Zeitschriftenartikel zum Thema „Committee on Educational Policy“
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Griener, Glenn G., und Janet L. Storch. „The Educational Needs of Ethics Committees“. Cambridge Quarterly of Healthcare Ethics 3, Nr. 3 (1994): 467–77. http://dx.doi.org/10.1017/s0963180100005296.
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Hospital ethics committees must be knowledgeable if they are to perform consultations, advise administrators on policy, or offer educational programs. Because the membership of the committee is interdisciplinary, with most drawn from the healthcare professions, the individuals who join cannot be expected to bring knowledge of bioethies with them. Therefore, a new committee must spend time developing expertise before it can appropriately serve the hospital community. Although the need for committee self-education is generally recognized, it is seldom discussed in any detail. When discussed at all, expertise in bioethies is usually described as composed of a familiarity with an identifiable body of knowledge and mastery over techniques of moral reasoning. It is assumed that a committee can develop this expertise early in its life through a short course of study.
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Kucsan, Bernice M. „The Educational Sections Committee“. Journal For Healthcare Quality 10, Nr. 3 (August 1988): 4. http://dx.doi.org/10.1111/j.1945-1474.1988.tb00324.x.
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Fuad, Nurhattati, Choirul Fuad Yusuf und Rihlah Nur Aulia. „School Autonomy Policy Implementation in Emerging Country“. International Journal of Early Childhood Special Education 14, Nr. 1 (17.03.2022): 210–24. http://dx.doi.org/10.9756/int-jecse/v14i1.221026.
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The purpose of this study was to analyze how school autonomy was implemented in Jakarta's Special Capital Region, which administratively serves as a barometer for the successful implementation of policies in Indonesia and emerging economies. The research examined how school autonomy has been applied at the school level in terms of program and budget management, curriculum creation, teacher development, and community development. The topics were administrators, teachers, school leaders, and school committee members from 313 Jakarta public primary schools. Data were gathered utilizing a combination of qualitative and quantitative methods, including surveys, interviews, focus groups, and documentary studies. The research indicated that the implementation of school autonomy in Jakarta varies in terms of success, and is contingent on the school's competence and innovation in utilizing its authority and responsibility to grow the institution. Additionally, it is discovered that the weaknesses that must be addressed in order for autonomy to be effective are related to the low quality of leadership demonstrated by school principals, teachers, and school committee participation in management, all of which contribute to the ineffective implementation of school autonomy.
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Ngeno Kipkemoi Robert, Dr Samson O. Barasa und Prof. John Chang’ach. „Political ramification on educational policy in colonial kenya“. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 11 (13.07.2020): 77–84. http://dx.doi.org/10.24297/ijrem.v11i.8788.
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Colonial educational policies were marked by conflicting interests of different actors who were involved in the provision and consumption of education. Initially, education matters were left to individual colonies and voluntary agencies, but from 1925, Whitehall began to take a keen interest in the development of education in the colonies. Several educational policies were enacted, including Fraser report, the East African Protectorate Education Commission in Kenya, Phelps-stoke commission, Memorandum on education policy in British Tropical Africa, Beecher committee of 1949 and Binns committee report of 1952. These policies sought to inculcate western morals, technical skills, and the need for rural advancement. Africans did not contend with recommendations of these commissions; therefore, several institutions emerged that sought to improve educational conditions for Africans, such as political associations, Local Native councils, and Independent school associations. Data for this study was collected qualitatively; this involved both primary and secondary sources of data. The results of the study indicate that politics has a direct influence on educational policy. The study will be significant to educational stakeholders, educational policy developers, and planners, educational historians and will be used as a basis for teaching politics and education in colonial Kenya and for future research in the history of education.
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Dietz, Tracy J., Linda S. Moore und David Jenkins. „Using Professional Advisory Committees to Achieve Excellence in Social Work Education“. Journal of Baccalaureate Social Work 7, Nr. 2 (01.03.2002): 49–61. http://dx.doi.org/10.18084/1084-7219.7.2.49.
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Social work programs are mandated by the Council on Social Work Education to develop and maintain ongoing relationships with social work practitioners and others involved in social services and policy making. A Professional Advisory Committee is one way for programs to receive input from community professionals to strengthen the educational goal of preparing competent, effective professionals. To date, there is little literature in social work on program advisory committees. However, higher education and management literature, along with social work literature on task groups, can provide some direction for developing, maintaining, and effectively using a Professional Advisory Committee in social work program development.
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Kozaitis, Kathryn. „Educational Reform in Science and Mathematics: An Anthropological Perspective“. Practicing Anthropology 30, Nr. 2 (01.04.2008): 14–18. http://dx.doi.org/10.17730/praa.30.2.1852078276p811l6.
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This study illustrates the role of practicing anthropologists who seek to promote critical educational reform based on anthropological theory and ethnographic research. The analytic context is PRISM (Partnerships for Reform in Science and Mathematics), an initiative designed to improve the scientific and mathematical literacy of K-16 students in the state of Georgia. The unit of analysis is "Strategy 10," a dimension of PRISM also referred to as "The Reward Structure Committee," of which I am a member. The Committee's charge was to construct a new policy and reward structure that would advocate for and reward science and math faculty in the University System of Georgia (USG), whose work improves primary and secondary education in their respective disciplines.
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Gunawan, Agus, und Yuyun Rohmatul Uyuni. „The role of the committee in improving the education quality of madrasa“. ATTARBIYAH: Journal of Islamic Culture and Education 7, Nr. 2 (02.01.2023): 153–69. http://dx.doi.org/10.18326/attarbiyah.v7i2.153-169.
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Educational management is very important as a modern culture that prepares quality human resources. The formation of madrasa committees in each madrasah unit provides the impetus for better management, even though the madrasa committee is still not functioning optimally. The madrasa committee management factor is the government's focus on maintaining the quality of education as stipulated in the Regulation of the Minister of Religion Number 16 of 2020. The madrasa committee becomes independent, professional, and modern to maintain and improve the quality of education. This study aimed to analyze the role of madrasa committee management on the quality of education. The research uses quantitative methods, and the object of research is State Madrasah in Banten Province. The magnitude of the role of madrasah committee management on the quality of education is 82.4%, indicating that madrasah management can maintain the quality of education specified. In contrast, madrasah policy planning and budgeting are dominant in madrasah committee management. The implication is that the madrasah's efforts to support the maximum implementation of the duties and functions of the madrasah committee and training efforts for the madrasah committee.
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Cai, Ru, und Xinping Zhang. „An Empirical Study on the Impact of Individual Local Political Elites and Decision-Making Collective on Educational Fiscal Expenditure in China“. Best Evidence in Chinese Education 7, Nr. 2 (30.03.2021): 961–85. http://dx.doi.org/10.15354/bece.21.or023.
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Under the current decentralization system in China, individual characteristics of the local political elites and collective characteristics of the standing committees of the local party have an impact on local education fiscal policy. Yet published research on the similarities and differences between the collective influence of the Standing committee and the individual influence of the political elite are lacking. To address this gap in the literature, our study discussed the impact of local political elites represented by the mayor and the secretary and the collective of standing committees of the local party on education fiscal expenditure. We construct multiple regression models and analyze the R2 Change of variables is based on the cross-sectional data from 2015 of 283 prefecture-level administrative units in China. We find that both political elites and the standing committees have significant impacts on fiscal expenditure in education, and that the influence of the latter is greater than that of the former. The effect of individual characteristics and collective characteristics on education fiscal expenditure is not completely consistent across prefectures. China's prefectural governments implement China's unique principle of democratic centralism when they make decisions on local spending for education and the collective decision-making under the leadership of the committee plays an important role in education fiscal expenditure. Based on this, we put forward policy suggestions to further develop the principle of democratic centralism and to optimize optimizing the local government education supply and evaluation mechanism.
