed to as examples of the power of the individual girl activist in spite of their intentionally collective approaches that connect young activists and civil society organizations around the world. These girl activists have garnered worldwide attention for their causes but have also been subject to problematic media representations that elevate voices of privilege and/or focus on girl activists as exceptional individuals (Gordon and Taft 2010; Hesford 2014), often obscuring the movements behind them. For this reason, this special issue explores activism networks by, for, and with girls and young women, examining and emphasizing girls’ activism in collective and collaborative spaces.
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Malczewski, Joan. "Interstitial Collaboration: Education Reform in the Jim Crow South." Studies in American Political Development 31, no. 2 (2017): 238–58. http://dx.doi.org/10.1017/s0898588x17000128.
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The Board of Trustees of the Negro Rural School Fund convened in the office of the president of the United States on December 14, 1911. The mission of the fund was to assist Southern black schools, supplying black supervising teachers to rural areas.1President William Howard Taft presided over the meeting, which included members from banking, industry, philanthropy, higher education, and the clergy, demonstrating the importance of associated action in policy and political development in the early twentieth century.2These elite reformers hoped to guide policymaking in education reform, and their work was just one part of a far-reaching agenda for education in the Jim Crow South, based on the premise that public schooling was important to a strong national state.3Yet, it was difficult for elite actors to implement national policy goals in state and local areas, particularly for education. Local control was an important characteristic of American schooling, and Southern education reform was a particularly complicated terrain, dominated by rural areas committed to states’ rights, local control, and the racial state.4While the fund's trustees hoped to direct efforts from their lofty White House venue, foundation efficacy required extensive collaboration with organizations and actors across the South. This work, referred to here asinterstitial collaboration, included a set of initiatives tailored to state and local regions, supported by cooperative relationships between governmental and nongovernmental organizational entities and with citizens across the political spectrum.
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Nøttrup, Jonna, and Ole Steen Nielsen. "Fra støttepædagog til ekspert med pædagogisk takt." Forskning i Pædagogers Profession og Uddannelse 4, no. 2 (2020): 15. http://dx.doi.org/10.7146/fppu.v4i2.122506.
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ResuméKommunerne har siden 1980’erne etableret centrale korps af støttepædagoger. Daginstitutionerne kan søge om særlig støtte fra dette korps til pædagogiske praksis. Støttepædagogernes opgaver har ændret sig fra en kompenserende indsats til det enkelte barn til en indsats, hvor støttepædagogerne hovedsagelig skal yde støtte til pædagogernes udvikling af læringsmiljøet for alle børn i institutionen. Støttepædagogerne oplever det ofte som en følsom udfordring, når de må stille spørgsmål til fagfællers pædagogiske forståelser, antagelser og lokale praksis for at understøtte udvikling af denne. Denne udfordring kalder på en særlig form for støttepædagogisk praksis. Vi anvender begreberne interaktionel ekspertise (Collins & Evans, 2007) og pædagogisk takt (van Manen, 2015) til at forstå og karakterisere den ekspertise og faglighed, der er i spil og på spil, når der skal ydes støtte til udvikling af pædagogisk praksis i dagtilbud. Artiklen er udarbejdet på baggrund af aktionsforskning i forbindelse med et aktionslæringsforløb med støttepædagoger i en større dansk kommune.
 AbstractFrom assistant preschool teachers to expert with pedagogical tact Since the 1980s, many Danish municipalities have been establishing centralized units of assistant pre-school teachers who provide special assistance for the pedagogical practices of pre-school institutions. The tasks of these assistant pre-school teachers have changed over time: from an originally compensatory effort targeting individual children, to primarily assisting pre-school teachers and the development of the learning environment for all children. In the endeavor of assisting the development of these learning environments, it is often perceived as a sensitive issue, when assistant pre-school teachers question the pedagogical assumptions and local practices of their professional peers. This challenge calls for a special kind of pedagogical practice. In this article, we apply the concepts of interactional expertise (Collins & Evans, 2007) and pedagogical tact (van Manen, 2015) to characterize the expertise and professionalism that is at play and at stake, in the provision of assistance for the development of pedagogical practices in pre-schools institutions. The article has been developed based on action research in connection to an action learning course for assistant pre-schools teachers in a larger Danish municipality.
