School Principals' Attitudes Towards Performance Based Compensation

The main objective of this study is to determine the attitudes of school principals regarding a performance based compensation system. This study identifies the attitudes towards specific factors that should be considered in the implementation of a system of performance based compensation. The data have been analyzed to determine if a principal's demographic characteristics affect his/her level of agreement with performance based compensation and the factors for implementation. In addition, this study unveils areas of concern that principals have conveyed regarding the implementation of a performance based compensation system. Data was obtained from 444 public school principals representing 444 schools and 178 districts in the state of Colorado. Measures used in the treatment of the data include descriptive statistics and one-way ANOVA. The major findings of this study were: 1. 82.4% of respondents believe that teachers, principals and administrators should be included in performance based compensation (PBC). 2. The top two indicators that respondents believed should be included in a PBC system are student achievement (88.5%) and teacher evaluations (77.6%) 3. The 3 largest obstacles to PBC that respondents identified are: a. The capacity to link student achievement to teacher evaluations (82.9%) b. Teacher Union Resistance (67.1%) c. Cost (55.9%) 4. Principals in urban, rural and suburban geographic groups disagree about the effects of performance based compensation. 5. The top 5 overall concerns regarding Performance Based Compensation were: a. Concerns regarding effectively using assessment to measure performance of all teachers/equity between teachers b. Concerns regarding evaluation (time for principals to learn, consistency from school to school, time for principals to evaluate, quality of evaluation tool). c. Not in favor of PBC due to philosophical views or concerns about lack of research. d. Concerns regarding the equity between classrooms and districts across the state due to poverty levels and unequal resources. e. Concerns that performance based compensation will result in a decline in teacher collaboration and an increase in competition between teachers. Based upon these findings, the researcher concluded that there is not a strong general acceptance of performance based compensation systems. However, urban principals in Colorado tend to view PBC somewhat more favorably than do principals in suburban or rural areas. Most importantly, systems to link student achievement to teacher evaluation must be collaboratively created to ensure PBC systems are equitable, consistent and fair.

Nutrición y salud pública: políticas de alimentación escolar en la España contemporánea (1931-1978)

El trabajo aborda los antecedentes históricos de las políticas de alimentación escolar en la España del siglo XX, a través del análisis del corpus normativo y de los textos y materiales que generaron organismos nacionales e internacionales que participaron en su implementación. La investigación muestra el impacto que tuvo el contexto internacional y en particular los acuerdos que se alcanzaron durante el primer franquismo con los Estados Unidos y con la FAO y UNICEF, en el desarrollo de dichas políticas. El carácter filantrópico de las primeras cantinas fue sustituido por una creciente implicación del ámbito público, al incorporar la alimentación de los escolares como objetivo de las políticas sanitarias y educativas de la Segunda República. La Ley de Educación Primaria de 1945 permitió la gradual institucionalización de la alimentación escolar. La creación en 1954 del Servicio Escolar de Alimentación y Nutrición y la necesidad de coordinar la ayuda norteamericana facilitaron la implementación de programas como el de Productos Lácteos pro Bienestar Infantil y Social o el de Educación en Alimentación y Nutrición, lo cual permitió implantar el complemento alimenticio en escolares y llevar a cabo un conjunto de actividades educativas coordinadas encaminadas a mejorar su alimentación.

Estudio bibliométrico de programas e intervenciones sobre educación alimentaria y nutricional en el medio escolar en España

Introducción: La obesidad en la población infantil y juvenil en España se sitúa actualmente en el 13,9%, y el sobrepeso se encuentra en el 26,3%. Esto hace que sea fundamental la adopción en los primeros años de vida de unos hábitos alimentarios correctos, donde la educación alimentaria y nutricional, desarrollada dentro de los programas de educación para la salud en el medio escolar, juega un papel fundamental. El objetivo del presente trabajo fue analizar, mediante revisión bibliométrica, la producción científica existente sobre programas o intervenciones de educación alimentaria y nutricional desarrollados en el medio escolar en España que muestran influencia en la salud y/o en los hábitos alimentarios de los escolares. Material y Métodos: Estudio descriptivo transversal de los resultados obtenidos en la búsqueda bibliográfica de las bases de datos Medline, Cochrane Library Plus en Español, Cuiden, Excelencia clínica, IBECS, Scielo, CSIC (ICYT, ISOC e IME), Lilacs, Cuidatge y Teseo. Se estudiaron indicadores bibliométricos: bases de datos, revistas, documentos publicados, idiomas, autoría, Índice de colaboración y grado de obsolescencia (Semiperíodo de Burton y Kebler e Índice de Price), entre otros. Resultados: La búsqueda proporcionó un total de 148 registros. La tasa final de artículos pertinentes fue de 49 (33,11%). La base de datos que más registros pertinentes proporcionó fue Medline con 24 (48,98%). 42 de los registros seleccionados (85,71%) pertenecían a artículos originales. La revista Nutrición Hospitalaria fue la que presentó mayor número de publicaciones, con 11 (22,45%). El Semiperíodo de Burton y Kebler fue de 6 años y el Índice de Price fue de 42,86%. Conclusiones: Existe una gran producción de artículos científicos relacionados con programas de educación alimentaria y nutricional en el medio escolar en España, lo cual es un indicador de la importancia de la adquisición de hábitos alimentarios saludables en la población infantil y juvenil y del interés que despiertan.

