General reports of H.M. inspectors on science & art schools & classes & evening schools, and of examiners in science & art.

Mode of access: Internet.

Syllabi for elementary evening schools ... State of Minnesota, Department of education. St. Paul, Minnesota. August, 1924.

Bibliography: p. 42-44.

The opportunity schools of South Carolina : an experimental study

This is a reprint of a book published in 1932. The State Department of Education of South Carolina, did an intensive study during the summer of 1931 of the problems, needs, and possibilities of the type of opportunity school conducted annually in South Carolina. The purpose and scope of the study, the steps taken, and the findings and interpretations are presented in the chapters in this book.

Gründung, einrichtung und verwaltung von obligatorischen kaufmännischen fortbildungschulen, unter mitwirkung der herren: prof. dr. Anschütz ... direktor Ebeling ... direktor, Jahn ... [and others] verfasst von dr. Behrend ....

"Literatur": p. [189]-193.

The evening school in Colonial America,

On cover: University of Illinois bulletin, vol. XXII, no. 31.

Technical school organization and teaching,

Mode of access: Internet.

Allgemeines bedürfnis und besondere aufgabe der ländlichen fortbildungsschule im zusammenhang mit der volksschule,

Einleitende grundlegung zu "Theorie und praxis der ländlichen fortbildungsschule" desselben verfassers.

Part-time education series /

Each no. has also a distinctive title.

The status and barriers to the implementation and continuation of the school gardening projects in Germany, Nigeria and the United States of America

In drawing a conclusion for this study, care must be taken in generalizing findings since the population of students and teachers investigated were limited to certain levels in the different schools and countries. This study recognized some complexity of the factors underlying the status of school gardening instruction and activities in Germany, Nigeria and the U.S. as inadequate time for decision-making in the process of gardening, motivation of teachers and students. This was seen as the major impediments that influenced the status of gardening in the three countries. However, these factors were considered to have affected students’ mode of participation in the school gardening projects. This research finding suggests that the promotion and encouragement of students in gardening activities will promote vegetable production and increasing the numbers of practical farmers. Gardening has the potential to create opportunities for learning in an environment where children are able to experience nature first hand and to use the shared experience for communication (Bowker & Tearle, 2007). Therefore, the need for students to be encouraged to participate in gardening programs as the benefit will not only reduce the rate of obesity currently spreading among youths, but will contribute to the improve knowledge on science subjects. To build a network between community, parents and schools, a parent’s community approach should be used as the curriculum. The community approach will tighten the link between schools; community members, parents, teachers and students. This will help facilitate a better gardening projects implementation. Through a close collaboration, teachers and students will be able to identify issues affecting communities and undertake action learning in collaboration with community organizations to assess community needs and plan the implementation strategies as parents are part of the community. The sense of efficacy is a central factor in motivational and learning processes that govern educational improvement, standard and performance on complex tasks of both teachers and students. Dedication and willingness are the major stimulator and achievement of a project. Through a stimulator and provision of incentives and facilities, schools can achieve the best in project development. Teachers and principals should be aware that students are the lever for achieving the set goals in schools. Failure to understand what students need will result in achieving zero result. Therefore, it is advised that schools focus more on how to lure students to work through proper collaboration with the parents and community members. Principals and teachers should identify areas where students need to be corrected, helping them to correct the problem will enable them be committed in the schools’ programs.

Report of the Consultative committee on attendance, compulsory or otherwise, at continuation schools ...

At head of title: Board of education.

Annual Report of the Public Continuation Schools of Wisconsin

Mode of access: Internet.

Understanding rural and remote schools, and facilitating school-community relationships

Rural and remote schools make up a significant portion of Australian schools. Although there are rural schools that exceed 500 students, the Australian Bureau of Statistics (ABS) (2008) reports that 2,188 Australian primary schools have enrolment numbers less than 100. Rural schools need a supply of good teachers; however many universities involved in teacher education are located in city areas. For example, Queensland University of Technology is city-based, generating the highest number of early career teachers for Queensland including teachers for rural schools. Given the number of graduates and the number of rural schools, it seems likely that early career teachers will have opportunities for teaching in these settings, which also means living within a rural community. This chapter will discuss the nature of teaching in rural and remote schools, the challenges, the rewards and the importance of working closely with the local community. It is hoped that by understanding rural and remote schools, early career teachers can make informed decisions that will influence their future career prospects.

Beyond the modular film school : Australian film and television schools and their digital transitions

In this chapter we will describe the contemporary variety of practice-oriented training institutions in Australia. We will examine the different ways in which public and private providers are managing the challenges of digitization and convergence. We will consider the logics governing film education this mix of providers pulls into focus, and we will outline some of the challenges providers face in educating, (re)training, and preparing their graduates for life and work beyond the film school. These challenges highlight questions about the accountabilities and responsibilities of practice-oriented film education institutions. This chapter begins with an introductory section that outlines these logics and questions. It explores some of the tensions and dynamics within the spectrum of issues through which we can understand film schools. The chapter then goes on briefly to describe the multifaceted training landscape in Australia, before profiling the leading public provider, the Australian Film, Television and Radio School (AFTRS), as well as the other leading public providers the Victorian College of the Arts, and the Griffith Film School. It concludes with a short section on film education in primary and secondary schools as the education sector prepares for the implementation of a national curriculum in which ‘media arts’ has a new centrality.

Training Researchers : Visits and Training Schools

COST IS0801, like all COST Actions, provided many opportunities for training of early career researchers, and initiation of new research projects. Some of these were supported by short-term visits of usually one or two weeks, up to a maximum of three months, by an Action member to another venue, for purposes that supported the overall aims of the Action. The first part of this chapter provides some description of these, illustrated by a number of case studies. The second part of the chapter overviews the organization and outcome of two Training Schools for early career researchers, one in Australia entitled Research to policy and practice: Innovation and sustainability in cyberbullying prevention, and one in Finland, entitled Adolescents and Social Media: Guidelines and Coping Strategies for Cyberbullying. The organization of these Training Schools, the educational approaches used, and their evaluation and impact, will be summarised.

Caught between a rock and a hard place: Disruptive boys’ views on mainstream and special schools in New South Wales, Australia

Students with disruptive behaviour in the Australian state of New South Wales are increasingly being educated in separate “behaviour” schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students’ current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enrolled in separate special schools for students with disruptive behaviour. Analyses reveal that the majority of participants began disliking school in the early years due to difficulties with school work and teacher conflict. Interestingly, while most indicated that they preferred the behaviour school, more than half still wanted to return to their old school. It is therefore clear that separate special educational settings are not a solution to disruptive behaviour in mainstream schools. Whilst these settings do fulfil a function for some students, the preferences of the majority of boys suggest that “mainstream” school reform is of first order importance.