In 1993 a Career and Technical Preparation Task Force, was formed in a nothern Virginia suburban school system, to study and recommend changes to the vocational education curriculum and two high school vocational centers. The task force met for thirteen months and concluded its study in a report entitled "Securing Our Students' Future in a High Tech Global Economy." The Division Superintendent presented this report and its recommendations to the county school board on January 12, 1995. The Board voted unanimously to accept the recommendations of the task force. After that point, an Implementation Task Force met from 1996to 1996 to plan the implementation of the original task force's seven recommendations. The recommendations represented a paradigm shift by advocating the elimination of the traditional vocational education philosophy of training some students for jobs while academically preparing others for future education. Vocational education was transformed into Professional Technical Studies, an academic discipline that integrated academic and career education. High school academies were established to replace the two vocational centers located within two existing high schools. The history that surrounded the implementation of the task force recommendations is presented in this study. / Ed. D.

Vincenzo Danti (1530-1576), Perugian by birth and training, relocated to Florence in 1557 to work for the Medici court. While there, Danti completed visual and textual works oriented to the interests of Duke Cosimo I de’ Medici (1519-1574) and his son, Prince Francesco (1541-1587). Danti also participated in the literary and arts academies that were associated with the ducal program of establishing Florentine cultural supremacy. Danti’s multi-disciplinary activities during his tenure at the Medici court demonstrate his hopes to secure long-term patronage and to become the primary sculptor to the Medici dukes. This project represents both a reappraisal of Vincenzo Danti’s career and an examination of the ways that artists at the Medici court positioned themselves in relationship to their patrons and to one another. / text

The problem of this study was to determine the predictive validity, as measured by multiple R, of two batteries given to beginning college students using various achievement criteria.

A career as a professional footballer has long been regarded as a highly sought after occupation for many young males within the UK and, against this backdrop, since the 1970s increasing attention has come to be placed on the way young players are identified and developed within professional clubs. Particular concern has been expressed over the number of players who, having been developed by professional clubs, fail to secure a professional contract, and the ways in which clubs should help young players safeguard their futures through alternative career training. There, have, however, been very few studies that have analyzed the education and welfare provisions that are offered within professional football Academies and Centres of Excellence, and fewer still that have done this from a sociological perspective. By drawing upon the figurational sociology of Norbert Elias, concepts derived from symbolic interactionism, and existing work in the sociology of youth, the objective of this study is to examine the realities of young players' day-to-day working-lives, the experiences they have of the educational programmes they follow, and the welfare-related matters that arise within present-day Academies and CoE. Using data generated by self-completion questionnaires and focus groups with 303 players in 21 Academies and CoE in England and Wales, the findings of the study suggest that players continue to be socialized into a largely anti-academic culture that has traditionally underpinned the world of professional football, and in which the demonstration of a 'good attitude' and commitment to the more central members of players' interdependencies (especially coaches and managers) dominated all other concerns. Indeed, it was also clear that the deep-seated values players held in relation to the professional game as part of their individual and group habituses were shaped by the figurations into which they were born and had been developed during the more impressionable phases of childhood and youth. Players' welfare needs were significantly compromised by the strong degree of suspicion and obvious degree of mistrust that characterized their relationship with club management, which emanated from players' fears that confidential matters would always 'get back' to others inside the club. This was exacerbated, in almost all cases, by players' observations that they were treated as if they were 'bottom of the club' and whose welfare needs were not generally well understood by those working within Academies and CoE.

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Charles Reavis. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 131-137) and appendices.

Thèse présentée pour l'obtention du diplôme d'archiviste paléographe, Société Française d'Histoire de la Médecine, 1999. / Title from Summary page ; description based on resource as of 2005-06-22. Includes bibliographical references.