Children's Postures While Playing at Computer Workstations

There has been a significant increase in the incidence of musculoskeletal disorders (MSD) and the costs associated with these are predicted to increase as the popularity of computer use increases at home, school and work. Risk factors have been identified in the adult population but little is known about the risk factors for children and youth. Research has demonstrated that they are not immune to this risk and that they are self reporting the same pain as adults. The purpose of the study was to examine children’s postures while working at computer workstations under two conditions. One was at an ergonomically adjusted children’s workstation while the second was at an average adult workstation. A Polhemus Fastrak™ system was used to record the children’s postures and joint and segment angles were quantified. Results of the study showed that children reported more discomfort and effort at the adult workstation. Segment and joint angles showed significant differences through the upper limb at the adult workstation. Of significance was the strategy of shoulder abduction and flexion that the children used in order to place their hand on the mouse. Ulnar deviation was also greater at the adult workstation as was neck extension. All of these factors have been identified in the literature as increasing the risk for injury. A comparison of the children’s posture while playing at the children’s workstation verses the adult workstation, showed that the postural angles assumed by the children at an adult workstation exceeded the Occupational Safety and Health Association (OSHA) recommendations. Further investigation is needed to increase our knowledge of MSD in children as their potential for long term damage has yet to be determined.

Prática de ensino supervisionada em Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico

Este relatório de estágio pretende apresentar parte do trabalho desenvolvido no âmbito da Unidade Curricular de Prática de Ensino Supervisionada (PES), integrada no curso de Mestrado em educação pré-escolar e ensino do 1.º ciclo do ensino básico. A prática no contexto da educação pré-escolar foi realizada numa instituição pública com crianças de 3, 4 e 5 anos de idade. Em contexto do 1.º ciclo do ensino básico, a mesma decorreu numa escola da rede pública com um grupo/turma de crianças de 7 e 8 anos de idade, a frequentarem o 2.º ano de escolaridade. Nos dois contextos, a prática foi desenvolvida no sentido de responder aos interesses e necessidades das crianças, sendo que as atividades propostas visaram uma aprendizagem realizada através da pesquisa, reflexão e descoberta, pretendendo proporcionar às crianças momentos de aprendizagens significativas, ativas e socializadoras. Neste trabalho, para além da descrição e reflexão em torno da nossa ação em contexto (corporizadas através das experiências de ensino e aprendizagem) apresentamos dados que dizem respeito a uma investigação que desenvolvemos ao longo deste processo e que se fundamenta em alguns dos pressupostos pedagógicos defendidos pelo Movimento da Escola Moderna (MEM), nomeadamente sobre os instrumentos de regulação e monitorização/pilotagem da aprendizagem, tendo sido também realizada, para o efeito, uma revisão da literatura neste âmbito. Neste sentido, a nossa investigação tem como tema Dispositivos de mediação: monotorização da ação através dos instrumentos de regulação e pilotagem, e a opção metodológica desta investigação recai sobre uma abordagem qualitativa, tendo como técnicas de recolha de dados uma entrevista semiestruturada realizada às crianças e a observação direta e participante, com recurso a notas de campo e registos fotográficos. Das principais conclusões da investigação salientamos que existem instrumentos de regulação e pilotagem nas salas de aula, mas que os mesmos não são trabalhados de forma a que as crianças entendam o seu objetivo, adquiram autonomia de registo, recebam o feedback do seu impacto para a realização de aprendizagens e não usufruem das suas potencialidades pedagógicas.

