Relevant bibliographies by topics / Department of School Education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Department of School Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Department of School Education"

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Skamp, Keith. "Environmental Education: Implementation in a NSW Department of School Education Region." Australian Journal of Environmental Education 12 (1996): 61–70. http://dx.doi.org/10.1017/s0814062600004195.

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ABSTRACTSurvey results are described for the perceived, implementation of the NSW Environmental Education Curriculum Statement in one School Region. Data provide a picture of the extent to which schools have documented Environmental Education policies and the amount and kind of implementation at school level. Reference is made to the use of field study centres, community involvement, and the extent and possible impact of professional development opportunities on these measures. Comparisons are made between the primary and secondary sectors. Professional development does appear to have had some impact, and the ‘across curricula’ approach seems to have had partial success. Reasons for the limited involvement of secondary schools are suggested. The extent of primary project work which was occurring appeared encouraging but there were unanswered questions about whole school programs. NSW Government initiatives such as Field Study Centres and the Greening of Schools program appeared to be playing important roles.
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González-Vallinas, Paula, David Oterino, and José Luis San Fabián. "The Impact of Lifelong Learning Teacher Education in Secondary School Results." education policy analysis archives 14 (August 5, 2006): 19. http://dx.doi.org/10.14507/epaa.v14n19.2006.

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Studies dealing with factors which have an influence on students outcomes are reviewed, teacher variables and teacher training are among their most common findings to influence school achievement. This study analyses the variable in-service teacher training on students? academic achievement. The analysis levels are departments and schools, being department the level where the relation among variables is more significative. There are significative correlations between the in-service teacher training in their own subject and the subject pedagogy in 50% of the analysed departments. In-service teacher training is recommended to be organized, taking into account these differences (context, teacher variables, in- service teacher training variables) among departments, schools and districts to compensate the unequal school variables.
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Costanza, James F., Saundra J. Tracy, and Roger Holmes. "Expanding Instructional Leadership Through the Department Chair." NASSP Bulletin 71, no. 502 (November 1987): 77–82. http://dx.doi.org/10.1177/019263658707150214.

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Here's how one school district has attempted to expand the instructional leadership role in its secondary schools through the selection and training of a group of department coordina tors. Since no such position had previously existed, it was an opportunity to define and develop this new role based on the research on instructional leadership and school culture.
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Bush, Monique, Gerald T. Powers, David Metzger, Cyrus S. Behroozi, Sheldon Siegel, and Barry R. Cournoyer. "Indiana University School of Social Work: 90 Years of Professional Education." Advances in Social Work 2, no. 2 (November 30, 2001): 83–100. http://dx.doi.org/10.18060/8.

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In this invited article, the authors review the history and development of the Indiana University School of Social Work from its origin in 1911 as a small department to its current status as a large organization offering educational programs to nearly 900 students on five campuses. One of the nation’s oldest, it is the only school to offer the full continuum of social work education from the associate through the doctoral levels. In many respects, the evolution of the School mirrors the experiences of other schools and departments of social work.As such, the article may be enlightening to those interested in the history of social work education in this country.
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Manzoor, Mehwish, Fazal Ahmad, and Muhammad Asghar khan. "ROLE OF EDUCATION DEPARTMENT BASED FACTORS ENHANCE SECONDARY SCHOOL STUDENT’S PERFORMANCE IN EDUCATION." JUNE 02, no. 01 (June 30, 2021): 96–102. http://dx.doi.org/10.53664/jsrd/02-01-2021-10-96-102.

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The current study was carried out to identify role of education department-based factors enhance secondary school student’s achievement in education. Cross-sectional survey research under the umbrella of descriptive research of quantitative approach was carried out. With the help of a two-stage random sampling technique, sampling was selected. A questionnaire-based on two sections demographic and 3 factors (teaching methodologies, the working routine of teachers, and resources) were comprised of 5-point likert scale developed by researcher. The findings of this study helped the researcher to conclude that students are agreed that they have sufficient resources in their school as its mean value is highest among factors and students achieve satisfactory marks in education and there is positive as well as significant but week correlation between these two variables which highlighted there is the Education who are learning in 10th grade at secondary schools of district Sialkot. There results provide a guideline to policy makers to update policies regraded curriculum implementation, at school level regularly by keeping in mind the student’s needs, potential, and requirements of the present tenure in particular context.
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Kingston, Thomas S. "What Can Department of Defense Schools Teach Us about School Reform?" Journal of Education 183, no. 1 (January 2002): 58–67. http://dx.doi.org/10.1177/002205740218300106.