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Kurniawan, Asep, und Diding Nurdin. „The collapse of democratic principles in implementing school-based management in Islamic elementary schools during the COVID-19 pandemic“. International Journal of Education and Practice 11, Nr. 2 (14.02.2023): 180–93. http://dx.doi.org/10.18488/61.v11i2.3290.
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During the COVID-19 pandemic, abnormal conditions potentially lessened community partnerships in school-based management (SBM), such as democratic erosion at the decision-making or policy-making levels at school. To address these issues, this study aimed at investigating the implementation of SBM at an Islamic elementary school in Indonesia. In this study, a mixed-method research design was used, with 510 participants surveyed for quantitative data and 50 participants interviewed for qualitative data. During the pandemic, it was discovered that SBM did not perform as expected. Moreover, school principals had to make a majority of important decisions regarding the organization of school activities. They were also in charge of putting decisions and policies into action. These findings indicate that democratic principles were violated in the implementation of SBM during the pandemic. In other words, the principals and school committee partnership did not run well since the headmaster dominated the policy making on any activities without considering the voice of the school committee. Through these findings, it can be recommended that the government conduct a comprehensive evaluation of the implementation of SBM at the Islamic school level during the pandemic, and bring together principals and school committees in intense joint meetings.
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Kim, SangCheol, Wei Wei und YoungHyeo Joo. „A Study on the Policy Agenda Setting and Policy Decision-Making Process of the ‘Double Reduction’ Policy in China using Kingdon’s Multiple Streams Model“. Korea Society Of The Politics Of Education 31, Nr. 1 (31.03.2024): 55–87. http://dx.doi.org/10.52183/kspe.2024.31.1.55.
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This study aimed to analyze the policy formation process of the ‘Double Reduction’ Policy (DRP) based on Kingdon’s multiple streams model. As a result of the study, the problems stream refers to the problem of inequity in education, heavy homework burden and overheated extracurricular education destroying the educational order, leading to social problems and becoming a national issue. In order to solve these problems, the government and educational experts discussed, revised, and reunited countermeasures and previous policies and created policy alternatives. The politics stream is the core variable, which solves the academic burden problem in the education reform process through factors such as national emotions and changes in national educational development concepts. The educational development concept of “strengthening moral education and cultivating people” and maintaining educational equity have strongly impacted on the derivation, development, and transformation of policies to reduce student burden. A significant opportunity to create a “policy window” by combining the above three streams was realized through the combination of national ‘Two Sessions’ in 2021 and the opening of the 19th meeting of the comprehensively deepening reform Committee on May 21, 2021. The policy intention to reform school education and regulating off after-school educational training was raised as a policy agenda, and the DRP was eventually formed.
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Rahman, Ahmad Ardillah. „Decentralised Education Policy in Indonesia“. Exchanges: The Interdisciplinary Research Journal 6, Nr. 2 (30.04.2019): 30–47. http://dx.doi.org/10.31273/eirj.v6i2.240.
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This review aims to discover and investigate using available literature, the advantages and the challenges of changing the educational policy from a centralisation to a decentralisation, particularly to look at more closely on teachers’ readiness toward the new educational transformation in Indonesia. Since 2003, with the introduction of decentralisation in Indonesian educational system, teachers and principals have been given more influence and authorities to manage their educational practices. However, there are some problems and challenges faced by teachers and the government in implementing the system. Therefore, this review evaluates benefits and obstacles of the implementation of decentralisation in Indonesian contexts. Findings of this study were gained through a synthesis research where the current empirical studies surrounding the notion of decentralised education were descriptively analysed, integrated and synthesised. It reveals that while the decentralisation has offered several promises that might contribute to the better movement of educational practices, the decentralised education system in Indonesia is still distrait by uneven teachers’ quality, low commitments of teachers and principals, and the poor participation of parents and local societies in succeeding the school committee program. Therefore, in order to succeed the transformation, this review concludes that promoting continual teachers’ education and training, creating teachers’ professional career pathway, and encouraging local monitoring for teachers are fundamental aspects to be developed.
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Loewy, Erich H. „An Inquiry into Ethics Committees' Understanding: How Does One Educate the Educators?“ Cambridge Quarterly of Healthcare Ethics 2, Nr. 4 (1993): 551–55. http://dx.doi.org/10.1017/s096318010000459x.
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This paper inaugurates a new section on education, the focus of which is on education in a broader sense. The purpose is to stimulate discussion not only about techniques of education (even though such papers are certainly welcome) but also to initiate a dialogue concerninig more fundamental questions and issues. What are the goals of education generally and of and for ethics committees specifically? What, for an ethics committee, is “education”? What do we mean by education in this field? To function efficiently on an ethics committee, does a member need specific training? Should the educational efforts of an ethics committee extend beyond the medical and nursing staff? If so (and I think these efforts not only should but must), should they extend beyond the hospital and into the community? Is educating patients a legitimate function of an ethics committee? These are but a few of the questions that I hope will be debated over the years in the pages of this journal.
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Mishchanyn, Vasyl, und Vladyslav Dibrova. „TRANSCARPATHIAN UKRAINE (1944 – 1945): SPORTS POLICY“. Scientific Herald of Uzhhorod University. Series: History, Nr. 1 (50) (02.07.2024): 48–59. http://dx.doi.org/10.24144/2523-4498.1(50).2024.305115.
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The article highlights the sports policy of the National Council of Transcarpathian Ukraine (NRZU) from 1944 to 1945. The Resolution of the National Council of Transcarpathian Ukraine on April 10, 1945, regulated the development of physical education and sports in Transcarpathian Ukraine. The Central Sports Committee was organized during the establishment of the authorized NRZU in matters of education. The NRZU Commissioner for Education managed it. We note that with the Sovietization of all spheres of life, NRZU is trying to introduce Soviet sports standards. In the State Archives of the Transcarpathian Region, a separate description of fund 1211 contains documents about the sports policy of Transcarpathian Ukraine. Description 2 "Committee on Sports under the National Council of Transcarpathian Ukraine" has 19 cases. In the first founding documents ("Regulations on the Committee for Physical Education and Sports at the National Council of Transcarpathian Ukraine", "Regulations on the Physical Education Team of the Enterprise, Institution, Educational Institution"), we follow two main tasks the formation of physical education and sports in Transcarpathian Ukraine; direct copying of Soviet experience in physical education and sports, introduction of Soviet standards. In particular, "the training of workers in the complex "Ready for Work and Defence of the USSR", the involvement of "physicians in the active participation in the socio-political life of the country", their mobilization "to fulfil the tasks set by the party and the National Council of Transcarpathian Ukraine ... in the matter of further socialist construction and defence of the country". A separate resolution of the NRZU dated May 25, 1945, created the Committee for Physical Education and Sports at the NRZU. Vasyl Fedak was appointed as the head of the Committee. Personnel from Soviet Ukraine are sent to help him establish the Soviet sports management system. The article also provides specific facts about conflict situations between athletes and Red Army soldiers: arbitrary seizure of housing by soldiers, refusal to return sports equipment, and theft of property. Athletes were also ideologically trained - compulsory attendance at various lectures and subscriptions to periodicals. The organization and celebration of the "Physical Culture Day" by NRZU were also covered. In 1945, there were as many as two of these - "as part of the celebration of May 1" and "on the occasion of the end of the school year" (July 1, 1945). Another area of activity of the Committee for Physical Education and Sports at NRZU during this period was the introduction of Soviet standards for teaching physical education in the region's schools. For this, the leadership of the Committee requested all the necessary educational and methodological literature from the republican centre. We note that after the signing of the agreement on the reunification of Transcarpathian Ukraine with Soviet Ukraine (June 29, 1945), the participation of athletes from the region in all-republic and all-Union competitions began: the participation of Transcarpathians in the Ukrainian Spartakiad, gymnastics competitions in Moscow, the invitation of Transcarpathian football players "on October holidays" to Kyiv. On the other hand, athletes from Kyiv were invited to the anniversary of the liberation of Transcarpathian Ukraine. The first mass-political event that involved athletes and sportspeople on the all-Union scale was the elections to the Verkhovna Rada of the USSR, which took place in February 1946. The athletes' duties included, in particular, "campaigning and explanatory work among the population, as well as checking and collecting materials on the preparation for the elections".
