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| 1 |
ID:
107473
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| Publication |
2011.
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| Summary/Abstract |
The success story of Alborz High School was due to a number of factors. The legacy of Dr. Jordan and other of its American founders had set unusually high standards of teaching, behavior, discipline and conduct. Dr. Mojathedi managed to maintain those standards through dedication and hard work, even though there was occasional friction between him and students and teachers. Almost all the students, some of them from the upper echelons of society, came from educated and cultured homes, had performed well at their primary schools, were well-motivated, loved their school, ran various cultural programs by themselves, and included notable writers, poets, artist and athletes. Teachers generally maintained discipline, good humor and high standards, and included stars of altogether different varieties such as Zeinolabedin Motamen, Dr. Mahmud Behzad and Mostafa Sarkhosh.
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| 2 |
ID:
131742
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| Publication |
2014.
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| Summary/Abstract |
The rise of a new extremist outfit in Balochistan has forced the closure of private school's in the district of Panjgur. Teachers, parents and students are calling out the local administration for capitulating to extremists in a region which already lags behind in education compared to other provinces.
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| 3 |
ID:
100807
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| 4 |
ID:
156525
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| 5 |
ID:
142600
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| Summary/Abstract |
This paper examines the role played in India by fixers—intermediaries connecting teachers with politicians and government officers—in the teacher transfer process. It shows how the state’s efforts at education reform and accountability are compromised by entities operating outside the realm of policy.
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| 6 |
ID:
113662
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| 7 |
ID:
123282
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| Publication |
2013.
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| Summary/Abstract |
This paper develops a conceptual framework for increasing understanding of how teachers can contribute to a sustainable bullying-free learning environment in schools. Based on a review and analysis of extant literature, the paper argues for the facilitating roles of mindful social emotional learning implementation and teacher-student relationship quality in building and sustaining a bullying-free learning environment, which can impact the victim of a bullying act, the bully and their peers. The analysis leads to the research and practical implications that conclude the paper.
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| 8 |
ID:
127980
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| 9 |
ID:
172864
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| Summary/Abstract |
Exploring the intersection of state, religion, and ethnicity, this article considers the opportunities for individual and collective advancement available to Muslim Gujjars in Chamba district of Himachal Pradesh. Following the lives of three prominent members of the community—a teacher, a political activist, and a maulvi—it considers their respective orientations to the state and their relationships with their fellow Gujjars, to illustrate the different ways in which Gujjars have sought to transcend their marginal and subordinated position as an ethnic and religious minority. With state-promoted schemes of affirmative action and reservation offering only limited opportunities for social and economic advancement, we see how Gujjars have responded to their continued marginalization, first through political mobilization as an ethnic group and, more recently, through the establishment of Islamic educational institutions and association with Tablighi Jama'at. This leads to an evaluation of the emancipatory potentials and contradictions of insurgent citizenship when mobilized around specific aspects of ethnic and religious identity. Against a backdrop of economic liberalization and accompanying shifts in civil society, I show how the distribution of rewards that derive from strategies of assimilation, engagement, and withdrawal are structured in particular ways, including by class and gender.
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