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To ensure that head coaches are effective in leading athletic programs, interscholastic athletic directors engage in a performance appraisal process that reviews coaching efforts. Given the demands of the athletic director role, these leaders are reliant on stakeholders to provide insight that informs the coaching evaluation. Therefore, using the tenets of stakeholder theory, the purpose of this study was to analyze the role that stakeholder feedback plays as athletic directors develop the full picture of coaching performance during an evaluation. Participants (N = 25) featured high school athletic directors represented across school classification (i.e., 1A, 2A, 3A, and 4A) and school type (i.e., public and private). Through semistructured interviews and a subsequent thematic analysis, saturation was achieved at this sample size. Two main themes (i.e., main stakeholder groups and leveraging stakeholder feedback) emerged and demonstrate how key stakeholders should be considered as important sources of information guiding interscholastic athletic directors when leading coaching evaluations. [ABSTRACT FROM AUTHOR]

Farm to School is one experiential learning approach for educating children about agriculture, food, nutrition, and the environment. On a national level, Farm to School loosely began with the Department of Defense (DoD). On a state level, Georgia Organics is usually credited with formalizing Farm to School in Georgia, but tension exists because other organizations have long used Farm to School concepts. This begs the question whether a difference exists between formal Farm to School programs and farm to school in practice. Framing theory was used to explore key messages about Georgia's Farm to School program in the past and present, as well as future directions. Respondent-driven sampling was used to recruit participants. The "seeds" or initial wave of participants were the past and present directors of Farm to School at Georgia Organics, which is listed by the National Farm to School Network as the key contact for the state. Twelve individuals were interviewed in total. Narrative inquiry and analysis were the main data collection and analysis methods used. Six issues frames emerged: background experiences; the problem of child nutrition; the rise of the Georgia Farm to School Alliance; ownership and language; COVID-19's impact; and reimagining Farm to School. Future research should evaluate the breadth of Farm to School and explore how the tension between educators could impact the future of Farm to School. Practitioners should evaluate whether these messages align with their missions. Researchers and practitioners alike should consider how to redefine Farm to School to better suit how it is practiced. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Francosphères is the property of Liverpool University Press / Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

High school athletics represents a major segment of the sport industry and is regarded as an important component in youth development in the United States. With the rise of the COVID-19 pandemic, challenges emerged that forced athletic directors to provide essential information to key stakeholders, keep people safe, and identify new ways to bring events to fans. To further understand these experiences, this commentary aimed to evaluate the use of communication and technology by high school athletic directors to address challenges, develop new strategies, adapt to day-to-day changes, and manage the long-term impacts of COVID-19 on interscholastic athletics. Through in-depth interviews with athletic directors, responses demonstrated how enhanced communication with key stakeholders (i.e., athletic programs and fellow athletic directors) and a reliance on technologies (i.e., digital ticketing and online live streaming) helped these leaders successfully navigate the pandemic and develop new strategies that will persist into the future. [ABSTRACT FROM AUTHOR]

The role of school directors is crucial for the successful functioning of schools and kindergartens. In Bulgaria, the process for selecting directors has undergone significant changes to modernize the system and focus on leadership based on competencies rather than merely reproducing knowledge mechanically. Until 2022, the only requirement for selection was a competitive exam that focused on knowledge of the legal framework. Following a complaint and a decision by the Supreme Administrative Court, the exams were temporarily suspended, but with changes to Regulation 16 on July 1, 2022, the process was revised, allowing for competitions to be conducted again in early 2024. These competitions, announced in 276 schools, attracted 400 candidates. Nearly 300 passed the first stage by demonstrating their knowledge through a test. They then had to present concepts for the development of specific schools, which raised criticisms because external candidates could be disadvantaged due to a lack of familiarity with the specific needs of each school. Ultimately, 249 candidates successfully passed the oral exam and were appointed, Following the competition, criticisms emerged, especially in the Plovdiv region, where some candidates expressed dissatisfaction with the focus on personal qualities rather than on expertise and legal knowledge. This raised questions about the effectiveness of the new selection process. Despite the criticisms, the new approach is seen as a significant step toward changing the educational paradigm in Bulgaria. It promotes leadership focused on skills, innovative thinking, and community engagement. It is expected that the new directors will bring fresh perspectives and contribute to building a stronger educational system in Bulgaria. [ABSTRACT FROM AUTHOR]

