Relevant bibliographies by topics / Winnipeg schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Winnipeg schools'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Winnipeg schools"

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Charette, Catherine, Colleen Metge, Ashley Struthers, et al. "Teens' Perspectives on Barriers and Facilitators to Accessing School-based Clinics." Health Behavior and Policy Review 6, no. 6 (2019): 605–18. http://dx.doi.org/10.14485/hbpr.6.6.6.

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Objective: This qualitative study explores teens' perspectives on facilitators and barriers to accessing school-based clinics, emphasizing the importance of youth self-report. Methods: We conducted in-person interviews with teens (N = 25) at 2 high schools that had school-based clinics in Winnipeg, Manitoba (Canada). We supplemented the interviews with a brief questionnaire administered to a sample of teens at both schools (N = 105). Data were iteratively coded and analyzed using NVivo. Results: Teens framed 5 clinic attributes that facilitated access: confidential, welcoming, judgment-free, validating and understanding, and fast/easy/convenient. Teens identified judgment from peers, fear and anxiety, hours/wait times, lack of privacy, and teens who gather at the clinic to socialize as factors that made the clinic hard to access or inhibited access entirely. Conclusions: School-based clinics were highly regarded by teens who used them. The most important factors underlying ease of use were assurance of confidentiality and a positive client-provider relationship that made teens feel safe and comfortable. However, considerable individual and structural barriers remain to ensuring the clinics are teen-friendly and accessible.
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Froese, Victor. "A Comparison of ESL Students' Ability in Four Language Modes: Oral Composing, Independent Writing, Story Retelling, and Reading." TESL Canada Journal 4, no. 2 (1987): 59. http://dx.doi.org/10.18806/tesl.v4i2.505.

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Thirty-nine students (ages 10-14) were drawn from classrooms containing ESL students in three schools in one Winnipeg school division and comparisons were made for these ethnolinguistic groups Filipino, Vietnamese, and Chinese. For each of the four language modes - oral composing, independent writing, reading, and retelling - a number of language units were compared: number of words produced, number oft-units produced, average number of words per t-unit, and number of dependent clauses produced. The answers to the following four questions are discussed: I) In terms of language units, how do the modes compare across language groups? 2) How do oral reading miscues compare? 3) How does reading comprehension and listening comprehension compare?
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Morrow, Stephen. "Multipli-city, My Winnipeg and a pedagogy of the permanent circuit." Visual Inquiry 10, no. 1 (2021): 129–39. http://dx.doi.org/10.1386/vi_00029_1.

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The city is a network of boulevards, thoroughfares, highways and subway systems. The city is also a site of learning, or rather the city houses sites of learning: museums, libraries, schools, theatres and cinemas, for instance. Interestingly, these sites of learning need not be physical; indeed, regarding cinema, for example, they can be websites like Amazon, Criterion Channel, Netflix, where cinephiles can stream movies from the comfort of their home, office, car, on a phone, tablet, television. It is at the intersection of these sites – the cinema and the city – that I wish to situate this article. In particular, I explore how the filmmaker Guy Maddin with My Winnipeg (2007) finagles cinema’s essay-film genre to turn a physical space (in Winnipeg, Manitoba, Canada) from, in Deleuze and Guattari’s terms, striated to smooth, points to pointillism, in which event replaces essence and multipli-city replaces singular(c)ity. The city is a machine and the machine here is D+G’s assemblage. As such, the city and the citizen/creator become one, symbio[(y)tic], and the two cannot be separated without returning the city to a simpli-city and the filmmaker to a documentarian. This film amounts to an encounter that causes thinking (in Deleuzian terms) and thus learning and thus a way forward for thinking through a pedagogy of the permanent circuit.
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Snyder, Emily. "Reconciliation and Conflict: A Review of Practice." Alberta Law Review 48, no. 4 (2011): 831. http://dx.doi.org/10.29173/alr136.