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Safari, Maryam, and Lee David Parker. "Transitioning business school accounting from binary divide to unified national system." Journal of Management History 23, no. 3 (June 12, 2017): 337–67. http://dx.doi.org/10.1108/jmh-03-2017-0014.

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Purpose This paper aims to provide a historical case study of strategic changes in accounting at an Australian university’s business school department during 1972-1992 when it was repositioning itself in the early stages of major changes in the Australian and international tertiary accounting education environment. The study is conducted within the context of the university history within which the department operated as well as major government policy and global education shifts shaping university structures and focus. Design/methodology/approach This study offers a historical analysis of early stage changes in university focus at the business school’s accounting department, developed through departmental and university reports and oral history interviews. A narrative analytical methodology is adopted to portray a history of an academic accounting department in transition. Findings This case study illuminates the impacts of and responses to the beginning of marketisation and globalisation of higher education, and the commercialisation of universities and explains the strategic implementation processes in one university’s business school departmental during a period of significant formative change in the Australian accounting education landscape. Originality/value This study deepens our understanding of environmental, structural, educational and research changes at the operational departmental level of academic institutions, paying particular attention to the organisational culture and human capital dimensions.
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Ko, James, Philip Hallinger, and Allan Walker. "Exploring whole school versus subject department improvement in Hong Kong secondary schools." School Effectiveness and School Improvement 26, no. 2 (February 11, 2014): 215–39. http://dx.doi.org/10.1080/09243453.2014.882848.

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Huerta, Grace C. "Implementing AIDS Education." education policy analysis archives 4 (August 15, 1996): 13. http://dx.doi.org/10.14507/epaa.v4n13.1996.

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The world has been challenged by the AIDS epidemic for 15 years. In 1985, the U.S. Department of Health and Human Services, Centers for Disease Control, allocated funds to all state departments of education to assist schools in the development of AIDS education policies and programs. Yet, these policies do not ensure that all students receive effective AIDS education. On September 21, 1991, the Arizona Legislature passed Senate Bill 1396, which requires public schools to annually provide AIDS education in grades K-12. The bill was rescinded in 1995. With prohibitive curriculum guidelines, limited teacher training opportunities and tremendous instructional demands, this educational policy was implemented in disparate forms. By examining the perspectives of the Arizona educators (representing three school districts), this qualitative study reveals how teachers ultimately controlled the delivery and nature of AIDS instruction based upon personal values, views of teacher roles, and their interpretation of the mandate itself.
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Vanblaere, Bénédicte, and Geert Devos. "The Role of Departmental Leadership for Professional Learning Communities." Educational Administration Quarterly 54, no. 1 (June 28, 2017): 85–114. http://dx.doi.org/10.1177/0013161x17718023.

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Purpose: Department heads play a pivotal role in the functioning of departments in secondary schools. However, quantitative research about the role of departmental leadership for the development of professional learning communities (PLCs) in subject departments in secondary schools remains scarce. As PLCs are seen as promising contexts for teachers’ continuous professional development, it is highly relevant to study how department heads can facilitate PLC characteristics in their department. Research methodology: This study examines how two dimensions of departmental leadership (group- and development-oriented) relate to interpersonal PLC characteristics in departments. Survey data were collected from 248 experienced mathematics and French teachers in 62 departments in secondary schools in Flanders (Belgium). Two multilevel regression analyses were conducted with collective responsibility and reflective dialogue as dependent interpersonal PLC characteristics. We controlled for several demographic teacher variables and structural departmental variables. Findings: Our results nurture optimism about the potential of departmental leadership for interpersonal PLC characteristics. More specifically, teachers who perceive high group-oriented departmental leadership experience more collective responsibility in their department. Furthermore, teachers’ perceptions of both group-oriented and development-oriented departmental leadership are significantly related to the reported frequency of teachers’ reflective dialogues. Implications: This study suggests that department heads play a critical role in facilitating interpersonal PLC characteristics in departments. As a result, department heads need to be carefully selected and adequately supported. As this article is one of the first to offer a quantitative perspective on this matter, it offers an instrument for future studies and informs policy about departmental leadership practices.
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Dissertations / Theses on the topic "Department of School Education"

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Harris, Mary Judy. "Effective leadership by department chairs in educational leadership / administration departments /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3164512.

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Hooper, Kate J. "Los Angeles School Police Department Arrest Diversion| A Process Evaluation." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638595.

