Suchergebnisse

This paper aims to measure the degree of teacher-teacher and teacher-principal collaborations, in the public schools of Albanian educational pre-university system, and a second aim is to evaluate the relationship, - if any exists, - between those collaborations and school performance, too. The study has quantitative nature and is based on a questionnaire with 13 articles. The questionnaire is compiled by the author, based on the literature. The questionnaire is with self-report, based on the perceptions that teachers have regarding those collaborations. It is fulfilled by teachers, in-service full time, that teach at 20 public schools in the pre-university educational system in Albania, respectively in Tirana, Kamëz, Elbasan and Shkodra. The schools were chosen based on the performance criteria: schools with highest performance and schools with lowest performance. Teacher-teacher collaboration is evaluated through 7 articles (N=7, Cronbach's Alpha=.802); teacher-principal collaboration is evaluated through 6 articles (N=6, Cronbach's Alpha=.812). For symmetry reasons, the questionnaires for evaluation of both collaborations are constructed in similar manner, based on the philosophy of councils that teachers and principals give and take with each-other. Teachers' self‐reported collaboration was measured by a scale from 1 to 5 (Never 1; Rarely 2; Sometimes 3; Often 4; Always 5). The data are analysed through SPSS. According to data, teachers report a higher scale of collaboration with their colleagues and a lower scale of collaboration with their principals: teacher-teacher collaboration is higher for issues related with students' behaviour and lower for issues related with the school curricula or school aims; teacher-principal collaboration is higher for issues related with students' behaviour and lower for issues related with their profession. From the data, there is not any statistically significant difference between level of collaboration and school performance, which stands for the high degree of teacher atomization at school. One important conclusion is that principals have a small portion of decision-making for important issues that influence directly school performance.

Anton Marty (Schwyz, 1847–Prague, 1914) contributed significantly to some of the central themes of Austrian philosophy. This collection contributes to assessing the specificity of his theses in relation with other Austrian philosophers. Although strongly inspired by his master, Franz Brentano, Marty developed his own theory of intentionality, understood as a sui generis relation of similarity. Moreover, he established a comprehensive philosophy of language, or "semasiology", based on descriptive psychology, and in which the utterer's meaning plays a central role, anticipating Grice's pragmatic semantics. The present volume, including sixteen articles by scholars in the field of the history of Austrian philosophy and in contemporary philosophy, aims at exposing some of Marty's most important contributions in philosophy of mind and language, but also in other fields of research such as ontology and metaphysics. As archive material, the volume contains the edition of a correspondence between Marty and Hans Cornelius on similarity. This book will interest scholars in the fields of the history of philosophy in the 19th and 20th centuries, historians of phenomenology, and, more broadly, contemporary theoretical philosophers.

A school was a place to get knowledge. A student absentee is a major concern for lecturers at institutions of teacher education learning. Absences create a dead, tiresome, unpleasant classroom environment that makes students who come to class uncomfortable and the lecturer irritable. The objective of the study was to study the causes of student teacher absentees in teacher education institution. The investigator selected the sample through random sampling, 994 student teachers were selected from teacher education institution from Allahabad. To collect the data researcher has used Absenteeism Inventory constructed by researcher. The salient finding of the study was the Male student teachers are more absent in their Teacher education Institution than Female student teachers and student teachers in Private Teacher education Institution are more absent in their Teacher education Institution than student teachers in Government Teacher education Institution.