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In this article I provide a review of two connected events. The first is the conference "Prairie Perspectives on Indian Residential Schools, Truth and Reconciliation," which was held in June 2010 in Winnipeg, Manitoba. This conference was just one of many concurrent events taking place at the Truth and Reconciliation Commission of Canada's first national event. Specific themes and aspects of the conference are covered here. Secondly, I parallel my discussion of the conference to my experiences with the national event - experiences can be complex and do not happen in isolation from the broader context around them. Overall, I argue that while the conference and the national event made some meaningful contributions to ongoing dialogue about reconciliation in Canada, it is clear that understanding how to deal with and discuss the conflict that arises from discussions of residential school, "race relations," and reconciliation more broadly is an ongoing learning experience. I offer some recommendations concerning how conflict could be better dealt with at future conferences and national events. Reconciliation processes can be more effective if there is not only space for dissent but, most importantly, that mechanisms are in place for encouraging productive discussions about the conflict that arises and that will continue to arise.
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Rotfeld, Herbert Jack. "Misplaced marketing." Journal of Consumer Marketing 16, no. 5 (1999): 415–17. http://dx.doi.org/10.1108/07363769910289523.

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Comments on the frequent inappropriateness of marketing education. Also addresses some of the inappropriate methods of marketing schools. Considers that certain schools that are unable to attract top students are tempted to misplace marketing by focusing the attention on a school’s “values” other than education, for instance after‐school activities, discipline, or teachers’ concerns for children’s self‐esteem. In college education, these benefits might include a sports team’s winning record, fraternity or sorority parties and local drinking establishments. Finally, expresses dissatisfaction that many students now view graduation as job certification, not as a mark of education.
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Abrahams, C., S. Verma, R. Glazier, L. Jaakkimainen, and S. Shultz. "16. Postgraduate training and its effect on practice location, career choice and practice profile: Tracking 10 years of output from the University of Toronto." Clinical & Investigative Medicine 30, no. 4 (2007): 36. http://dx.doi.org/10.25011/cim.v30i4.2776.

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The purpose of this study is to investigate the relationship between location and specialty of training and practice characteristics such as type of practice (i.e. community versus academic), socio-demographic profile of patients and their complexity, hospital/health facility affiliations and workload/productivity.
 The analysis required an extraction of registrant data from the University of Toronto Postgraduate Web Evaluation and Registration (POWER) system for a cohort of exiting residents and fellows from 1993 to 2003. The data extract was linked to several administrative databases held by ICES, including physician practice and billing information from the Ontario Health Insurance Plan (OHIP) and anonymized patient demographic data from the Registered Persons Database (RPDB). 
 Results of this study will inform workforce policy issues such as the overall contribution made by Toronto graduates to Ontario, other Canadian provinces and international practice pool of physicians, trends regarding medical career choice, similarities and differences between career choices of International Medical Graduates versus Canadian Medical Graduates, impact of location/program of training, impact of length of training and profile/geography of patients served by graduates of Toronto. The study will aim to create a methodology/template for analysis that can be applied to other medical schools and catchment areas in human health resource planning. 
 Chan B, Willett J. Factors Influencing Participation in Obstetrics by Obstetrician-Gynecologists. 2004; 103(3):493-498.
 Noble J, Baerlocher MO. Future Practice Profiles of Canadian Medical Trainees. Clinical and Investigative Medicine 2006; 29(4):288-289.
 Watson DE, Katz A, Reid RJ, Bogdanovic B, Roos N. Family Physician Workloads and Access to Care in Winnipeg: 1991 to 2001. Canadian Family Physician 2004; 171(4):339-342.
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Ní Chróinín, Déirdre, and Jaimie McMullen. "‘The world is a happier place’: Celebration in a whole-of-school physical activity initiative." European Physical Education Review 26, no. 2 (2019): 337–52. http://dx.doi.org/10.1177/1356336x19858115.

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Understanding factors that influence children’s participation in sport and physical activity is critical to designing more appealing youth opportunities and programmes. Whole-of-school initiatives offer one way to promote children’s physical activity, but little is understood about how celebration within these initiatives influences children’s physical activity behaviours. Through this study we aimed to answer the question: what are participants’ experiences of physical activity-related celebration within a whole-of-school physical activity initiative? Answering this question helped us to explore the relationship between celebration and school-based physical activity participation. This study was situated within Irish primary schools ( N = 14) who were working towards the award of an ‘Active School Flag’. Data for analysis included each school’s Active School Flag application ( N = 14), individual interviews with Active School Flag coordinator teachers ( N = 14) and focus groups ( N = 13) with children ( N = 62). An inductive approach to analysis using open, axial and selective coding was employed. Celebration was an important part of the Active School Flag process, and the messages children associated with celebration were influential in shaping their understanding of what was important in relation to their physical activity participation. Acknowledgement of the merits of competitive sport beyond the focus on winning led to more inclusive physical activity approaches. Messages indicating that effort and participation were valued alongside excellence and winning were an important source for children to consider when making judgements about physical activity participation. Findings indicate the merit of including physical activity-related celebration within whole-of-school physical activity initiatives.
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Khanal, Jeevan, Freya Perry, and Sae-Hoon Park. "Leadership practices of principals of high-performing community high schools: Evidence from Nepal." Educational Management Administration & Leadership 48, no. 6 (2019): 1026–45. http://dx.doi.org/10.1177/1741143219884076.

