School effectiveness and school improvement

Questo contributo prende le mosse da una ricerca di campo, cofinanziata dal Dipartimento di Scienze della Formazione Roma Tre e da organizzazioni ed enti che operano nel territorio di indagine: l’Alta Valle del Volturno, un’area semimontana e liminare del Molise. La ricerca si sviluppa attraverso un impianto di intersezione di due piani di marginalità: quello sociale, che riguarda la condizione giovanile contemporanea e quello territoriale, che investe molte delle aree interne del Paese. Interpella i vissuti di mobilità spaziale, il senso di appartenenza e i legami che si stabiliscono con i luoghi dell’abitare, al fine di analizzare il processo di
costruzione biografica e la definizione dei progetti di vita futuri dei “giovani di paese”. In questo paper intendiamo dar conto e discutere le due posture prevalenti rilevate nella ricerca di campo, che definiscono le forme del presidiare, dell’appropriarsi, del significare e del trasformare i luoghi della quotidianità. Adattamento e resistenza rappresentano, infatti, i vertici entro cui si dispiegano atteggiamenti, visioni e immaginari che condizionano le esistenze precarizzate e iper-marginalizzate della contemporaneità, delineando sistemi di condotte “tipici” dei soggetti marginali nel loro abitare i margini.

While evidence-based policy and practice have been on the rise for some time now, this does not apply to education. Evidence-based education (EBE) can be defined as the principle that education practices should be based on rigorously established objective evidence, preferably on randomized controlled trials. In this country-specific case study, the focus is on the Netherlands and, more specifically, developments regarding the educational disadvantage policy. Whereas the Ministry of Education propagates the use of EBE, researchers seem to be rather reluctant. The main research question is how many of the ministry's policy measures have actually been grounded in the principles of evidence-based education? To answer this question, three review studies covering the period 1985-2023 were critically examined. The results can be called shocking: hardly any of the ministry's policy measures have been based upon hard scientific evidence-neither in the past nor in recent years. Explanations for this finding are given, and recommendations are presented.

The purpose of this study was to create a qualitative and descriptive study about the perception of charter school teachers regarding their support for innovative instructional practices at the classroom level. This study was designed to speak directly to the educators who impart knowledge to students and those school leaders who impact the instructional decisions of those educators. Because charter schools are so varied in intent of theme, structure, and even purpose, the study focused on one set of charter schools sponsored by a major university located in the Kansas City, Missouri metropolitan area. This study examined if teachers perceived if there is support for innovation, regardless of the type, at their school that impacts their instructional practices at the classroom level. The researcher used open-ended interview questions to explore the instructional decision-making of charter school teachers at the identified schools. These questions explored elements of leadership, ownership, norms for diversity, continuous development and diversity as identified by the work of and their Siegel Scale of Support for Innovation research. vii as a self-contained EMH teacher for Henry C. Kumpf Elementary in the Kansas City, MO School District. I thank the entire staff of veteran teachers of Henry C. Kumpf, under the leadership of Dr. Everlyn Williams, who helped groom me and protect my fledgling teacher's spirit from harm. I thank all of the countless colleagues and students at Kumpf, Dr. Martin Luther King, Jr. Middle School, GEAR UP/Project SHIFT at the University of Missouri-Kansas City, Benjamin Banneker Charter Academy of Technology, Ewing Kauffman School, and now Kindezi Academy, the very school I attended from grades K-4 th grades. I always said that I never experienced one bad year in all of my time in education. I thank my friends and family (especially Renaurd, Angel, Donna, Wendy, Vickie, Nita, William, Kita, and Marian) who have supported my journey through the doctoral program at the University of Kansas. Thank you for always supporting my dreams and aspirations. I need to say an additional thank you to my late niece Vanita Ann. I loved discussing all things academic with you. It was our joy to see you earn your Masters and I know that you were looking forward to celebrating this victory with me. Your love and support sustains me still. Thank you to my cohort members and my professors. I want to give a special thank you to Dr. Mickey Imber and Dr. Thomas DeLuca for agreeing to help me cross this important finish line. My final acknowledgment of thanks is to my momma, Mrs. Linda Edwards Lee. Momma championed every major milestone of my life. I always knew that she was in my corner. On March 1, 2019, my little momma succumbed to stage 7 of Alzheimer's disease. As I cross the finish line to attain this final degree I know that if she could have, she would have, reveled in my success. I give thanks that though she will never hear people call me Dr. Dickerson, I could have accomplished none of this without her. The strength of her spirit carries me as it always has. I will be eternally grateful for her unconditional love, her strength and unwavering support.

