Methodism in Macedonia Between the Two World Wars

After World War I ended, the part of Macedonia commonly called Vardar Macedonia was incorporated into the new Kingdom of Serbs, Croats, and Slovenes (subsequently renamed Yugoslavia). It was officially proclaimed to be a part of Serbia as the Serbian government did not recognize a separate Macedonian nationality. Some 10 stations of the American Board, including the Bitola Girls\u27 School, were in this area. The American Board attempted to maintain a semblance of unity in the Balkan Mission, but Greece, Bulgaria, and Yugoslavia were on such unfriendly terms that this was not feasible. For a while the American Board was planning to establish a strong mission in southern Yugoslavia, and the missionaries in Bulgaria made various recommendations in this direction, primarily suggesting sending out a competent missionary Serbian-speaking couple speaking, since the new government insisted that Serbian be the official language of Macedonia, and tried to obliterate the Macedonian or Bulgarian languages even though they were spoken by the majority

Schools\u27 Mission Statements, Local Education Agencies\u27 Strategic Plans, and School Accountability

This study examined the role alignment between a school’s mission statement and its LEA’s strategic plan had on their students’ overall academic performance in achieving any of the seven distinctions and a met standard rating on the 2016-2017 Texas Education Agency’s school accountability system. Data were used to determine if there was a higher rate of alignment between Title I or non-Title I schools’ mission statements and LEA’s strategic plan. The conceptual framework of this multiple case study was grounded in Tyler’s model of objectives-based evaluation, utilizing critical incident technique as an organizational tool, which called for three pieces of data: identification of objective, identification of action steps, and evaluation based on performance measures. The school mission statements were used to identify the objectives, the LEAs’ strategic plans were used to identify the action steps, and the school report cards were used as the performance measures. Schools and LEAs qualified for this study if the school mission statement and the LEA’s strategic plans were available on-line. The major sources of data were the content analysis of seven case schools’ mission statements and the LEAs’ strategic plans, and the information provided on the school report cards produced by TEA. While the study did not reveal significant new data in the research related to school mission statements, strategic plans, and school accountability systems, it did provide some insight for school leaders looking to rewrite their school mission statements to better reflect LEA strategic plans and school accountability measures

A case study of the philosophies, policies and practices of educational management at the Church College of New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University

This thesis explores the Educational Management practices at the Church College of New Zealand (CCNZ) in Hamilton. It has examined, analysed and presented answers to the research question which is: How effective is the LDS Church College in following both the philosophies and policies of the LDS Church Board of Education and those of the Ministry of Education in New Zealand?. This college belongs to the Church of Jesus Christ of Latter-Day Saints, a church that is also known as the LDS Church. The research was done through a case study approach because of the need to use a mixture of methods. Some of these methods are personal observation, use of current and historical data, semi-structured interviews, study of relevant records and documents at the Church College, the New Zealand Government through the Educational Review Office (ERO) and from private sources. The thesis initially looks at the Educational Management in general before it examines how management principles are applied at this Church College. I have arranged the various management positions at Church College into three groups. The first group is the Top Management that includes two people, the New Zealand Country Director and the Church College Principal. The second group is the Middle Management consisting of the Deputy Principal, the Assistant Principal, the Director of Finance and the Physical Facilities Director. The third group is the First Line Management that includes the Deans, the Heads of various Academic Departments, two Supervisors at the Physical Facilities Department, the Head Boy & Head Girl and finally, the Dorm Parents. Through interviews, I have examined their areas of responsibility and how they are fulfilling their management roles. While exploring the Church College historical background, I discovered that a number of LDS Church schools were built and operated in New Zealand before the existence of CCNZ. The LDS Church built these earlier schools because of the lack of educational facilities in New Zealand at the time. These schools were eventually closed down when the number of state schools increased to the point where the LDS Church schools were considered by the church leaders to be unnecessary. However, a few years later, the Church Mission President in New Zealand at the time persuaded the church leaders in Salt Lake City to approve the building of another school to be used to educate future church leaders in New Zealand. This was the beginning of the existence of the Church College of New Zealand in Hamilton. This thesis has analysed and produced evidence that the Church College is meeting the initial objectives of educating future church leaders in New Zealand. First, the school is producing the biggest number of full-time missionaries in the country when compared to the numbers from other church units in New Zealand. Second, many of the LDS Church leaders in New Zealand today were educated at Church College. Third, the Maori and Pacific Islands students' exam pass-rates at Church College are much higher than the national figures. The Church College is succeeding in educating their students both spiritually and academically. The balance between these two is creating good leaders in the church and in the society. The 1997 ERO Assurance Audit Report clearly states that the college is meeting its obligation to the Ministry of Education in New Zealand. It is also fulfilling the expectations of the LDS Church Board of Education by teaching religious education on campus. The Church College is successful in educating Maori and Pacific Island students. The exam pass rates for Maori and Pacific Island students are higher at Church College than the national figures. Finally, the management and administration of Church College is of high quality and that they are very effective and efficient in following both the philosophies and policies of the LDS Church Board of Education and those of the Ministry of Education in New Zealand. This conclusion was confirmed by most of the research participants as well as documents from the Educational Review Office