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Budiastra, A. A. Ketut, Susy Puspitasari, Iwan Wicaksono, and Nia Erlina. "Study of The Local Wisdom Curriculum of Geopark Belitung to Support Local Cultural Values in Context of Natural Science Learning for Elementary School." Advances in Social Sciences Research Journal 8, no. 5 (2021): 692–706. http://dx.doi.org/10.14738/assrj.85.10280.
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In this article, the respondent's opinion is discussed about the effectiveness of the model of integrating local cultural values of the Belitung Geopark in learning science in elementary schools. The research design refers to research and development design (R&D) includes four stages of activity. However, this study discusses the results of a preliminary study on the content of the local cultural values of the Belitung Geopark in science learning in elementary schools. The population of this research is the teachers of elementary schools Dendang District and Simpang Pesak District, East Belitung Regency. The sample was selected by purposive sampling, namely 34 elementary school teachers and as many as 152 elementary school students in grade IV, grade V, and grade VI. The instruments used in the data collection process included questionnaires, interview guidelines, observation sheets, and student learning outcomes tests. The teacher's ability to plan to learn is measured using the teacher ability assessment tool (TAAT) I format. Meanwhile, the teacher's ability to teach is measured using the (TAAT) II format. From the results of this study, it concluded that (1) Implementation of the Geopark local wisdom curriculum is effective in improving student geopark learning outcomes in science learning in elementary schools; (2) The characteristics of science learning that are integrated with Geopark content can be implemented by the teacher; (3) The model of integrating local cultural values of the Belitung Geopark in learning science in elementary schools can realize the concept of science is fun in elementary school.
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Briggs, Allan. "Links Between Senior High School Indigenous Attendance, Retention and Engagement: Observations at Two Urban High Schools." Australian Journal of Indigenous Education 46, no. 1 (2016): 34–43. http://dx.doi.org/10.1017/jie.2016.14.
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This paper aims to provide some insight into the links between attendance, retention and engagement of Indigenous senior students in an urban environment. A study of 58 students from two urban high schools during the period 2009–14 was undertaken. The study used data from a variety of school records, as well as informal interviews with students. It is argued that while the broader comprehensive statistical studies are useful there is a need to have some more, in depth, localised studies in urban schools. Results of the study support the link between absences and student disengagement. There was a clear positive link between retention to Year 12 and superior attendance. In many individual instances, the links between attendance, retention and engagement were complex. There was also a need to place emphasis on alternative paths for some of the disengaged group rather than just trying to improve attendance. These paths included employment opportunities, Technical and Further Education (TAFE) and post school traineeships or apprenticeships. This paper points to the need for further longitudinal studies in urban high schools to study the long-term life outcomes for Indigenous students.
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Vickers, Margaret, and Stephen Lamb. "Why State Policies Matter: The Influence of Curriculum Policy on Participation in Post-Compulsory Education and Training." Australian Journal of Education 46, no. 2 (2002): 172–88. http://dx.doi.org/10.1177/000494410204600206.
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This study examines the effects of state curriculum policies on participation in post-compulsory education and training. Whereas studies in the past looking at this issue have tended to focus on school retention rates alone, the present study measures participation in education and training more broadly, taking account of the greater diversity of provision of post-compulsory education. This is achieved by including data on technical and further education (TAFE) and non-TAFE vocational participation as possible equivalents of high school completion. The results show that state policies do matter, that they affect overall participation rates but, more than this, they have a marked and differential impact on participation for disadvantaged groups.
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Vanessa, Vanessa, and Fitri Eriyanti. "FAKTOR-FAKTOR PENYEBAB ANAK NELAYAN PUTUS SEKOLAH DI KELURAHAN PASIA NAN TIGO KECAMATAN KOTO TANGAH KOTA PADANG." Jurnal Manajemen dan Ilmu Administrasi Publik (JMIAP) 3, no. 2 (2021): 100–108. http://dx.doi.org/10.24036/jmiap.v3i2.218.
