Increase In Number Of Schools Research Articles

Don’t Dismiss the Teachers: The Increased Demand for Teacher Mental Health Services Through the COVID-19 Pandemic

Background and Significance:Much discussion has surrounded how the COVID-19 pandemic impacted youth mental health, but less has been done to determine its impact on teachers. Youth First, Inc. of Evansville, IN places masters-level social workers in K-12 schools, providing critical support for Indiana youth. A common report among Youth First social workers has been the increase in personal consultations the teachers request. The objective of this study is to analyze the quantity and nature of teacher consultations across the COVID-19 pandemic.Methods:Youth First collects data on services and compiles it on an internal server. For this study, access was given to data regarding teacher consultations. The data was then analyzed to determine trends. To better understand the nationwide teacher shortage, a literature review was conducted.Results:The data shows that in AY 2019-2020, there were 957 personal mental health consultations between teachers and social workers, accounting for 4.7% of total teacher consultations. Data from AY 2020-2021 shows an increase to 1,816 personal consultations, accounting for 5.6% of total consultations. While this jump does correspond to an increase in number of schools served, it also corresponds to the peak of the COVID-19 pandemic in the United States. AY 2021-2022 had 1,567 personal teacher consultations, accounting for 4.5% of the total number of consultations.Conclusion and Future Implications:According to the U.S. National Center for Education Statistics, 44% of U.S. public schools currently report teaching vacancies. Of these schools, 61% “identified the pandemic as a cause of increased teaching vacancies”. According to a 2022 study by Indiana State University, nearly 97% of Indiana schools are reporting a teacher shortage. It is my hope that this data can be shared with Indiana school systems to address mental health needs of teachers, which may potentially improve the state-wide teacher shortage over time.

“Antigos” e “Novos” no jornalismo brasileiro dos anos de 1980 e 1990: Uma identidade profissional em disputa

O presente artigo discute como, nos anos de 1980 e 1990, foram delineadas importantes formas de dominação e estratégias simbólicas no jornalismo brasileiro. Para tanto, discute as mudanças no mercado de trabalho dos jornalistas, o impacto da exigência legal do diploma para o exercício da profissão, a ampliação do número de escolas e a importância da adoção de regras próprias para a redação jornalística visando à consolidação de um modelo de trabalho e de escrita profissional. Mostra como no conflito entre “antigos” e “novos” jornalistas, que marcou o período, estavam em jogo modificações nas formas de trabalho e de percepção do ofício, nos critérios de hierarquização e de recrutamento social, assim como em sua identidade profissional.

COOPERATION BETWEEN THE MINISTRY OF NATIONAL EDUCATION AND LOCAL SELF-GOVERNMENT BODIES OF THE PERM PROVINCE DURING THE PERIOD “PREPARATORY WORK FOR THE COMPULSORY EDUCATION INTRODUCTION”

Introduction. In the history of education, there is still considerable shortfall of the question on mechanisms realization of the general literacy idea in Russia in the beginning of the last century, which gained its popularity around the world at the turn of the 19–20th centuries. Meanwhile, the stage of preparation for cosmopolitan diffusion of compulsory primary education in the Russian Empire, marked by emergence of the special bill drafted by the Ministry of National Education in 1907, is of great interest to the research of opportunities of interaction of the state institutes and regional local self-government bodies (Zemstvo in the Russian language). The aim of the publication is to show the efficiency of joint activities of local self-government bodies and national administrative bodies with reference to example of the system of primary national education formation during 1908–1913 in the Perm province. Methodology and research methods. The methodological base of the present research is based on: the “center-periphery” conceptual model; methods of the retrospective chronological analysis, synthesis, generalization and interpretation of archival documents. Results and scientific novelty. The methodological perspective of studying the history of primary schools organization in pre-revolutionary Russia is proved. The choice of regional (provincial) scale of this process enables to consider features of the public educational policy at the subcountry level; the center-periphery approach to the discussed subject makes it possible to understand more deeply the essence and purposes of the major educational reform. The assessment of the contents on the introduction of compulsory primary education in the Russian Empire is given; the draft bill established standards, new to educational practice, can be listed as follows: “normal duration of training”, “normal school age”, “normal number of children”, “normal school area” (“normal school radius”) and “normal school kit”. The key value and importance of the document consisted in differentiation of powers: in contrast to the Ministry of National Education, the structures of territorial and municipal government bodies had greater freedom of action and were assigned a leading part to put the idea of a compulsory education (Vseobuch in the Russian language) into reality. Dynamics of statistical data on financial government aid to national education is analysed. Activities of all-imperial and provincial school building funds are characterized. It is proved that the essential growth of public financial recourses against the background of vigorous territorial activity not only led to rapid increase in number of schools, but also turned them from local-regional into ministerial-local ones. The conclusion is drawn that due to close cooperation of the Ministry of National Education with local government bodies, the period 1907– 1913 was a key stage of an institutionalization of the Russian compulsory education during the pre-revolutionary times. Practical significance . The results of the research can be adopted when preparing academic courses on the History and Sociology of Education, as well as the Economics of Knowledge.