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Empirical studies of school leadership in South Asia are limited. This qualitative study examines the ways in which principals in three award-winning community high schools enact leadership practices in their specific contexts in Nepal. The results reveal that the principals used multiple frames of leadership and were proactive towards reforms. High levels of interest, collaboration, prohibition of political activities inside the school, approachability for parents, recruitment of high-quality teachers and innovative programmes proved to be critical for success. This study has implications for how principals enact their role to transform low-performing schools into high-performing schools within a short period.
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Childs, Joshua, and Jennifer Lin Russell. "Improving Low-Achieving Schools." Urban Education 52, no. 2 (2016): 236–66. http://dx.doi.org/10.1177/0042085916656899.

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Improving low-achieving schools is a critical challenge facing urban education. Recent national policy shifts have pressed states to take an expanded role in school improvement efforts. In 2009, a federal grant competition called Race to the Top (RttT) compelled states to improve their capacity to implement ambitious education reform agendas. Drawing on the theory of organizational capacity, the study sampled five RttT winning states’ plans to support improving low-achieving schools. Findings indicate that states sought to build capacity to productively enact an expanded role and focus resources and expertise toward school improvement initiatives.
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Lombard, W. "Building a robust athlete in the South African high school system." South African Journal of Sports Medicine 30, no. 1 (2018): 1–3. http://dx.doi.org/10.17159/2078-516x/2018/v30i1a2933.

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In the modern era of school sport, schools are faced with important decisions on how best to structure their programs to fit in the growing number of tournaments into the schools sports calendars. Furthermore, school sport has taken on a more professional and competitive feel, with the possibility of winning cash prizes as well as the live TV coverage of various tournaments it is plausible to believe that the pressure on coaches to win at this level has increased when compared to 10 years back.The intention of this article is not to disparage the South African school sport system but rather to create an understanding of best practice when considering high school athletes. As it has been the authors experience through working with numerous highs school athletes and presenting to various schools and educators on this topic that the current system or lack thereof is possibly not athlete-centered which may be detrimental to their development down the line.
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Dissertations / Theses on the topic "Winnipeg schools"

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Stokes, Eleanor V. "Perceptions of four principals of Southeastern award-winning urban schools on school, family, and community involvement." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/stokes.pdf.

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Thesis (Ed. D.)--University of Alabama at Birmingham, 2009.<br>Title from PDF title page (viewed Feb. 1, 2010). Additional advisors: Martha S. Barber, Lois M. Christensen, Dave Dagley, Tondra Loder-Jackson, Boyd Rogan. Includes bibliographical references (p. 100-110).
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Miller, Joseph. "DIRECT AND INDIRECT EFFECTS OF SELECTED FACTORS ON SCHOOL GRADES IN PUBLIC HIGH SCHOOLS IN THE STATE OF FLORIDA." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2897.