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Kim, Yong-il. „A Study on Examining the Possibilities of Institutionalizing the National Committee on Educational Policy“. Korea Society Of The Politics Of Education 29, Nr. 3 (30.09.2022): 161–82. http://dx.doi.org/10.52183/kspe.2022.29.3.161.
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Allaway, William H. „THE INTERNATIONAL COMMITTEE FOR THE STUDY OF EDUCATIONAL EXCHANGE: A SEARCH FOR POLICY GUIDANCE“. Higher Education in Europe 11, Nr. 1 (Januar 1986): 51–61. http://dx.doi.org/10.1080/0379772860110108.
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Nguyen Phuoc, Trong, und Vo Trung Hau. „Law on implementation of educational socialization in Vietnam“. Cypriot Journal of Educational Sciences 18, Nr. 4 (20.04.2023): 631–42. http://dx.doi.org/10.18844/cjes.v18i4.8854.
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In Vietnam, the Socialization of education was officially introduced and implemented from the Government's resolution, on the direction and policy of the socialization of educational activities, health, and culture. These causes aim to gradually increase people's enjoyment of education, health care, culture, and physical and mental development. However, in implementing the Socialization of education, there are some difficulties, limitations, and inadequacies, so perfecting the system of legal regulations on education socialization will contribute to solving the above challenges. This study aims to analyze the concept of socialization in education. It uses a descriptive method based on government resources and previous literature. Socialization is building a community of people's responsibility for creating and improving a healthy and favorable socio, economic environment for educational, medical, and cultural activities in each area. At the local level, this is the responsibility community of the Party committee, the People's Council, the People's Committee, mass organizations, economic organizations, and businesses located in the locality and of everyone. Keywords: Education; law; mechanism; socialization; socialization of education.
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Pohan, Muhammad Munawir. „PERAN KOMITE SEKOLAH DALAM MENINGKATKAN MUTU PENDIDIDIKAN“. ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 2, Nr. 2 (18.10.2018): 97. http://dx.doi.org/10.30821/ansiru.v2i2.2025.
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Since the enactment of decentralization of education, maximizing the role of school and community stakeholders has become very important in supporting the success of the education process in schools. The actualization form of education decentralization is realized by the existence of school committees which are expected to carry out their roles maximally in improving the quality of education. With the aspect seen, namely the role of the school committee as consideration, support, control, and role as mediator, the role is as a form of improving the quality of education in accordance with the mandate stated in the Minister of National Education Decree Number: 044 / U / 2002 dated April 2, 2002 Therefore, with regard to efforts to improve the quality of education, the government has actually issued a policy namely education autonomy. Educational autonomy as a form of education decentralization, gave birth to an important concept for the implementation of education. One of these important concepts is School-Based Management (SBM) which later gave birth to the School Committee as a manifestation of community participation in the world of education. The concept encourages school and community committees to become unified and complementary, and can even provide a color for the formulation of quality in schools. Society is an unequaled educational resource for education units. In community schools can be a foundation for improving and service quality education in the implementation of education.
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Amir, Ahyar. „Public Policy Implementation: Study on Educational Budgeting of Palopo“. Journal La Sociale 1, Nr. 1 (29.01.2020): 5–11. http://dx.doi.org/10.37899/journal-la-sociale.v1i1.19.
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This study aims to analyze the content of the policy in the implementation of the Education Budget in the Palopo City Budget and to analyze the policy context in the implementation of Palopo Regional Educational Budgeting in the. This study uses a qualitative approach through the use of interviews, direct observation in the field and analysis of written materials as the main data source. From the research results obtained, the indicator of interest that is influenced shows the interests of the school become more attentive and more accommodated. Implementation of Free Education in the field where the school benefits in the form of the use of free education funds for additional incentives from teaching hours of teachers outside of school hours and additional operational costs, the use of free education at the elementary level more budget absorbed for intensive teachers and for junior high school budgets more absorbed in the costs of supporting school activities such as stationery for the office and teaching and learning activities. In the implementation of free education, the decision-making process is carried out through deliberations that involve all interested parties (students' parents through the school committee and the school itself). Characteristics that are different from each school makes it difficult for schools to implement free education programs. The existence of this free education program makes the active role of parents in paying attention to the learning of students to be reduced.
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Sperling, Daniel. „“Like a Sheriff in a Small Town”: Status, Roles, and Challenges of Ethics Committees in Academic Colleges of Education“. Journal of Empirical Research on Human Research Ethics 16, Nr. 3 (30.03.2021): 290–303. http://dx.doi.org/10.1177/15562646211005253.
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In recent years, Research Ethics Committees in academic colleges of education have constituted to review research proposals in the field of education. Yet, little is known about their work, composition, challenges, and relationships with external partners. This study explores the views and attitudes of 13 members and chairpersons of Research Ethics Committees in colleges of education in Israel, and two policy makers at the Ministry of Education about their roles, responsibilities, challenges, and limitations. Findings revealed an instrumental attitude towards the ethics committee. Committees are perceived as supportive rather than enforcing. Interviews shed light on the complex relationships between committee members, college lecturers/researchers, ethics regulators, and academic management. Moreover, the findings emphasized the lack of formal training and broad discussion on ethics. The study calls for strengthening committees’ raison d'être and the internalization of ethics among committee members, researchers, and lecturers in the field of education.
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Wilcox, Serena M. „Policy Storms at the Central Office: Conflicting Narratives of Racial Equity and Segregation at School Committee Meetings“. Research in Educational Policy and Management 2, Nr. 1 (02.06.2020): 40–56. http://dx.doi.org/10.46303/repam.02.01.3.
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This article reports findings from a multiyear critical ethnography that examined race talk dilemmas of school leaders at the central office at a small urban school district to understand why racialized educational policies and practices still persist against African American students. This study takes a structural approach to investigating the impact that race talk has on educational policymaking at the local district level. The guiding research question in this paper examines how we can understand educational reform and policy implementation and the unintended consequences of those interventions through the local from a historical context.
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Li, Mingnan. „Analysis of the Changes in Obligations and Rights of Students and Teachers under the "Double Reduction" Policy“. World Journal of Educational Research 11, Nr. 3 (15.06.2024): p94. http://dx.doi.org/10.22158/wjer.v11n3p94.
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The "Double Reduction" policy represents an important strategic decision made by the Party Central Committee in the new era, aiming to achieve the great rejuvenation of the Chinese nation. This policy aims to reduce students' burden and enhance the systematicness and pertinence of educational governance. Under the "Double Reduction" background, it is of great practical significance to study the changes in the obligations and rights of students and teachers.
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Puri, Peshal, und Dil Chhetri. „A Systematic Review of the Role of School Management Committee for the School Performance in Nepal“. Education Journal 13, Nr. 3 (10.05.2024): 97–107. http://dx.doi.org/10.11648/j.edu.20241303.12.
