Zhe School

Examples of Zhe School in the following topics:

• Painting under the Ming Dynasty

  • The dominant style of the Ming court painters was called the Zhe School.
  • In particular, the Zhe School and the Yuanti School were the dominant schools during the early Ming period.
  • The painters of the Zhe School did not formulate a new distinctive style, preferring instead to further the style of the Southern Song and specializing in large and decorative paintings, most often of landscapes.
  • The classical Zhe School and Yuanti School began to decline during the mid-Ming period.
  • Identify the time period and innovations of the Zhe, Yuanti, Wu, Wongjang, and Huating Schools of painting during the Ming dynasty

• Early Public Schools

  • Early public schools in the United States took the form of "common schools," which were meant to serve individuals of all social classes and religions.
  • The earliest public schools were developed in the nineteenth century and were known as "common schools," a term coined by American educational reformer Horace Mann that refers to the aim of these schools to serve individuals of all social classes and religions.
  • Typically, with a small amount of state oversight, an elected local school board controlled each district, traditionally with a county school superintendent or regional director elected to supervise day-to-day activities of several common school districts.
  • Because common schools were locally controlled and the United States was very rural in the nineteenth century, most common schools were small one-room centers.
  • In the early 1900s, schools generally became more regional (as opposed to local), and control of schools moved away from elected school boards and toward professionals.

• The Spread of Public Education

  • A "common school" was a public, often one-roomed school in the United States or Canada in the 1800s .
  • In the early 1900s schools generally became more regional (as opposed to local), and control of schools moved away from elected school boards and towards professionals.
  • From 1750–1870, parochial schools appeared as ad hoc efforts by parishes, and most Catholic children attended public schools.
  • The school curriculum resembled that of schools in the north.
  • School house.

• Teaching at a Private School

  • Teachers who choose to work in private schools often crave a school culture that is unregulated by government education policies.
  • In the United States, the term "private school" can be correctly applied to any school for which the facilities and funding are not provided by the federal, state or local government; as opposed to a "public school", which is operated by the government or in the case of charter schools, independently with government funding and regulation.
  • Unlike public school teaching jobs, private school teaching jobs do not necessarily require a specific degree in education or a license by the state.
  • Although hiring requirements may vary from school to school, most private schools do require that teachers have at least a four year degree and experience in the field that they plan to teach.
  • Licensing prerequisites also depend on the school.

• Teaching High School Classes

  • Unlike their elementary school counterparts, high school teachers usually teach multiple classes in a particular subject.
  • In some private schools, such as Catholic schools, theology is required before a student graduates.
  • Secondary school teachers are certified in one of two areas for secondary education: middle school or high school (and in some states, certification can be to teach grades 6-12).
  • In Missouri, for example, middle school certification covers grades 6–8, elementary school certification covers up to grade 5, and high school certification covers grades 9–12.
  • This reflects the wide range of grade combinations of middle schools, junior high schools, and elementary schools.

• Violence in Schools

  • School violence is a serious problem in the United States.
  • For example, school shootings account for less than 1% of violent crimes in public schools, yet nearly every school shooting makes national headlines.
  • Finally, school violence tends to be higher in certain types of schools, the characteristics of which are listed below:
  • School-wide strategies are designed to modify school characteristics associated with violence.
  • Bullying is a common occurrence in most schools.

• Vocational Training

  • A rise in formalized vocational training followed the Panic of 1893, with vocational high schools and normal schools preceding.
  • Normal Schools began in Massachusetts in the 1880s as extensions of local high schools.
  • Paul's Public School District established a "City Training School" for preparing teachers.
  • Paul School's first principal; Mrs.
  • There were also non-cooperative high schools; two examples were the Girl's Vocational High School in Kansas City, Missouri and the Delgado Trade School in New Orleans.

• Staking the Desk: Unequal Funding

  • Because schools are funded by property taxes, schools in poor areas receive less funding then schools in wealthier areas.
  • In the United States, most public schools are funded primarily through local property taxes.
  • But unequal school funding may afford students from poorer families fewer opportunities, reinforcing the status quo.
  • Since school funding is often based on property taxes, poorer neighborhoods may have less money available for schools.
  • Examine the inequality in public school systems and the implications for a student's future

• The No Child Left Behind Act

  • If the school's results are repeatedly poor, then steps are taken to improve the school.
  • Students are given the option to transfer to a better school within the school district, if any exists.
  • A fifth year of failure results in planning to restructure the school; the plan is implemented if the school fails to hit its AYP targets for the sixth year in a row.
  • Common options include closing the school, turning the school into a charter school, hiring a private company to run the school, or asking the state office of education to run the school directly.
  • Additionally, the Act provides information for parents by requiring states and school districts to give parents detailed report cards on schools and districts explaining the school's AYP performance.

• Kanō School Painting in the Edo Period

  • The Kanō School, which had a naturalistic style, was the dominant style of the Edo period (1603 - 1868).
  • The Kanō School (狩) was the dominant style of painting during the Edo period.
  • Kanō Motonobu, a Japanese painter and member of the Kano School, is particularly known for expanding the school's repertoire through his bold artistic techniques and patronage.
  • Although the Kanō School was the most successful in Japan, the distinctions between its work and the work of other schools tended to diminish over time, as all schools worked in a range of styles and formats, making the attribution of unsigned works often unclear.
  • Tan'yū headed the Kajibashi branch of the Kanō School in Edo and painted in many castles, including the Imperial palace.