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This thesis examines the Los Angeles School Police Department’s (LASPD) arrest diversion program currently used by the Los Angeles Unified School District (LAUSD). The diversion referral program offers an alternative to arrest and citation for LAUSD students between the ages of 13 and 17 who commit minor law violations on school grounds. The goal for this collaborative program is to offer a “non-punitive” enforcement model that supports strategic problem solving and addresses the behavioral, social, and emotional needs of students and their families. Using a mixed methods approach, combining interview and survey techniques, I assess whether the program was implemented according to intended protocol and procedures. Findings from the survey and interviews suggest a lack of consistency in the assessment of juveniles’ progress along with several obstacles preventing successful outcomes for participants. The majority of officers surveyed did not believe the arrest diversion program strengthened relationships between police and participants or police and the community. This process evaluation revealed barriers to successful implementation including a lack of communication between involved parties and lack of parental involvement and follow through by participants.

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Greene, Jonathan K. "Secondary-School Department Chairpersons’ Perceptions of Pedagogical Content Knowledge." UNF Digital Commons, 2016. http://digitalcommons.unf.edu/etd/712.

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The concept of pedagogical content knowledge (PCK) provides a framework for understanding the professional demands of secondary-school teachers in facilitating student learning. Teachers develop their PCK both formally in preservice and inservice education and informally with their colleagues. Teacher leaders, such as the secondary-school department chairs, can work with colleagues to promote professional growth. The purpose of this study was to understand how secondary-school department chairs understood PCK and perceived their role in promoting the PCK growth of their department colleagues. A qualitative research design using in-depth, semi-structured interviews involved 15 participants from one school district in the southeast of the U.S. Data analysis used Eisner’s (1998) four-part approach to criticism—description, interpretation, evaluation, and thematics—as the overall framework, with Hatch’s (2002) typological analysis facilitating the description and interpretation phases. The two dimensions of description and interpretation occurred simultaneously, with six typologies organizing the discussion; how participants understood and defined PCK; knowledge of context within PCK; participants’ understanding of the importance of content knowledge; growth of the teacher; development of PCK in professional learning communities; and department chair leadership in developing PCK. The evaluation dimension revealed that these chairs did indeed work with their colleagues in developing PCK that, in turn, facilitated student learning. Three major themes based on the data were developed: experienced teachers in leadership positions possess key elements of PCK; department chairs can lead as teachers; and teacher leaders bring their tacit PCK into the explicit. Implications for leadership include the need for district and school-based administrators to support the role that department chairpersons play in the professional growth of their colleagues, to provide developmental opportunities for teachers designed to focus on PCK and how PCK furthers student learning and to take advantage of the leadership offered by department chairs in promoting teachers’ professional growth. Further study might examine how department chairs work directly with their colleagues to develop PCK, how such development of PCK operates in contexts with different demographics than those of the present study, and how department chairs at different points in their careers assist their colleagues in their PCK growth.
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Reid, Bryan John Spencer. "Implementing curriculum change within a state education department region : analysis and conceptualization." Access via Murdoch University Digital Theses Project, 1986. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20060829.160229.

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Ndilele, Theodora Zola. "The effectiveness of school nutrition programme of the Eastern Cape Department of Education." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2005.

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This dissertation is about the National School Nutrition Programme (NSNP) in South Africa. This Programme was introduced by government in 1994 with the aim of alleviating poverty; unemployment and improving learning capacity of children. Specifically, it is intended to help poor children and to empower poverty-stricken communities, particularly in the rural areas across all the nine provinces. The focus of this study is on the investigation of effectiveness and efficient management of the Programme in the Eastern Cape Province, with specific reference to Mhlontlo District. Mhlontlo district is one of the predominantly rural areas in the province of the Eastern Cape, a remote area characterized by high levels of poverty and unemployment, and low levels of infrastructural developments. Surrounding Schools in the area are also affected by these problems. Learners at these schools are from poor families. It is for this reason that this scheme becomes important as it is most needed and, to effectively and efficiently realise its intended objectives, it must be properly managed. The main theme of the study revolves around effective and efficient service delivery that must be taken as the first priority in the management of NSNP. Factors that contribute to efficiency and effectiveness must be taken into consideration by all stakeholders and are outlined as follows: The aims in this study is to assess the effectiveness of management of the National School Nutrition Programme at Mhlontlo district in the eastern Cape, to identity shortcomings in the management of the Programme and to suggest possible remedies to improve the management of the Programme to effective service delivery. Against the background of the problem statement, the following questions were posited. How can the management of the National School Nutrition Programme with specific reference to Mhlontlo district be enhanced to ensure that its intended objectives are realized? What effect will improved management have on service delivery in the National School Nutrition Programme? And how will adherence to the Batho Pele Principles improve service delivery in schools with regard to the National School Nutrition Programme? The target population in this study was the learners, teachers and community of Schools around Mhlontlo District whose children are being catered for at school as respondents. Statistics of learners who are beneficiaries of this programme were obtained from surrounding Schools. The percentage of the response to the questions led to the results that services are not delivered as effectively as expected. The study concluded by recommendations of what national and provincial department of Education are required to do together with the school, service providers and the community in order to improve service delivery in schools that participate in the NSNP. Finally, the NSNP is for the deprived citizens of South Africa. The onus is on the community of Mhlontlo District, service providers, teachers and education authorities responsible for the NSNP to work together to make the programme effective for advancing the development of young people.
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Bestolarides, Paul Andrew. "Attitudes of California Department of Corrections educators toward inmate learners." Scholarly Commons, 1993. https://scholarlycommons.pacific.edu/uop_etds/2647.

