Search results

This document is a report titled "Report of the Student Faculty Hearing Committee of Springfield College concerning the occupation of the Administration Building, April 6, 1970." This document was written February 22, 1971 and is three pages. The report explains that all defendants are guilty in wrongfully occupying the building and lists the resulting penalties. The individuals guilty are listed under the policies they violated. The members of the Student Faculty Hearing Committee are also listed at the end of the report. There is writing on the first page of the report that says "Singled out for their political ideas?" and parts of the text are marked off and underlined. Who wrote this and marked the document is not known. ; In February of 1969, a group of black Springfield College students sent a memorandum to College President Wilbur E. Locklin, in which they state that they feel displeased with the prejudices suffered by the black community at the school. They go on to list nine demands of the school that would benefit the black community, such as the enrollment of 200 students into the incoming freshman class of '73, the addition of a black staff member to the admissions office, and the hiring of a black coach for one of the athletic teams. Later that year the faculty rejected the demands of the black students. The day after, a group of almost every black student on campus entered the Administration building and began to hurl insults at the administrative staff until all students, led by Dr. Jesse Parks (the only black faculty member on campus at the time), left the building voluntarily and marched across campus and then off campus. Later that year, President Locklin began plans to build an experimental black cultural center at the school. In March of the next year, unsatisfied with the progress of civil rights at the school, a group of 49 students and several "outsiders" enter the Massasoit Hall dormitory, forcibly ejecting the students on the third floor and taking control of it. The protesting students would remain there for two days, until the college obtained a Superior Court civil injunction and the Sheriff's Department led all the occupiers out of the building and onto a motor coach bus to bring them directly to court. No one was sentenced to jail time, but all were fined. All the students were dismissed and ordered to stay off campus "for their own safety." In addition, the college leveled their own fines and required to serve 300 hundred hours of community service before students would be considered, individually, for re-admittance to Springfield College. Most of the students chose not to return. Nearly two years after the first incident, student protestors again seized the Administration Building on April 6, 1970, this time by white students in protest of the perceived "double jeopardy" placed on the black students in that they were punished by both the Superior Court and the College. The students were arrested by police and charged with trespassing and were later expelled from school. The students sued the college in Probate Court because the college judicial system offered no due process to students. The court agreed and prevented the college from proceeding against any of the occupiers until a new judicial system was in place and approved by the court. During the Collegium that took place over the summer of 1970, college officials determined that the students that were removed from campus should be invited back by the President, and, if they chose to return, participate in a series of workshops with a group of College representatives to improve black-white relationships on campus. The list of black demands continued to be worked upon by administration, and some of the demands of black students were met gradually over the next several years. ; The report also has some small stains and tears on the bottom of the paper.

Anliegen des vorliegenden Forschungsberichts, der auf zwei Erhebungen im Rahmen der Studentenintervallstudie (SIS) beruht, ist es, zu Aussagen über die Einstellungen von Studienanfängern bzw. Studenten des ersten Studienjahres über ihrem angestrebten Beruf zu gelangen und zu ermitteln, welche Erwartungen an die spätere Tätigkeit gestellt werden. Folgende Gesichtspunkte finden hierbei Berücksichtigung: (1) die Einstelung zu Beruf und gesellschaftlicher Verantwortung; (2) die aktuelle Verbundenheit mit dem künftigen Beruf; (3) "Liebe zum Beruf". Besondere Beachtung wird der Berufseinstellung der künftigen Lehrer geschenkt. Darüberhinaus werden Wünsche der Studenten für die Berufstätigkeit sowie die Einstellung zur postgraduellen Weiterbildung erfragt. Als Ergebnis wird festgehalten, daß sich die Einstellungen der meisten Studenten im Laufe des ersten Studienjahres verändern, wobei anfängliche Berufszufriedenheit und -bindung zurückgehen. (psz)