We report the results of a survey that assessed self-reported actions field school directors take to reduce and prevent sexual harassment at field schools. Using the Contextual Model of Learning framework, we interpret these actions within the realms of the personal, sociocultural, and physical contexts that are unique to the field school learning environment. These data show that field school directors are taking proactive steps to support student learning; however, we identified areas where field directors can make greater progress to build safe environments for students, such as including a greater representation of match mentors among field school staff, ensuring the physical context of the field school allows students to connect to their networks outside the field school, and providing evidence-based sexual harassment and assault training. [ABSTRACT FROM AUTHOR]

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This article considers two challenges that contemporary society and culture impose on educators, especially Christian educators: the challenge of patience/perseverance and the challenge of mentorship of information. At the end of each presentation, suggestions for facing such challenges are presented. The focus, however, is the presentation itself. The purpose is to make the reader aware of these challenges and illustrate a sort of reflection still uncommon in Brazilian studies of Christian education. Such studies usually deal with matters of principle, but seldom promote contextual applications. Parents, church leaders, school directors, teachers, counselors, and all those who are interested in cultural studies, specially in contemporary culture, will benefit from this discussion. [ABSTRACT FROM AUTHOR]

Objective. The objective of this study was to identify and interpret the current state-of-play of the implementation of digital education (DE) in higher education institutions (HEIs) in the field of library and information science (LIS) during COVID-19 pandemic. Approach/Methodology/Design. In order to collect data, a questionnaire-based survey was conducted. A survey for the study's target audience - the heads/directors of LIS schools/departments in Europe - was created and disseminated. The collected data were analysed using the method of descriptive statistics. Results. The survey was completed by the heads/directors of 56 LIS schools/departments in 23 European countries. The results indicate that DE presents a positive disruptive force that transforms the teaching and learning process and widens access to education, especially in crisis situations. It also indicates that despite the need for emergency response, almost all aspects of DE were deliberately and successfully implemented in most of the LIS higher education institutions. Further analysis of core topic areas (through interviews and focus groups) will provide a deeper insight into teachers' and students' practices and their overall appraisal of DE during the pandemic. Limitations. Limitations include the methods used to collect data and the lack of clarity and understanding of certain terms and concepts by a small number of participants. Originality/value. This paper off ers an in-depth understanding of the role of DE in crisis situations within the field of LIS. It underlines the necessity for consistent monitoring and evaluation of DE to guarantee its quality. Consequently, this paper may contribute to more eff ective policy and decision-making processes concerning DE. Moreover, it aims to help create frameworks and guidelines that facilitate simpler, more sustainable, and broader implementation of DE in LIS HEIs. [ABSTRACT FROM AUTHOR]

Copyright of Avances en PsicologÍa Latinoamericana is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Etic@net: Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento is the property of Universidad deGranada, Editorial Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper investigates how Hebrew is taught and perceived at American part-time Jewish schools, based on surveys of 519 school directors, classroom observations, and 376 surveys of parents, students, teachers, and clergy. We found misalignment of rationales and goals for Hebrew education among these stakeholders. Most schools emphasize Liturgical and Biblical Hebrew decoding and recitation without comprehension for ritual participation, especially b'nai mitzvah. Many schools infuse Hebrew, and a small percentage teach Modern Hebrew conversation. Findings are discussed in historical context and compared to language education and metalinguistic communities in immigrant and indigenous groups. [ABSTRACT FROM AUTHOR]

Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Because intercultural communication has become one of the most demanded skills in the current digitalized world, many educational institutions aspire to graduate students who possess intercultural skills and are able to successfully communicate with people from diverse cultures. However, intercultural communication has not received much attention in the Lebanese context, especially in schools. To this end, this paper examined the Lebanese high school directors' perceptions of intercultural communication. As pragmatists, the researchers employed quantitative and qualitative methods to better understand the problem under investigation. Using a snowball sampling, they surveyed the perceptions of 55 Lebanese director.s in private and public high schools and interviewed two informants in the Center for Educational Research and Development. The collected data were analyzed quantitatively and qualitatively. Then, the derived conclusions were compared to ensure trust worthiness of the findings. Major findings showed that though intercultural communication is a learning outcome in most schools, it is mostly taught at the knowledge level in the foreign language classrooms. Assessment of this outcome was neither systematic nor consistent. It was also shown that directors in private schools tended to be more informed than those in the public sector. Recommendations are made for enhancing intercultural communication skills in Lebanese educat.ional institutions. [ABSTRACT FROM AUTHOR]

In this article, the author continues the argument, that he has previously put forward (Budgell 2023), for an open and transparent use of data that already exists but is not collected, collated and analysed appropriately within the education system in Bulgaria. Currently, School Directors have at their disposal: 1. a longitudinal or trend analysis; 2. a comparative analysis within the school; 3. a comparative analysis across schools; and 4. an ipsative analysis, the assessment of pupils’ progress or value-added by the school. However, given: a. the nature of the pupil population; and b. the structure and organisation of the school system these techniques are of limited value without a detailed analysis of the State Matriculation Examinations. The author uses the prior attainment scores and the results from the State Matriculation Examinations for the pupils who left a Mathematics Grammar School in 2023 to illustrate the limitations of the techniques available to School Directors. Finally, the author proposes, in detail, the type of analysis that would take account of: i. the actual pupils who attend an individual schools; and j. the differences between the results of the subjects for which there is a State Matriculation Examination. He concludes that, it is only with this type of detailed analysis, that it is really possible for School Directors, the teachers and parents to know how well their school is performing. [ABSTRACT FROM AUTHOR]

Among the contents worked in the school context, we highlight Astronomy, an area of knowledge inserted in the discipline of Sciences, whose scientific contents seek to explain the astronomical phenomena that are observed in everyday life. This text is part of a master's research and aims to investigate the approach of Astronomy contents in the Early Years of Elementary School and its implication in the teaching and learning process. Data collection was carried out with the application of questionnaires, directed to the Municipal Department of Education of a municipality in the state of Paraná, to school directors/coordinators and to Sciences teachers, with the participation of 56 volunteers. The results discuss the aspects that influence the teaching and learning process of Astronomy contents, reflecting on the training of education professionals and inquiring about the problems that permeate the teaching of this content in classroom practice. [ABSTRACT FROM AUTHOR]

This paper presents part of the findings of a research that analyzes the local implementation of the socio-educational program Red Comunitaria de Apoyo Escolar (Ministry of Education, CABA), which operates under the model of associated management with civil society organizations. We will analyze the articulations generated within the framework of this program between mothers of primary school students who attend the school support program of the Madre del Pueblo Club, the coordinators and educators who work in these spaces and the directors of two schools in the Ricciardelli neighborhood. The transversal axis of the analysis are the perceptions of the family referents on school support, showing how the meanings they construct around informal schooling differ from those constructed by the directors of schools and territorial teams. It will be shown how school support centers constitutes a support (Martucelli, 2007) that allows families to replenish a cultural-scholastic capital (Bourdieu, 2000) to accompany their children in schooling. The research assumed a qualitative approach, using the case study methodological strategy. Ten indepth interviews were conducted with the aforementioned actors during 2021. [ABSTRACT FROM AUTHOR]

Copyright of Saúde e Sociedade is the property of Universidade de Sao Paulo, Faculdade de Saude Publica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Actualidad Economica (0327585X) is the property of Instituto de Economia y Finanzas de la Facultad de Ciencias Economicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