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Purpose of the study. The purpose of this study was to examine the attitudes of correctional educators in the California Department of Corrections toward their inmate learners. Procedure. A total of 228 surveys were mailed out and 156 correctional educators from the 23 correctional institutions in operation as of January 1993 responded. A systematic sampling process for selecting the survey participants, based upon a percentage or like number of vocational and academic educators, was utilized. Eight research questions were analyzed by means of one- and two-way Multivariate (MANOVA) analyses, Univariate (ANOVA) analyses, Wilks' Lambda, frequency and percentage results derived from the survey instrument. Findings. The attitudes of correctional educators seriously impact the probability of educational success as defined by breaking the cycle of recidivism by providing training and instruction to inmate learners. The data indicated that a majority of the correctional educators possess a positive attitude toward their jobs as indicated by their desire to remain in their teaching or instructional position. The data also indicated positive attitudes toward the inmate learner, and generally showed sensitivity toward inmates with learning disabilities. The data showed no relationship between gender of educator or inmate learner, or the number of years spent by the educator in either the public or private educational system to correctional educators' attitudes toward inmate learners. Implications for future research, training and educational policy development in the correctional education setting are provided.
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Packer, Chad Douglas. "School Referenda and Ohio Department of Education Typologies| An Investigation of the Outcomes of First Attempt School Operating Levies from 2002--2010." Thesis, University of Cincinnati, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599104.

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The complexities surrounding public school funding are not unique to Ohio. There have been numerous legal challenges in the State Supreme Courts and seminal cases from the U.S. Supreme Court which have assigned the practices and formulas by which schools are funded to the individual states. Although previous research has investigated voter approval related to school referenda from the 614 public school districts in Ohio, a significant question remains as to which factors are affecting the school districts and their attempts to pass school operating levies. This study focuses on seven typologies developed by the Ohio Department of Education for comparing districts based on nine demographic variables and the factors which predict the outcomes of first attempt school operating levies within each of those typologies.

The following research question was developed to provide researchers and practitioners information on factors affecting school levy referenda in Ohio public school typologies: What factors (proposed levy size in mills, length of the levy, election month, type of levy, effective millage rate, and value per pupil) are significant predictors for the passage for first attempt operating levies proposed between the years 2002 and 2010 in each of the seven Ohio Department of Education Typologies? According to the Ohio Secretary of State's certified election results, 2,199 school operating levies were on the ballot during this time frame with 327 being first attempts. These 327 first attempt school operating levies comprised the data set for this study.

Using binary logistic regression, the results of this study indicate four of the six variables tested were significant predictors of first attempt school operating levy passage. The proposed levy size in mills (Typologies 3 and 6), election month (Typology 2), type of levy (Typologies, 1, 2, 3, and 6), and effective millage rate (Typology 2 and 6) were found to be factors significant at the p < .05 level. From this, practitioners and researchers can begin to investigate how these factors are being addressed in current and future operating levies. The results of this study have presented practitioners in all 614 school districts in Ohio with evidence of the factors which affect first attempt operating levies within the different typologies. Without a radical change to Ohio's school funding formula, the practice of relying on voters in each school district to pass tax levies will remain; therefore, a "one size fits all" approach to passing proposed referenda is not recommended.

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Korach, William Anthony. "A Comparative Study of Perceptions of Superintendents, High School Principals, and High School Department Chairs on the Role of the High School Academic Department Chair: the Voice of the Administrator." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/1200.

