Relevant bibliographies by topics / Educational governance / Journal articles
To see the other types of publications on this topic, follow the link: Educational governance.

Journal articles on the topic 'Educational governance'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Educational governance.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Cowen, Robert. "International educational governance." Comparative Education 50, no. 4 (September 2014): 511–14. http://dx.doi.org/10.1080/03050068.2014.950827.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Behrens, Christoph. "Educational Governance Today." Journal of Government and Politics 5, no. 2 (August 1, 2014): 176–89. http://dx.doi.org/10.18196/jgp.2014.0017.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bilodeau, Philippe Antoine, Xin Mei Liu, and Beth-Ann Cummings. "Partnered Educational Governance." Academic Medicine 94, no. 10 (October 2019): 1443–47. http://dx.doi.org/10.1097/acm.0000000000002777.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mundy, Karen. "Global governance, educational change." Comparative Education 43, no. 3 (August 2007): 339–57. http://dx.doi.org/10.1080/03050060701556281.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Moos, Lejf. "Educational Governance in Denmark." Leadership and Policy in Schools 13, no. 4 (September 4, 2014): 424–43. http://dx.doi.org/10.1080/15700763.2014.945655.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kogan, Maurice. "Models of educational governance." Irish Educational Studies 13, no. 1 (March 1994): 253–64. http://dx.doi.org/10.1080/0332331940130120.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sideri, Maria, Angeliki Kitsiou, Ariadni Filippopoulou, Christos Kalloniatis, and Stefanos Gritzalis. "E-Governance in educational settings." Internet Research 29, no. 4 (August 5, 2019): 818–45. http://dx.doi.org/10.1108/intr-05-2017-0178.

Full text
Abstract:
Purpose Even though social media are nowadays used in the frame of public governance to ensure citizens’ major participation, enhance e-dialogue and e-democracy consequently, this utilization has not been expanded yet in the field of education, whose key role focuses on the cultivation of active citizenship, as it is promoted through participation. The purpose of this paper is to examine leadership’s views of Greek Secondary and Tertiary Education on the potential use of social media for participatory decision-making processes in order to identify if the e-participation model could be implemented in the Greek education field as in other public domains. Design/methodology/approach An exploratory research was elaborated, employing a survey design of quantitative method in order to explore Greek educational organizations leadership’s perspectives toward social media usage in participatory decision-making processes. Findings The research reveals Greek educational leadership’s positive view on the potential effects of social media usage in participatory decision-making processes and highlights anticipated benefits as well as problems to be faced, indicating the foundation for Greek leaders to implement social media in their leadership practices and exploit their affordances as in e-governance shifts. Practical implications Bringing the concept of e-participation and crowd sourcing model – key features in e-governance initiatives through social media usage – in education field, Greek educational leadership is informed to consider social media utilization more methodically in the context of participatory decision-making processes, updating simultaneously existing leadership practices. Originality/value Up till now, social media usage in participatory decision-making processes in educational settings has hardly received attention.
APA, Harvard, Vancouver, ISO, and other styles
8

Hill, Peter. "Clinical governance: an educational perspective." Hospital Medicine 60, no. 8 (August 11, 1999): 596–98. http://dx.doi.org/10.12968/hosp.1999.60.8.1182.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mintrom, Michael. "Educational Governance and Democratic Practice." Educational Policy 15, no. 5 (November 2001): 615–43. http://dx.doi.org/10.1177/0895904801015005001.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Tolu, Hüseyin. "Inquiry into Turkey's Educational Technology, Governance, Situational Educational Policy." International Journal of Information and Communication Technology Education 14, no. 2 (April 2018): 60–71. http://dx.doi.org/10.4018/ijicte.2018040105.

Full text
Abstract:
Investigating the sociology of educational technology can be approached through a series of deliberations based on the interaction between Free/Libre Open Source Software (FLOSS) and Proprietary Close Source Software (PCSS). This article consults public policy discourses of the Fatih project, which is the current educational technology project in Turkey, particularly focusing on discourses of politicians. This article argues that Turkey has been deploying an Anglo-Governance Model, which is based on an ‘experimental' and ‘strategic' governance, to be a dominating decision-maker in the technological singularity. However, without defining 'values' of FLOSS, any initiative(s) from Anglo-Governance Model will result in what could be referred to as an ‘PCSS-Based Polycentric System' in which the Government has ultimately became an unwelcome decision-maker and PCSS, particularly in such a way that giant corporations exercise dominance over the sociology of educational technology in Turkey.
APA, Harvard, Vancouver, ISO, and other styles
11

Weng, Fwu-yuan. "Decentralization in Educational Governance in Taiwan." Education and Society 19, no. 3 (January 1, 2001): 37–57. http://dx.doi.org/10.7459/es/19.3.03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
12

Dias, Mariana. "Priority Educational Territories in Portugal: New Patterns of Educational Governance?" Procedia - Social and Behavioral Sciences 116 (February 2014): 4998–5002. http://dx.doi.org/10.1016/j.sbspro.2014.01.1062.