'IDEntity-aware Autonomous system', otherwise known as IDEA, is an AI- powered agent which has been shown to reduce emergency evacuation times by an average of 13.6%. Georgia Smith MBCS spoke with the Open University's Director of Research for the School of Computing and Communications, Dr Amel Bennaceur, to hear more about it. [ABSTRACT FROM AUTHOR]

Based on the analysis of the experience of José Antonio Encinas (Peru, 1888-1958) as director of School Center No. 881, this essay proposes that the aesthetic experience is a productive way to rearticulate pedagogical-humanistic reflection and the design of educational-cultural policies, whose purpose is to offer students the necessary tools for their personal self-design. The first part defines and analyzes the components of the aesthetic experience that emerge from Encinas’ pedagogical project, as a product of national and international knowledge and experiences that aim at the construction of a democratic society; through the aesthetic experience, pedagogical praxis would play a key role in the design of educational-cultural policies that are situated and viable from the school. The second part focuses on various experiences during Encinas’ leadership (implementation of workshops; organization of plays and newspapers; and his original interpretation of the life and work of the Peralta brothers, former students of the Center) in order to show the value of aesthetic experience for social transformation. By the end of this research, it will have been demonstrated that the aesthetic component of this pedagogy should not be identified with the institution “art”, but with an organic experience of self-design and community self-government. [ABSTRACT FROM AUTHOR]

In many contexts, implementing CLIL is top-down, in which the policy is imposed on teachers to transform monolingual content classes into CLIL classrooms. This implementation brings several challenges to content teachers, who were previously trained as content specialists only. This study attempted to explore the lived experiences of these CLIL teachers, who were obliged to implement CLIL because of the school policy. The study utilised trajectories of learning as a theoretical framework and employed a narrative case study to interview five in-service CLIL teachers. The findings revealed that the teachers entered the CLIL community by accident; they were assigned to teach CLIL by the school directors simply after visiting a CLIL school. Even though their trajectory was accidental, these teachers moved to an insider and inbound trajectory through constant practice, networking, and extensive professional development. This paper argues that converting a monolingual content classroom into a CLIL classroom is more than changing a language of instruction; instead, it takes one’s identity. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objective of the research is to evaluate the impact of a linguistic policy managed through Resolution No. 662 "Non-sexist and inclusive language" (approved in 2019 by the Superior Council of the National University of Rosario - hereinafter UNR- Argentina ) in the field of university student citizenship of the undergraduate courses of the Faculty of Humanities and Arts of the UNR.The research analyzes the results obtained through the application of two methodological instruments, on the one hand, a survey in which 615 students of the 9 accredited Bachelor's degrees in the Faculty of Humanities and Arts of the National University of Rosario participated; On the other hand, we carried out a series of semi-structured interviews with the directors of each of the Schools responsible for the Degrees. As results of the investigation we highlight the interesting level of knowledge that the student population has about the existence of the Resolution; however, we reveal a marked ignorance of the content and scope of the Resolution by the student population. In addition, we reveal a high degree of approval of the Resolution in the student population and we point out the perspective of the Directors interviewed on the relevance of the Resolution in the processes of visibility, recognition and respect for the plurality of gender identities. In addition, the need to implement sociopedagogical programs to sensitize the different university citizens about the Resolution is highlighted as a strategy to promote an inclusive public University that is respectful of the diversity of identities. [ABSTRACT FROM AUTHOR]

