Red House 1969–1972: the case for “intermediate” educational institutions

Alberobello is located 49 kilometers (30 miles) southeast of Bari. On June 28, 1940, the Italian Interior Ministry established a men’s internment camp in Alberobello in an ancient farm house belonging to an educational institution, the Foundazione Gigante, which ran an agricultural college. The building, commonly called “The Red House” (La Casa Rossa), was located in an isolated area about five kilometers (three miles) from the business center of Alberobello (a typical village of mortarless trulli construction) and 400 meters (1,312 feet) above sea level. The farm house had two floors and 32 rooms, but only part of the building was put to use as an internment camp. It could hold about 100 people. The mayor of Alberobello, the prefect of Bari, and even the Education Ministry criticized the Interior Ministry for the government’s plan to set up an internment camp “inside” an educational institution. However, the police chief was adamant, and the camp became operational, initially under...

Background and Aims: The purpose of this research is to study and compare the opinions of personnel regarding safe educational operations in educational institutions under the jurisdiction of Saraburi Primary Educational Service Area Office 2. Classified by position educational institution size and work experience in addition, the objective is to study guidelines for promoting and developing the operation of safe educational institutions in educational institutions under the same affiliation. Methodology: The sample group used in the research consisted of 317 personnel from educational institutions under the Saraburi Primary Educational Service Area Office, Area 2, obtained by stratified random sampling (Stratified Random Sampling). The research instrument was the questionnaire has a 5-level rating scale with an IOC between 0.80 - 1.00 and a confidence value (Cronbach's Alpha) equal to 0.79. Structured interviews were also used to collect additional information. Statistics used in data analysis include frequency, percentage, mean, and standard deviation, T-test (t-test) and analysis of variance (ANOVA or F-test). Results: The results of the research found that: (1) The operation of educational institutions is safe. of educational institutions under the jurisdiction of the Saraburi Primary Educational Service Area Office 2, overall and in each aspect It was found to be at a "very high" level in all aspects, which shows that the operation of safe educational institutions has been carried out efficiently in every dimension. (2) Results of comparative analysis operations in the area of ​​safe educational institutions. Classified by position It was found that there was a statistically significant difference at the 0.05 level while categorizing by school size and work experience found that there was no difference. (3) Operational guidelines Regarding safe educational institutions under the Saraburi Primary Educational Service Area Office 2, it was found that: 1) In terms of preventive measures should proceed with the preparation of a safety plan that covers all dimensions. 2) Instilling measures safety workshops should be organized for teachers. educational personnel and students 3) suppression measures guidelines for managing or suppressing incidents should be established. Including assistance when an incident occurs in an educational institution and create mutual awareness in all sectors. Conclusion: Operations regarding safe educational institutions of educational institutions. There should be a safety plan for educational institutions that covers all dimensions. Educational institutions provide an environment and atmosphere that is safe for students, teachers, and educational personnel. There are guidelines for managing or suppressing incidents. Assistance when an incident occurs in an educational institution and there are workshops on safety of educational institutions for teachers, educational personnel and students.

The Development of Distributed Leadership in Lithuanian Pre-school Education Institutions

The article examines the experience of introducing distance technologies in preschool education in China. In order to prevent the COVID-19 epidemic, preschool educational organizations in many countries of the world have switched to online learning, that is why the Ministry of Education of the People’s Republic of China was forced to provide support to teachers and families of preschool children. The experience of state support studied in the article can be used in the preparation of regional or municipal programs, as well as state projects to support preschool educational institutions in the Russian Federation at the stage of distributing the budget of a particular region or municipality.

