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81.
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83.
School improvement: The national scene 总被引：2，自引：2，他引：0
Ray Bolam 《School Leadership & Management》2013,33(3):314-320
84.
This paper argues that contingency theory offers a useful basis on which to consider the work of subject heads of department (HoDs) in secondary schools, particularly if they are pro-active in attempting to influence the quality of teaching and learning in their curriculum area. We have developed a provisional model which may shed more light on how HoDs actually work with other departmental staff. 相似文献
85.
Ray Fisher Headteacher 《School Leadership & Management》2013,33(3):265-272
In Zimbabwe, there have been some debates on democratisation and decentralisation, which led to the development of policies meant to increase teacher participation in decision-making in schools. However, despite these developments, teacher participation in decision-making in Zimbabwean schools is regarded as insignificant. Teachers work closely with students and have firsthand knowledge of their strengths and weaknesses – they are therefore the most valuable people to develop and implement policies. This study investigated the extent of teacher participation in decision-making in Zimbabwean schools. The study adopted a qualitative/interpretive research methodology and used the case study research design as the operational framework for data gathering. Data was collected through interviews, documentary analysis and observation of two staff meetings per school from five secondary schools in Gweru Education District in Zimbabwe. The population sample comprised five secondary school heads and 20 secondary school teachers. The study established that teachers were insignificantly involved in decision-making despite their eagerness to be involved. Some duties are given to senior teachers or committees even when teachers feel that they should be directly involved. There are times when school heads make unilateral decisions and impose them on teachers for implementation. The study recommends that heads of schools should give their teachers room to come up with ideas and look at all contributions objectively. 相似文献
86.
87.
The importance of vocational education has long been recognized in meeting society's need for trained workers. Since the early 1960s there has been a gradual shift in emphasis of federal vocational education priorities from specific programs (e.g., agriculture) to special populations, such as minorities, women, disadvantaged or handicapped individuals, and individuals with limited English‐speaking proficiency (Ohanneson, 1982). The Vocational Education Act Amendments of 1976 reinforced this emphasis by requiring that follow‐up information be collected, not just by the vocational discipline but by special population groups as well (U.S. 94th Congress, 1976). Subsequent vocational education legislation places emphasis on providing vocational education to all individuals who can benefit from such training (U.S. 98th Congress, 1984; U.S. 101st Congress, 1990). 相似文献
88.
Biswajit Majumdar Susri Ray Chaudhuri Arun Ray Sandip K Bandyopadhyay 《Indian journal of clinical biochemistry : IJCB》2002,17(1):49-57
Pretreatment of an ethanolic extract of leaf ofPiper betle linn at a dose of 200mg/kg body weight, orally administered to rats for ten consecutive days, was found to possess a significant
protective action against gastric lesions induced by indomethacin. The extract pretreatment resulted in significant increase
in superoxide dismutase (SOD) and catalase (CAT) activity, increase in mucus, hexosamine and total thiol group content, but
marked reduction in oxidatively damaged protein and peroxidised lipid levels as compared to untreated ulcerated control. The
extract was also found to possess both superoxide and hydroxyl free radical scavenging action. The present observations establish
the efficacy of the extract in prevention of experimentally induced peptic ulcer by indomethacin and antioxidant property
appears to be predominantly responsible for such cytoprotective activity in the experimental model. 相似文献
89.
90.
A sample of 220 adults responded to a questionnaire on their recollections of name-calling and nicknames while at school. Hurtful names were reported by 141 participants, who described coping with them primarily by means of verbal retaliation or ignoring the names. Participants rarely told teachers and most stated that their school was unhelpful. Although the experience was regarded less negatively over time, this was not the case for those who reported finding the names most hurtful. These participants reported greater effects on all areas of school life and a stronger association of name-calling with physical bullying, and they rated their current feelings about the past experience as more negative. The most common content of names referred to physical appearance, play on the individual's own name, and animals, trends also found in studies of children and in research into teasing. 相似文献