Luciano Giuliani was born near Arezzo, in Tuscany (Italy) in 1928. After taking his Degree cum Laude in Medicine and Surgery at the University of Florence in 1951, he became a voluntary assistant at the Institute of General Clinical Surgery and Surgical Therapy. He then took a diploma in Urology and General Surgery, having demonstrated his great technical and surgical ability, and was subsequently appointed assistant in charge and then extraordinary assistant. Endowed with uncommon surgical skills and a forceful personality, Giuliani tirelessly carried out his clinical and surgical activity, covering several roles and rapidly earning profound esteem and recognition in the field of urology. As a pupil of the great luminary of Italian surgery, Ulrico Bracci, Dr Giuliani keenly followed his master, embracing his teachings and surgical techniques, until 1969, when he was appointed to run the 2nd Urology Division at San Martino Hospital in Genoa. He subsequently took up the chair of Urology at the University of Genoa and became Director of the Specialty School in Urology. Within a few years, he earned a solid reputation both nationally and internationally through his innovative surgical techniques. He also gave considerable impetus to the Genoese School of Urology, reaching the highest echelons of the Italian and European Societies of Urology. At the beginning of the 1990s, he designed and founded a new urology clinic in Genoa; this imposing, avant-garde building was subdivided into four floors and equipped with 80 beds. In July 1994, he won the prestigious "Willy Grégoir Medal", an accolade awarded to eminent personalities in European urology. In August of the same year, he died in the Institute that he himself had created at San Martino Hospital in Genoa. [ABSTRACT FROM AUTHOR]

The literature establishes that school administrators' roles are highly relevant and meaningful in schools' results, although the topic has been studied little with regard to Mexico's high schools. Since student performance on standardized tests is worrisome at the high school level, interest has increased in analyzing, from the perspective of school effectiveness, the managerial practices of school administrators. In a mixed study, schools were selected based on their level of effectiveness, through multilevel models; subsequently, the directors of the selected schools were interviewed. The identified practices were decision-making, leadership, school planning, and service provided to students. These practices were present to a greater degree in schools with high effectiveness, a finding consistent with the literature. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To analyze the incidence of critical comprehension processes in literary analysis through the application of didactic workshops to improve the teaching-learning processes of the 3rd year Unified General Baccalaureate students of the "Francisco Huerta Rendón" Educational Unit of the Balzar parish, canton. Guayaquil, period 2022 - 2023. To achieve this, it was assumed as a modality of qualitative-quantitative research, bibliographical, descriptive. An interview was applied to the school director and two surveys; one to the thirty-five students and another to the seven teachers, evidencing that students need to develop their narrative skills and know the critical comprehension processes that they can use in a literary analysis, favoring the improvement of their analytical skills and vocabulary extension. It was included that the application of the didactic workshops will help in the reading comprehension of the students, developing the narrative and critical skills and the teaching-learning process. [ABSTRACT FROM AUTHOR]

This study aimed at investigating in-service teacher education in Turkey by comparing the Ministry of National Education's regulations on in-service education to the perspectives of multiple stakeholders: teachers, school managers, and a local in-service education director. This goal was achieved by delving into regulations on in-service education of teachers in Turkey, checking whether the regulations were put into practice and what the stakeholders' views were about the current practices. The results revealed that the regulations reflected an ideal in-service education for teachers; however, the satisfaction level of the stakeholders decreased as we moved from the local director to the teachers. The overall findings imply that in order to realize the regulations' goals, teachers' needs should be identified first, practices should be organized for each branch separately, the seminars should be planned for small groups and different school levels, and the evaluation processes should certainly be implemented after the in-service practices. [ABSTRACT FROM AUTHOR]

The objective of this study was to analyze the relationship between the managerial strategies implemented by school directors and the teaching performance evaluations at schools in the municipality of Soledad, Atlántico, Colombia. The study is quantitative, correlational descriptive, with an ex post facto, cross-sectional, non-experimental design. The survey instrument consisted of a Likert-type questionnaire, whose contents were validated by a panel of five subject-matter experts and a Cronbach's alpha reliability test (rtt = .978). The instrument is made up of 66 items, with the following measurement scale: (5) always, (4) almost always, (3) sometimes, (2) almost never and (1) never. The population consisted of 14 directors and 32 teachers. As a result, shortcomings were found in management strategies and teacher performance evaluations. A statistically significant correlation was found between management strategies and teacher performance evaluations, with a correlation between the variables of .82 at the .05 level of significance. In this sense, it is concluded that, to the extent that management strategies are adequately used, an adequate implementation of the criteria and processes for evaluating teaching performance will be achieved. [ABSTRACT FROM AUTHOR]