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The purpose of this exploratory descriptive study was to provide a first step in clarifying the role of the high school academic department chair as it is currently practiced in the state of Oregon. The study examined from the administrative perspective the potential for the continued development of the educational leadership role of the department chair as an administrative resource for instructional improvement. A researcher-constructed questionnaire was used to gather data from 27 Oregon school district superintendents, 34 high school principals, and 118 high school department chairs from English, math, science, and social studies departments in those same high schools.
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Chan, Fu-man. "A study of the amalgamation of school place allocation sections in the Education Department." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2103820X.

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Gxwati, Ntombizandile Irene. "The education management information system of the Free State Department of Education : a systems analysis." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6487.

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Thesis (MPhil (Information Science))--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Organizations depend on the availability of reliable and credible information to make informed decisions and to plan effectively. The Education Management Information System (EMIS) is used by all provincial education departments including the Free State Department of Education for collecting, verifying, analysing, storing and disseminating reliable and credible data for decision making and planning purposes. Through its efforts to improve information management, the Department of Basic Education introduced the South African School Administration Management System (SA-SAMS) to improve the management of data at school level and allow for the uploading of this data onto provincial databases. This study focuses on an analysis of the Education Management Information System to determine whether this information system, utilised by the Free State Department of Education, is reliable and credible or not. In order to answer the research question under study, the dimensions/constructs of information systems success, such as information quality, system quality, individual and organizational impacts have been used to evaluate the information systems under investigation. Chapter 1 introduces the topic and outlines the background and the accountability chain of the Free State Department of Education. Chapter 2 deals with the theoretical grounding. It discusses the topic of Information Systems, in particular what the criteria used to determine the efficiency and reliability of an education management system in the Free State Province are. Chapter 3 draws on the theoretical base outlined in Chapter 2, focussing on the Free State Province to model the EMIS system and identifying the crucial elements where empirical observations are necessary. In Chapter 3 the focus is on the empirical data collection based on the model as set out in Chapter 4. In this chapter the methodological concerns in respect of the collection of data are dealt with in detail, and the findings are reported. In Chapter 4 the implications of the findings are weighed up against the criteria as identified in Chapter 2 and conclusions are drawn on that basis. Lastly Chapter 5, which draws on earlier findings, presents the lessons learnt in doing this research, conclusions drawn therefrom, as well as the recommendations presented as a way forward to improve the gaps identified in Free State EMIS. The researcher’s informed conclusion is that EMIS, through the use of SA-SAMS, has improved the capturing of data at school level and that this has contributed to an improvement in the quality of data contained in the provincial database.
AFRIKAANSE OPSOMMING: Organisasies is afhanklik van die beskikbaarheid van betroubare en geloofwaardige inligting ten einde ingeligte besluite te neem en effektief te beplan. Die Onderwysbestuursinligtingstelsel (EMIS) word deur al die provinsiale onderwysdepartemente gebruik, insluitend die Vrystaatse Onderwysdepartement, vir die versameling, verifiëring, analise, berging en disseminasie van betroubare en geloofwaardige data vir die doeleindes van besluitneming en beplanning. Deur sy pogings om inligtingbestuur te verbeter, het die Departement van Basiese Onderwys die Suid-Afrikaanse Skoolbestuurstelsel (SA-SAMS) ingestel om die bestuur van data op skoolvlak te verbeter en om voorsiening te maak vir die oordrag van hierdie data na provinsiale databasisse. Hierdie studie fokus op ‘n analise van die Onderwysbestuursinligtingstelsel om vas te stel of hierdie stelsel, wat deur die Vrystaatse Onderwysdepartement gebruik word, betroubaar en geloofwaardig is, al dan nie. Ten einde die navorsingsvraag van hierdie studie te beantwoord, is die dimensies/konstrukte van die sukses van inligtingstelsels, soos inligtingskwaliteit, stelselkwaliteit, individuele en organisatoriese impak, gebruik om die betrokke inligtingstelsels te evalueer. Hoofstuk 1 lei die onderwerp in en verstrek die agtergrond en aanspreeklikheidsketting van die Vrystaatse Onderwysdepartement. Hoofstuk 2 behandel die teoretiese begronding. Die onderwerp Inligtingstelsels word bespreek, veral die kriteria wat gebruik word om die doeltreffendheid en betroubaarheid van ‘n onderwysbestuurstelsel in die Vrystaatse Provinsie te bepaal. Met die teoretiese basis wat in Hoofstuk 2 uiteengesit is as vertrekpunt, fokus Hoofstuk 3 op die Vrystaatse Provinsie om die EMIS te modelleer en om die deurslaggewende elemente waar empiriese waarnemings nodig is, te identifiseer. In Hoofstuk 3 is die fokus op die versameling van empiriese data, gebaseer op die model wat in Hoofstuk 4 beskryf word. In hierdie hoofstuk word die metodologiese vraagstukke met betrekking tot die versameling van data in besonderhede behandel, en die bevindings word aangebied. In Hoofstuk 4 word die implikasies van die bevindings gestel teenoor die kriteria wat in Hoofstuk 2 geïdentifiseer is, en gevolgtrekkings word gemaak. Laastens word in Hoofstuk 5, gebaseer op vroeëre bevindings, die lesse wat uit hierdie navorsing geleer is, aangebied, gevolgtrekkings word gemaak, en aanbevelings word voorgehou as die pad vorentoe om leemtes wat in die Vrystaatse EMIS geïdentifiseer is, te verbeter. Dit is die navorser se ingeligte gevolgtrekking dat EMIS, deur die gebruik van SASAMS, die vaslegging van data op skoolvlak verbeter het, en dat dit bygedra het tot ’n verbetering van die kwaliteit van data in die provinsiale databasis.
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Books on the topic "Department of School Education"