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This article describe the factors that cause fishermen children who drop out of school in Pasia Nan Tigo Subdistrict Koto Tangah Padang City. In this study, it was intended to find out what are the factors taht cause fishermen’s children to drop out of school in Pasia Nan TigoVillage. This Research uses qualitative approach, and research type using descriptive method. Data collection techniques in this study through interviews, observations and documentation studies, instruments in this study are interview guidelines that have been prepared, as well as mobile phones to collect data in research. In the research data reduction can be drawn conclusions from the data taht has been obtained. The results showed that the factors that cause fishermen to drop out of school in Pasia Nan Tigo Village are the economic factors of parents, the environment,parents’ awareness about the meaning of education, workfactors and interest an motivation factors.
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Franklin, Christine, Brad Hartlaub, Roxy Peck, Richard Scheaffer, David Thiel, and Katherine Tranbarger Freier. "AP Statistics: Building Bridges Between High School and College Statistics Education." American Statistician 65, no. 3 (2011): 177–82. http://dx.doi.org/10.1198/tast.2011.09111.
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Ross, Glenn F. "Tourism and hospitality employment motivation, success perception, job attainment strategies and post-secondary education aspiration among high school students." Journal of Psychologists and Counsellors in Schools 3 (November 1993): 51–63. http://dx.doi.org/10.1017/s1037291100002144.
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Schein (1991) has argued that it is of critical importance to understand and facilitate the process of adaptation in career choice among older teenagers. This study has investigated career choice adaptation among Australian high school students in regard to the tourism and hospitality industry, a context which offers growing potential for employment and careers for many Australian school leavers. Five hundred and ninety-four students enrolled in Years 11 and 12 in five State high schools from the Far North Queensland region were sampled so as to examine work motivation, success perception, job attainment strategies and further education preferences in respect of employment in the tourism and hospitality industry. Many students demonstrated high levels of motivation to attain tourism and hospitality industry employment on leaving school, but were somewhat less confident of attaining such employment. Technical and Further Education (TAFE) training was most highly ranked as the preferred mode of post-secondary school education. It was also found that those students who demonstrated no preparedness to consider post-secondary school education were more likely to opt for a job attainment strategy involving present skill requirements of employers, whereas male students were more likely to opt for a job attainment strategy which focused on good health alone. Further analyses revealed high vocational motivation and high success perception to be associated with a job attainment strategy involving the anticipation of future requirements of employers. Universities were regarded as suitable for providing high academic qualifications, whereas TAFE institutions were regarded as suitable for providing qualifications appropriate to present employer requirements. Finally In-house training was regarded as highly suitable forequippingstudents with skills and training appropriate to anticipated future requirements of employers. This study has delineated clear patterns of adaptation in regard to tourism and hospitality industry career choice perceptions, and has thus provided some basic understanding of the adaptation process in career choice regarding the Australian tourism and hospitality industry, together with some directions for further research in this area. The implications of these findings for students, careers counsellors and for the tourism and hospitality industry are examined.
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Karamy, Selma Elfirda. "West Java’s Fashion Diplomacy to South Australia: A Model of Sister Province Cooperation." Tourism and Sustainable Development Review 1, no. 2 (2020): 65–75. http://dx.doi.org/10.31098/tsdr.v1i2.5.