Vinteren 2004 testet Plantforsk Tjøtta fagsenter ut en løsning med liggeplasser i to etasjer, kalt double-decker (d-d), til sau i økologisk drift. Double-deckerne ble laget av forskalingsplater med lengder på 240 cm og helningsgrad 5%. To høyder (50 og 60 cm) og to bredder (60 og 75 cm ) ble kombinert i fire ulike utforminger. Disse ble montert i hver sine sauebinger med seks søyer i hver binge. Det ble utført to parallelle forsøk, ett med rasen steigar og ett med spael (8 binger og 48 sauer totalt). Preferanse for liggeplass ble dokumentert på videofilm kl. 14.00, kl. 24.00 og kl. 04.00 over en fire ukers periode. Sauene ble rullert mellom bingene ukentlig, slik at alle sauer hadde vaert innom de fire d-d-kombinasjonene i løpet av de fire ukene. Sauene foretrakk å ligge på strekkmetallet framfor på d-d (P<0,001). Ingen sauer lå noen gang på øverste etasje av d-d. Nederste nivå ble også benyttet svaert sjeldent, 18 ganger av totalt 1584 mulige observasjoner på individbasis. Med hensyn til bruken av nederste nivå, kunne det ikke påvises signifikant forskjell i valget mellom høg og lav utforming ("takhøyden"), mellom brei og smal eller mellom de fire kombinasjonene av disse. Det var heller ikke signifikant forskjell mellom sauerasene i bruken av nederste etasje. En tendens til signifikant samspill mellom bredden på liggeplaten og sauerase (P=0,079), antyder likevel at utformingen av double-deckeren kan vaere av betydning. Mulige årsaker til at d-d ikke ble benyttet i ønsket omfang er diskutert.

This empirical study examines various leadership styles and their adoption for effective school administration. The objectives are to explore how school administrators' leadership styles impact the performance of school resources and to develop strategies for enhancing these leadership styles to achieve school goals. The study analyzes the school as a social system, explores different leadership styles, their applications, the causes of leadership style failures, and offers recommendations to improve school administrators' leadership. It concludes that there are ideal leadership styles; the key to effective and high-performing school administration lies in the ability to adapt and utilize different leadership styles according to the situational demands. Researcher found both Democratic and Autocratic styles are effective for school administration.

The American Youth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization, provides learning opportunities for policymakers, practitioners, and researchers working on youth issues at the national, state, and local levels. AYPF&#x27;s goal is to provide ...

New" school inspections are essential parts of "evidence-based governance" concepts and have been implemented by many European countries as a major strategy to assure and improve the effectiveness and quality of their education systems. However, national inspection systems vary in their composition and in their contextual features. Using online survey data from approximately 2300 principals in 7 European countries, the paper explores the role of "accountability pressure" as an element for understanding the operation of inspection systems. The results indicate that principals who feel more "accountability pressure" are more attentive to the quality expectations communicated by inspections, more sensitive to stakeholders' reactions to inspection results, and more active with respect to improvement activities. However, also the number of unintended consequences is increasing with pressure. Inspection systems in different countries are seen by school leaders as applying differential degrees of "accountability pressure", which is reflected in system-specific amounts of improvement activities.

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. Unless specifically noted, all information contained herein is in the public domain. We strive to make our products available in a variety of formats and in language that is appropriate to a variety of audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you have any comments or suggestions about this or any other NCES product or report, we would like to hear from you.

This report uses data from the 2003 National Household Education Surveys Program (NHES) Parent and Family Involvement Survey (PFI) to examine the characteristics associated with the educational expectations parents had for their children and the postsecondary ...

Problema organizării educației fizice cu copiii de vârstă preșcolară a fost întotdeauna și rămâne foarte actuală, solicitând specialiștilor să creeze noi abordări în conformitate cu cerințele sociale contemporane. În articol este abordată problema ce vizează profilaxia deficiențelor coloanei vertebrale la copiii preșcolari prin aplicarea mijloacelor de educație fizică în diverse forme. În acest scop a fost elaborat un model de profilaxie a deficienței coloanei vertebrale la copiii preșcolari, care a fost aplicat pentru o perioadă de un an de învățământ. Rezultatele înregistrate demonstrează eficacitatea aplicării modelului experimental, ceea ce ne permite să îl recomandăm pentru implementare în educația fizică în instituțiile preșcolare. Cuvinte-cheie: preșcolar, profilaxie, coloană vertebrală, mijloace, educație fizică. The issue of organizing physical education with preschoolers always was and the is still very topical. It requires thew creation of new approaches according with to the contemporary social requirements. This article addresses the problem of prophylaxis of the spine deficiencies of preschool children by applying the means of physical education in various forms. For this purpose was developed a model of the prophylaxis of the spine deficiency in preschool children, a model applied for a one-year period of their education. The recorded results demonstrate the effectiveness of applying the experimental model, which allows us to recommend it for implementation in physical education in preschool institutions.