Full text
APA, Harvard, Vancouver, ISO, and other styles
13

Ismail, Feiby, Abdul Muis Daeng Pawero, and Mardan Umar. "Improving Educational Quality through Optimizing the Potential of Educational Institutions in Indonesia." International Journal of Educational Research & Social Sciences 2, no. 1 (April 7, 2021): 41–46. http://dx.doi.org/10.51601/ijersc.v2i1.36.

Full text
Abstract:
The quality of education in an educational institution will be greatly influenced by the potential of educational institutions and the governance system. The existing potential must be optimized to support quality improvement. Likewise, the education governance system will develop well when it is implemented through a good system by professional managers. The system has been designed in detail by the government which was stipulated by the Minister of National Education Regulation No. 19 of 2007 concerning "Education Management Standards by Primary and Secondary Education Units". This regulation was prepared by the government to regulate a good, balanced and sustainable governance system.The problem is determined to what extentthe ability of educational institutions to optimize the potential of the institution and optimizing inputs, processes, outputs and outcomes, starting from planning, organizing, actuiting, and controlling. This paper will discuss the improving educational quality through optimizing the potential of educational institutions in Indonesia in order to achieve shared ideals for a better educational future.
APA, Harvard, Vancouver, ISO, and other styles
14

Lindblad, Sverker, Jenny Ozga, and Evie Zambeta. "Changing Forms of Educational Governance in Europe." European Educational Research Journal 1, no. 4 (December 2002): 615–24. http://dx.doi.org/10.2304/eerj.2002.1.4.1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
15

Marwein, Marina Bethany, Pamidipani Samuel Simon, and Sundar Rao. "Critical Role of Governance in Educational Institutions." International Journal of Management Studies VI, no. 1(8) (January 30, 2019): 76. http://dx.doi.org/10.18843/ijms/v6i1(8)/12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
16

Daun, Holger. "Globalized Educational Governance, Decentralization and Grassroots Responses." World Studies in Education 9, no. 2 (January 1, 2008): 23–55. http://dx.doi.org/10.7459/wse/09.2.03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
17

Daun, Holger. "Globalization of Meta-Ideology and Educational Governance." World Studies in Education 10, no. 2 (January 1, 2009): 23–47. http://dx.doi.org/10.7459/wse/10.2.03.

Full text
APA, Harvard, Vancouver, ISO, and other styles
18

Nguyen*, The-Thang, and Dr Thi Phuong Ngo. "Policy Aspects of Service-Based Governance in Secondary Educational Institutions of Vietnam." International Journal of Management and Humanities 5, no. 8 (April 30, 2021): 15–19. http://dx.doi.org/10.35940/ijmh.f1285.045821.

Full text
Abstract:
This paper is an overview of issues related to state management of general education institution governance with an approach of educational services, which focuses on analyzing some aspects, including educational services, governance of public education institutions and generalization of policies on the governance of public education institutions which have been enacted at central and local levels. The article also provides judgments made by principals/vice-principals of public education institutions on legal documents' practical value for public educational institutions' governance in educational services. The results of conceptual and policy analysis and practical research are the basis for improving the effectiveness of public educational institutions' governance in educational services' approach these days.
APA, Harvard, Vancouver, ISO, and other styles
19

Ho, Amaly. "Commercial or educational orientations." Asian Education and Development Studies 8, no. 4 (October 7, 2019): 375–86. http://dx.doi.org/10.1108/aeds-01-2019-0008.