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Sister Province is a concept that describes inter sub-national cooperation from two different countries. West Java Province, as one of the three provinces with the largest population in Indonesia, has built a Sister Province cooperation with South Australia. This Sister Province cooperation has been established from 1997 and revitalized during the leadership of the 14th Governor of West Java, Ahmad Heryawan, in 2015. The revitalization of West-South-South Java cooperation began with the signing of a Memorandum of Understanding (MoU) containing work plans in both regions in various fields. In the MoU, West Java and South Australia collaborated in the arts and culture, which is related to the modest fashion. The realization of the West Java and South Australia Sister Province was the cooperation of Bandung Islamic Fashion Institute (IFI) as the first Muslim fashion school in Indonesia, and Technical and Further Education (TAFE) as vocational schools and training in South Australia. This study uses the paradiplomacy theory and the sister province concept as analytical tools. The research was conducted to know how the process and the implementation of IFI and TAFE cooperation as a form of Sister Province Cooperation. The research method used is descriptive qualitative research with literature studies. This research resulted in the cooperation of the Sister Province of West Java-South Australia through IFI and TAFE running quite well, namely by the realization of scientific exchanges and fashion show collaborations between the two institutions. However, other cooperation plans have not been realized and require both parties and the government to assist in the preparation of realization and achieve effective and profitable cooperation.
Dissertations / Theses on the topic "Taft School"
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Rohrmüller, Marc. "IASA-Ländergruppe tagt in Dresden." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-60980.
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Die internationale Vereinigung der Schall- und audiovisuellen Archive feiert dieses Jahr in Dresden ihr zwanzigjähriges Bestehen. Ziel der rund 400 institutionellen und privaten Mitglieder ist es, das kulturelle Erbe an Tondokumenten und audiovisuellen Medien zu sichern, zu erforschen und der Öffentlichkeit zu vermitteln.
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Furnon, Dorothée. "Usage d'un robot de téléprésence en tant que technologie inclusive : quels enjeux pour l'enseignant traditionnel ?" Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2075.
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Les robots de téléprésence sont proposés à des étudiants dont la maladie, l’hospitalisation ou la situation de handicap, empêche la présence physique en classe. La mise en place de cette technologie, s’inscrit dans une logique d’inclusion scolaire, visant une forme de présence de l’étudiant, dans un établissement scolaire ou universitaire dit « ordinaire ». Cependant, aucune étude préalable n’a été réalisée pour rendre compte des dimensions inclusives de cette technologie dans un contexte éducatif. La présence d’un étudiant, médiatisée par un dispositif de téléprésence, démultiplie les espaces d’interactions qui se trouvent situés dans des environnements à la fois physiques et numériques. En effet, l’étudiant utilisateur du robot de téléprésence, dispose de possibilités d’actions dans un environnement distant, qu’il produit à travers un environnement numérique. Cette situation inédite révèle des espaces potentiels de perception et d’action sur le monde et transforme la modalité de présence de l’utilisateur. L’objectif de cette recherche est de proposer une conceptualisation des enjeux de l’utilisation de ce dispositif, dans une visée d’inclusion scolaire. Il s’agit d’une théorisation qui est ancrée dans l’expérience vécue par des étudiants qui utilisent un robot de téléprésence pour des raisons de santé, afin de participer à leurs enseignements. La compréhension de ces expériences subjectives des utilisateurs, assure l’ancrage empirique de notre conceptualisation, dont les résultats mettent en avant les concepts centraux de perception et d’action, qui s’inscrivent dans le concept de présence. Ainsi, dans un contexte d’enseignement configuré en présentiel et médiatisé par un robot de téléprésence, l’inclusion scolaire de l’étudiant utilisateur, se rapporte à une renégociation perceptive réciproque, de la coprésence de l’utilisateur et de l’environnement distant<br>Telepresence robots are offered to students whose illness, hospitalization or disability, prevents physical presence in the classroom. The implementation of this technology, is part of a logic of inclusive education, aimed at a form of presence of the student, in a school or university called "ordinary". However, no prior study has been done to account for the inclusive dimensions of this technology in an educational context. The presence of a student, mediated by a device of telepresence, multiplies the spaces of interactions which are located in environments both physical and digital. Indeed, the student user of the telepresence robot has the possibility of actions in a remote environment, which he produces through a digital environment. This unprecedented situation reveals potential spaces of perception and action on the world and transforms the modality of presence of the user. The objective of this research is to propose a conceptualization of the stakes of the use of this device, in a goal of inclusive education. It is a theorization that is rooted in the experience of students using a telepresence robot for health reasons, to participate in their teachings. The understanding of these subjective experiences of the users, ensures the empirical anchoring of our conceptualization, whose results put forward the central concepts of perception and action, which are part of the concept of presence. Thus, in a context of teaching configured face-to-face and mediated by a telepresence robot, the student's inclusion in the classroom, refers to a reciprocal perceptual renegotiation, the co-presence of the user and the remote environment
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Ouellet, Marie. "L'ouverture aux autres en tant que variable pouvant avoir un effet sur les conduites de réciprocité et d'unilatéralité dans une situation de conflit socio-cognitif entre pairs /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 1996. http://theses.uqac.ca.