Background and Aims: This research aims to: 1) study and compare the opinions of personnel regarding the management of student discipline in educational institutions under the Buriram Secondary Educational Service Area Office. By gender size of the educational institution and academic positions. And 2) explore ways to develop the management of student discipline in educational institutions under the Buriram Secondary Educational Service Area Office. Methodology: The sample used in this research consisted of 349 personnel under the Buriram Secondary Educational Service Area Office, which were obtained by stratified random sampling. The research instrument consisted of a questionnaire with an IOC between 0.80 - 1.00 and a confidence value of 0.79. Including structured interviews for data analysis, statistics such as frequency, percentage, mean, and standard deviation were used T-test and F-test. Results: The research results found that (1) Management of student discipline in educational institutions under the jurisdiction of the Buriram Secondary Educational Service Area Office, overall, it is at a high level. When considering each aspect, it was found that management in every aspect was at a high level as well. (2) Results of comparative analysis of management in creating student discipline Classified by gender and size of educational institution It was found that there was a statistically significant difference at the 0.05 level. As for classification by academic position, found that there was no difference. (3) Guidelines for developing management of student discipline in educational institutions under the Buriram Secondary Educational Service Area Office. It was found that the cause of the problem should be studied. Use culture in society to strengthen student discipline. Set and organize various extracurricular activities to strengthen student discipline. Strengthen morality within the classroom and create a network of cooperation to promote student discipline. Conclusion: The study emphasizes the effectiveness of student discipline management in Buriram's educational institutions, demonstrating that overall management is strong in all areas. It also emphasizes the need for a cultural approach, extracurricular activities, and collaborative networks to improve student discipline while addressing identified areas for continuous improvement.

Background and Aims: Technology and change are accelerating in the digital age. Educational administrators need the right guidance to build a modern education organization that is relevant in today's rapidly changing digital world. The goals of this study are to: (1) investigate the digital leadership of educational institution administrators within the Roi Et Secondary Educational Service Area Office. (2) Evaluate the digital leadership of educational institution administrators in the Roi Et Secondary Educational Service Area Office. Classified based on education level and work experience, as well as the educational institution's size. (3) Research guidelines for developing digital leadership among educational institution administrators through the Roi Et Secondary Educational Service Area Office. Methodology: This study's sample group included 335 personnel from schools affiliated with the Roi Et Secondary Educational Service Area Office. The size was calculated using the Krejcie and Morgan tables and obtained through stratified random sampling. The research tool was a 5-point rating scale questionnaire. The consistency index ranged between 0.80 and 1.00, and the overall questionnaire and interview form had a reliability of 0.98 each. Data analysis statistics include frequency, percentage, mean, standard deviation, and T-test. Results: The study's findings revealed that: (1) administrators of educational institutions under the Roi Et Secondary Educational Service Area Office demonstrated strong leadership in the digital era in all areas. (2) The findings of a study on administrator leadership in the digital era conducted by the Roi Et Secondary Educational Service Area Office. The educational institutions are classified according to their educational level, work experience, and size, and there is no difference between them. And (3) guidelines for developing digital leadership among school administrators under the Roi Et Secondary Educational Service Area Office, consisting of four areas: 1) having a digital vision, 2) managing work with information, 3) encouraging the use of technology in teaching and learning, and 4) using information technology ethically. Conclusion: Administrators of educational institutions under the Roi Et Secondary Educational Service Area Office have demonstrated leadership in the digital age. The use of technology in education is encouraged to allow school administrators to fully comprehend this changing context. And be able to integrate technology into educational institution management, as well as use technology effectively in the classroom and at school.