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The purpose of this study was to examine the direct and indirect effects of selected factors on school grades in public high schools in the state of Florida. A sample of 316 public high schools was created using data obtained from the Florida Department of Education and the Florida High School Athletic Association. The selected factors that were chosen to be measured in the study were: minority percentage as measured by the proportion of minority students in relation to the total student body at a given school, socio economic status percentage (SES) as measured by the proportion of students participating in the free and reduced lunch program in relation to the total student body at a given school, academic achievement of 10th grade reading mean scale scores and 10th grade mathematics mean scale scores as measured by the Florida Comprehensive Assessment Test (FCAT), and football winning percentage as measured by reported scores to the Florida High School Athletic Association. The direct and indirect effects of minority percentage, socio economic status percentage, and football winning percentage were tested using a path model in calculating linear regressions to analyze the effects on school grades; while only the direct effects of academic achievement were tested for the effects on school grades. The path model assessed the desired path of the selected factors in the study (See Figure 1); however, all paths were tested in the fully recursive model as illustrated (See Figure 2) for both the 2004-2005 and the 2005-2006 school years in the sample. Selected factors that demonstrated strength of effects were examined for predictability on school grades. Selected factors that indicated indirect effects were analyzed for indication of any discriminating patterns. For the 2004-2005 and 2005-2006 school years, there was not a statistically significant direct effect for minority percentage and socio economic status percentage on winning percentage; FCAT reading mean scale score and FCAT mathematics mean scale score on winning percentage; winning percentage and FCAT reading mean scale score on school grades; winning percentage and FCAT mathematics mean scale score on school grades; minority percentage, socio economic status percentage, and winning percentage on FCAT reading mean scale score; minority percentage, socio economic status percentage, and winning percentage on FCAT mathematics mean scale score; or minority percentage, socio economic status percentage, and winning percentage on school grades. Two important effects were determined in the linear regression analysis. First, socio economic status percentage was not directly significant on school grades; however, it had a significant direct effect on the FCAT scores schools received on the Florida Comprehensive Assessment Test. Second, the FCAT reading and mathematics mean scale scores had direct significant effects on school grades in both the 2004-2005 and 2005-2006 school years. Recommendations were made for potential changes to the study to include school size, graduation rates, and student violence that could influence school grades. Future considerations should be given to inclusions based on the Florida Writes requirement, 10th grade science mean scale scores, and other subject content not currently part of the state mandate for graduation. In addition, a study could be conducted that included changes to the path model to reflect minority percentage more accurately in the effects toward the designation of school grades. Finally, a study could be conducted that included participation in sports to account for any ancillary variables that may contribute to the effects of the designation of school grades.<br>Ed.D.<br>Department of Educational Studies<br>Education<br>Curriculum and Instruction EdD
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Willy, Do, and Nechma Yasmine. "Vinnarskolor & Förlorarskolor : En kritisk stuide av vithet i skolorganisationer." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29436.

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Uppsatsen tar ett avstamp i studier av den svenska skolmarknaden. Med företagen som ideal förmås skolorna att med uppgifterna som producenter konkurrera om elever som tar rollen som kunder. Marknadsföringen och synligheten i media blir en förutsättning för överlevnad på denna marknad. Skolmarknaden med dess fria skolval blir problematisk när den ökar segregationen. Problemet blir omfattande i följden vinnarskolor och förlorarskolor. Denna studie syftar till att undersöka marknadsföringsbroschyrer och medierepresentationen av fyra skolor i Stockholm, varav två är vinnarskolor och två är förlorarskolor. Teorin om New Public Management används i förståelsen för fenomenet skolmarknad och dess konsekvenser. Genom en innehållsanalys med ett intersektionellt perspektiv av skolornas broschyrer och representationen i media, kunna kartlägga maktasymmetrier. I synnerlighet används Bourdieus kapitaldefinitioner och postkolonial teori för förståelsen av hur segregation uppstått och kvarlever. Detta för att påvisa om etnisk- och socioekonomisk segregation synliggörs i marknadsföringen samt om denna kan bidra till en reproduktion av segregation. En analys av sekundärt insamlad statistik används i definieringen av dem olika skolorna. Resultatet visar på en förekomst av etnisk- och socioekonomisk segregation i skolornas marknadsföring och medierepresentation. Empirin av den kvalitativa undersökningen redovisar ett påtagligt samband mellan etnicitet/socioekonomi och studieresultat. Slutsatsen blir att marknadsföringen och medierepresentation påverkar reproduktionen av segregation men de sociala strukturerna är det som upprätthåller fenomenet.
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Dobchuk, Douglas. "The role of social impact assessment in urban planning, a case study of Wolseley School, Winnipeg, Manitoba." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ56119.pdf.

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Williams, Joanne M. "The design, implementation and implications of Digital Arts programming in West Kildonian Collegiate, Seven Oaks School Division #10, Winnipeg, Manitoba." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23550.pdf.

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Roy, Suparna S. "The complex classrooms of three award-winning Ontario high school physics teachers." Thesis, Kingston, Ont. : [s.n.], 2007. http://hdl.handle.net/1974/453.

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Fu, Wing Man. "A Case Study of an Award Winning Public School String Orchestra Program." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1242663220.

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Southerland, Jodi, Debbi Slawon, Karen E. Schetzina, and Willam T. Dalton. "Implementation of the Go, Slow, Whoa Meal Pattern in Schools through the Winning with Wellness Program." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5054.

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Field, John Glenn. "Relationship Between Winning Percentage and Perceived Burnout Among Varsity Male Head High School Football Coaches in Texas." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc501120/.