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Chaume, Aurélie. "L'activité narrative d'enfants de 6 ans tout-venants et suivis par le R.A.S.E.D. pour troubles du comportement au travers des tests ASCT et TAT." Thesis, Dijon, 2012. http://www.theses.fr/2012DIJOL020.
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Les études actuelles mettent en avant les liens entre les plans comportementaux et les plans représentationnels ; si le comportement est révélateur de la complexité et de la conflictualité psychique, le discours l’est aussi. Ainsi, par l’intermédiaire de l’activité narrative, cette recherche propose l’étude des représentations mentales, des préoccupations interpersonnelles d’enfants de 6 ans présentant des problèmes de comportements et d’enfants tout-venants. Le point de départ de cette exploration prend appui sur le postulat que l’activité narrative est un processus fondamental du fonctionnement psychique humain et que le contenu, la pauvreté ou la richesse de cette activité doivent être en lien avec la nature des comportements. Pour permettre l’évaluation de dimensions telles que les représentations de soi, de soi avec les autres, de préoccupations interpersonnelles…, nous avons fait appel à la théorie de l’attachement et à la théorie des relations d’objet. Ainsi, les tests projectifs TAT et ASCT ont été utilisés. Nos résultats exposent que chaque groupe possède des fonctionnements psychiques propres et que les liens existants entre les dimensions psychiques étudiées sont interdépendants. Mais également qu’une approche intégrative associant la théorie de l'attachement et la théorie psychanalytique des relations d’objet est possible et utile pour la compréhension des sujets qui ont un fonctionnement social pauvre. Basée sur ces résultats cette étude propose des pistes d’intervention qui visent à cibler davantage les prises en charge des enfants présentant des problèmes de comportement à l’école primaire, ce qui représente pas moins de quelques 200.000 enfants en France<br>Recent studies show a link between behavioural and physical indications; that is that, if behaviour shows complex and psychological conflict, then so will speech. This is why this study will examine the narratives of six-year-old children with behavioural problems (which will be followed up by RASED) in comparison with the speech of ordinary children. This study will confirm that the narrative is the fundamental process of the working psyche and its content, poor or good, must be connected to the nature of behaviour. Thus the theories of attachment and of object relations were examined. Certain aspects were looked at such as: the capacity to visualise, consistency of narratives, self-perception, representation of others including the representation of significant people (be it reassuring or not), as well as dominant interpersonal concerns. Projective studies, such as ASCT and TAT, were used and the results showed that each group possessed their own psychological function and that the existing links between these intra-psychological processes are inter-dependent. This study shows that an integrative approach to attachment theory and the theory of psychoanalytical connection with objects is both possible and useful. This is mainly to understand children brought up in socially poor surroundings. To sum up, the results of this study highlight how important it is to use narratives in order to pin point how to take charge of primary school children who exhibit behavioural problems
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Lewis, Elizabeth Faith. "Peter Guthrie Tait : new insights into aspects of his life and work : and associated topics in the history of mathematics." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6330.
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In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.
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Bradley, Patricia Joan. "Mapping professional development in TAFE." 2009. http://eprints.vu.edu.au/15215/1/Patricia_Bradley.pdf.