Overcrowding in classrooms has become a persistent challenge, often resulting in strained teacher capacity, reduced individual learner attention, and increased cases of disruptive behaviour. This study explored the relationship between teacher-pupil ratios and behaviour management in

Reading comprehension is the process of bringing out and making meaning through interaction and involvement with written language and it plays an integral part in the education of individuals, especially young children. Without the ability to read properly, opportunities as the ability to interpret examination questions and even to comprehend what the questions require for an answer will inevitably be lost. However,
a few learners are unable to use reading as a tool for learning, getting new information, ideas, attitudes, and values. Even after they have been taught, it is quite unfortunate that many students are unable to read efficiently at higher class levels making many researchers to attributes these problems to different number of factors such as the ability of students to visually see the text that is being read, lack of reading materials, low or no
attitude to reading, lack of moral support for the parents.
Therefore, this study sought to determine the relationship among students’ psychological factors and parental involvement on students’ achievement in reading comprehension in junior secondary Schools.
The study used a survey research type of ex-post facto design; five hundred (500) students were drawn through a simple random sampling technique from two local government areas in Akure (Akure South and Akure North) in Ondo State. Three instruments were used to gather information in this study. These are: Psycho-Emotional
Factors Questionnaire (PEFQ, r = 0.89); Parental Involvement Questionnaire (PIQ, r = 0.91); English Language Reading Comprehension Test (ELRCT, r = 0.78). Three research questions were raised and answered in this study. The data obtained were analysed using Pearson Product-Moment Correlation and Multiple regression analysis at a 0.05 level of significance.
Relationship exists between self-esteem and achievement of student in reading comprehension (r = 0.25, P < 0.05). Also, the findings revealed that self-concept was significantly related to students’ achievement in reading comprehension (r = 0.34, p <0.05). Furthermore, the findings showed that attitude was significantly related to students’ achievement of student in reading comprehension (r = 0.22, p < 0.05).  Similarly, the findings showed that communication with the child was significantly
related to students’ achievement in reading comprehension (r = -0.18, p < 0.05). Besides the findings, all the variables jointly explained 14% of the variance observed in students’ achievement in essay writing. Furthermore, the results show that components of independent variables considered significantly contributed to the prediction of students’ achievement in reading comprehension. These are, self-concept (β = 0.16, t = 4.33, p < 0.05),  and provision of opportunity to learn (β = 0.10, t = 1.8, p < 0.05). It was recommended that parents should at all times maintain a positive and rich communication channel between themselves and their child/ward. Likewise, Schools should set up reading clubs where reading activities take place weekly and make it open to all students.

THEME 3-14/2000 The populations -younger in the PHARE countries 2 The duration of studies -often shorter in the PHARE countries 2 A predominance of females in tertiary education -common feature 5 For the first time, in 1999, all EU Member States and countries taking part in the PHARE 1 programme have provided data on education to Eurostat using the same questionnaires and the same methodology. The data, covering the 1997/98 school year, allow a comparison to be made between the Member States of the European Union and the PHARE countries: Albania, Bosnia-Herzegovina, Bulgaria, the Czech Republic, Estonia, the Former Yugoslav

gárdája kifejezi azt a komplexitást és diverzitást, melyet az elvárt kompetenciák sokszínűsége is mutat. A gyűjtemény minden közös tantárgyhoz tartalmaz tanulást segítő kérdéssort: Anatómia, élettan, kórélettan, patológia, gyógyszertan, klinikai diagnosztika és döntéshozatal, betegosztályozás, eszközös és laboratóriumi diagnosztika, korszerű ápolói beavatkozások, emelt szintű légútbiztosítás, kutatásmódszertan és biostatisztika, IT ismeretek, egészségfejleszés és egészségnevelés, valamint egészségügyi kommunikáció jelenti ezt a közös alapot. Ápolók, ápolásoktatók, elméleti és klinikai orvosok, gyógyszerészek, gyógytornászok közös munkájának gyümölcse ez az anyag, mely reményeink szerint érdemben hozzájárul az ismeretek elsajátításához és a képzés eredményes befejezéséhez.

The Manatí river basin, the main tributary of the Dajabón river in the Dominican Republic, has been affected by unsustainable production practices linked to agriculture and livestock, which negatively impact its capacity to provide ecosystem services. This study aimed to analyze the sustainability of livelihoods and community capitals in Fondo Grande, a rural community in the upper basin, to identify opportunities to enhance the sustainability of livelihoods and promote integrated water resource management based on the interaction among these capitals. The Sustainable Livelihoods Approach (SLA) was applied in combination with the Community Capitals Framework (CCF), integrating both qualitative and quantitative techniques, including key informant interviews, semi-structured household interviews, participant observation, and a focus group workshop. The analysis characterized the predominant livelihoods and assessed the status of the seven community capitals: natural, human, cultural, social, political, financial and built. A SWOT analysis was then conducted for each capital, followed by an assessment of the interactions among them, identifying strategic synergies and areas for improvement. The results show that households rely heavily on agricultural livelihoods, with limited economic diversification. A decline in human capital, changes in local production practices, local customs, and values (cultural capital), weakened community organizations and cooperation mechanisms (social capital), inequitable access to decision-making spaces and public services (political capital) and deteriorating community infrastructure (built capital), threaten both livelihood sustainability and natural resource conservation (natural capital). Current strengths in financial capital —driven by high cacao prices and diverse jobs in the public sector— alongside active community organizations and relationships with external allies (social capital), and increased participation of professionals and local leaders (human capital) in planning and implementing development initiatives, can serve as drivers to redirect the community change process. The information generated through this study provides a valuable foundation for designing strategies for natural resource governance under an integrated watershed management approach with an emphasis on sustainable rural development.