Full text
Abstract:
Purpose Taught postgraduate (TPg) education is the resource for lifelong learning and continuing education in respond to the demands of a qualified workforce in the digital era. Good TPg governance is crucial for ensuring the quality of student learning outcomes. The purpose of this paper is to discuss the framework of the market-oriented governance model of TPg education in Hong Kong from the aspects of provision, finance and quality assurance. The framework is applied to analyse the pitfalls of TPg students’ learning in curriculum, assessment and management, of which data were collected from an empirical study. Design/methodology/approach Based on the grounded theory approach, semi-structured interviews were conducted with 23 TPg students from four universities in Hong Kong at individual or group level to understand their motivation towards further study. The interview protocols were analysed to develop a thematic framework, and a part of it is presented in this paper to discuss the programme factors that caused negative student learning outcomes in the light of the drawbacks of the TPg governance model in Hong Kong. Findings A balance between commercial purposes and educational orientations of TPg provision could be sought by adjust the power distribution of the central government and institutions in terms of quality assurance mechanism, and the setting and implementation of general and specific goals of TPg education. Originality/value TPg education is an under investigation area. It is an important education sector that provides opportunities for lifelong learning with the purpose of cultivating a skilful workforce. This paper contributes to the development of efficient TPg governance for ensuring the qualities of TPg programmes to benefit the advancement of society in the Hong Kong context.
APA, Harvard, Vancouver, ISO, and other styles
20

Brewer, Dominic J., and Joanna Smith. "A Framework for Understanding Educational Governance: The Case of California." Education Finance and Policy 3, no. 1 (January 2008): 20–40. http://dx.doi.org/10.1162/edfp.2008.3.1.20.

Full text
Abstract:
Governance is widely believed to be an important determinant of the effectiveness of educational systems. Yet there are few systematic evaluations of the linkages between educational governance and student outcomes, or cogent frameworks for evaluating the effectiveness of governance arrangements in a way that can guide potential policy changes. In this article, we attempt to provide such a framework by identifying indicators of effective educational governance systems drawn from previous research and more than forty interviews with stakeholders at all levels in California, the nation's biggest system. The exploratory research presented here is intended to help inform future studies of educational governance.
APA, Harvard, Vancouver, ISO, and other styles
21

Ratner, Helene, and Christopher Gad. "Data warehousing organization: Infrastructural experimentation with educational governance." Organization 26, no. 4 (October 29, 2018): 537–52. http://dx.doi.org/10.1177/1350508418808233.

Full text
Abstract:
Organization is increasingly entwined with databased governance infrastructures. Developing the idea of ‘infrastructure as partial connection’ with inspiration from Marilyn Strathern and Science and Technology Studies, this article proposes that database infrastructures are intrinsic to processes of organizing intra- and inter-organizational relations. Seeing infrastructure as partial connection brings our attention to the ontological experimentation with knowing organizations through work of establishing and cutting relations. We illustrate this claim through a multi-sited ethnographic study of ‘The Data Warehouse’. ‘The Data Warehouse’ is an important infrastructural component in the current reorganization of Danish educational governance which makes schools’ performance public and comparable. We suggest that ‘The Data Warehouse’ materializes different, but overlapping, infrastructural experiments with governing education at different organizational sites enacting a governmental hierarchy. Each site can be seen as belonging to the same governance infrastructure but also as constituting ‘centres’ in its own right. ‘The Data Warehouse’ participates in the always-unfinished business of organizational world making and is made to (partially) relate to different organizational concerns and practices. This argument has implications for how we analyze the organizational effects of pervasive databased governance infrastructures and invites exploring their multiple organizing effects.
APA, Harvard, Vancouver, ISO, and other styles
22

Fish, Stanley. "Shared Governance: Democracy Is Not an Educational Idea." Change: The Magazine of Higher Learning 39, no. 2 (January 2007): 8–13. http://dx.doi.org/10.3200/chng.39.2.8-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
23

Darmawan, Darmawan. "Accountability and Transparency : Application of Good Educational Governance." International Journal Management Science and Business 1, no. 1 (May 11, 2019): 1. http://dx.doi.org/10.17509/msb.v1i1.17108.

Full text
Abstract:
Aims of research is to determine the quality of financial management at the madrasah tsanawiyah in the region of the office Ministry of Religious Affairs Bandung district. The issue is how much influence the accountability and transparency to madrasah financial management at public madrasah Tsanawiyah in Bandung district. The method used is survey method explanative with quantitative data analysis, data collection techniques conducted through questionnaires and document review and interviews. The results showed about madrasah financial management in the Ministry of Religious Affairs Office of Bandung district, as follows: 1. the magnitude of the relationship simultaneous between X1 and X2 to Y is high which 0.768. While the contribution together variables X1 and X2 to Y by 59%. The results of descriptive analysis of the variable Y, the most powerful indicator of the organization and coordination of 83.36% while the lowest indicator is 77.99% for controls; 2. The relationship variable X1 on Y is 0.762 while the contribution of variables X1 to Y by 58.1%. The testing of hypothesis saw that significantly affects the accountability to financial management. The results of descriptive analysis of the variables X1, the most powerful indicator is periodic and annual financial statements of 82.31% while the weakest indicator is the quality of the preparation of APBM of 66.85%; 3. The relationship variables X2 to Y is 0.636 while the contribution of variables X2 to Y by 40.4%. The testing of hypothesis saw that significantly influences the transparency to financial management. The results of descriptive analysis on the variables X2, the most powerful indicator is the assurance of integrity by 81% while the weakest indicator is the availability of information to the public at 68.81%; 4. In general it can be concluded that the accountability and transparency of financial management in the Ministry of Religious Affairs Office of Bandung district has been running well but there needs to be increased to achieve the expected results.
APA, Harvard, Vancouver, ISO, and other styles
24