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The primary purpose of this study was to determine the relationship between the effects of winning percentage and specific demographic data on the perceived burnout of varsity male head high school football coaches within the public secondary schools of Texas. Data were obtained from 226 varsity head high school football coaches during the 1990-1991 school year in Texas. Instruments used were the Maslach Burnout Inventory and a personal demographic data sheet. A one-way analysis of variance (ANOVA) and Pearson's product-moment correlation coefficient were used. Significance was set at .05. A relationship was found between burnout and career winning percentage, age, years as a coach, salary, coaching preparation, and school enrollment.
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Slawson, Deborah L., Jodi Southerland, Elizabeth F. Lowe, William T. Dalton, Deborah T. Pfortmiller, and Karen Schetzina. "Go Slow Whoa Meal Patterns: Cafeteria Staff and Teacher Perceptions of Effectiveness in Winning With Wellness Schools." Digital Commons @ East Tennessee State University, 2013. https://doi.org/10.1111/josh.12056.

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BACKGROUND School‐based interventions hold promise for child obesity prevention. Implemented as a part of the Winning With Wellness obesity prevention project, the “Go Slow Whoa” meal pattern (GSW) was designed to promote healthier foods in school cafeterias. This investigation determined perceived program effectiveness and impact on student's food purchases. METHODS A mixed method design was used, including focus groups with cafeteria staff (CS), quantitative analysis of CS and teacher surveys, and pre‐post analysis of cafeteria sales. A total of 37 CS and 131 teachers from 7 schools in northeast Tennessee participated. RESULTS CS recognized the important role of school nutrition services in influencing student choices, yet perceived lack of administrative support for cafeteria‐based interventions and minimal interaction with teachers were barriers. CS also believed that students choose less nutritious options due to family influence. Cafeteria sales indicated that changes were made in menu planning and production, yet students' choices improved minimally. Teachers expressed moderate levels of confidence in GSW as influential in children's dietary habits. CONCLUSIONS Successful implementation of school‐based nutrition programs requires supportive policies, administrators, and teachers. CS should be included in program implementation efforts and the role of school nutrition services should be maximized.
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Books on the topic "Winnipeg schools"

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Charles, Tupper. Speech of Sir Charles Tupper, M.P., on the Winnipeg negotiations: Ottawa, Tuesday, 14th April, 1896. Queen's Printer, 2000.

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ill, Paradise Susan, ed. The winning of Miss Lynn Ryan. Morrow Junior Books, 1987.

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ill, Paradise Susan, ed. The winning of Miss Lynn Ryan. Puffin Books, 1989.

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Ann, Montgomery, ed. Winning ideas from winning schools: Recognizing excellence. ABC-CLIO, 1989.

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Best practices of award-winning secondary school principals. Corwin Press, 2006.

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Romano, Anne. Winnie Taft. Taft School, 1997.

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Decker, Richard E. Winning. Bonneville Books, 2003.

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The winning stroke. Bantam Books, 1996.

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Project, Exemplary Schools. Technical report: New Norway School. Canadian Education Association, 1995.

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Project, Exemplary Schools. Technical report: Georges Vanier Secondary School. Canadian Education Association, 1995.

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Book chapters on the topic "Winnipeg schools"

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Rousseaux, Sophie A. L., and Andrew P. Dicks. "Evolution of an ACS-CEI Award-Winning Undergraduate Course in Catalytic Organic Chemistry." In Chemistry Education for a Sustainable SocietyVolume 1: High School, Outreach, & Global Perspectives. American Chemical Society, 2020. http://dx.doi.org/10.1021/bk-2020-1344.ch009.

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"2. Change in the Winnipeg School Division." In Making a Difference in Urban Schools. University of Toronto Press, 2012. http://dx.doi.org/10.3138/9781442663411-003.

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"Award Winning Schools." In School Mission Statement, The. Routledge, 2013. http://dx.doi.org/10.4324/9781315854052-21.

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Miller, James W. "An Accepted Way of Life." In Integrated. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169118.003.0014.