Background and Aims: The objectives of this research are as follows: 1) to study and compare student affairs administration of educational institution administrators under the Bueng Kan Primary Educational Service Area Office. Classified by position Education level and the size of the educational institution. 2) To compare student affairs administration among educational institution administrators under the Bueng Kan Primary Educational Service Area Office. Classified by position education level and the size of the educational institution. And 3) to study guidelines for developing student affairs administration among educational institution administrators under the Bueng Kan Primary Educational Service Area Office. Methodology: The sample in this research consisted of 331 school administrators and teachers. The sample size was determined according to Krejci and Morgan's table. Using the stratified random sampling method. The research tools consisted of a questionnaire with 5 rating scales and an interview form. Which has a consistency index between 0.80 - 1.00 and a confidence value for the entire questionnaire equal to 0.89. For data analysis, statistics such as frequency, percentage, mean, and standard deviation were used, as t-tests and F-tests. Results: The results of the research found that: (1) the level of student affairs administration of educational institution administrators under the Bueng Kan Primary Educational Service Area Office. Overall and in each aspect are at a high level. (2) Comparison of opinions regarding student affairs administration among school administrators under the Bueng Kan Primary Educational Service Area Office. Classified by position Education level and the size of the educational institution It was found that overall and in each aspect there were no differences. (3) Guidelines for promoting the development of student affairs administration for educational institution administrators under the Bueng Kan Primary Educational Service Area Office, consisting of 6 areas: 1) promoting guidance activities in educational institutions, 2) promotion of health, sports and recreation, 3) promotion of boy scouts, girl guides, and red cross youth activities, 4) promotion of democratic activities and student discipline, 5) promoting and developing student councils to strengthen student and youth organizations in educational institutions; and 6) promoting the protection of children's and youth's rights. Conclusion: According to the findings, Bueng Kan school administrators perform well in all aspects of student affairs administration, with no significant differences based on position, education level, or institution size. It also outlines six key strategies for improving student affairs: promoting guidance, health, and recreational activities, developing leadership skills through scouting and democratic initiatives, strengthening student councils, and protecting children's rights.

The article provides the information about the involvement of gifted youth into intellectual competitions in Ukraine. Attention is focused on the fact that in modern conditions, in a distance format, high school students can simultaneously participate in various competitions, Olympiads and tournaments. It is emphasized that different intellectual competitions are intended for different educational institutions and their students. Thus, there are 19,020 educational institutions in Ukraine that train gifted youth and are the active participants in various intellectual competitions. Focusing on the categories of educational institutions, we distinguish the following: 729 institutions of higher education, 595 institutions of professional preliminary higher education, 1389 institutions of professional and technical education, 16,307 institutions of general secondary education. Therefore, such a number of educational institutions allow students to participate in intellectual competitions, thereby presenting their own educational institution at the all-Ukrainian or international level. The study focuses on the fact that in order to obtain the results of intellectual competitions in Ukraine at all-Ukrainian and international levels in an automatic mode, it is necessary to create an analytical and informational system for effective work with gifted youth. Such a system will make it possible to carry out the necessary sampling of data, which is previously entered into the database on the basis of official documents in Ukraine. To create an analytical and informational system, it is necessary to highlight the main selection criteria in relation to the educational institutions, students and intellectual competitions. Focusing on the educational institutions, we highlight the following indicators: a name of the educational institution, its short name, a name of the educational institution (in English), a year of establishment, a form of ownership, a type of institution, a name of the organ to which the educational institution belongs, a settlement, an address (legal), a telephone, an e-mail, a website, a post of the head of the institution and his or her first and last name.

try it dates back at least to Bronze Age times. But emergence of the West Riding of Yorkshire as the major manufacturing area has been comparatively recent and largely due to existence of supplies of accessible coal in an area of abundant soft water, together with old established skill in the working of wool. Earliest records of sheep-rearing and wool-working on a large scale in the West Riding area relate to the 13th century monastic houses. Before the age of mechanical power many other areas of England were suited to wool production and the industry was widespread; but only in the West Riding was the environment suited to the textile

Jacobs School of Medicine and Biomedical Sciences at University at Buffalo.