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Since beginning in 1974, Technical and Further Education (TAFE) in Australia has experienced significant changes due to the implementation of a series of government policies of vocational education and training reform. TAFE teachers are now part of a national Vocational Education and Training (VET) system and responsible for the delivery of National Training Packages and the Australian Quality Training Framework (AQTF). Seemingly, the Australian government has underlined the value of a constructivist learning theory by actively seeking to embed this theory through initiatives originally implemented by the Australian National Training Authority (ANTA). These include a major pedagogical change to a student-centred approach that allows multiple perspectives and stresses the importance of collaboration. Since the abolition of ANTA in 2004, their former roles were absorbed by the Federal Government Department of Education, Science and Training (DEST) and later by the Department of Education, Employment and Workplace Relations (DEEWR). The aim of this qualitative study was to learn how TAFE teachers felt about various professional development activities and examine their individual perceptions of issues, concerns and assumptions about change in their working lives. Ethnographic techniques and participant observation enabled the gathering of primary data. The subsequent identification and rich description of their life in their educational environment added a cultural dimension that is not readily available through the application of quantitative or experimental methods.
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Kovacs, Ellen Rochman. "The effect of a memory procedure on TAT responses : implications for projective testing /." 2003. http://wwwlib.umi.com/dissertations/gateway.
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Thesis (Ph. D.)--New School for Social Research, 2003.<br>Typescript. Includes bibliographical references (leaves 94-101). Also available in electronic format on the World Wide Web. Access restricted to users affiliated with the licensed institutions.
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Krapf, Almut, and Grit Behse-Bartels. "taff - Interdisziplinäre Professionalisierung von angehenden Lehrer_innen und Schulsozialarbeiter_innen in schwierigen Praxissituationen." 2019. https://ul.qucosa.de/id/qucosa%3A36445.
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Lehramtsstudierende und Studierende der Sozialen
Arbeit begegnen sich in der Berufspraxis im
gemeinsamen Arbeitsfeld Schule. In der Regel haben
sie vorher keine Erfahrungen mit der jeweils
anderen Profession gemacht und müssen in der
zunehmend multiprofessionellen Organisation
Schule diverse Herausforderungen meistern. Das
hier dargestellte Projekt „taff“ möchte mit Hilfe des
didaktischen Ansatzes Problemorientiertes Lernen
dazu beitragen, dass sich die Studierenden möglichst
früh bereits im Studium mit der Lösung möglicher
Praxisprobleme interdisziplinär auseinandersetzen
können, um später taff im Umgang mit
Kooperation und Problemlösung zu sein.
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Milliman, Britten Moya Jo. "Key components in a successful Arabic immersion program for high school students : a case study." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1458.
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As more second-language acquisition research is published about the optimal age to begin foreign language instruction, and the best methods for teaching foreign languages, many colleges and universities are seeking to create intensive immersion programs which would prepare prospective students for the rigors of their language programs and serve as a productive language-learning environment. One such program, the Middlebury-Monterey Language Academy, is based on the highly successful summer language schools model.
This research isolates the components which would help create successful, intensive Arabic immersion programs. Specifically, this thesis asks: How can an institution create a successful Arabic immersion learning environment for high school students? To answer this question, this thesis reviews current literature in the field of Second Language Acquisition (SLA), includes personal observations about the program and analyzes responses to surveys administered to two groups of stakeholders, namely students, and teachers/resident assistants. After the descriptive section, the thesis proposes a curricular framework which encompasses the main components of the curriculum (including goals, teacher and learner training, instructional materials, and native versus target language use). This framework is presented as a model to help teachers and other administrators as they try to set up new Arabic programs for high school students.<br>text
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Wang, Yi-Ju, and 王薏茹. "An AHP Analysis of Jump$tart Financial Education Curriculum Guideline－Case Study of Professors and Civic and Society High-School Teachers in Taipei City and New Taipei City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/444nv6.
