Managing school success: A case study from Pakistan

This article reports on case study research into the management of successful schools in a developing country, Pakistan. In Pakistan there are attempts being made to improve school education through decentralisation and involving school communities through School Management Committees. Whilst serious problems remain in the provision of quality school education, there are nevertheless, some successful schools and the research sought to identify three such schools and investigate how and to what extent the management of the schools was contributing to their success. In the article a case study of one of the schools is reported along with the findings from the cross case analysis of the three schools. The findings reveal that management strategies and techniques are a necessary, but not sufficient, condition for school success. Perhaps just as important are the personal qualities of the person who is principal

Becoming a teacher in the developing world

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Assessment of disk MHD generators for a base load powerplant

Results from a study of the disk MHD generator are presented. Both open and closed cycle disk systems were investigated. Costing of the open cycle disk components (nozzle, channel, diffuser, radiant boiler, magnet and power management) was done. However, no detailed costing was done for the closed cycle systems. Preliminary plant design for the open cycle systems was also completed. Based on the system study results, an economic assessment of the open cycle systems is presented. Costs of the open cycle disk conponents are less than comparable linear generator components. Also, costs of electricity for the open cycle disk systems are competitive with comparable linear systems. Advantages of the disk design simplicity are considered. Improvements in the channel availability or a reduction in the channel lifetime requirement are possible as a result of the disk design

Implementation of Supervised Agricultural Experience Programs: The agriculture teachers\u27 perspective

The purpose of this qualitative exploratory study was to examine how agriculture teachers implement supervised agricultural experience (SAE). A combination of focus groups and individual telephone interviews were conducted. Iowa agriculture teachers offered SAE because it is (a) a means of developing life skills, (b) a component of the FFA award system, and (c) theoretically, one–third of the agricultural education model. Although agriculture teachers were able to talk conceptually and theoretically about the benefits and value of SAE, they did not necessarily practice SAE in that manner. The method in which teachers implemented SAE programs varied considerably as did the means by which they conducted their SAE programs. Five factors were identified that limited SAE: (a) changing demographics and societal attitudes, (b) mechanics and structure of schools, (c) resource availability, (d) image, and (e) the agricultural education system. These findings would indicate that there is dissonance between (a) theory and practice, and (b) experience and learning of SAE. It is recommended that the purpose of SAE be further refined, communication regarding the value of SAE be increased among the stakeholders, creative and innovated approaches to SAE be explored, and the complete experiential learning model be incorporated into SAE programming

Fulfilling the Vision for SAE: A 30-Year Process

The early 1980\u27s was a tumultuous time for education, and specifically agricultural education. President Regan\u27s A Nation at Risk report (United States National Commission on Excellence in Education, 1983) raised concerns about educational preparation of American students. Declining profitability and international competition were affecting the agriculture economy and there was a laundry list of competing forces that were impacting the enrollment in secondary agricultural programs. These production agriculture and agricultural education challenges caused the U.S. Secretaries of Agriculture and Education to charge the National Research Council to study and make recommendations. As a result, in 1985, a committee on agricultural education in secondary schools was established to assess and make recommendations to maintain and improve agricultural productivity and competitiveness