Adolescent Illicit Drug Use and Subsequent Academic and Psychosocial Adjustment : an Examination of Socially-Mediated Pathways

Background: Questions remain regarding the consequences of illicit drug use on adolescent adjustment and the nature of mechanisms that may explain these consequences. In this study, we examined whether early-onset illicit drug use predicts subsequent academic and psychosocial adjustment and whether associations are socially-mediated by decreased school engagement and increased peer deviancy. Method: 4885 adolescents were followed throughout secondary school. We used regressions to determine whether illicit drug use in grade 7 predicted academic achievement, school dropout, depressive symptoms, and conduct problems in grades 10–11, adjusting for potential confounders. We used path analysis to test whether significant associations were mediated by school engagement and peer deviancy in grade 8. Results: Illicit drug use predicted conduct problems and school dropout, but not academic achievement and depressive symptoms. The association between illicit drug use and conduct problems was fully mediated by increased peer deviancy. The association between illicit drug use and school dropout was partially mediated by increased peer deviancy, but remained mostly direct. No indirect association via decreased school engagement was found. Examination of reverse pathways revealed that conduct problems and academic achievement in grade 7 predicted drug use in grades 10–11. These associations were mediated by peer deviancy and school engagement (conduct problems only). Conclusion: Adolescent illicit drug use influences the risk of school dropout and conduct problems in part by contributing to deviant peer affiliation. Reciprocal social mediation characterizes the association between drug use and conduct problems. A reverse mechanism best explains the association with academic achievement.

The Energy Performance of Buildings: Promises Still Unfulfilled. Egmont Paper No. 78, May 2015

EXECUTIVE SUMMARY All observers agree that energy efficiency must be the cornerstone of any serious EU energy strategy. In this general context, the EU building sector is critical. It represents about 40% of EU final energy consumption (residential houses, public/private offices, commercial buildings, etc.) and approximately 36% of EU CO2 emissions. This is massive. The EU has certainly not been inactive in this field. The Energy Performance in Buildings Directive 2002/91/EC (EPBD) was the first and the main instrument to address the problem of the energy performance of buildings. It has established numerous principles: a reliable methodology which enables the calculation and rating of the energy performance of buildings; minimum energy performance standards for new buildings and existing buildings under major renovation; energy performance certificates; regular inspection of heating and air-conditioning systems; and, finally, quality standards for inspections and energy performance certificates. They were strengthened in 2010 by the recast Directive 2010/31/EU. This directive also introduces a decisive concept for the development of the building sector: ‘nearly zeroenergy buildings’. In 2012, the new Energy Efficiency Directive 2012/27/EU dealt with other aspects. In the building sector, three of them are particularly important. They concern: (1) the establishment of long-term strategies for mobilizing investment in the renovation of the national building stocks; (2) the introduction of energy saving schemes for ‘designated’ energy companies with a view to reducing consumption among ‘final consumers’ by 1.5% annually; and (3), as an option, the setting up of an Energy Efficiency National Fund to support energy efficiency initiatives. This paper also briefly examines the different instruments put in place to disseminate information and consultation, and the EU funding for energy efficiency in buildings. Results, however, have remained limited until now. The improvement of the energy performance of buildings and the rhythm of renovation remain extremely weak. Member States’ unwillingness to timely and properly transpose and implement the Directives continues despite the high degree of flexibility permitted. The decentralized approach chosen for some specific aspects and the differentiation in the application of EPBD standards between Member States do not appear optimal either. Adequate financial schemes remain rare. The permanent deficit of qualified and trained personnel and the inertia of public authorities to make the public understand the stakes in this domain remain problematic. Hence the need to take new initiatives to reap the benefits that the building sector is meant to bring.

Crianças em situação de risco social : perceção dos docentes: um contributo para a proteção e promoção dos direitos das crianças