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According to Nepal's Education Act (2028 B. S.), the School Management Committee (SMC) is crucial to educational institution governance. This legislation emphasizes the role of School Management Committees (SMCs) in infrastructure management, policy implementation, and school issues. The reviewed articles examine SMCs' complex formation, operational challenges, and crucial role in community involvement to improve education. Although attendance monitoring is difficult, the articles consistently emphasize SMCs' positive impact on community involvement. By encouraging citizen committees like SMCs to make decisions, the international perspective broadens the debate on school democratization. School Management in low-income countries can improve education despite its challenges by encouraging greater involvement, independence, and responsibility. An inclusive strategy that values diverse perspectives is essential for educators and administrators to work together. The Education Act of Nepal establishes and governs School Management Committees (SMCs) to ensure accountable administration and community engagement. The reviewed articles discuss SMCs' benefits and drawbacks and encourage educational institutions and local communities to work together. Complex SMCs require constant dedication to overcome challenges, demonstrating their vital role in improving education. Effective school governance and management shape education quality and equity, especially in poor nations. This article examines School Management Committees (SMCs) and their effects on education in Nepal. SMCs, which include parents, teachers, and local authorities, oversee school activities, encourage community participation, and assure responsibility. SMCs confront many obstacles, including lack of awareness, capacity restrictions, and political meddling, despite their importance. In response to these problems, School-Based Management (SBM) is being promoted to improve community involvement, autonomy, and accountability in school governance. SBM implementation may face resource restrictions and change resistance despite its potential benefits. Effective leadership at the school and SMC levels drives educational improvement and stakeholder collaboration, according to the paper. It promotes school democratization and community decision-making.
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Clayton, Ross, und Carolyn Borden. „HOW TO IMPROVE SEARCH COMMITTEE EFFECTIVENESS: REDUCING THE DEGREE OF SUBJECTIVITY IN SEARCHING FOR AND SELECTING EDUCATIONAL LEADERS“. Journal of Human Resource and Leadership 5, Nr. 1 (22.09.2020): 54. http://dx.doi.org/10.47604/jhrl.1139.
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Purpose: The purpose in this study was to propose and illustrate methods for structuring Search Committee processes so that committee members have a shared understanding of the leadership attributes desired of candidates and of the important contextual factors to be considered in assessing the suitability of the various candidates for the position.
Methodology: The study has substantial personal experiences with Search Committees and their decision processes; the article does not reflect an intent to do original research based on exploratory, experimental, or quasi-experimental research designs. No data collection is attempted; the reader will not find data driven analyses, or the results of hypotheses testing. Rather, the study intent was to provide readers with a logical set of ideas and tools that will aid them in conducting their leadership searches in a systematic rather than ad hoc manner. To identify and weight desired leadership attributes we have chosen to rely upon the writings of an illustrious group of individuals who have significant experience in leading public, private, and not for profit organizations, including higher education institutions. The study believes their books reflect "armchair empiricism" and provide distillations of their rich concrete leadership experiences. To identify and weight contextual factors to be taken into account in considering candidates for the specific organizational position to be filled, the study rely upon the seminal and classic empirical research study conducted by faculty of Harvard University.
Findings: That study of the high turnover among School Superintendents in New England is a benchmark in the development of Role Theory. The language for Role Analysis produced by that study is drawn upon in the study to illustrate how the contextual expectations of the candidates for the leadership position in question can be thoughtfully addressed.
Unique contribution to theory, practice and policy: The study has recommended the use of several theoretical/conceptual frameworks to structure Search Committee processes and improve their effectiveness in selecting the best qualified applicants for leadership roles. The study also describes a decision analysis method which, if employed, will lower the degree of subjectivity in Search Committee decision making processes.
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Rahman, Taufik, Iim Wasliman, King Muttaqien und R. Supyan Sauri. „Accreditation Policies Implementation to Improve Performance Quality in Madrasah“. INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 3, Nr. 2 (04.05.2021): 124–44. http://dx.doi.org/10.33369/ijer.v3i2.15601.
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Accreditation policy is based on the principle that all citizens have the right to obtain a quality education. In order to hold quality education, every educational program should fulfill the standard of accreditation policies Madrasah Tsanawiyah Negeri. Hence, this research aimed (1) to investigate MTsN accreditation policy, (2) to investigate the implementation of MTsN accreditation policy, (3) to examine the monitoring and evaluation of MTsN accreditation policy, and (4) to examine creative and innovative ideas of the implementation of MTsN accreditation policy. This research employed a qualitative approach with a Case Study method. The results were (1) The MTsN accreditation policy had been formulated in the vision, mission, and objectives of Madrasah, (2) the implementation of MTsN accreditation policy faced a problem of facilities and teachers’ skill in preparing educational administration documents, (3) monitoring and evaluation of MTsN accreditation policy was based on Madrasah Self-Evaluation (EDM), (4) creative and innovative ideas in the implementation of MTsN accreditation policy was based on Madrasah Self-Evaluation (EDM) conducted by the Madrasah Principle and teachers, Madrasah committee, parents, as well as a supervisor.
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Kim, Soongu, Aehwa Lee, Garam Lee und Ilseon Hwang. „Establishment and Management of an Educational Outcome Cohort at the Keimyung University School of Medicine“. Korean Medical Education Review 25, Nr. 2 (30.06.2023): 109–13. http://dx.doi.org/10.17496/kmer.23.006.
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An educational outcome cohort has been established at Keimyung University School of Medicine to help make educational policy decisions and improve educational programs based on data. The purpose of the educational outcome cohort is to support educational policy decisions for achieving graduation outcomes smoothly and to accomplish the intended human resources development of the university through objective analyses and regular monitoring, providing continuous feedback. The data collected for the educational outcome cohort include the student identifications of freshmen, entrance exam scores, premedical and medical school grades, titles and forms of student academic research, the results of psychological testing, scholarship recipient lists, volunteer clubs, and so forth. The data are collected using an information utilization agreement approved by the Institutional Review Board, and the collected data are encrypted and stored on a dedicated computer for enhanced personal information security. Proposals to access and utilize the educational outcome cohort data must be discussed and approved by the Educational Outcome Cohort Committee, which decides on the scope and method of utilization. The collected and managed educational outcome cohort data have been used to develop comparative programs to improve students’ competency and to support admission policy decisions through an analysis of the characteristics and performance of medical school students. The establishment and utilization of the educational outcome cohort will play an important role in determining the School of Medicine’s educational policies and suggesting new directions for educational policies in the future.
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Supriyadi, Dikdik. „Principal Procurement Policy Analysis in Achieving School Management Excellence“. International Journal of Management Excellence 11, Nr. 3 (31.10.2018): 1672–79. http://dx.doi.org/10.17722/ijme.v11i3.1036.
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This research of principal procurement policy focuses on organizing Principal Leadership Preparation Program (in Bahasa Indonesia is abbreviated as PPCKS) activities with participants coming from public elementary school teachers and state junior high school teachers. The research method is qualitative using case study approach with purposeful sampling. The implementation strategy of data collection through validity test, followed by triangulation of data in the form of interview, documentation study and observation. Data analysis used is data reduction, data presentation and data verification. The results of this study illustrate that: 1) the issue of education policy in the school principal procurement sometimes raises the dualism of interests normatively and politically; 2) the implementation of school principal procurement policy through PPCKS shown that it seems the committee from Educational Office element only role in the recruitment only, beyond that all controlled by LPPKS and Educational Office only did the monitoring; 3) most principals do not have PPCKS follow-up programs. Each principal should have a program and strategy in preparing candidates for the principal to be able to produce an effective principal.
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Hill, S. Laurie, und Paolina Sietz. „Culturally responsive policy development: Co-constructing assessment and reporting practices with First Nation educators in Alberta“. Journal of Educational Leadership, Policy and Practice 37, Nr. 1 (01.04.2023): 1–19. http://dx.doi.org/10.2478/jelpp-2023-0001.
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Abstract Informed by an adaption of the tri-level reform framework, we collaborated with a First Nation district student assessment committee, school principals, and district personnel to develop a student assessment policy. Through a series of workshops and meetings with school administrators and classroom teachers from Tsuut’ina Nation, located in southern Alberta, Canada, we created an assessment, evaluation, and reporting policy aligned to Tsuut’ina fundamental values, provincial priorities, and best practices in student assessment. Teaching practices that are aligned to the three educational pillars of learner outcomes, instruction, and assessment, as well as the Tsuut’ina fundamental values, have the potential to impact the Nation’s student educational success. We discuss implications of this work in relation to collaboration, Indigenous world view, and outcome-based reporting.