Velilere yonelik paylasilan liderlik algisi olceginin gecerli ve guvenilir bir sekilde gelistirilmesi amaclanan bu calismada, yapilan literatur taramasi sonucu 33 onermelik madde havuzu olusturulmus, 6 onerme uzman gorusu sonucu madde havuzundan cikarilmistir. 27 maddelik anket formu Elazig ili ortaokullarinda ogrenim goren 409 ogrencinin velisine uygulanmistir. Yapilan Acimlayici Faktor analizi sonucu 4 madde anket formundan cikarilmis ve Dogrulayici Faktor Analizi sonucunda, modelin uyum iyiligi istatistiklerinin kabul edilebilir sinirlar icinde oldugu belirlenmistir. Olcegin ic tutarliliginin da yuksek oldugu tespit edilmistir. Sonuc olarak, gelistirilen olcegin, velilerin paylasilan liderlikle ilgili algilarini olcmek icin yeterli psikometrik ozelliklere sahip olduguna karar verilmistir.

The purpose of this qualitative research study was to develop a better understanding of how successful principals lead at private schools of rural areas. The study was focused on the principal’s role in providing transformational, transactional and laissez-faire leadership as defined by Bass and Avolio (1995), specifically in the context of school education. The study was designed to explore the use of four transformational leadership behaviors that are: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Other leadership styles were also made part of interview questionnaire to assess whether they are practiced by principals along with transformational leadership in different situations or not. The study sample was drawn from private schools of rural areas of Gujrat. The participants were selected through judgmental sampling and one to one interviews of open ended questions was conducted to acquire the needed information. The re...

School resilience is too little the main issue within the Romanian educational system. It is addressing
especially to children from disadvantaged backgrounds. We could say, without being wrong, that our
investigative approach is almost a pioneer in the Romanian education system. We have operationalized the
concept of resilience in the leadership of the school principal / deputy, the leadership of teachers,
educational effectiveness, the trust of parents and students in school, teachers' trust in their mission. The
research was conducted in 11 disadvantaged schools, selected based on process and context indicators,
schools where the dropout rate is above the national average and well above the European target. In each
school, focus groups with students and parents and teachers were organized, as well as an interview with
the principal/ deputy. Questionnaires were also applied to the principals / deputies, teachers, students at risk
and their parents. The hypotheses were confirmed in the sense that in the investigated schools, although
with students at risk, the essential elements of developing an environment conducive to assisted resilience
are not defined. Teachers from investigated schools do not trust their ability to change destinies, parents do
not trust school, and the school does not trust parents. The principal is not a leader, he/ she does not value
his / her staff. Therefore, in schools investigated, resilient students are sporadic, unscheduled, unassisted

Statement of the Problem: The assistant principal position is a stepping stone to the principalship in many school systems. The position is underutilized, as many assistant principals are relegated to managing routine administrative functions and student discipline (Schmidt-Davis and Bottoms, 2011, p. 24). Research has reported that experience as an assistant principal in the principal’s current school is associated with higher performance (Rebelen, 2009), and previous experience as an assistant principal in any school is associated with longer tenure as principal (Young and Fuller, 2011). These findings beg the question “If these findings are true, why do assistant principals preclude themselves from candidacy for a promotion?”

Degerler egitimi, bireylerin ahlaki gelisimleri icin onem arz eden bir konu olarak dikkat cekmekte ve farkli arastirmalara konu olmaktadir. Turkiye’de de degerler egitimi kapsaminda bir cok proje hayata gecirilmistir. Bu projelerden birisi de Selcuklu Degerler Egitimi Projesi (SEDEP)’dir. Selcuklu Degerler Egitimi Projesi, Selcuklu Belediyesi onculugunde paydaslari Necmettin Erbakan Universitesi ve Selcuklu Milli Egitim Mudurlugu tarafindan, ilcedeki butun okullarda uygulanmaktadir. Bu calismanin amaci degerler egitimi uzerine bundan sonra yapilacak projelere katki saglamak ve Selcuklu Degerler Egitimi Projesi’nin de gelistirilerek uygulanmasina hizmet etmektir. Makalede projenin uygulayicilari olan ogretmenler ile nitel arastirma yonteminde betimsel bir yaklasimla ve  “Sabit Form Anket Gorusmesi” veri toplama araci ile yapilmistir. Elde edilen veriler isiginda projede yer alan ogretmenlerin Selcuklu Degerler Egitimi Projesi hakkinda temel degerlerin cocuklarin kisiliklerine eklemle...