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碩士<br>國立臺灣師範大學<br>公民教育與活動領導學系<br>105<br>The purposes of this study were to explore the differences between the Civic and Society high-school teachers’ perceptions for the Jump$tart financial education curriculum guideline. And utilizing the analytical hierarchy process to analyze the Jump$tart financial education curriculum guideline in professors and Civic and Society high-school teachers. In order to achieve the investigation’ goals, questionnaires were issued to professors and Civic and Society high-school teachers in Taipei City and New Taipei City, and would be analyzed by AHP method. In addition to the utilization of AHP method , the t-test and ANOVA would be implemented to the the Civic and Society high-school teachers in variance analysis.
The major findings of this study were summarized as follows:
1.The variance analysis of the Civic and Society high-school teachers’ background variables of Jump$tart financial education curriculum guideline shows no significant difference except for the Risk Management and Insurance of the School Area.
2.For the Jump$tart financial education curriculum guideline of the six topics, Professors and Civic and Society high-school teachers are all considered “Spending and Saving” is the most important section, and “Credit and Debt”, “Investing” are less important topic.
3.In associated with the overall curriculum standard of Jump$tart financial education curriculum guideline, Civic and Society high-school teachers recognized that “Explore job and career options,” “Develop a plan for spending and saving,” and “Identify common types of risks and basic risk management method” are the top three considering curriculums. While the university’s professors believed that the priority of the curriculums should be “Apply consumer skills to spending and saving decisions,” “Explore job and career options,” and “Identify common types of risks and basic risk management method.”
Books on the topic "Taft School"
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Tennessee Republicans in the era of William McKinley, Theodore Roosevelt, and William Howard Taft: Factions, leaders, and patronage. E. Mellen Press, 1998.
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Mandell, Lewis. Financial literacy :b a growing problem : results of the 2002 National Jump$tart Survey. Jump$tart Coalition for Personal Financial Literacy, 2002.
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Werner, Mark C. Destination and career pathways of enrollees from selected South Australian TAFE programs, 1990-1994. National Centre for Vocational Educational Research, 1998.
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1940-, Gaston Alonzo D., Ohio. Dept. of Education, and Ontario Institute for Studies in Education of the University of Toronto, eds. Collaboration within and without: The case study of Taft High School. Ohio Dept. of Education, 1999.
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Eidam, Lutz, Michael Lindemann, and Andreas Ransiek, eds. Interrogation, Confession, and Truth. Nomos Verlagsgesellschaft mbH & Co. KG, 2020. http://dx.doi.org/10.5771/9783748904380.
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Die Vernehmung ermöglicht es dem Beschuldigten, rechtlich gehört zu werden. Er darf aber die Mitwirkung an der Aufklärung der Tat ablehnen und seine Aussage verweigern, was sowohl in Europa als auch den USA als Ausfluss des Rechts angesehen wird, sich nicht selbst belasten zu müssen. Aus Sicht der Strafverfolgungsbehörden ist es das Ziel, zumindest eine Aussage und andere für die Aufklärung der Tat relevante Informationen zu erhalten, um den tatsächlich Schuldigen bestrafen zu können. Die Beiträge dieses Bandes beschäftigten sich aus rechtvergleichender Perspektive mit diesem Spannungsverhältnis. Wie weit geht der Schutz des Rechts, sich nicht selbst belasten zu müssen? Welche Mittel dürfen jenseits des Verbots körperlichen Zwangs eingesetzt werden, um den Beschuldigten dazu zu bewegen, eine Aussage zu machen? Wie sind die Risiken falscher Geständnisse einzuschätzen? Wissenschaftler aus den USA, den Niederlanden und der Bundesrepublik Deutschland versuchen, Antworten zu geben. Mit Beiträgen von Jan H. Crijns, Universiteit Leiden; Marieke Dubelaar, Radboud Universiteit; Lutz Eidam, Universität Bielefeld; Robert Horselenberg, Universiteit Maastricht; Richard A. Leo, University of San Francisco School of Law; Anthony O’Rourke, University of Buffalo School of Law; Andreas Ransiek, Universität Bielefeld; Christopher Slobgin, Vanderbilt University School of Law; Dave van Toor, Universiteit Heerlen/Universität Bielefeld; Thomas Weigend, Universität zu Köln.