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Thomas, J. A., und M. E. Greene. „Institutional Policies and Educational Programs: Animals in Research“. Journal of the American College of Toxicology 13, Nr. 4 (August 1994): 308–13. http://dx.doi.org/10.3109/10915819409140603.
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Biomedical research facilities, including academic and industrial settings, need to have established internal and external policies regarding the humane care and use of animals in pharmacologic and toxicologic experimental protocols. Compliance with regulatory and accrediting agencies (e.g., Public Health Service, U.S. Department of Agriculture, American Association for the Accreditation of Laboratory Animal Care) requires institutional support and necessitates recruiting and retaining a quality veterinarian staff. Resources must be available to maintain vivarium physical facilities, including experimental surgery suites, and to provide an acceptable program in occupational health to protect against zoonotic diseases. Through the Institutional Animal Care and Use Committee (IACUC), educational programs, compliance issues, and institutional security measures can be effectively implemented. A close communication liaison must be established between the IACUC, the veterinary staff, institutional public relations, security and the individual investigator. A coordinated policy with both internal and external components is necessary in order to satisfactorily manage the use of animals in toxicologic research.
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MCCABE, EDWARD R. B. „Neonatal Screening for Dependents of Active-Duty Military Personnel“. Pediatrics 90, Nr. 1 (01.07.1992): 130–31. http://dx.doi.org/10.1542/peds.90.1.130.
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In Reply.— COL Pettett is to be applauded for bringing attention to the issue of newborn screening among dependents of military personnel. He provides the opportunity to reemphasize several points made in the statement from the Committee on Genetics1 including: the need for a standardized policy or program for these dependents, particularly those born outside the US; the value of dedicated regionalized labonatory facilities in a newborn screening program; and the components that require consideration in any such policy or program, which include not only the laboratory, but also educational, administrative, follow-up, management, and evaluative components.
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Lee, Keun Young, und So Min Yun. „A Study on Perceptions and Needs of Educational subjects for responding to School Violence: Focusing on policy changes after the revision of the ‘Act on the Prevention Of And Countermeasures Against Violence In Schools’“. Korean Association For Learner-Centered Curriculum And Instruction 22, Nr. 21 (15.11.2022): 631–51. http://dx.doi.org/10.22251/jlcci.2022.22.21.631.
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Objectives The purpose of this study is to explorein-depth the perceptions and needs of educational subjects in response to school violence following the revision of the ‘School Violence Act’. Methods A qualitative interview was conducted with 13 educational subjects, including supervisors working with District Office of Education, principals, school violence teachers, parents of the School Violence Deliberation Committee, and students. The resulting data were analyzed by using constant comparison method. Expressions of the study participants were summarized as they were through open coding and classified into high categories through categorization work comparing them repeatedly. Based on what was categorized, a confirmation process of the categories, which corrected and confirmed them according to the goodness of fit model through comparison with the original data, was carried out. Results As a result of the analysis, three super-categories were derived: Perception of the effect of the revision of the ‘School Violence Act’, Perception of the factors that hinder the activation of school violence response policies after the revision of the ‘School Violence Act’, and Needs of the school violence response policy activation after the revision of the ‘school violence Act’ Below that, each of the four subcategories was derived: Securing expertise in handling issues with the establishment of the School Violence Deliberation Committee, Realistic difficulties in adjusting conflicts and restoring relationships, and Strengthening capabilities for internalizing the operation of a dedicated school violence organization. Conclusions Based on the results of the study, contents such as ‘Supplementation of manpower through job analysis on the operation of the School Violence Deliberation Committee’, ‘Preparation of a self-settlement system for school principals’, and ‘Formation of a consultative body for educational response’ were suggested. This study is meaningful in that it provides supplementary data to not lose the educational direction of school violence response policies.
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WU, Feng, Zhaohua LI, Chengxin WANG, Xiaopeng LIU, Malin SONG, Zhanqi WANG und Ze HAN. „The Establishment and Development Sidelight of the Development Geography Professional Committee of the Geographical Society of China“. FRONTIERS OF DEVELOPMENT GEOGRAPHY 1, Nr. 1 (28.09.2022): 27–40. http://dx.doi.org/10.48014/fdg.20220627001.
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The Development Geography Professional Committee is emerged under the macro background that much global attention is paid to development issues, the status of development geography becomes increasingly prominent, and the theory of development geography develops rapidly with increasingly rich achievements. This paper first introduces the background and organization of the Development Geography Professional Committee of the Geographical Society of China (hereafter referred to as the Committee), and reviews the establishment and development process of the Committee.Then, it summarizes a series of achievements made by the Committee in setting up academic platforms, promoting academic exchanges, and promoting talent training.In November 2015, the Industrial Policy and Development Geography Working Group of the Geographical Society of China was established and it held the first academic seminar in Beijing.Experts, scholars and leaders of relevant scientific and technological management departments from nearly 30 scientific research institutions, universities (departments), enterprises and public institutions were invited.In 2019, the Development Geography Professional Committee was formally established. The Committee has always clearly defined its orientation, given consideration to both the basic and pioneering aspects, and actively built academic platforms.It has founded journals such as "Frontier of Development Geography", Journal of Development Geography, compiled the monograph "Introduction to Development Geography" and other works.The Committee has always adhered to its original orientation, giving consideration to both ideological and academic aspects, and has held eight annual academic conferences and organized four large international/domestic conference parallel sessions.The Committee has always paid attention to long-term development and educational practice, actively promoted talent training by organizing education and training, offering development geography courses and compiling development geography textbooks, etc.Looking to the future, the Development Geography Professional Committee will closely focus on major scientific issues, consolidate various working foundations, strive to form. a scientific research paradigm that the direction of development geography matches the needs of national major strategies, explore a new mode of regional coordination and sustainable development and the new path of quality industrial policy transformation, and promote the development of development geography subject, to realize its arduous historical mission.
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Moodie, Gavin. „Scotland's High Road to Lifelong Learning: A Foreigner's Observations“. Journal of Adult and Continuing Education 9, Nr. 1 (Juli 2003): 81–90. http://dx.doi.org/10.7227/jace.9.1.7.
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The final report on lifelong learning of the Scottish Parliament's Enterprise and Lifelong Learning Committee is distinctive in being one of the few national lifelong learning policies of such breadth, which apparently express a deep and long-term national commitment to lifelong learning. The Committee's core proposal to make a standard basic entitlement to lifelong learning available to every citizen may have its greatest effect in increasing the demand for post-compulsory education from under-represented groups, since as the Committee observes, one of the challenges in redressing the relatively low participation of under-represented groups is to increase their aspiration to study at the highest level. However, the Committee qualifies its recommendation that part-time learners be entitled to the same fee and loan arrangements as full-time learners, thus undermining one of the main points of a lifelong learning policy to encourage a seamless transition between, if not integration of, study and family, work and civic engagement. The breadth and ambition of the Committee's proposals is also its main challenge, and the development of priorities and measures to assess progress will be crucial to the policy's success.
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Ossiannilsson, Ebba, Rosa Leonor Ulloa Cazarez, Cristine Martins Gomes de Gusmão, Xiangyang Zhang, Constance Blomgren, Trish Chaplin-Cheyne und Daniel Burgos. „The UNESCO OER Recommendation: Some Observations From the ICDE OER Advocacy Committee“. International Review of Research in Open and Distributed Learning 24, Nr. 2 (22.03.2023): 229–40. http://dx.doi.org/10.19173/irrodl.v24i2.7138.