The Curriculum and Assessment Review for schools in England was launched in late 2024 and comments on it were invited. My comment is about a missed opportunity. The Review needs a wider vision. It does not take the aims of the curriculum seriously enough. Its notion of what the curriculum is is inadequate, overly influenced by a traditional view of it going back centuries. It ignores the fact the present National Curriculum has covert aims to do with how students fare in tests and examinations. After a brief account of desirable curricular aims there is a section on the aims-based approach to curriculum planning followed by the previous Labour government of 1997-2010.

Tujuan kajian ini adalah untuk mengenal pasti perubahan prestasi fizikal dan tumbesaran pelajar lelaki dan pelajar perempuan berumur antara 9 tahun hingga 12 tahun. Kajian ini adalah berbentuk rentas silang (cross-sectional) melibatkan sampel sebanyak 400 orang (murid lelaki=200, murid perempuan=200) yang dibahagikan kepada empat kumpulan umur (9 tahun, 10 tahun, 11 tahun, 12 tahun). Petunjuk tumbesaran didalam kajian ini adalah ukuran tinggi berdiri urid. Enam ujian prestasi fizikal dijalankan untuk menguji tahap prestasi fizikal murid iaitu ujian tekan tubi (TT), ujian lompat jauh berdiri (LJB), ujian lari pecut 30 meter (LP), ujian duduk jangkau (DJ), ujian lari ulang alik (LUA), dan ujian bleep (UB). Dapatan kajian ini menunjukkan tumbesaran puncak pelajar lelaki berlaku ketika berumur antara 9 tahun hingga 10 tahun iaitu meningkat sebanyak 9.1 cm. Manakala, tumbesaran pesat pelajar perempuan berlaku ketika berumur 10 tahun hingga 11 tahun dengan peningkatan sebanyak 7.6 cm. Per...

This study attempted to identify the reading conceptions of a sample of kindergarten teachers in the state of Utah in terms of five basic approaches to beginning reading. The subjects responded to a survey instrument that included 45 statements about various beginning reading methodologies. The descriptive data generated from the study indicates that no significant differences exist among the teachers\u27 preferences for any of the five conceptions of reading. The data also indicates that no significant differences exist between teacher preferences for content-centered conceptions of reading and pupil-centered conceptions of reading. This apparent lack of a preference for the pupil-centered instruction raises some concerns in light of recommendations presented by seven professional organizations concerning kindergarten reading instruction

In het maakonderwijs valt vaak op dat leerlingen razendsnel met oplossingen komen. Ze ontwerpen, schetsen of bouwen alsof de uitkomst al voorhanden ligt. Toch wordt tijdens het proces duidelijk dat snelheid niet altijd gelijkstaat aan diepgang. Vooral bij het pitchen of presenteren van hun ideeën blijkt dat ze de essentie van de vraag of opdracht niet volledig hebben doorgrond. Wat precies gevraagd wordt en welke betekenis de woorden dragen is vaak minder helder dan zij aanvankelijk dachten.

Hier komt de waarde van close reading naar voren.

This article investigates Montessori education in Italy through three studies, addressing a significant research gap in Europe. Two quasi-experimental studies examine academic and non-academic outcomes, considering factors such as gender, age, socioeconomic status, years of Montessori education, and implementation fidelity. A third exploratory study surveys Montessori primary school teachers (N=328), identifying three distinct profiles. Only one group, representing half the sample, strictly adheres to Montessori practices, enabling the earlier studies to assess the effect of implementation fidelity. Academic outcomes, based on two student cohorts (N=535 and N=710), indicate that Montessori students achieve similar or higher scores than non-Montessori peers, particularly in Grades 8 and 10, with fewer than six years of Montessori education sufficient to produce these results. An orthodox Montessori approach correlates with better mathematics outcomes, while a less orthodox approach relates to superior language outcomes. Non-academic outcomes, focusing on Grade 8 students (N = 85), highlight significantly higher empathy scores among Montessori students. Future research on different and larger samples is necessary to explore the link between nonorthodox implementation and language outcomes and to validate the hypothesis that the benefits of Montessori education on non-academic outcomes increase with the duration and fidelity of its implementation.

The concept of the demonstration school (a community of learning and applied research inquiry in an integrative designed space) dates back to the Peripatos of Aristotle. In contemporary times, demonstration schools-housed on university campuses and often integrated with teacher training programmes-have been supported with Deweyan arguments about trialling learning environments that meld theory and practice. Many are sites of educational research, where educationalists, practicing teachers and pre-service practitioners collaborate to teach, study, reflect and debate. Some have integrated problem-based curricula approaches with learning analytics, design thinking, digital adaptation and eco-friendly uses of technology. At the same time, some are also places in which competing imperatives play out, as those on site seek to adapt pedagogic, infrastructural, funding and governance arrangements to accommodate stakeholders. This chapter first recounts the historical legacy of demonstration schools before analysing contemporary realisations of demonstration schools' sites drawing on recent research in Asia, Europe and the USA. The focus is on how these modern learning environments are shaped by discursive connections between philosophy, learning science, design, innovation policy and science and technology studies. Drawing on expertise across these fields, we investigate how these sites meet the contemporary challenge to link the pedagogic, spatial and technological/digital in sites where social and educational innovation coexist.