A Report on an Internship with the Wall Street Zhongwen

The following internship report is based on my experience as administrative assistant to the Principal of Wall Street Zhongwen (hereinafter referred to as “WSZ”) during the spring semester of 2013. Wall Street Zhongwen is a Chinese-language school with a multifaceted mission and staff. It is based in the Financial District of New York City in the heart of Wall Street culture. I will focus on a critical, descriptive analysis of the organization with a S.W.O.T analysis, best practices of educational institutions comparisons, and recommendations for the development of Wall Street Zhongwen

Introduction

When Padraig O\u27Malley informed me that the New England Journal of Public Policy that he edited so wisely and well for nearly 25 years was about to resume publication—albeit, electronically—I was thrilled and really overjoyed. As a new (interim) dean of a school of policy and global studies at a public research university, who wouldn\u27t be excited about re-launching a journal that has been a crossroads between the academy and policymakers, a meeting ground between theory and politics, a safe place to explore relevant ideas that matter from a variety of valued perspectives? The prior forty-one issues of the New England Journal of Public Policy have tackled topics ranging from AIDS and homelessness to regional economic recovery; to just wars and women in politics. The four hundred contributing authors have ranged from serious scholars to path-breaking practitioners. What rings through across topics is openness to both new ideas and reality as lived on the ground, and a desire to courageously tackle some of the biggest and most intractable and even uncomfortable issues of our time. In reading past issues, I sense a normative approach that explicitly seeks to make our world, both locally and nationally, not only better understood, but also more equitable and just. Nothing could better exemplify our mission as a school

Administrator Perceptions of the Teacher Evaluation Process and Professional Development Programming in New Jersey Independent Schools

This study examines administrator perceptions of the teacher evaluation process and professional development programming in New Jersey independent schools. Despite the contentious topic of teacher evaluation within the national landscape today, there is currently little research available concerning administrator perceptions of teacher evaluation and professional development within independent schools. In this study, I ask a) What teacher evaluation processes or tools are being used in the independent schools in the state of New Jersey? b) What types of professional development programs are provided for teachers in these schools? and c) How do independent school administrators perceive the relationship between the teacher evaluation system and the professional development programs? This explanatory sequential mixed methods study examined data from New Jersey independent school administrators, including surveys (N = 25) and interviews (N = 6). Results show a) New Jersey independent school administrators perceive the evaluation process has an above-average impact on teacher professional growth goals and school improvement goals; b) oftentimes, administrators allow teachers to tailor their own professional development goals; c) majority of the administrators utilize either the Danielson model or a school-created model for teacher evaluation; and d) administrators view the teacher evaluation process as a tool to foster growth in teachers and ensure teachers are mission-focused, but they are averse to using rating scales and tying evaluation to performance. The findings of this study suggest there is great value in the teacher evaluation process as long as it is grounded in professional growth, reflection, and teaching excellence