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This chapter discusses the 1958–1959 basketball season, when Lincoln Institute's chief rivals were no longer African American schools but local white schools in its KHSAA district. Gilliard was optimistic because of some new additions to the team, such as John Kavanaugh Cunningham, Clyde Mosby, and William Crayton from Crispus Attucks High School in Indianapolis, where future Hall of Famer and Olympic champion Oscar Robertson had played. Crayton's past was something of a mystery, but he was a great player who had problems controlling his temper. Cunningham lived with his single mother and two sisters in a house without electricity or running water, but he was determined to become the first in his family to graduate from high school. Lincoln started the season slowly but finished strong, winning the Thirtieth District tournament for the first time but losing in the regional championship game to an all-white team that had never played against blacks before.
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Fortner, Kitty, and Jose W. Lalas. "Strategies of Engagement." In Student Engagement and Participation. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch001.

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School, parent involvement, and at-risk students do not always make a winning combination. However, for the students at Mountain View High School, things were different. Strategies used by the Mountain View Parent Advisory Group helped to transform education for students of color who participated in their program. This chapter follows a study at a high school located in an upper/upper middle-class neighborhood where barriers to academic growth were considered addressed. However, there was a pocket of students of color who were not being successful academically. Strategies used by a parent group to help re-engage at-risk students, raise their GPAs, and redirect their future towards success are highlighted. Understanding that these strategies can be initiated by any group of parents or teachers provides promise for at-risk students, parents, and schools.
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Katzel, Stephen. "Set Up a Winning System." In Win Your First Year of Teaching Middle School. Routledge, 2021. http://dx.doi.org/10.4324/9781003156987-2.

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Kujundžić, Nada, and Ivana Milković. "Reading Winnie-the-Pooh in Croatian Primary Schools." In Positioning Pooh. University Press of Mississippi, 2021. http://dx.doi.org/10.2307/j.ctv1s5nx82.10.

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Green, James V., and David F. Barbe. "Entrepreneurship Education at Mtech, University of Maryland." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2116-9.ch004.

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As universities recognize that an entrepreneurial education is an enabler, entrepreneurship is increasingly recognized as higher education’s ally. Today, more than 5,000 entrepreneurship courses are offered in over 2,000 college and universities in the United States (U.S.) (Kauffman, 2009). Entrepreneurship education is extending beyond its traditional business school offerings to engineering, arts, and sciences schools as educators develop specialized, experiential content most relevant to their student populations. The Maryland Technology Enterprise Institute (Mtech), a unit of the A. James Clark School of Engineering at the University of Maryland, is a global leader in entrepreneurship education (Barbe, Green, &amp; Chang, 2010). Mtech’s award-winning programs are being replicated throughout the U.S. and abroad to serve entrepreneurial students in pursuit of new ventures. Mtech’s entrepreneurship courses and programs have more than 1,000 student enrollments annually. This chapter introduces Mtech’s approach to entrepreneurship education, defines the inner workings of Mtech’s entrepreneurship education initiatives, and discusses best practices and lessons learned.
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Madeira, Maria Jose, and Andreia Rocha. "Entrepreneurship Program at Secondary School." In Global Considerations in Entrepreneurship Education and Training. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7675-4.ch012.

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The aim of this study is the analysis of the effect that the entrepreneurship activities have in the development of an entrepreneurial profile of the students of a secondary level and their future entrepreneurial intentions. To empirically test the formulated hypothesis, a questionnaire was developed. By the application of methods of factorial analysis and a logistic regression model, it was concluded that variables like the incentive given by school agents, the participation of students in extracurricular activities and the desire to continue studying, influenced the entrepreneurial intentions of the students. Concerning the entrepreneurial profile, it was concluded that the students who have higher capacity of creation and concretization of entrepreneurial projects and a winning will, have a higher propensity to create their own business. This research analysed the impact of entrepreneurship activities on the development of the secondary school students' entrepreneurial profile, and understand whether these same activities influence their future intentions.
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Brown, Sidney L. "A Case Study of Strategic Leadership and Research in Practice." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch086.

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This chapter was developed to review the strategies of leadership preparation programs from two different institutions, one a Historically Black College/University (HBCU), and the other a Predominately White University (PWI) to explore the experiences of relationship building among the State Department of Education, the state legislature, local education agencies, school principals, graduate candidates, university faculty, two schools of education, and the Southern Regional Education Board (SREB) for the purpose of drawing implications for strengthening the training of school leaders. The focus is on a State Department of Education requirement that all seventeen Principal Preparation Programs re-designed their policies and procedures to meet new state standards of best practices adopted from consultation with the SREB. The final project was a designated SREB award (commendation) winning re-designed principal preparation internship program at the HBCU. The four key themes as descriptors of relationships between the two participating institutions: collaboration (subthemes include role definitions and interdependence), communication (subthemes include mentors' dispositions and power imbalance), creativity (subthemes include systems barriers and candidate placement), and critical thinking (subthemes include faculty qualifications and financial burdens). One critical factor that prevails throughout the literature and practical application is that designing and implementing excellent principal preparation/educational administrator programs is an international priority.
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Conference papers on the topic "Winnipeg schools"

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Jamaluddin, Jamaluddin, Wilda Fahliza, and Awliya Rahmi. "Adiwiyata School: Between promoting environmental awareness and winning awards." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.15.