Sommario: 1. Introduzione -2. Genesi e ratio del consenso informato -3. Il consenso informato in ambito scolastico -4. Conclusioni. Il mondo contemporaneo risente di tensioni e distorsioni culturali che sempre più gravemente inPuiscono sull'essere umano, specialmente nelle sue fasi di maggiore fragilità e vulnerabilità come il periodo degli anni di istruzione ed educazione che Tn dalla più giovane età esigono invece razionalità, responsabilità e autenticità intellettuale, spirituale e umana.

The contemporary crisis of family education reveals a fracture that transcends the merely pedagogical and touches deeper dimensions: social, cultural and spiritual. A plethora of studies, including those conducted by the Argentinian consulting firm D'Alessio Irol (2025), have revealed a distressing trend: the absence of boundaries, the deterioration of intra-family dialogue, the excessive reliance on screens, and the delegitimization of teaching authority. These symptoms, by no means inconsequential, indicate a renunciation of the parents' educational vocation, an abdication that the Bible characterises as sin and that Christian tradition has denounced throughout the centuries. From the Shema of Deuteronomy to the Pauline letters, from Augustine and Luther to contemporary thinkers such as Bauman, Scruton, Arendt, Taylor and Smith, a unanimous conviction emerges regarding the family as the primary cell of integral formation. The present work seeks to demonstrate that the restoration of Christian education necessarily involves the rescue of the home as a "small church", the practice of domestic worship, the intentional formation of parents and the balanced cooperation between family, school and church. This phenomenon is not merely a pedagogical challenge; rather, it is a spiritual and prophetic summons to reclaim the sacred responsibility entrusted to parents for the transmission of faith, discipline, and memory. INTRODUCTION: THE EROSION OF THE HOME IN LIQUID MODERNITY Throughout history, the family unit has been recognised as the primary social institution responsible for the transmission of cultural knowledge and the inculcation of moral values from one generation to the next. In that setting, a plethora of elements contributed to the transmission of knowledge, including language, culture, customs, and religion. However, it was the narrative threads that imbued life with significance that played a particularly pivotal role in this process. This anthropological intuition, present in civilisations as diverse as the Jewish, Greek, Roman or indigenous, finds its most forceful expression in the Bible: In the Book of Deuteronomy, Chapter 6, Verse 7, Montevideo, UY

Over the past 20 years there have been significant policy, research, and social emphases placed upon the importance of parent involvement in U.S. schools as a means for improving student achievement. This has resulted in an implicit definition of what constitutes involvement for all parents rather than an inductive understanding of what is occurring in families, particularly for those who are culturally and linguistically diverse. The purpose of this review is to present a counterstory to widely held notions about parent involvement in U.S. public schools through examining the ways that research has documented English learners' (EL) parent involvement in situ. I review 31 research studies that use inductive methods to define and describe parent involvement with EL families. Findings reveal that EL parents' involvement is centered around three key relationships: between families and schools, between parents and children, and among families. These relationships exist along a continuum from school-directed to parent-led. Additionally, they present a counterstory to the standard practices that define parent involvement and instead reveal that EL parents' involvement is characterized by dynamic processes.

The paper deals with the possibilities of diagnostics of the moral reasoning of children and adults, focused on the use of the Test of moral reasoning. The tool is a modification of the original Test of moral maturity of personality, which authors are J. Kotásková and I. Vajda. The modified test distinguishes between passive, constructive and destructive approaches of conflicts among pupils (children). In the first part of the article we offer an overview of selected ours and foreign diagnostic tools that can examine the moral reasoning of children and adults. In the next section we present the partial results of research of moral reasoning, involving 408 respondents, including 283 children (pupils) aged 10-13 years, 84 elementary school teachers and 41 parents. Our goal was to compare the moral reasoning of children and adults, children of elementary schools and children of special educational institutions. We were interested in differences between teachers and parents, where we assumed that teachers will suggest more often constructive approaches of conflicts than parents. The results show the highest incidence of passive approaches of conflicts from the perspective of children and adults.

Prispevok je zameraný na zavažný problem zamerneho sebaposkodzovaniau dospievajucich. Cieľom prispevku je charakterizovať sebaposkodzovanie a mieru jehovýskytu. Ponuka pohľad a skusenosti skolskej psychologicky v zakladnej skole s konkretnymirieseniami a možnosťami intervencie v bežnej skolskej realite.

The paper after reviewing various relevant literature proposes effective and efficient model to curb exam derelictions in pre-university exams in Kenya. Since all irregularities, including fraudulent results, have a devastating impact on public confidence in local public examinations, it is vital, and that over and above the application of detailed policy, the use of new technologies and information systems should be instrumental in minimizing and even preventing this menace from undermining the credibility of examination authorities. As academics, we strive to link assessment with the sorts of learning activities in which students and pupils engage and to employ a variety of assessment methods. ICT provides a link between learning, teaching and assessment. Examination computer systems should be designed in such a way that it not only supports the administration of examinations, but that it also becomes instrumental as a verification and validation system. This research therefore proposes e-Proctored in order to support current educational goals in pre-university exam test especially for primary schools in Kenya having been the beneficiaries of the governments' free laptop project. The study argues that developing and infusion of e-Proctored solution architecture by the Kenya National Examination Council (KNEC) remains the answer to curb examination malpractices in Kenyan primary schools especially acknowledging the efforts by the Government to introduce laptops in Kenya primary schools.