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Copyright of International Journal of Educational Psychological Studies (EPS) is the property of Refaad for Studies, Research & Development and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Karbala Magazine of Physical Edu. Seiences is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the diaries of István Gyertyánffy (1834-1930), a Hungarian teacher and educational writer (1865- 1870), one can also read copies of some of his letters. In his last diary, he also referred to his three last correspondents, the most important for him, whom he calls his good friends, and with whom he kept in touch in private letters even in the days of his diary writing. He mentions Sándor Imre, Emil Gyurman, a doctor, and Ilona Berta as his confidants. Ilona Berta (1862-1945), one of the most important figures of the time in the field of women’s education, was present at all the important meetings and conferences, such as the meeting of the Hungarian Pedagogical Society held on 21 February 1914, where the discussion focused on the unfortunate situation of women’s education. Gyertyánffy explained the ideas of Theano education (the education of girls to become good wives, housewives, farmers, in short, good mothers) in even greater detail in his Epilogue to Theano: Thoughts on the Practical Implementation of Theano Educational Ideals, which he dedicated in gratitude to Ilona Berta, the former director of the Elizabeth School for Women. The aim of this article is to present their professional relationship, their intellectual influence on each other and their efforts to educate women. [ABSTRACT FROM AUTHOR]

In the United States, over 29 million students daily are consuming meals at school. This number continues to increase as more diverse meal options are presented and increased demand for meal assistance. Very young students (under the age of 5) are considered a high‐risk population for foodborne illness. Though numerous interventions have been implemented previously, several predominant food safety violations continue to persist. To better understand and improve targeted food safety trainings and interventions this study aimed to conduct a needs assessment of school foodservice directors' training programs and topics. A total of 1,250 electronic surveys were sent nationally to K‐12 school foodservice directors. Of that, 264 useable responses were analyzed. Descriptive statistics were used to summarize demographics, as well as identified training methods and topics. Structural modeling was used to identify relatedness ratings between training methods. Approximately 67% of directors reported currently make less than 40% of the menu items from scratch. On‐the‐job training (94%) was the most frequent training method, while augmented reality and virtual reality were the least with 1.9% and 1.5%, respectively. Structural modeling identified two central nodes, on‐the‐job (six pairings) and lecture‐style (four pairings). All other modalities had one to three relationship pairings. For the majority (73%), the average length of training is less than 2 hr. The top two training topics school foodservice directors reported providing were: food safety (95.5% very likely/likely) and food production (94.3% very likely/likely). Study results provide insights into current training methods and topics provided by school foodservice directors at the time of the survey. [ABSTRACT FROM AUTHOR]

Due to the extent of the social expectations (real and symbolic that the Moroccan education system is facing (quality education, social promotion, integration into the labour market, etc.), the various political discourses of the reform tend to be build / rebuild through the undermining of bureaucratic management logic. However, even beyond the educational field, it is the entire public administration system that is often criticized as bureaucratic (in the pejorative sense), budgetary and paralyzing (860,000 civil servants, 53.6% of whom work in the education and training sector). This is evidenced by national evaluation reports which call for the urgent inclusion of the public service in the logic of management by performance and results. This article aims to reflect on current changes and future challenges in the management and governance of the Moroccan education system. The aim is to develop a mapping of actors capable of helping to understand the action system, roles, strategies and institutional issues. To do this, we propose a discussion on the “decoupling of logic of action” between a bureaucratic perspective and a professional perspective. The main results come from a field survey of around ten secondary school principals. The latter point to a certain number of paradoxes in the exercise of their function. Paradoxes that reveal the real issues of governance of the education system in Morocco.