Requirements for effective academic leadership in Iran: A Nominal Group Technique exercise

BackgroundDuring the last two decades, medical education in Iran has shifted from elite to mass education, with a considerable increase in number of schools, faculties, and programs. Because of this transformation, it is a good case now to explore academic leadership in a non-western country. The objective of this study was to explore the views on effective academic leadership requirements held by key informants in Iran's medical education system.MethodsA nominal group study was conducted by strategic sampling in which participants were requested to discuss and report on requirements for academic leadership, suggestions and barriers. Written notes from the discussions were transcribed and subjected to content analysis.ResultsSix themes of effective academic leadership emerged: 1)shared vision, goal, and strategy, 2) teaching and research leadership, 3) fair and efficient management, 4) mutual trust and respect, 5) development and recognition, and 6) transformational leadership. Current Iranian academic leadership suffers from lack of meritocracy, conservative leaders, politicization, bureaucracy, and belief in misconceptions.ConclusionThe structure of the Iranian medical university system is not supportive of effective academic leadership. However, participants' views on effective academic leadership are in line with what is also found in the western literature, that is, if the managers could create the premises for a supportive and transformational leadership, they could generate mutual trust and respect in academia and increase scientific production.

Thoughtless Explosive Increase in Number of Schools of Pharmacy in Japan While Two among Four Schools Were Closed Fairly Long Ago in The Netherlands

Thoughtless Explosive Increase in Number of Schools of Pharmacy in Japan While Two among Four Schools Were Closed Fairly Long Ago in The Netherlands

Educational Opportunity in Tudor and Stuart England

A GUARDED OPTIMISM seems to govern most appraisals of Tudor and Stuart education. Some writers have been so impressed by achievements of period, especially of years 1560 to 1640, they see not only an ferment involving an increase in number of schools but also an expansion of opportunities which brought schooling within reach of hitherto deprived lower members of society. The expansion of printing as well as expansion of education leads R. D. Altick to suggest, that in Tudor and Stuart eras ability to read was more democratically distributed among English people than it would again be until at least end of eighteenth century. (1) W. A. L. Vincent asserts in The Grammar Schools; their continuing tradition 1660-1714 that, the first sixty years of seventeenth century was period when grammar schools of England and Wales flourished, and when education of sort preparatory to university was available to all who wished to avail themselves of it. (2) Even more enthusiastic in this vein is W. K. Jordan, who claims, in The Charities of Rural England, by 1660 a widespread and well-endowed system of education has been created within reach of any poor and able boy who thirsted for knowledge and who aspired to escape grip of poverty. (3) Other writers are more cautious. It is widely agreed there was quickening of interest in education and an unprecedented expansion of facilities in sixteenth and seventeenth century England. The age of Elizabeth and early Stuarts in particular, characterized by Lawrence Stone as one of educational revolution, saw more newly endowed schools, more freelance teachers, and more students proceeding to higher education than in centuries before or after. (4) But who took part in this expansion, who benefitted from it, and for whom it was intended are still vexed and open questions. While scale of revolution is beginning to be known, its social dimensions remain unclear. Joan Simon, in Education and Society in Tudor England, points to

The Teaching of African Languages in the United States Since 1961

This report covers the teaching of African languages in American universities and by the United States Government since September, 1961. It is based on 100 percent response to a questionnaire circulated in the spring of 1966. Data are for languages actually taken for credit, not for those that were offered but did not materialize, or that were taken on an informal basis. The principal facts about university programs are summarized in the accompanying graph. The number of student-semester-hours is shown as a solid line, the number of schools as a broken line, and the number of different languages as a dotted line. The most obvious trend is, of course, rapid growth. The number of schools that teach African languages and the number of languages taught have more than doubled in five years, and the number of student-semester-hours has increased nearly sevenfold. Another major trend is toward maturity. The ratio of languages to schools has remained nearly constant at about 1.4, while the number of student-semester-hours per language has risen from 57 in 1961 to 172 in 1965. The increase in number of schools and number of languages seems to be leveling off, but the number of student-semester-hours is rising at an increasing rate.