The paper after reviewing various relevant literature proposes effective and efficient model to curb exam derelictions in pre-university exams in Kenya. Since all irregularities, including fraudulent results, have a devastating impact on public confidence in local public examinations, it is vital, and that over and above the application of detailed policy, the use of new technologies and information systems should be instrumental in minimizing and even preventing this menace from undermining the credibility of examination authorities. As academics, we strive to link assessment with the sorts of learning activities in which students and pupils engage and to employ a variety of assessment methods. ICT provides a link between learning, teaching and assessment. Examination computer systems should be designed in such a way that it not only supports the administration of examinations, but that it also becomes instrumental as a verification and validation system. This research therefore pr...

This systematic review examines the principles of educational equity and evaluates case studies from disadvantaged communities to identify effective strategies for promoting equitable educational outcomes. Through analysis of ten peer-reviewed studies, five core principles of educational equity emerge: addressing racial and socioeconomic disparities, ensuring educational access, implementing fair resource distribution, promoting equal opportunities, and creating inclusive learning environments. The review reveals that transformational and collaborative leadership approaches, particularly through full-service community schools and intentionally designed online learning platforms, demonstrate significant potential for addressing systemic inequities. Key findings indicate that successful equity interventions require sustained community engagement, policy reform, and professional development initiatives that address both structural barriers and mindset transformation. The analysis highlights persistent challenges including systemic bias, resource limitations, and insufficient training capacity, whilst identifying promising practices in collaborative design, family engagement, and data-driven monitoring. Implications for K-12 and higher education curricula emphasise the need for equity-focused leadership preparation, community partnership development, and culturally responsive teaching methodologies.

Recursos financieros descentralizados para escuelas publicas del Brasil. Una politica necesaria -- Chile: la experiencia de la Subvencion Escolar Preferencial -- PRONADE, un modelo innovador en Guatemala -- El Programa Hondureno de Educacion Comunitaria -- Programa Escuelas Autonomas en Nicaragua. Lecciones de una experiencia -- Modelos y practicas de transferencias directas a escuelas: reflexiones sobre experiencias latinoamericanas .

Ushbu maqolada elektron imzo va elektron raqamli imzo bo'yicha bir qancha qarashlar, elektron raqamli imzoni olish, elektron raqamli imzo olgan shaxslarning statistikasi va uni huquqiy jihatdan tartibga solish, uning huquqiy holati haqida ma'lumotlarni olishingiz mumkin.

The present study sets out to give an account of the problems affecting the museums and museum collections in Alba County after the end of the Second World War, as well as the transformations they suffered in the years that followed the proclamation of the Romanian People's Republic on 30 December 1947. The study looks into the Regional Museum and the Batthyáneum Library in Alba Iulia, the Museum of Archeology and Numismatics in Aiud and the Sabin Olea collection of Cib commune. In the period under scrutiny, the authorities exerted increased pressure on museums to have their specialists hasten the reformation of exhibitions and change the historical discourse in accordance with communist ideology.

Maktabgacha yoshdagi bolalar psixologiyasi va psixodiagnostikasi
[Matn]: (o‘quv qo‘llanma). – Toshkent: “Ilm va fan” nashriyoti, 2024. – 176 bet.
O‘quv qo‘llanma Urganch davlat рedagogika instituti O‘quv-uslubiy
kengashi tomonidan nashrga tavsiya etilgan bo‘lib, рedagogika institutlari
talaba va magistrlari, qolaversa, ta’lim tizimining barcha bo‘g‘inlarida faoliyat
yuritayotgan рrofessor-o‘qituvchilar, ilmiy xodimlar, kasb-hunar maktablari
о‘quvсhilari uсhun mо‘ljallangan bо‘lib, qо‘llanmada dastur talablariga
muvоfiq о‘zbek tilining sоhada qо‘llanilish tizimlari, shakli, uslubi, metоdlari
tahlil etilgan va kо‘rsatib о‘tilgan. О‘quvсhilar nazariy bilimlarini amalda
qо‘llab, о‘zbek tilining sоhadagi ahamiyatini о‘rganadilar, shuningdek, undan
kasbiy faоliyatlarida ham fоydalanishlari mumkin.

Annotation:
This book provides a general overview of the psychological development of preschool children and methods used to understand their mental and emotional state. It discusses how children think, feel, and behave during the early years of life. The book also introduces basic techniques of psychodiagnostics, which help adults better understand a child's needs and development. It is useful for teachers, parents, and students who work with young children. With simple explanations and practical approaches, this book helps readers gain a better understanding of child psychology and supports healthy development during the early and most important stages of life.