Researching the motivation of students - future preschool teachers for their
professional choice is important for several reasons. Relevant studies
indicate that the motivation of students who have an interest for teaching
is one of the most important determinants of the quality of their work and
that is closely related to their later dedication to vocation and
professionalism. The aim of this research was to examine the relationship
between the motivation of students, future preschool teachers, for this
occupation and their socio-demographic characteristics. We investigated the
most important reasons that guided students in choosing a future occupation,
whether they had previous experience in working with children and whether
the selected studies were their first choice. Also, it was examined whether
there are statistically significant differences among students in the
motivation for a future call with respect to certain socio-demographic
characteristics. The research involved 241 students of the first year, of
which 130 students of the Faculty of Applied Studies for Preschool Teachers
in Sabac and 111 students of the Faculty of Teacher Training in Belgrade,
the study course for preschool teachers. The obtained results show that
students who completed secondary medical school had more experience in
working with children than respondents who attended another secondary
school. It was also noticed that the largest number of students in the cause
think that the working time of the educator is appropriate, while the
smallest number of respondents agree with the perception of preschool
teacher occupation as ?permanent?. The paper also concludes that a detailed
introduction of socio-demographic and personal characteristics that
influenced the choice of the vocation can be a significant support for the
creation of programmes of initial education of preschool teachers.

Research concerning studentification is growing in importance. The supply of private student accommodation forms part of the wider urban process of studentification which documents changes in the social, economic and cultural fabric of cities. Although scholarly interest concerning the supply of private student accommodation has enjoyed sustained interest in the global North, only limited work is available surrounding the supply and demand for private student accommodation in global South urban centres. In South Africa there has been growing recognition of the impact of the studentification that has accompanied the massification of tertiary education in the post-apartheid period. Using interviews with key stakeholders, suppliers of student accommodation, as well as focus groups with students, this paper explores the supply of houses in multiple occupation and students' perspectives on such properties in Johannesburg, South Africa. One distinctive influence upon the studentification process in South Africa is the impact of the national government funding system which was restructured in order to support the tertiary education of students from previously disadvantaged communities.

Research concerning studentification is growing in importance. The supply of private student accommodation forms part of the wider urban process of studentification which documents changes in the social, economic and cultural fabric of cities. Although scholarly interest concerning the supply of private student accommodation has enjoyed sustained interest in the global North, only limited work is available surrounding the supply and demand for private student accommodation in global South urban centres. In South Africa there has been growing recognition of the impact of the studentification that has accompanied the massification of tertiary education in the post-apartheid period. Using interviews with key stakeholders, suppliers of student accommodation, as well as focus groups with students, this paper explores the supply of houses in multiple occupation and students' perspectives on such properties in Johannesburg, South Africa. One distinctive influence upon the studentification process in South Africa is the impact of the national government funding system which was restructured in order to support the tertiary education of students from previously disadvantaged communities.

Los movimientos sociales han ganado una importante visibilidad en los últimos años en América Latina y Colombia. Entre ellos, la toma de un colegio por parte de estudiantes en Bogotá (en adelante TCPE) es una forma de protesta realizada por estudiantes de secundaria sobre la cual existe poca investigación en Colombia. En mi investigación doctoral desarrollé tres investigaciones sobre este fenómeno. Esta investigación se circunscribe en los campos de la democracia y la educación. En el estudio de caso comparativo, utilicé dos ejes de análisis: vertical y horizontal (Bartlett & Vavrus, 2017). Por un lado, el vertical reconoce la importancia de los diferentes niveles espaciales y la comparación entre ellos. Para este estudio, abordé tanto el nivel micro (escuela) como el meso (ciudad). Por otro lado, el eje horizontal permite la comparación entre localidades donde ha tenido lugar el caso (Bartlett, 2014). Como ya se mencionó, en mi investigación estudié TCPE en dos escuelas diferentes en Bogotá. Con este estudio, respondí mis preguntas iniciales de investigación: cómo se vive un TCPE en una comunidad educativa, qué aprenden de él y cómo la democracia radical emergente puede dar cuenta de esta experiencia. El estudio sistémico se centró en el surgimiento de TCPE particulares en dos escuelas de Bogotá, en la historia de TCPE en esas escuelas y en la historia de TCPE en la ciudad, para lo cual desarrollamos explicaciones a partir de modelos de diagramas de ciclos causales cualitativos. Finalmente, el estudio cuantitativo es una investigación correlacional donde exploramos la relación entre los TCPE y el rendimiento académico de los estudiantes en la prueba estandarizada nacional -denominada Saber 11-, específicamente en las pruebas de matemáticas y lectura crítica para el 2012-2019, estimando un modelo de regresión y un diseño de datos de panel con efectos fijos de año y escuela. ; Doctor en Educación ; Doctorado