This qualitative study explores how campus recreation directors form wellness-based partnerships across campus to serve student wellness needs. Data were collected from 127 campus recreation professionals regarding constraints and facilitators to campus-based wellness partnerships. Data were analyzed using the constant comparison method to identify best practices associated with wellness partnership development. Selected best practices include developing a culture of partnering across campus, formalizing partnerships, and utilizing process- and outcome-based evaluations. [ABSTRACT FROM AUTHOR]

This article problematizes the approval of the resolution project draft of the National Competency Matrix for School Principals by the National Council of Education (CNE in Portuguese) and criticizes the managerial conceptions that underlie the construction of the proposal awaiting approval by MEC [Ministry of Education]. The general objective is to demonstrate the antagonistic project of professional formation that can materialize with the resolution's approval. Based on this criticism, it is intended to present a proposal for a content matrix for the formation of school directors and coordinators. As specific objectives: (i) to demonstrate the neoliberal elements present in the National Matrix and its commitment to the managerial management model, of a business nature (ii) to discuss the epistemological orientation that underlies the document (iii) to present a proposal for a content matrix for the formation of directors and coordinators of the municipal education network of Londrina, one which is centered on the sociohistorical formation. The study was based on the development of bibliographic research and documentary analysis. It is concluded that the document prepared by the MEC has a political orientation focused on neoliberalism and, in the field of knowledge, on the Epistemology of Practice. Therefore, it does not meet the formative needs for the exercise of the function in school management and, thus, the implementation of a new formation agenda, one whose center is fixed on sociopolitical formation, is urgent. [ABSTRACT FROM AUTHOR]

This study aims to explore teachers' considerations about the barriers to inclusive education. The study is based on a qualitative approach and an experiential narrative methodological design. Using narrative inquiry and the focus group technique as a method, information was obtained from 59 teachers from 6 public educational institutions in Arequipa. It is concluded that to effectively include a student, teachers and school directors must acquire a deeper awareness of the particular abilities and needs of each student, not only children who have disabilities, but also students with disabilities. different customs, races, gender, etc. [ABSTRACT FROM AUTHOR]

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Copyright of Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of the article is to explore the faults that exist in the laws governing the appointment of school principals in schools in South Africa. The article advances an argument that there are numerous flaws in the laws that regulate the appointment of school principals in schools. The article will contribute to the revision and strengthening of the laws that are used in the appointment of school principals. Some sections of South African Schools Act 9) SASA regulate the appointment of school principals and are used to militate against the good intentions of the Department of Basic Education (DBE) to have the best suitable candidates appointed as school principals. The appointment processes of educators in schools are seen as fraught with fraud and corruption. A report emerged in the year 2016 that the process of selecting candidates for appointment in the Education Sector is riddled with inconsistencies. The report emanated from the probe by a Ministerial Task Team into allegations of selling of teachers' posts. Principals should be selected by means of experienced panels inclusive of a DBE representative. It was recommended that Cadre Deployment be done away with. The appointment of candidates as principals was supposed to be made purely on the basis of merit in terms of the report. [ABSTRACT FROM AUTHOR]

This article is about the military and political activities of Ali Nizami Pasha, who took important administrative and bureaucratic positions at many levels in the Ottoman Empire, gained the trust of Sultan Abdulhamid II in the field of diplomacy, and as a result, was assigned to different European countries with extraordinary ambassadorial duties. In the literature review, no detailed study could be found on Ali Nizami Pasha’s family, education, and professional career. Ali Nizami Pasha served as the Military Commissar in Belgrade, and as the consul in Pest, as well as the director of the Ottoman School in Paris, the officer of Mekteb-i Mülkiye (Imperial School of Political Science), and the director of the Mekteb-i Sultani (Imperial High School). By the British occupation of Egypt in 1881, he was sent to Germany and Great Britain by Sultan Abdulhamid II as an ambassador extraordinary, and he passed away during her last duty as a member of the Military Inspection Commission. In this article, military, political and diplomatic events of the period will be discussed centering on Ali Nizami Pasha. [ABSTRACT FROM AUTHOR]