Scope - Volume 08, Number 03

Inside this issue: Student-Led Week of Devotion - Opinion-- Natural childbirth-- Women also lead-- Loneliness-- University film-- Family physician-- New format-- Editor\u27s Byline. . . - PACE-- School Of Health Is Fully Approved-- Required Worships Studied-- Adventist Educators to Organize-- New Opportunities For Church-- Dr. Peterson to speak at University of London-- Pettis to Promote Use of Media in Education-- New Program in Urban Family Education-- Famous Conductor to Head Institute at La Sierra-- University Theologian Serves On Church\u27s Research Committee-- New Pastor at Campus Hill Church-- Accelerated Medical Course Tested-- Dr. Stirling participates in population symposium-- School of Health Teacher Granted Who Fellowship-- Financial Worries in SDA Higher Education - Editorial-- Prophets of Doom-- Four-Day Work Week-- God and Diversity - Let\u27s Face It ... We Can’t All be Doctors- Certificate Programs Are Also Available- I Chose Puerto Rico - \u27Good Old Dad\u27 Gets a Break- Expect National Health Care In The 70\u27s- Teaching Christ on the University (interview)- Experienced Educator Looks- Campus (interview)- At His Church and the Future- A Search For Realism- Teaching Has Become Exciting Profession- Jesus at 20 - University News Watch -- Commencement speakers slated for May graduation- Dr. Charles Smith will retire as dean of dental school- Training to begin for typists, clerks on La Sierra campus- In the News . . . - SAHP dean announces new program in medical technology- Mittleider agricultural methods will be taught in Loma Linda- Friends honor medical alumna in surprise tribute ceremony- Unique system of patient billing is under study at medical center- Campus newspaper wins tops honors in press club judging- Diet of Worms anniversary is commemorated at La Sierra- Dentist recommends brief mission service on a relief basis- School of Health departments are consolidated, strengthened- Art Linkletter speech highlights School of Health alumni affair- Healthy circulation within teeth is found to prevent tooth decay- [ Placement ]- Thirty-five surgeons from 12 states attend Billroth course- Pacific lagoon laboratory, Biologists study life of coral reef- As I See It- Alumni Newshttps://scholarsrepository.llu.edu/scope/1200/thumbnail.jp

Foreign Puppets, Christian Mothers or Revolutionary Martyrs? : The Multiple Identities of Missionary School Girls in East China, 1917-1952

My PhD thesis examines the experience of girls who attended missionary middle schools in East China 1917-1952. I look at four schools across three cities: In Shanghai, St. Mary’s founded by the American Episcopal Church in 1881 and McTyeire, an American Methodist school founded in 1892. In Ningbo and Hangzhou, I focus on two union schools for girls established by the North American Presbyterian and Baptist Missions; Riverside Academy established in Ningbo in 1923 and Hongdao, established in Hangzhou in 1912. Using pupils’ writings in their school magazines, alongside interviews with ex-pupils, missionary reports and newspaper sources, the thesis seeks to understand missionary school girls’ agency in shaping and influencing new forms of modernity emerging in early twentieth century China. How did they navigate their school environment and negotiate their identities as both Christian and Chinese within an increasingly nationalistic setting, characterised by anti-imperialist and anti-Christian movements in the 1920s? How did mission school pupils use a gendered Christian rhetoric to fashion their identities within debates about women’s roles in a newly emerging public sphere in the Republican era? What can the experience of missionary school girls tell us about the relationship between Christianity, Communism and the Women’s Movement in China? This research breaks new ground by examining the missionary enterprise from the point of view of pupils who attended missionary schools rather than from the missionary perspective. By placing the experience of pupils at the centre of enquiry, we can see how Chinese women were active agents in the creation of a transnational modernity in treaty port East China. I argue that the hybrid cultural environment at missionary schools unintentionally created a free space or ‘laboratory’ where girls could experiment with more fluid gender identities, which challenged traditional binaries and allowed them to forge new conceptions of Chinese womanhood

Report Card: NYC\u27s Student-Powered Newsroom

During my time in the engagement journalism program at CUNY, I aimed to use journalism to serve the community of students in New York City’s public school system. At first, I tried to serve students through my reporting, by aiming to center student perspectives in education-related stories in order to uplift their feedback about the system. But I realized I could do more to report with students, instead of just about them. So, during my final semester, I launched Report Card: NYC’s Student-Powered Newsroom. Report Card is a Substack-based newsletter and a training program for middle-high school aged students in the New York City area, led by me. Report Card’s mission is to equip students with the skills and resources they need to hold their school system accountable through storytelling