Background and Aims: The main objectives of this research are to: (1) study the level of creative leadership in the digital age of school administrators under the jurisdiction of the Nakhon Ratchasima Secondary Educational Service Area Office. (2) Compare the creative leadership in the digital age of school administrators under the Nakhon Ratchasima Secondary Educational Service Area Office classified by educational level work experience and the size of the educational institution. (3) Study guidelines for developing creative leadership in the digital era for school administrators under the jurisdiction of the Nakhon Ratchasima Secondary Educational Service Area Office classified by educational level work experience and the size of the educational institution. Methodology: The sample group in this research is teachers under the Nakhon Ratchasima Secondary Educational Service Area Office, 406 people, selected according to the proportion of the population and the sample size related to the number of schools. The tool used to collect data is a questionnaire with a 5-level rating scale with a consistency index between 0.60-1.00 and a reliability value of 0.97. For data analysis, statistics were used, including percentage, mean, and standard deviation, T-test, One-way ANOVA, and F-test. Results: The results of the research found that: (1) Creative leadership in the digital age of school administrators under the Nakhon Ratchasima Secondary Educational Service Area Office was overall at a high level. (2) Comparison of creative leadership in the digital age of administrators. Educational institutions under the Nakhon Ratchasima Secondary Educational Service Area Office, classified by work experience It was found that overall every aspect was significantly different at the 0.05 level, with the average of executives with 15 years or more of work experience being higher than those of executives with less than 15 years of work experience. When classified according to the size of the educational institution It was found that overall there was no difference. and when classified by educational level It was found that overall there was no difference. (3) Guidelines for developing creative leadership in the digital age of school administrators under the Nakhon Ratchasima Secondary Educational Service Area Office consists of 6 areas: 1) Vision 2) teamwork and participation 3) creativity 4) digital skills 5) motivation 6) being a learning organization. Conclusion: Creative leadership in the digital age of school administrators under the Nakhon Ratchasima Secondary Educational Service Area Office Continuous personal and professional development is required. Through seeking knowledge from various learning sources to enhance skills, processes, or methods that can be applied to solve problems and improve educational institution administration for maximum efficiency.

The article presents the issue of interaction between out-of-school education institutions and parents in the context of wartime realities. Out-of-school education institutions are considered as centers of motivational development and personal self- determination, characterized by a practical orientation of the educational process, differentiation based on aptitudes and interests, individual approaches, and encouragement of maximum creative self-expression of learners. It is determined that the partnership between out-of-school education institutions and families plays a key role in shaping a well-rounded personality and fostering the development of creative abilities and talents. The article analyzes the results of a survey conducted among parents of students and participants in out-of-school education regarding their cooperation with the educational institution's teaching staff and their involvement in supporting the child during the educational process. The article also presents the results of a survey of group leaders and other creative unit heads within out-of-school education institutions. It identifies the main forms of work with parents and the influence parents have on the institution's activities as a whole. It is proven that parents are active participants and partners of teaching staff in the out-of-school educational process. Emphasis is placed on the fact that such a partnership makes it possible to build a unified educational trajectory and coordinate efforts to support the child’s creative development and further self- determination.

The Year Book of Education 1934. Edited by William F. Russell and G. B. Jeffery. Pp. xvi+624. London: Evans Bros., 1954. 63s. From School to University. By R. R. Dale. Pp. 258. Routledge, Kegan Paul, 1953. 21s. Children and Films: A Study of Boys and Girls in the Cinema. A Report to the Carnegie United Kingdom Trustees on An Enquiry into Children's Response to Films. By Mary Field. Pp. 56+11 sheets photographs. Carnegie United Kingdom Trust, 1954. 10s. 6d. West Riding Education. Ten Years of Change. Education Committee, West Riding of Yorkshire, Wakefield, 1954. 6s. The University of Leeds Institute of Education: Researches and Studies, Numbers One to Ten. Published twice yearly, in January and May; 3s. 6d. each. Research Review [The Research Publication of the Institute of Education, University of Durham]. Pp. 60 approx. 1950. September, annually. 5s. Education Papers [Education Society, King's College, Newcastle]. Pp. 50 approx. Re‐issued 1946. May, annually, 1s. 6d. Journal of the Institute of Education [Durham University]. Pp. 25 approx. 1949 Five times a year. 6d. Schoolmaster's Harvest. By J. H. Simpson. Pp. 217. Faber & Faber, 1952. 18s.