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Oregon. Dept. of Education. Department of Education: Alternative education and ADM reporting. Salem, OR: Secretary of State, Audits Division, 2007.

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Oregon. Dept. of Education. Department of Education: Contracting practices. Salem, Or: Secretary of State, Audits Division, 2003.

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Great Britain. Northern Ireland Audit Office. Department of Education: Provision of school accommodation. London: HMSO, 1993.

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Northern Ireland. Comptroller and Auditor General. Department of Education: Provision of school accommodation. London: HMSO, 1993.

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New York (State). Division of Management Audit and State Financial Services. State Education Department, school district transportation costs. Albany, N.Y: The Division, 2002.

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Alaska. Legislature. Division of Legislative Audit. Department of Education, school district financial operations. Juneau, Alaska: Division of Legislative Audit, 1994.

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New York (State). Division of Management Audit and State Financial Services. State Education Department: Monitoring magnet school grants. [Albany]: The Office, 2000.

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Oregon. Dept. of Education. Department of Education: Sisters School District investigation. Salem, OR: Secretary of State, Audits Divisiion, 2006.

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Alaska. Legislature. Division of Legislative Audit. Department of Education Pupil Transportation Program. Juneau, Alaska (P.O. Box W, Juneau 99811-3300): Division of Legislative Audit, 1991.

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Oregon. Dept. of Education. Department of Education: Trust fund review. Salem, Or: Secretary of State, Audits Division, 2003.

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Book chapters on the topic "Department of School Education"

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Ikeda, Makoto, and Kunihiro Asada. "A New Trial on HDL Exercise Class for Undergraduate School in EE Department." In Microelectronics Education, 273–76. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-015-9506-3_63.

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Douglas, Alaster Scott. "The School History Department: Cultural, Historical and Social Practices in Student Teacher Education." In Student Teachers in School Practice, 66–82. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137268686_5.

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Douglas, Alaster Scott. "The School Geography Department: Cultural, Historical and Social Practices in Student Teacher Education." In Student Teachers in School Practice, 100–116. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137268686_7.

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Douglas, Alaster Scott. "The School Science Department: Cultural, Historical and Social Practices in Student Teacher Education." In Student Teachers in School Practice, 117–33. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137268686_8.

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Douglas, Alaster Scott. "The School Modern Foreign Languages Department: Cultural, Historical and Social Practices in Student Teacher Education." In Student Teachers in School Practice, 83–99. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137268686_6.

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Rosenthal, Howard. "If You Want to Work in a Public School, Contact the Department of Education." In Before You See Your First Client, 79–80. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003169048-33.

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Harris, Don, and Patrick A. Danaher. "Developing Dialogue between a School Subject Department Head and a University Education Researcher: Convergences and Divergences in Experiencing Educational Change and Complexity." In Curriculum, Schooling and Applied Research, 221–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48822-2_10.

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Oude Groote Beverborg, Arnoud, Tobias Feldhoff, Katharina Maag Merki, and Falk Radisch. "Introduction." In Accountability and Educational Improvement, 1–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_1.