Coward, Rob. "Educational governance in the NHS: a literature review." International Journal of Health Care Quality Assurance 23, no. 8 (October 5, 2010): 708–17. http://dx.doi.org/10.1108/09526861011081840.

Full text
APA, Harvard, Vancouver, ISO, and other styles
25

Hatcher, Richard. "Academies and educational reform: governance, leadership and strategy." Journal of Educational Administration and History 45, no. 3 (July 5, 2013): 298–300. http://dx.doi.org/10.1080/00220620.2013.771470.

Full text
APA, Harvard, Vancouver, ISO, and other styles
26

Hay, Stephen, and Cushla Kapitzke. "Industry school partnerships: reconstituting spaces of educational governance." Globalisation, Societies and Education 7, no. 2 (June 2009): 203–16. http://dx.doi.org/10.1080/14767720902908109.

Full text
APA, Harvard, Vancouver, ISO, and other styles
27

Manna, Paul, and Timothy Harwood. "Governance and Educational Expectations in the U.S. States." State Politics & Policy Quarterly 11, no. 4 (November 21, 2011): 483–509. http://dx.doi.org/10.1177/1532440011421302.

Full text
APA, Harvard, Vancouver, ISO, and other styles
28

Opposs, Dennis, Jo-Anne Baird, Maia Chankseliani, Gordon Stobart, Amit Kaushik, Hugh McManus, and David Johnson. "Governance structure and standard setting in educational assessment." Assessment in Education: Principles, Policy & Practice 27, no. 2 (February 21, 2020): 192–214. http://dx.doi.org/10.1080/0969594x.2020.1730766.

Full text
APA, Harvard, Vancouver, ISO, and other styles
29

Sadegh Tabrizi, Jafar, Mohammad Saadati, Homayoun Sadeghi-Bazargani, Ali Ebadi, and Samad E.J. Golzari. "Developing indicators to improve educational governance in hospitals." Clinical Governance: An International Journal 19, no. 2 (April 1, 2014): 117–25. http://dx.doi.org/10.1108/cgij-01-2014-0002.

Full text
Abstract:
Purpose – Clinical governance should be based on cultural elements that value lifelong learning, skill development and research. The purpose of this paper is to introduce a set of indicators to improve educational governance in hospitals. Design/methodology/approach – Key indicators were identified from the international and national literatures. Later, the indicators were rated and prioritized by a multidisciplinary panel of medical professionals using two rounds of Delphi technique. Subsequently at two consensus meetings, the panel evaluated the indicators. Findings – A set of 51 draft indicators were identified. The expert panel members rated 28 indicators as high priority indicators for measuring educational performance of the hospitals. Practical implications – This set of indicators can be used to measure the educational performance of the hospitals in identifying the gaps and take steps to resolve them. Originality/value – Education and training is the basic component of clinical governance. Hospital staff education and training is a fundamental step towards organizational and individual development. To improve the educational performance at hospital level it is necessary to reliably measure such performance. This can be done through developing and using relevant indicators. There are limited systematic studies, especially in middle and low income countries, to introduce appropriate indicators. This study has investigated developing a set of indicators to measure and improve the educational performance in hospitals.
APA, Harvard, Vancouver, ISO, and other styles
30

HERRINGTON, CAROLYN, and FRANCES FOWLER. "Rethinking the Role of States and Educational Governance." Yearbook of the National Society for the Study of Education 102, no. 1 (April 4, 2005): 271–90. http://dx.doi.org/10.1111/j.1744-7984.2003.tb00026.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
31

Swanson, Austin D. "Restructuring Educational Governance: A Challenge of the 1990s." Educational Administration Quarterly 25, no. 3 (August 1989): 268–93. http://dx.doi.org/10.1177/0013161x89025003004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
32

Piland, William E., and Halimah Butte. "Trustee Views on Finance, Governance, and Educational Issues." Community College Review 18, no. 4 (April 1991): 6–12. http://dx.doi.org/10.1177/009155219101800403.