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Iino, Kenji, and Masayuki Nakao. "Effect of Providing an Opportunity for Competition in Design Education." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70698.

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We have been offering conceptual design courses to graduate level mechanical engineering students. The courses are taught at three different graduate schools; Kyushu Institute of Technology, Sophia University, and The University of Tokyo. The mechanisms of course offering are different among these three schools, however, the underlying theme is the same. That is to identify a problem that the students want to solve and work in groups to come up with creative solutions. The students first go through sessions to sharpen their sense of feeling inconveniences. We then emphasize the importance of properly stating the functional requirement for their yet-to-build solution. Engineering students often struggle with this first stage. Once they set the goal, the course teaches brainstorming, Design Record Graph, and prototyping. Last year, we experimented with a final assignment of producing posters of their new products. The posters were collected and presented at an adult conference. The conference participants cast votes for their preferred posters. The top three winners received book cards to purchase books. This poster competition gave the students high incentives to produce good design proposals. The winning factor was not just technical supremacy but the votes were strongly affected by the solution presentation on the posters. It provided a good opportunity to teach engineering students that technology alone is not always the most important factor in winning businesses.
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Cernaveja, Sarmite, and Inta Volodko. "Participation of the students of Riga Technical University in the Olympiad in mathematics." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7868.

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There is much discussion recent years about teaching mathematics at school and universities. It is talked about how to interest pupils and students to turn to studying mathematics more. One of the ways to attract the best students to additional studies of mathematics is to invite them to participate in the Olympiads in mathematics. Student Parliament of Riga Technical University in cooperation with the Department of Engineering Mathematics organized the university Olympiad in mathematics for 6 years. There is an international Olympiad of mathematics in Latvia already for 6 years, which is organized by the Department of Mathematics of Latvia University of Agriculture. Students from Baltic universities participate in these Olympiads, and within their scope, students not only compete individually, but also discuss among themselves the content of mathematics and teaching methodology in their universities, evaluate it and express their suggestions for the improvements. Since 2012, students from Riga Technical University also participate in these Olympiads and get award-winning places. Such Olympiads promote interest about mathematics among young people, develops cooperation skills between like-minded people, as well as, give an opportunity for pedagogues to listen to the opinion of the best students about teaching methodology of mathematics and to improve it.
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Reports on the topic "Winnipeg schools"

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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003236.

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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive impact on medium-term academic outcomes like standardized tests scores and overall grades.
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Baird, Natalie, Tanushree Bharat Shah, Ali Clacy, et al. maths inside Resource Suite with Interdisciplinary Learning Activities. University of Glasgow, 2021. http://dx.doi.org/10.36399/gla.pubs.234071.

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Maths inside is a photo competition open to everyone living in Scotland, hosted by the University of Glasgow. The maths inside project seeks to nourish a love for mathematics by embarking on a journey of discovery through a creative lens. This suite of resources have been created to inspire entrants, and support families, teachers and those out-of-school to make deeper connections with their surroundings. The maths inside is waiting to be discovered! Also contained in the suite is an example to inspire and support you to design your own interdisciplinary learning (IDL) activity matched to Education Scotland experiences and outcomes (Es+Os), to lead pupils towards the creation of their own entry. These resources are not prescriptive, and are designed with a strong creativity ethos for them to be adapted and delivered in a manner that meets the specific needs of those participating. The competition and the activities can be tailored to meet all and each learners' needs. We recommend that those engaging with maths inside for the first time complete their own mapping exercise linking the designed activity to the Es+Os. To create a collaborative resource bank open to everyone, we invite you to treat these resources as a working document for entrants, parents, carers, teachers and schools to make their own. Please share your tips, ideas and activities at info@mathsinside.com and through our social media channels. Past winning entries of the competition are also available for inspiration and for using as a teaching resource. Already inspired? Enter the competition!
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