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AbstractSchools are continuously confronted with various forms of change, including changes in students’ demographics, large-scale educational reforms, and accountability policies aimed at improving the quality of education. On the part of the schools, this requires sustained adaptation to, and co-development with, such changes to maintain or improve educational quality. As schools are multilevel, complex, and dynamic organizations, many conditions, factors, actors, and practices, as well as the (loosely coupled) interplay between them, can be involved therein (e.g. professional learning communities, accountability systems, leadership, instruction, stakeholders, etc.). School improvement can thus be understood through theories that are based on knowledge of systematic mechanisms that lead to effective schooling in combination with knowledge of context and path dependencies in individual school improvement journeys. Moreover, because theory-building, measuring, and analysing co-develop, fully understanding the school improvement process requires basic knowledge of the latest methodological and analytical developments and corresponding conceptualizations, as well as a continuous discourse on the link between theory and methodology. The complexity places high demands on the designs and methodologies from those who are tasked with empirically assessing and fostering improvements (e.g. educational researchers, quality care departments, and educational inspectorates).
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Tzavara, Dionisia. "From Emergency Remote Teaching to Strategically Embracing Online Learning." In The Promise of Higher Education, 249–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_39.

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AbstractAs a response to the Covid-19 pandemic, universities across the globe closed campuses, cancelled face-to-face classes, and resorted to digital instruction in an attempt to continue offering instruction, providing continuity to their students, and keeping the academic year going. This movement away from face-to-face instruction happened on a large scale (according to a World Economic Forum article “Some 1.5 billion students—close to 90% of all primary, secondary and tertiary learners in the world—are no longer able to physically go to school” (Kandri 2020), across various institutions and departments, and large numbers of students and academics were impacted by this shift to online instruction.
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Brown, Ron. "Public School District Police Departments." In Policing America’s Educational Systems, 50–61. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315155715-4.

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Conference papers on the topic "Department of School Education"

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Sukartiningsih, Wahyu. "Integrative and Collaborative Education Models in Primary School Teacher Education Department." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.147.

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Bucha, Agostinho Inácio, and Abílio Ferreira. "THE ROLE OF THE DEPARTMENT COORDINATOR: LEADERSHIP AND SUPERVISION." In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.2020.149.

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With greater autonomy schools require assertive leadership in school management. Thus, it is crucial to understand the intermediate manager’s role in guiding a curriculum department, seeking to know how to validate their skills within the team. The department is shown functional, organized and communicative. Coordinator is spokesperson, democratic manager and performs duties within a framework of collaboration and valorisation, with joint decision and validation. Leadership is democratic and supervision relies on support for teachers and the figure of case manager emerges. Relevant constraints include bureaucracy and resistance to change. Functions in inclusive education, leadership, pedagogical supervision and in democratic, pedagogical, collaborative and mediating management are envisaged.
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Yolcu, Ece, and Mediha Sarı. "The Character Educators of Future: What Do They Know? What Do They Need?" In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2768.

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Providing the wholistic development of individual in terms of personal and psychological characteristics guiding our actions with educational processes forms “the character education”. Teachers as an important figure in this process should be aware of character education and what they are responsible for. To achieve this, teacher education should include the essentials of character education and prepare teachers for their inevitable role within their professional life. This study aimed to reveal what the pre-service primary school teachers know about character education and what their needs through their education for becoming a character educator are. The participants were pre-service teachers from primary school education department in Cukurova University. The data was collected with an open ended quesitonnaire and analyzed using content analysis. According to findings, it is obvious that pre-service teachers are mostly aware of the importance and content of character education and they see what their future roles are. They came up with many recommendations for teachers and teacher education. This study is thought to be beneficial in terms of revealing the situation within pre-service teachers regarding character education awareness and also helping teacher educators to see what pre-service teachers need to be efficient character educators. Keywords: Character education; pre-service teacher; teacher education
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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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Wong, Kaufui V., Baochan D. Do, and William Hagen. "Math and Science Education Comparisons Between the United States and the Rest of the World." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67317.

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At the end of secondary education, the students of the United States are behind most advanced countries in science and mathematics. The main problem lies in the fact that the United States education system does not have a clear focus in their teaching of math and science through primary and secondary schools. According to the United States Department of Education, only 22 of the 50 states in the U.S. require that three years of math and science be taught in order to graduate from high school. This puts students of the United States at a disadvantage against the rest of the competitors on the global marketplace. This lack of uniformity in the United States is the reason that high school graduates are behind other developed countries in their math and science scores and subsequently less Americans are graduating from universities in the sciences. These facts could contribute detrimentally to the economic progress in the United States. To remedy this lack of American scientists and engineers, the United States needs to have a comprehensive system to encourage the study of math and science from primary school all the way to implementation in the economic marketplace.
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Ulia, Nuhyal, Imam Kusmaryono, and Mohamad Hariyono. "Islamic-Based Concept Mathematics Teaching Material for the Students of Elementary School Teacher Education Department." In Proceedings of the 1st International Conference on Islamic Civilization, ICIC 2020, 27th August 2020, Semarang, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.27-8-2020.2303193.