AnnotatsiyaUshbu maqolada o'quvchilarga ehtimollar nazariyasi fanini o'qitishda Eyler-Venn diagrammasidan foydalanib, misol va masalalarni yechish ko'rsatilgan. Kalit so'zlar: hodisa, tasodifiy hodisalar, elementar hodisalar, elementar hodisalar fazosi, hodisalar ehtimolligi. Аннотация: В этот статье показано как решать примеры и задачи, с помощью диаграммы Эйлера-Венна при обучении теории вероятностей. Ключевые слова: событие, случайное событие, элементарное событие, пространство элементных событий, вероятность событий.

Saint John Bosco may be the most famous dreamer since the two biblical Josephs, the Israelite patriarch (Genesis 37, 39-48, 50) and the spouse of the Virgin Mary (Matthew 1-2). His dreams are one factor in the fascination that he held among his contemporaries and still holds for modern Christians. He was able to make amazing predictions of the future of individuals and to display strikingly accurate knowledge of consciences. His dreams were prophetic in the broad sense of "revealing something of God and his truth." By one count the Biographical Memoirs of Saint John Bosco 1 reports 153 dreams that the Saint wrote down, narrated, or merely mentioned. Don Bosco's biographers, like his immediate listeners, generally take for granted that most of these dreams, if not all of them, were more than ordinary. The sources for those 153 dreams include Don Bosco's written accounts, the chronicles of the first Salesians, 2 the notes, memoirs, and testimony of various contemporaries, and many conversations with his future biographer Father John Baptist Lemoyne. Don Bosco wrote down two dreams at some length and alluded to four others in his own Memoirs of the Oratory. 3 He wrote out or had a secretary transcribe ten others, basically as memoranda for their future narration or for their 1

Un cuarto de variabilidad en desempeños escolares podría atribuirse al liderazgo directivo, no obstante, se sostiene que, si tal liderazgo es instructivo y distributivo, esto aumentaría. Sin embargo, son escasos los estudios en Latinoamérica, que empíricamente exploren la relación entre distribución del liderazgo y desempeño escolar y, menos aún, la existencia de instrumentos de diagnóstico y/o medición sobre distribución del liderazgo. Fruto de un estudio mayor, se diseñaron y validaron escalas para un cuestionario multidimensional de distribución del liderazgo, considerando fiabilidad, criterios de apariencia, contenido, valoración de expertos y aplicación del análisis factorial exploratorio, sobre distribución del liderazgo, basado en concepciones predominantes de tal enfoque, en una muestra 51 escuelas primarias chilenas vulnerables, de diversas regiones, que en periodos consecutivos lograron destacarse en Sistema de Medición de la Calidad de la Educación, entre sus similares. Los resultados sobre las propiedades psicométricas que poseen las escalas del instrumento son de alta fiabilidad, medida por alfa de Cronbach. En tanto, los análisis factoriales exploratorios indican que la mayoría de los ítems se agrupan en un factor por escala. Descriptores: Liderazgo distribuido; Liderazgo escolar; Calidad de la educación; Control de calidad; Apreciación. The literature states that leadership is a Sustainable School Improvement Strategy. A quarter of the variation in school performance could be attributed to executive leadership; however, it is argued that if such leadership is distributed, this would increase. For an empirical exploration, a multidimensional questionnaire based on the conceptualizations on the distribution of leadership, applied to seven hundred teachers from a sample of fifty Chilean schools is designed. The results on the psychometric properties of the dimensions have high reliability as measured by Cronbach's alpha; and most of the items that make it are grouped according to the exploratory factor analysis, one factor. Regarding the perception on the distribution of leadership a high valuation on those that are shared observed, since learning favor; whereas the existence of strategies to prepare leaders to renew leadership positions, had low valuation

There has long been interest in how differences in child outcomes that are associated with parental background may grow as childhood progresses. Parents from higher socio-economic backgrounds with better levels of education and higher incomes may invest more time and goods into their children. 1 The resulting differences in outcomes, it is argued, emerge early at the pre-school level and then are re-enforced in childhood and the teenage years, despite the potential equalizing effect of compulsory education. The differences may be further compounded on entry to tertiary education and beyond into adult life. Various authors have produced evidence confirming this pattern. Leon Feinstein (2003) considered cognitive ability of British children at two points during the pre-school years and at ages five and ten. The difference in average percentile ranks between children from high and low socio-economic status, defined on the basis of parental occupation, widened from around 13 points at just under two years to nearly 30 points at age 10. Alissa use more recent data to look at differences for English children, showing these to grow for much of childhood. In the US, James Heckman (2008) reports differences in average percentile rank in maths tests between children from the bottom and top family income quartiles, rising from about 14 points at age six to 23 points at age twelve. Other chapters in this volume provide further evidence for one or more countries. Our contribution is to compare the socioeconomic gradient in children's cognitive ability at two ages for almost all of the countries covered by other chapter authors: USA,