Made available in DSpace on 2013-01-07T15:55:07Z (GMT). No. of bitstreams: 4 license.txt: 1748 bytes, checksum: 8a4605be74aa9ea9d79846c1fba20a33 (MD5) 44.pdf: 1068115 bytes, checksum: 1b0674c605acda89e2514cde0bdd1dd1 (MD5) 2623d.mp3: 7770240 bytes, checksum: a8a3802fbb2911f4ef21cac666583cb0 (MD5) 2623e.mp3: 20679168 bytes, checksum: 4b9f4260337298367b60ab793ffbf9dc (MD5) Previous issue date: 2004 / Esta dissertação procura ser um estudo exploratório das características das Relações entre Arte e Ciência nos Centros e Museus de Ciência entre os anos de 1969 e 2000. Com o estudo percebeu-se a recorrência de três tipos de relação, independente da manifestação artística concretizada nestes espaços: uma relação de apoio estético, ilustração ou informação, que foi denominada neste trabalho Relação com a Arte Exposta ou Apresentada , uma relação de utilização ou suporte, aqui denominada Arte como Suporte de Conteúdos Científicos e uma relação de troca, complementaridade, aqui denominada Arte e Ciência como propositoras/provocadoras de experiências . O referencial teórico foi o trabalho de Pierre Bourdieu (1930-2003), desde o momento em que foi necessário delimitar o objeto a ser pesquisado, quando nos vimos frente à opção de estudar mais extensivamente o conjunto dos elementos pertinentes do objeto construído . Neste trabalho, nos guiamos pelo que Bourdieu denomina de espaço dos possíveis , a definição de um sistema de coordenadas que situe e relacione os agentes/atores envolvidos nas práticas e reflexões que relacionam Arte e Ciência no espaço do Museu ou Centro de Ciência no período mencionado. O modo de pensar relacional de Bourdieu, se dá a partir da formação de campos. Neste trabalho estaremos enfocando o campo artístico e o campo científico. São propostas algumas razões para a existência destas categorias, resultado da análise bibliográfica sobre os temas Arte, Ciência e a construção de suas relações. Enfocamos ainda o tema Museu enquanto instituição frente às mudanças histórico-sociais e ao surgimento dos Centros de Ciência,procurando identificar as interações existentes que potencializam a prática e reflexão da Arte nos espaços de memória e divulgação da Ciência. Para complementar a análise bibliográfica, foi efetuada uma dinâmica de escuta de atores/agentes dos campos relacionados ao tema, focada nas instituições ligadas à quatro associações de museus: a ABCMC, a Red POP, a ASTC e o ICOM.

Title: Organization and management of Regional Football Academies in the Czech Republic. Objectives: The main goal for this thesis is to suggest possibilities for improvement and to secure management organization of Regional Football Academies in Czech Republic. Suggestion are taken from analysis of current mode of Regional Academies and from analysis of key atributs of most successful world's wide academy. Methods: In this thesis have been used methods of qualitative researches. Those researches were taken from methods of interviewing two choosen members. These members were from Part of talent Youth and are connected with Regional Football Academies. Another used analyse was from secondary data. It contains basic information which were important for investigation of the main mesning for this thesis and a basic atributs how to lead an elite and succesfull academy e.g. compre to Regional Football Academies and also deliver some suggestion. Results: The result from all analysis was that organization and management of Regional football academies in Czech Republic have some shortcomings. The main one is absence of a strategy plan to fulfil shorterm goals. Next important result is that the most important member is a maincoach who is also supply manager. The organization part missing a structure to split...