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In this article, ambassadors of the International Council for Open and Distance Education (ICDE) Open Educational Resources (OER) Advocacy Committee (OERAC) provide a snapshot of regional and global Open Educational Resources (OER) initiatives. This committee has been active since 2017 with membership renewed biannually. The ambassadors work to further OER awareness and understanding, to increase global recognition of OER, and provide policy support for the acceptance and application of OER. This overview highlights national and regional initiatives associated with the UNESCO OER recommendation and the five action areas that include: building capacity and leveraging OER; developing supporting policies; ensuring equity and effectiveness; encouraging sustainable OER model development; and, promoting and facilitating international collaboration. In addition, monitoring and evaluation of the action areas are suggested to be prioritized. This overview is not exhaustive, and much work remains to implement the OER Recommendation at scale, maximize its implementation, connect these recommendations to the United Nation’s Sustainable Development Goals (SDGs), along with the futures of education with a new social contract for education, individuals, and the planet.
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Lawn, Martin, und Bob Lingard. „Constructing a European Policy Space in Educational Governance: The Role of Transnational Policy Actors“. European Educational Research Journal 1, Nr. 2 (Juni 2002): 290–307. http://dx.doi.org/10.2304/eerj.2002.1.2.6.
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Educational policy is no longer, if it ever was, the product of the nation state alone. In Europe, significant policy actors in education are working today face to face and virtually in joint governmental projects and networking translating, mediating and constructing educational policies. The existence of this new social sphere of work, in which the construction of Europe is paramount, served by the regular communications and intimate work relations of a new European class of educational system actors, is deserving of further research. They appeared to constitute a form of policy elite in education, which has not surfaced into view in the study of education, either in studies of the national state or of Brussels: in the latter's case, it may be because education does not have the same regulatory or legal framework as key aspects of governance in European law. The power this group wields by acting as shapers of the emerging discourse of educational policy, expressed in reports, key committees, funding streams and programmes has to be examined and recognized within studies of educational policy.
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Ivanov, Vladimir S. „THE MOST IMPORTANT ASPECTS IN IMPLEMENTING THE YOUTH POLICY IN THE CHUVASH REPUBLIC: 1990s – EARLY 2000s“. Vestnik Chuvashskogo universiteta, Nr. 2 (25.06.2021): 64–70. http://dx.doi.org/10.47026/1810-1909-2021-2-64-70.
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The experience of implementing the state youth policy on the scale of individual subjects of the country, which has its own regional specifics and ethno-confessional features, is of scientific interest. In this regard, the article examines individual pages of implementing the youth policy in the Chuvash Republic (ChR) in the 1990s – early 2000s on the basis of diverse sources and research literature. Separately, the author focuses on some aspects of educational work, creative self-realization of young people and student self-government. The article provides information on the state policy formation, which is reflected in the adoption of a number of laws and regulations governing its activities. It is noted that in order to directly implement the youth policy on the ground, state and municipal government bodies were created to address the issues of the younger generation. As a result, the Ministry of Education and Youth Policy of the Chuvash Republic became the main authority in this area of work, which became the legal successor of the Ministry of Education of the Chuvash Republic and the State Committee for Youth Affairs of the Republic. As a result, the author comes to the conclusion that in the 1990s – early 2000s, the educational institutions of the republic developed an independent system of work with the student community, which was reflected in the emergence of student councils, trade union committees, clubs, scientific societies. Their main task was to organize leisure activities for young people in order to improve their intellectual and creative level. The developed set of measures in the form of state youth awards of Chuvashia, as well as scholarships for representatives of the youth and students of the Republic for special creative aspiration created conditions for the selection and further creative self-expression of talented young people.
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BUSH, TONY, und GOR SARGSYAN. „EDUCATIONAL LEADERSHIP AND MANAGEMENT: THEORY, POLICY, AND PRACTICE“. Main Issues Of Pedagogy And Psychology 3, Nr. 3 (28.02.2020): 31–43. http://dx.doi.org/10.24234/miopap.v3i3.255.
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There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Schools need trained and committed teachers but they, in turn, need the leadership of highly effective principals and support from other senior and middle managers. While the need for effective leaders is widely acknowledged, there is much less certainty about which leadership behaviors are most likely to produce favourable outcomes. I examine the theoretical underpinnings for the field of educational leadership and management, assess different leadership models, and discuss the evidence of their relative effectiveness in developing successful schools.
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Lim, David. „Jackson and the Overseas Students“. Australian Journal of Education 33, Nr. 1 (April 1989): 3–18. http://dx.doi.org/10.1177/000494418903300101.
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The underlying framework adopted by the Committee to Review the Australian Overseas Aid Program demands that Australian aid helps to promote the economic development of the recipient less developed countries. If it does not, then the humanitarian, political and economic arguments for giving aid lose much of their cogency. This approach is evident in the treatment of overseas students. The Report recommends a vastly expanded scholarship program because it recognises the central role played by education in economic development. It recommends a different geographical and academic composition for the scholarship scheme because it supports the developmental thrust of Australia's aid program. It recommends also the development of education as an export industry because it believes Australia is competitive in this lucrative trade. It sees no conflict in having Australian educational expertise being used for aid and trade purposes, and does not recommend that trade is more important than aid. It should thus be clear that the current government policy on overseas students is not based solely on the reports of either this Committee or the Committee of Review of Private Overseas Student Policy. It is a compromise between the two and, as with most compromises, suffers from a number of inconsistencies.
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Muttaqin, Zedi, und Nurwati Nurwati. „Peran Komite Sekolah dalam Mengembangkan Mutu Pendidikan di Sekolah“. CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan 9, Nr. 1 (30.03.2021): 85. http://dx.doi.org/10.31764/civicus.v9i1.5988.
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Mutu Pendidikan masih belum mengembirakan belakangan ini, hal ini terjadi karena pengelolaan pendidikan pada tingkat pemerintah daerah dan satuan pendidikan yang sepenuhnya belum terwujud. Komite sekolah mempunyai peran penting dalam mengembangkan mutu pendidikan di Sekolah, keberadaan Komite Sekolah merupakan bagian dari perwujudan manejemen berbasis Sekolah yang melibatkan berbagai komponen, termasuk masyarakat dan wali murid. Tujuan penelitian untuk mengetahui peran Komite Sekolah dalam mengembangkan mutu Pendidikan di SMPN 1 Mbelilin. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Informan penelitian yaitu Ketua Komite Sekolah, Kepala Sekolah dan anggota Komite Sekolah. Metode pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa Komite Sekolah berperan sebagai penimbang terhadap penyediaan dan penggunaan sarana dan prasarana yang di butuhkan oleh sekolah, pengontrol terhadap proses pengambilan keputusan sekolah, dan sebagai mediator untuk mewujudkan berupa penghubung antara kepala sekolah dengan masyarakat dalam membuat ulasan kebijakan dan beberapa program pendidikan.The quality of education has not been improved lately, this is because the management of education at the local government level and education units have not fully materialized. School committees have an important role in developing the quality of education in schools, the existence of school committees is part of the realization of school-based management involving various components, including the community and parents. The purpose of the research is to find out the role of the School Committee in developing the quality of Education at SMPN 1 Mbelilin. This study uses a qualitative method with a descriptive approach. Research informants are the Chairman of the School Committee, the Principal, and members of the School Committee. The data collection methods used are observation, interview, and documentation. The results showed that the School Committee serves as a weigher against the provision and use of facilities and infrastructure needed by the school, controller of the school decision-making process, and as a mediator to realize the liaison between the principal and the community in making policy reviews and some educational programs.
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Muttaqin, Zedi, und Nurwati Nurwati. „Peran Komite Sekolah dalam Mengembangkan Mutu Pendidikan di Sekolah“. CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan 9, Nr. 1 (30.03.2021): 85. http://dx.doi.org/10.31764/civicus.v9i1.5988.
