The purpose of this
paper is to evaluate higher education leadership styles and practices in
Tunisia using the European Foundation for Quality Management (EFQM) Excellence
Model. The research is guided by a survey questionnaire administered to all
leaders of the higher education institutions at the University of Sfax.
The findings revealed
that leaders are not yet ready to travel toward excellence since some gaps
persist in their practices and behaviors.
The purpose of this article is to use
a research-based and teaching experience approach to demonstrate how regular classroom
teachers identify and support at-risk students with academic and social issues
impacting their lives. It also gives
insight about challenges facing these students from the teachers’
perspectives. Six different case-studies
briefly described a gifted at-risk student that each teacher recognized as
needing help and found ways to provide support. Each case study reflects the teacher’s
way of identifying and resolving a student concern. They cited current research to support their
analysis. It is their hope that the research documented approach will catch the
eye of the reader. Teacher came up with
solutions that will help other teachers identify and support at-risk gifted
students in their classroom. Each teacher’s professional experiences complemented
each report as presented.
This article examines the challenges of establishing and maintaining
a caring relationship between Japanese teachers and foreign students in
Japanese schools. The article adopted Noddings’s (1992) ethics of care as the
theoretical framework. Data sources included observations of social studies
classes, participant-observations in the Japanese as a Second Language (JSL) classroom, and
interviews with 3 informants. Emerging
themes were a caring relationship between a social studies teacher and a Turkish student;
lack of a caring relationship without dialogues due to a language barrier;
moral decisions of teachers to spend
extra time for foreign students.
A recent trend in public school
systems across the United States has involved paying students cash for good
grades, attendance, and good behavior.
Educational leaders who have initiated these financial incentive programs
believe that they will improve learning outcomes for underachieving
students. This paper highlights some of
the most notable cash incentive programs, questions why the flow of money into
these programs is not totally transparent and well known to the taxpayers who
fund some of them, and considers the psychological, motivational, and ethical
issues surrounding this policy. The
sustainability of financial incentive programs is also questioned.
The
aim of this experimental research study work was to investigate the
occupational consistency between counseled and uncounseled senior secondary
students. To achieve this purpose, two
hypotheses were formulated and tested.
Some literature review on related topics were made. The instrument (SOPI) – Students Occupational
Preference Inventory was constructed and validated by the researcher for data
collection. The sample for this study
was made up of 450 senior secondary school students randomly selected from each
of the 3 randomly sampled schools, from each school 150 students were randomly
selected using the hat and draw method.
Two of the sampled schools out of the three schools served as the
experimented groups and the remaining one school was used as the control for
the study. The students’ occupational
inventory questionnaire was administered twice on each of the groups. The first administration aimed at finding out
the most preferred occupation among the respondents and the second which was
administered after 6 weeks of treatment was to find out if the students would
change the choice of their occupation after the treatment, i.e. the treatment
in the form of the counseling they received.
Data collected were analyzed using the chi-square test analysis at 0.05
level of significances. The results of
the analysis indicated that there was a significant influence in the
consistency of occupational choice between counseled and uncounseled students,
and also there was a significant influence on the occupational preference of
students based on gender. It was therefore concluded that career counseling has
a significant influence on the occupational choice of secondary school students
and that gender has a significant influence in students occupational
choice. Recommendations were made as
regards the importance of counseling in the career choice of secondary school
students.