This thesis is concerned with teacher agency and how this is achieved within the autonomous schooling model of England’s academies programme. The enquiry draws upon the empirical work conducted in a single case study sponsored academy (‘Bucklands Academy’ ) in 2012. The research was conducted in order to investigate whether the autonomy and freedoms afforded to one such school extended to the teachers working in it and how this affected their professional roles as classroom educators. The thesis begins by sharing my research interest, which relates to whether greater levels of school autonomy enhance the pedagogical approaches taken by teachers. This interest then develops towards the notion of teacher agency and asks the fundamental research question: Is this academy a place where teacher agency can flourish? The study sets out the policy context for academies in England, including an analysis of the historical development of state secondary schooling since 1944. It is shown that the continued ‘need’ to develop a new approach to schooling, eventually in the form of academies, started with claims of unfairness, discrimination and waste of talent brought about by the tripartite system of schooling established by the 1944 Education Act. It then analyses later concerns about the alleged failure of the comprehensive system to achieve its aim of raising standards for all children. The political contexts of state schooling are considered, and particular attention is given to the neo-liberal ideology developed after 1979 of ‘rolling back the state’, introducing choice and competition between schools and increasing the role of the private sector in the delivery of public services. However, the scope of the investigation is not restricted to the national policy context; the research interest lies in establishing what the key reforms have meant for teachers in the classroom and how this has affected the agency they achieve. A number of themes emerged in the review of key literature, including school autonomy, teacher professionalism, the policy to practice paradox and discourses around the academies programme. This thesis sets out a clear theoretical position, which draws upon the critical realist social theory developed by Roy Bhaskar and Margaret Archer. This approach offers a centrist alternative to what Pring (2000b) describes as the false dualism of the two epistemological positions of educational research. Critical realism posits that the world is real and that its structures exist beyond our understanding, but that our knowledge of this stratified world is socially constructed. Within the structure-agency debate, the ecological view of agency developed by Priestley et al. (2015) is adopted, which sees it as being context-dependent and something that individuals achieve in concrete settings. The empirical work within this study consisted of semi-structured interviews, observations and documentary analysis. The main findings from the research are that the case-study school had significant autonomy to develop its own policies and approaches to raising standards. However, this autonomy did not extend to any significant extent below the level of the academy sponsors and the principal. The school had developed a highly performative culture where teachers’ work was centrally directed and through which they were held highly accountable for the attainment of their students. It was found that the way in which autonomy was distributed throughout the school affected the agency of key stakeholders. The sponsors achieved high levels of agency, the principal achieved restricted agency and teachers achieved limited agency. It was found that teachers took one of two approaches to a new curricular reform being introduced by the academy sponsors. They either adopted it or used their limited agency to modify it so that it aligned more closely with their own educational philosophies. There was no indication that any teachers rejected the school’s reform, and it is suggested that this may have been the result of them subordinating this key policy to their ultimate concern of working in a school recognised by school inspectors to be highly effective. This thesis concludes that, contrary to the policy rhetoric, teachers working in one sponsored academy may have had less autonomy than those teaching in local authority maintained schools. This in turn affected the agency they achieved, which appears to undermine the original vision and aims of the academies programme. The thesis concludes by offering possible areas for further research which emerged during this study.

The purpose of this quantitative study was to determine if there is a statistically significant relationship between the school effectiveness of students in the Business and Entrepreneurship Academy and the acquisition by these students of core subject credits within the four-year cohort timeline. This study sought to determine: (a) if there is a statistically significant relationship between the perception of engagement of students in the Business and Entrepreneurship Academy and the acquisition by these students of core subject credits within the four-year cohort timeline; (b) if there is a statistically significant relationship between the attendance of students in the Business and Entrepreneurship Academy and the acquisition by these students of core subject credits within the four-year cohort timeline; (c) if there is a statistically significant relationship between the results of the core subject Georgia End-of-Course Tests for students in the Business and Entrepreneurship Academy and the acquisition by these students of core subject credits within the four-year cohort timeline; and (d) if there is a statistically significant difference between students in the Business and Entrepreneurship Academy and students in the other Career Academies (Health and Human Services, Media and Arts Communication, and Public Service, Law and Leadership) who acquire core subject credits within the four-year cohort timeline on the variables of credit earned, grade conversion, attendance, and perception of engagement. Spearman correlation coefficients revealed that the average grade earned in the End-of-Course Tests was the only variable that was significantly correlated with credits earned. In addition, the study found a significant difference in the average grade earned in the End-of-Course Tests among the five academies at the school examined, with the STEM academy students receiving the highest scores among the five academies.