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Mutu Pendidikan masih belum mengembirakan belakangan ini, hal ini terjadi karena pengelolaan pendidikan pada tingkat pemerintah daerah dan satuan pendidikan yang sepenuhnya belum terwujud. Komite sekolah mempunyai peran penting dalam mengembangkan mutu pendidikan di Sekolah, keberadaan Komite Sekolah merupakan bagian dari perwujudan manejemen berbasis Sekolah yang melibatkan berbagai komponen, termasuk masyarakat dan wali murid. Tujuan penelitian untuk mengetahui peran Komite Sekolah dalam mengembangkan mutu Pendidikan di SMPN 1 Mbelilin. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Informan penelitian yaitu Ketua Komite Sekolah, Kepala Sekolah dan anggota Komite Sekolah. Metode pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa Komite Sekolah berperan sebagai penimbang terhadap penyediaan dan penggunaan sarana dan prasarana yang di butuhkan oleh sekolah, pengontrol terhadap proses pengambilan keputusan sekolah, dan sebagai mediator untuk mewujudkan berupa penghubung antara kepala sekolah dengan masyarakat dalam membuat ulasan kebijakan dan beberapa program pendidikan.The quality of education has not been improved lately, this is because the management of education at the local government level and education units have not fully materialized. School committees have an important role in developing the quality of education in schools, the existence of school committees is part of the realization of school-based management involving various components, including the community and parents. The purpose of the research is to find out the role of the School Committee in developing the quality of Education at SMPN 1 Mbelilin. This study uses a qualitative method with a descriptive approach. Research informants are the Chairman of the School Committee, the Principal, and members of the School Committee. The data collection methods used are observation, interview, and documentation. The results showed that the School Committee serves as a weigher against the provision and use of facilities and infrastructure needed by the school, controller of the school decision-making process, and as a mediator to realize the liaison between the principal and the community in making policy reviews and some educational programs.
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Park, Jong-Ryeol, und Sang-Ouk Noe. „Study on the Proposal for Democratic Controls on the Powers of the Superintendent of Public Instruction“. K Association of Education Research 9, Nr. 2 (30.06.2024): 41–57. http://dx.doi.org/10.48033/jss.9.2.3.
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The purpose of this study is to provide a basic foundation for realizing theactualization of educational autonomy through the maturation of local educational autonomy inKorea. This study seeks to strengthen the education policy of the superintendent electedthrough a direct election system and seeks for democratic control measures regarding the legalmeaning of direct election system for the superintendent, Board of Education, andrepresentativeness and the authority of the superintendent, to prevent clashes and conflicts from occurring when the superintendent's views on education policy or ideology are differentfrom those of the Minister of Education and the heads of local governments. Democraticcontrol measures include reviving an independent Board of Education and revitalizing theresident recall system through electronic voting using blockchain. As the Board of Educationwas integrated into the standing committee of the local council, the members of the Board ofEducation are formed from it, and due to the absence of qualification standards such ascertain educational and educational administration experience, it is difficult for them to fulfilltheir role as a check on the superintendent, which violates the constitutional principle ofprofessionalism in education. Therefore, I believe that the current government shouldre-institutionalize the constitutional independent Board of Education system.
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Moon, Jodi Saxton. „Median Middle School“. Journal of Cases in Educational Leadership 19, Nr. 4 (03.11.2016): 47–56. http://dx.doi.org/10.1177/1555458916657121.
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This case was developed for use with future school leaders in an educational setting. There are several topics of discussion that can be developed, including but not limited to policy implementation, the efficacy of professional learning communities, and improving student learning outcomes. The setting is a solidly performing middle school in the third year of implementing a new policy of common assessments through a professional learning committee model. Data are presented about the students, the district, and the teachers involved. Students must support the main player in the story: a new principal who is about to begin work with an established math department in the midst of collaborative crisis.
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Baker, Bruce, und David Hinojosa. „Policy Dialogue: The Rodriguez Decision and Its Legacy“. History of Education Quarterly 63, Nr. 4 (November 2023): 544–53. http://dx.doi.org/10.1017/heq.2023.32.
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AbstractThis year marks the fiftieth anniversary of the San Antonio v. Rodriguez case, viewed by some as the worst decision in the US Supreme Court’s modern history. As legal scholar Erwin Chemerinsky observed, the court essentially declared that “discrimination against the poor does not violate the Constitution and that education is not a fundamental right.”1 Five decades later, how does this case from the past continue to exert its influence on the present? And how might the present have looked different if the court had reached a different conclusion?For this policy dialogue, the HEQ editors asked Bruce Baker and David Hinojosa to discuss the Rodriguez decision and its legacy, focusing particularly on how the case has shaped and constrained equity efforts in K-12 education. Bruce Baker is professor and chair of the Department of Teaching and Learning at the University of Miami. A leading scholar on the financing of public elementary and secondary education systems, he is the author of Educational Inequality and School Finance (Harvard Education Press, 2018) and School Finance and Education Equity (Harvard Education Press, 2021). David Hinojosa is the director of the Educational Opportunities Project at the Lawyers’ Committee for Civil Rights Under Law, where he spearheads the organization’s systemic racial justice work in guaranteeing that historically marginalized students of color receive equal and equitable educational opportunities in public schools and institutions of higher education. He is a leading litigator and advocate in civil rights, specializing in educational impact litigation and policy.HEQ policy dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.
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Song, Kyoung-oh, Bo-Young Kwon und Yuri Jeong. „Fairness Perception of Policy Stakeholders in College Admission in Korea“. International Journal of Education and Practice 10, Nr. 3 (13.07.2022): 214–26. http://dx.doi.org/10.18488/61.v10i3.3059.
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It has been known that Korea has the highest college enrollment rate due to the role that college entrance plays in determining the socioeconomic status of students in their future. About 10 years ago, the Ministry of Education in Korea initiated the Comprehensive School Report-based Admission (CSRA) under the recognition that the college admission system needs to be diversified. Since then, the fairness of the CSRA has been at the center of controversy. This study aimed to draw the implications for college admission policies by comparing the perception of the main stakeholders (students and parents, teachers, admission officers, and faculty admission committee) on the CSRA. The perception data of 150 participants on the six aspects of the CSRA were gathered through a questionnaire and the results were analyzed for group differences. A FGI was additionally administered with 12 participants. This study found that the stakeholders perceived the CSRA as important and necessary. However, the perception of the stakeholders on the fairness of the CSRA presented itself differently depending on the interests each group holds. The results of this study showed that close examination of the multifaceted perceptions and individualized experiences of the stakeholders should be taken into consideration when the perception of fairness in the CSRA is examined. It also implied that the government should provide stakeholders with the opportunities to be informed of the CSRA to promote trust in the policy.
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Adewale, Sulaimon, und Onoriode Collins Potokri. „Assessment of child protection policy awareness in secondary schools“. EUREKA: Social and Humanities, Nr. 3 (31.05.2023): 20–30. http://dx.doi.org/10.21303/2504-5571.2023.002866.
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This study was designed to assess the awareness of child protection policy in secondary schools. This is due to the widespread violence against children in many places, including schools. This study adopts a quantitative research design to explore the convenience sampling technique, used to sample 139 teachers in public and private schools in Lagos State, Nigeria. The collected data were analysed with a chi-square independent test at .05 significance level. The study found a relatively moderate awareness of child protection policy among the teachers. There was also a significant positive relationship between educational qualification, school ownership type, and teachers’ awareness of the policy. However, gender and years of teaching experience have no significant relationship with teachers’ awareness of the policy. The study’s finding implies that all educational stakeholders, especially policy planners and implementers, should go back to the drawing board and brainstorm ways to cover the loopholes in policy awareness strategies. Recommendations were made that the school management should set up a standing committee to create awareness of all policies emanating within and outside the school to bridge the communication and awareness gap among school community members, and as part of the induction programme for new teachers, training should be organised for teachers on child protection. This study is unique because it traces the root cause of policy failure and the problem of violence against children in society.