This article points out that the process of modernizing the Russian Federation’s education system is aimed at developing such a professional body of teachers that would be prepared to solve issues associated with improving the quality of education. Given such a situation, the need arises for finding effective means of developing the professional competencies of teachers. One direction for modernizing the education system would be a national system of advancement for teachers, which postulates the need for creating the right conditions for the formal and informal training of educators. Given the context, socio-professional teachers’ unions turn out to be especially vital. The goal of this study was to identify how active participation in the practices of such organizations is connected to a young teacher’s professional growth. The study was conducted in Orel Province. Members of the regional young math teachers’ association were selected to be the object of research, with questionnaire survey used as the research method. The study focused on several aspects of teaching: professional difficulties faced by young educators, the mentorship system, an educator’s value orientations, professional growth. The results of the study allowed for identifying three groups of educators, the first one being young teachers who do not actively participate in educational events. The second group included teachers who do not share their own methodical expertise, but partake in seminars and master classes. The third group consists of educators who publically share their experience and are prepared to think of new ideas for future events. The article shows that the Association’s active participation in various events significantly affected the individual value orientations of trade professionals. Those educators who shared their publically work experience demonstrated a higher degree of professional aptitude in performing their jobs within the national system of teachers’ training. ctive efforts as members of the Association helped young educators quickly adapt within their professional community and establish firm social connections with their colleagues. The authors suggest the need for developing a system of mentorship in educational institutions, which would utilize resources provided by socio-professional teachers’ unions.

Background and Aims: Successful human resource management. It is critical to rely on good management principles. Both the public and private sectors can use it for administration purposes. Good governance is a principle that is widely applied in modern administration. The objectives of this research are to 1) study educational institution administration using Dhamma principles; and governance of educational institution administrators. Udon Thani Primary Educational Service Area Office 3. 2) Compare educational institution administration based on good governance principles for administrators. The Udon Thani Primary Educational Service Area Office 3 is responsible for classifying educational levels. Work experience and size of the educational institution. 3) Research guidelines for developing educational institution administration based on the principles of good governance for educational institution administrators. Udon Thani Primary Educational Service Area Office 3. Methodology: This study used a sample of 341 school administrators and teachers. The sample size was determined using Krejci and Morgan's table and randomly assigned to groups. The research tool was a 5-point rating scale questionnaire. The consistency index ranged between 0.80 and 1.00, and the overall reliability of the questionnaire was 0.87. Statistics used for data analysis include frequency, percentage, mean, standard deviation, T-value, and F-value tests. Results: The study's findings revealed that: (1) Educational institution administrators apply good governance principles. Under the jurisdiction of the Udon Thani Primary Educational Service Area Office 3, the overall level is high. (2) Comparing opinions on school administration among administrators based on good governance principles. Udon Thani Primary Educational Service Area Office Area 3 is responsible for categorizing students by educational level. Work experience and the size of educational institutions It was discovered that the overall and individual aspects were not different. (3) Guidelines for promoting educational institution administration using good governance principles by educational institution administrators under the jurisdiction of the Udon Thani Primary Educational Service Area Office, Area 3, which consists of six areas: 1) The rule of law requires administrators to follow the principles of correctness. This means that the problem is being considered and diagnosed. Making decisions and issuing orders in accordance with national law and civil servant rules, regulations, and discipline, as well as teacher ethics. 2) The principle of morality requires executives to follow the principle of appropriateness, which means knowing how to think, speak, conduct business, and perform work in the appropriate time, person, society, and situation. 3) The principle of transparency. Executives must adhere to the principle of innocence, which requires a diagnosis. Order that work be completed with honesty, that is, with intention and pure, transparent thoughts. Use information systems that can be verified at any time. 4) The principle of participation requires administrators to allow those with a stake in the provision of education, such as teachers, students, parents, and members of the community, to participate in educational projects and activities held throughout the academic year in the form of committees. 5) The principle of responsibility requires executives to take responsibility for their duties and results in relation to the goals they have set. That responsibility should be on a level that meets public expectations. 6) The principle of value for money applies to the management and utilization of available resources. Limited to provide the greatest benefit to the public. By encouraging Thai people to be frugal and make good use of their resources. Create high-quality products and services capable of competing on a global scale while also ensuring the sustainability of natural resources. Conclusion: The study found that educational institution administration under Udon Thani Primary Educational Service Area Office 3 adheres to good governance principles. Furthermore, there are no significant differences in attitudes toward governance-based school administration across educational levels, work experiences, or school sizes. The promotion of good governance in these institutions emphasizes six key principles: rule of law, morality, transparency, participation, responsibility, and value for money, all of which aim to improve educational effectiveness and accountability.