Este trabalho tem como tema “Crianças em Situação de Risco Social: Perceção dos Docentes. Um contributo para a proteção e promoção dos direitos das crianças” e tem como objetivo tentar conhecer a frequência de alunos do Agrupamento de Escolas do Crato em situação de risco social, bem como os tipos de risco que poderão estar a viver. O Agrupamento de Escolas do Crato é constituído por duas escolas que são elas: a Escola Básica Integrada com Jardim de Infância Professora Ana Maria Ferreira Gordo e a Escola Básica 1 de Gáfete. Neste agrupamento encontra-se em funcionamento o jardim-de-infância, o 1º. ciclo, 2º. ciclo e o 3º. ciclo. A amostra é constituída pelos docentes do 1.º, 2.º e 3.º ciclos do ensino básico, os quais responderam a um questionário por cada aluno, num total de 232 alunos, ou seja, todos os alunos a frequentar o 1.º ou o 2.º ou o 3.ºciclos do ensino básico, excluindo-se apenas as crianças do pré-escolar, abrangendo-se assim toda a população do ensino básico. O instrumento utilizado neste estudo quantitativo foi adaptado do questionário de Díaz-Aguado e Arias (1999) validado na Universidade de Complutense de Madrid, e permitiu identificar vários tipos de risco social (maltrato ativo, problemas emocionais, negligência e condutas anti-sociais) bem como caraterizar algumas das variáveis que se associam a estes problemas no concelho do Crato. Algumas das principais conclusões foram as seguintes: as crianças que eram percecionadas como estando em maior risco social frequentavam o 3.º Ciclo, eram beneficiárias de ação social escolar e tinham mais insucesso escolar.

Adolescent Illicit Drug Use and Subsequent Academic and Psychosocial Adjustment : an Examination of Socially-Mediated Pathways

Background: Questions remain regarding the consequences of illicit drug use on adolescent adjustment and the nature of mechanisms that may explain these consequences. In this study, we examined whether early-onset illicit drug use predicts subsequent academic and psychosocial adjustment and whether associations are socially-mediated by decreased school engagement and increased peer deviancy. Method: 4885 adolescents were followed throughout secondary school. We used regressions to determine whether illicit drug use in grade 7 predicted academic achievement, school dropout, depressive symptoms, and conduct problems in grades 10–11, adjusting for potential confounders. We used path analysis to test whether significant associations were mediated by school engagement and peer deviancy in grade 8. Results: Illicit drug use predicted conduct problems and school dropout, but not academic achievement and depressive symptoms. The association between illicit drug use and conduct problems was fully mediated by increased peer deviancy. The association between illicit drug use and school dropout was partially mediated by increased peer deviancy, but remained mostly direct. No indirect association via decreased school engagement was found. Examination of reverse pathways revealed that conduct problems and academic achievement in grade 7 predicted drug use in grades 10–11. These associations were mediated by peer deviancy and school engagement (conduct problems only). Conclusion: Adolescent illicit drug use influences the risk of school dropout and conduct problems in part by contributing to deviant peer affiliation. Reciprocal social mediation characterizes the association between drug use and conduct problems. A reverse mechanism best explains the association with academic achievement.

The support of education in wartime.

Cover title.

The Committee appointed ... for the Fourth International Congress on School hygiene, at Buffalo August 25-30, 1913.

Cover title.

Catalogues, courses of study, reports, etc.

Bylaws of the Board of Commissioners, rules for the government of the schools, and laws relative to the common schools in the city of Milwaukee (1860)--Graded course of the Milwaukee public schools : a manual of matter and method (1883)--Milwaukee public high school course of study (1892)--Courses of study of the Milwaukee high schools (1897)--Manual of the Milwaukee public schools and roster of teachers (1897/1898)--Milwaukee public high school course of study (1889)--Courses of study of the Milwaukee high schools (1902)--Graded course of the Milwaukee public schools : a manual of matter and method, 9th ed. (1903)--Regular meeting of the Board of School Directors (Dec. 7, 1909)

In summmary : state superintendent's fall conference for school district administrators, September 15 and 16, 1982.

WI docs. no.: Ed.3/2:3336

1977 census of governments.

v. 1. no. 1. Governmental organization. no. 2. Popularly elected officials -- v. 2. Taxable property values and assessment/sales price ratios -- v. 3. no. 1. Employment of major local governments. no. 2. Compendium of public employment. no. 3. Labor management relations in state and local governments -- v. 4. no. 1 Finances of school districts. no. 2 Finances of special districts. no. 3. Finances of county governments. no. 4. Finances of municipalities and township governments. no. 5. Compendium of government finances -- v. 5. Local government in metropolitan areas -- v. 6. no. 1. Employee retirement systems of state and local governments. no. 3. State payments to local governments. no. 4. Historical statistics on governmental finances and employment. no. 5. Graphic summary of the 1977 census of governments. no. 6. Regional organizations -- v. 7. Guide to 1977 census of governments.

School life.

"Official organ of the United States Bureau of Education, Department of the Interior"