Book chapters on the topic "Taft School"
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Belvadi, Anilkumar. "Mimicry as Rivalry." In Missionary Calculus. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.003.0006.
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Chapter 6 is a detailed study of Sunday schools as sites of pedagogical practice in India. Guided by “tact” as a principle of conducting their work, Anglo-American Protestant missionaries, in order to secure and retain enrollment in their Sunday schools, jettisoned or substantially modified a number of clearly held Christian principles. They denounced racism, but closely allied themselves with a colonial militarist power that would not brook racial integration, and correspondingly instituted racial segregation in their Sunday schools. A second manifestation of “tact” was their borrowing of a number of schooling and cultural practices of the “idolatrous” Hindus, resulting in a type of Christian institution that began to look casteized even to Christian observers. Highly Sanskritized Sunday school hymns, Hindu religious musical forms, visual arts, and festive observances were made a part of the Christian Sunday school. All this benefited a number of Christian converts from the “lower castes” of Hindu society, inasmuch as they were able to acquire those symbolic resources traditionally denied them by the “upper castes.” But at the same time, the mimicking of such practices by Christian institutions underscored the prestige that certain Hindu traditions enjoyed. Also, and worryingly for missionaries, the “upper castes” began to organize their own Sunday schools without Christian doctrine, but mimicking elements of Anglicized, Christian Sunday schools that had seemed attractive to them to begin with. Further, to counter competition, missionaries expanded the Sunday school curriculum, but in the process mimicked secular institutions and undermined the evangelical thrust of their program. And finally, to solicit funds back home, missionaries sensationalized accounts of their work in India. Instrumental reasoning pervaded all aspects of their management of Sunday schools.
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Kursell, Julia, and Armin Schäfer. "Fliehend wie der Schall: Olivier Messiaen." In Takt und Frequenz. Wilhelm Fink Verlag, 2012. http://dx.doi.org/10.30965/9783846753484_009.
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Editorial Team, World Scientific. "The Trim and Fit (TAF) Programme — The Route to Physical Fitness for School Children." In Slim Chance Fat Hope. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812794871_0016.
Full textConference papers on the topic "Taft School"
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Zhang, Zherui. "Artificial Intelligence Within Sociology at the Taft School." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.30.
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Barabashchuk, Hanna, Mariana Dushkevych, and Natalia Hutsuliak. "Psychological Features of the Tolerance of Future Specialists in Socionomic Professions." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/04.
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It is a set on the basis of theoretical researchers, that the modern specialist of the sphere of «Man-Man», except the certain volume of professional abilities and knowledge, must own personality-mature qualities: to show readiness for self-development and self-perfection; make a decision on their own; have their own system of values and be able to correlate their own vital persuasions with the senses and stereotypes of society. For this reason, development of their tolerance as a constituent of professionalism is important in the professional preparation of specialists of socio-economic professions. Tolerance is not just a tolerance for others' thoughts, beliefs and behaviour, it is a purposeful effort on the part of the individual to create an information space that promotes harmony, interpersonal cooperation, emotional tact and respect. The empirical study involved 40 second-year students, including psychology students and foreign language teachers. The psychodiagnostic complex of methods presented in the article made it possible to obtain reliable research results. A comparative analysis of respondents' indicators showed that «tolerance» as a personal quality is significant for both groups. It is stated that psychology students are more tolerant of representatives of different social strata, while foreign language students are tolerant of ethnic minorities. The study found that future psychologists seeking to assert their beliefs and considerations, if the situation becomes conflictual, can be harsh. Future teachers are more critical of themselves and their opinions, showing tact and understanding to manifest «paradoxical» actions, even if they do not agree with them. The overall tolerance index of the two groups under study indicates that their behaviour and attitudes towards the world, people and events will depend on the particular social situation they are currently in.
Reports on the topic "Taft School"
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Health hazard evaluation report: HETA-2005-0112-2980, Taft Elementary School, Santa Ana, California. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, 2005. http://dx.doi.org/10.26616/nioshheta200501122980.
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