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Birney, Lauren Beth, and George Diamantakos. "Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5252.

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Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
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Sari, Purnama, and Sahat Siagian. "The Development of Instructional Video in Manicure for Vocational High School Students of Skin Beauty Department." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.9.

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Rahayu Sesanti, Nyamik, and Retno Marsitin. "Analysis of Creative Thinking Ability of Primary School Department Student on Proposing Mathematics Problem." In University of Muhammadiyah Malang's 1st International Conference of Mathematics Education (INCOMED 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/incomed-17.2018.11.

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Watanabe, Ryuzo, Wataru Nakayama, Masaru Ishizuka, Shigenao Maruyama, and Masud Behnia. "Electronic Packaging Education Through Internet: A Plan at Tohoku University and Some Challenges in Sight." In ASME 2003 International Electronic Packaging Technical Conference and Exhibition. ASMEDC, 2003. http://dx.doi.org/10.1115/ipack2003-35333.

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In April 2002, Tohoku University, Sendai, Japan, started offering educational programs from the cross-department Internet School of Tohoku University (ISTU). Electronic packaging is one of the pillar subjects of ISTU. The present paper summarizes its curriculum of internet-based electronic packaging education. Following the overall description, the curriculum concerning thermal management of electronic equipment is explained in some detail. The ISTU program is still under development, and some challenges are foreseen. The most visible among them is the need to lower the cost of wide bandwidth communications. The future of internet schooling is discussed.
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Reports on the topic "Department of School Education"

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Anderson, Lowell B., Jerome Bracken, and Marilyn C. Bracken. Review of Department of Defense Education Activity (DODEA) Schools. Volume II: Quantitative Analysis of Educational Quality. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385886.

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Wright, Richard K., Lowell B. Anderson, Jerome Bracken, Marilyn C. Bracken, and Sheila A. Byrd. Review of Department of Defense Education Activity (DODEA) Schools. Volume I: Main Report and Appendixes. Fort Belvoir, VA: Defense Technical Information Center, October 2000. http://dx.doi.org/10.21236/ada385800.

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Lichand, Guilherme, Carlos Alberto Dória, Onicio Leal Neto, and João Cossi. The Impacts of Remote Learning in Secondary Education: Evidence from Brazil during the Pandemic. Inter-American Development Bank, June 2021. http://dx.doi.org/10.18235/0003344.

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The goal of this paper is to document the pedagogic impacts of the remote learning strategy used by an state department of education in Brazil during the pandemic. We found that dropout risk increased by 365% under remote learning. While risk increased with local disease activity, most of it can be attributed directly to the absence of in-person classes: we estimate that dropout risk increased by no less than 247% across the State, even at the low end of the distribution of per capita Covid-19 cases. Average standardized test scores decreased by 0.32 standard deviation, as if students had only learned 27.5% of the in-person equivalent under remote learning. Learning losses did not systematically increase with local disease activity, attesting that they are in fact the outcome of remote learning, rather than a consequence of other health or economic impacts of Covid-19. Authorizing schools to partially reopen for in-person classes increased high-school students test scores by 20% relative to the control group.
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Chatterji, Aaron, Joowon Kim, and Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. Cambridge, MA: National Bureau of Economic Research, July 2018. http://dx.doi.org/10.3386/w24818.

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Schendel, C. J. Shore Duty Department Head School. Fort Belvoir, VA: Defense Technical Information Center, November 1990. http://dx.doi.org/10.21236/ada234086.

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Frisancho, Verónica. The Effects of School Based Financial Education. Inter-American Development Bank, February 2019. http://dx.doi.org/10.18235/0001578.

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Bettinger, Eric, Michael Kremer, Maurice Kugler, Carlos Medina, Christian Posso, and Juan Saavedra. School Vouchers, Labor Markets and Vocational Education. Banco de la República de Colombia, August 2019. http://dx.doi.org/10.32468/be.1087.

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Carneiro, Pedro, Oswald Koussihouèdé, Nathalie Lahire, Costas Meghir, and Corina Mommaerts. Decentralizing Education Resources: School Grants in Senegal. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21063.

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Lahire, Nathalie, Corina Mommaerts, Costas Meghir, Oswald Koussihouèdé, and Pedro Carneiro. Decentralizing education resources: school grants in Senegal. Institute for Fiscal Studies, March 2015. http://dx.doi.org/10.1920/wp.cem.2015.1515.

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Glewwe, Paul, and Karthik Muralidharan. Improving School Education Outcomes in Developing Countries. Research on Improving Systems of Education (RISE), October 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/001.

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