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Zaidi, Danish, und Jennifer C. Kesselheim. „Assessment of orientation practices for ethics consultation at Harvard Medical School-affiliated hospitals“. Journal of Medical Ethics 44, Nr. 2 (05.08.2017): 91–96. http://dx.doi.org/10.1136/medethics-2016-103909.
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BackgroundFew studies have been conducted to assess the quality of orientation practices for ethics advisory committees that conduct ethics consultation. This survey study focused on several Harvard teaching hospitals, exploring orientation quality and committee members’ self-evaluation in the American Society of Bioethics and Humanities (ASBH) ethics consultation competencies.MethodsWe conducted a survey study that involved 116 members and 16 chairs of ethics advisory committees, respectively (52% and 62.5% response rates). Predictor variables included professional demographics, duration on committees and level of training. Outcome variables included familiarity with and preparedness in the ASBH competencies and satisfaction with orientations. We hypothesised that responses would be associated with both the aforementioned predictors and whether or not participants had encountered the ASBH competencies in training.ResultsA majority of respondents found their orientation curricula to be helpful (62%), although a significant portion of respondents did not receive any orientation (24%) or were unsatisfied with their orientation (14%). Familiarity with ASBH competencies was a statistically significant predictor of respondents’ self-evaluation in particular categories (54% had heard of the competencies). Standard educational materials were reported as offered during orientation, such as readings (50%) and case studies (41%); different medium resources were less evidenced such as videos on ethics consultation (19%).ConclusionsInstitutions should re-evaluate orientation practices for ethics committee members that perform ethics consultation. Integrating ASBH competencies and useful methods into a resourceful pedagogy will help improve both member satisfaction with orientation and preparation in consultation.
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Samsonova, Irina Станиславовна. „Mechanisms of cultural and educational interaction between the USSR and foreign countries in 1960–1980“. Samara Journal of Science 12, Nr. 1 (29.06.2023): 198–206. http://dx.doi.org/10.55355/snv2023121212.
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This paper attempts to study the problem of intercultural interaction between the USSR and foreign countries in 19601980. Attention is drawn to the need to establish a constructive dialogue between cultures in the context of strengthening integration ties. The paper presents the results of research on the development of cooperation in the sphere of culture, examines the strategies and practices of the Soviet peace movement, describes the ways and means of strengthening informal interaction with representatives of the educational system and maintaining professional contacts, characterizes the process of interaction between the USSR and citizens of foreign countries. The interaction with the foreign public in the USSR during the period under study was carried out through a number of organizations of various levels: from the central party bodies to individual regional enterprises and institutions. It is particularly noted that the ideological control over their activities existed at virtually all levels of the party apparatus: from the Central Committee of the CPSU to party committees in public organizations, unions and cultural institutions. The author concludes that the existing problems in the sphere of intercultural communication are closely related to the implementation of effective intercultural interaction, and the role of culture in the development of international interaction is not limited to the foreign policy of states and is characterized by autonomy in the organization of the dialogue of cultures.
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Cazorla-Calderón, Sergio, José Manuel Romero-Sánchez, Elena Fernández-García und Olga Paloma-Castro. „Cross-Cultural Adaptation and Psychometric Evaluation of the Educational Content Validation Instrument in Health“. INQUIRY: The Journal of Health Care Organization, Provision, and Financing 59 (Januar 2022): 004695802110601. http://dx.doi.org/10.1177/00469580211060143.
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Healthcare professionals often use multimedia patient education media, but not all have the same content quality. This study aimed to cross-culturally adapt the Educational Content Validation Instrument in Health to the Spanish setting and assess its psychometric properties. A methodological validation study was carried out between January and September 2020. Data collection took place from May to June 2020. A translation, back translation, committee review, and pre-testing was carried out. Subsequently, reliability (internal consistency), and validity (factorial and convergent) were assessed by requiring 210 Healthcare Professionals to complete the instrument based on video material. In addition, a refinement of the instrument was conducted based on the modification indexes. The instrument showed adequate internal consistency, although some redundancy in the items (α = .93). Exploratory factor analysis suggested a unifactorial structure that explained an adequate variance (47.37%). Convergent validity was poor (r = .11; P = .05). After analysis, 6 items were deleted without impairing the validity results and eliminating redundancy. Therefore, a 12-item version of the instrument was created. It can help to assess more objectively the contents of the materials prescribed, facilitating the choice of those of higher quality and potentially improving their patients’ health outcomes. Further studies are needed to confirm the previous results and reassess some of the shortcomings.
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Johnson, James E., Chrysostomos Giannoulakis und Beau F. Scott. „Interscholastic Competitive Balance: An Examination of State Athletic Association Administrators“. Journal of Sport Management 31, Nr. 3 (Mai 2017): 256–74. http://dx.doi.org/10.1123/jsm.2016-0226.
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While competitive balance literature is robust when addressing professional sport from an economic perspective, little empirical work has focused on understanding what shapes interscholastic competitive balance policies. Using the theory of distributive justice as a framework, the purpose of this multiple case study was to examine the perceptions of top administrators regarding sociocultural influences on interscholastic competitive balance. Qualitative interview data collected from six state commissioners/executive directors revealed four predominant findings: (a) policy is driven by a philosophical approach that is aligned with the theory of distributive justice; (b) an overemphasis on winning strongly influences policy; (c) political influence through legal threats and state educational policy shapes committee decisions; and (d) the prevailing challenges of policy creation include school size, geography, public/nonpublic status, tradition, sport-specific characteristics, and lack of knowledge. Implications of these findings are discussed.
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Yani, Ahmad, und Muhammad Anggung Manumanoso Prasetyo. „Peran Majelis Permusyawaratan Ulama dalam Meningkatkan Akreditasi Pesantren di Kabupaten Bener Meriah“. Idarah (Jurnal Pendidikan dan Kependidikan) 5, Nr. 1 (08.11.2021): 49–60. http://dx.doi.org/10.47766/idarah.v5i1.1444.
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Dayah accreditation is one of the efforts in ensuring the quality of pesantren education services. One of the strategies of pesantren in achieving effective accreditation results is collaborating with external parties. MPU and pesantren are organizations that have the same orientation, namely ensuring the implementation of values based on Islamic law. The research method used is a qualitative diary method. Sources of informants are MPU management and several Islamic Boarding School leaders. The results showed that the MPU's role in the accreditation of the dayah included (2) advisors and policy deliberations related to the fulfillment of educational service standards as the main instrument of dayah accreditation; (2) strengthening external support through optimizing the dayah committee and strengthening organizational committees. The social implications of this research result in collaborative efforts in maintaining community stability. Through the accreditation system, it is expected to be able to improve the quality of education services held by Islamic boarding schools.
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Lowe, David. „Australia’s Atomic Past“. Journal of Applied History 2, Nr. 1-2 (22.10.2020): 98–111. http://dx.doi.org/10.1163/25895893-bja10010.
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Abstract I ask in this article whether the legacies of Australia’s nuclear past, including the great secrecy surrounding testing of weapons in the 1950s and 1960s, and subsequent clean-ups, have impacted in particular ways that have ongoing ramifications for policy relating to uranium mining and nuclear energy. My starting point is the sustained examination of the pros and cons of developing the nuclear fuel cycle in Australia, a Parliamentary Committee Inquiry from 2006. Contrasting the submissions and discussions of this committee with exhibition and educational materials relating to the legacies of atomic testing, I suggest that one of the biggest opportunities for constructive policy conversation on nuclear energy suffered from the absence of trust among different groups. This derived, in good measure, from distinctive features in popular remembering of Australia’s atomic past. In 2006, it fed the exasperation of nuclear advocates who did not, and perhaps still do not, appreciate that the neat separation of uranium mining and energy generation from Australia’s earlier encounters with the atom is very hard. Relatedly, I argue that the secrecy around governments’ involvement in atomic testing, and its legacies, is likely to be seized on regularly; and likely to sustain what is a reservoir of public mistrust of government policy.