Full text
APA, Harvard, Vancouver, ISO, and other styles
33

Wilson, Michael. "Comprehensive School Governance and Special Educational Needs Provision." Educational Management & Administration 29, no. 1 (January 2001): 49–62. http://dx.doi.org/10.1177/0263211x010291004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
34

Kuah-Pearce, Khun Eng, and Jason Tan. "Educational governance in East Asia: responding to globalization." Asia Pacific Journal of Education 30, no. 4 (December 2010): 359–60. http://dx.doi.org/10.1080/02188791.2010.520204.

Full text
APA, Harvard, Vancouver, ISO, and other styles
35

Khadka, Jiban. "Effect of Governance on Educational Performance in Nepal." Journal of Education and Research 11, no. 1 (May 18, 2021): 97–114. http://dx.doi.org/10.51474/jer.v11i1.502.

Full text
Abstract:
Good governance often seems to have accelerated educational performance. Stepping onto the contribution of governance to the education, this paper examines the effect of Worldwide Governance Indicators produced by Kaufmann et al. (1999) on Educational Performance (EP) of Nepal during the years from 1996 to 2018. The six indicators of WGIs: political stability and absence of violence, government effectiveness, voice and accountability, regulatory quality, control of corruption and rule of law are used as independent variables, and the educational performance (student learning achievement and education index) as a dependent variable. The results, based on the data collected from the secondary sources, derived from multiple-line graphs and the regression model shows that the majority of WGIs insignificantly explained the educational performance across the years. One indicator namely government effectiveness is found as a negative significant predictor of EP. The findings of this study suggest to reform in the existing level of WGIs for the better educational performance.
APA, Harvard, Vancouver, ISO, and other styles
36

Chan, Sheng-Ju. "Cross-border educational collaboration between Taiwan and China: the implications for educational governance." Asia Pacific Journal of Education 31, no. 3 (September 2011): 311–23. http://dx.doi.org/10.1080/02188791.2011.594422.

Full text
APA, Harvard, Vancouver, ISO, and other styles
37

Collin, Sven-Olof. "Cluster governance of School-university clusters." New Collegium 2, no. 100 (June 12, 2020): 25–29. http://dx.doi.org/10.30837/nc.2020.2.25.

Full text
Abstract:
University-School clusters: Best practices and the prospects for their adaptation to Ukrainian context : the XVIII International Scientific and Practical Conference (14-th Febuary 2020, Kharkiv Univ. of Humanities “People’s Ukrainian Acad”. The proceedings of the XVIII International Scientific and Practical Conference “University-School clusters: include a variety of articles on the issues of the formation of a cluster-based educational model and its role in the development of the educational space.Covered are the essence of university-school clusters, the conceptual framework for their evolvement, development, and functioning in todays context with special attention paid to the models of the university management under the cluster-based educational system as well as to the problems and prospects of interaction between the key stakeholders in cluster systems.
APA, Harvard, Vancouver, ISO, and other styles
38

Eybers, Oscar. "Social Realist Ontology for Analysing BRICS Educational Governance: A Higher Education Perspective." Space and Culture, India 7, no. 5 (May 8, 2020): 38–48. http://dx.doi.org/10.20896/saci.v7i5.619.

Full text
Abstract:
This study advocates a social realist ontological framework as an effective, analytical blueprint for identifying problems and solutions in BRICS, educational governance systems; specifically as related to the higher education domain. The methods of the study include a textual analysis and description of a social realist ontology to illustrate how it may be applied towards mapping human experiences, including our undergoing processes of educational governance and their tangible outcomes in society. The study also highlights media and scholarly texts from BRICS nations to illustrate shared, yet contextually diverse educational challenges in the tertiary system. The value of comparing contemporary BRICS-related educational challenges, within a social realist ontology, is that it was possible to identify similar and diverging mechanisms which BRICS nations applied towards solving them. The results of the study indicate that a social realist ontology is also an applicable methodology for comparing challenges in the higher education sector and diverse educational governance responses to them by BRICS nations. The study highlights that in each nation, social structures including statutory bodies, culture, including those of citizens, as well as agency, including administrators and students, equally impacts on the efficacy of educational governance and its goals. The study concludes that by highlighting the powers of culture, social structures and agency in BRICS nation’s educational governance processes, member states may effectively direct necessary human, social and financial capital where they are needed in educational systems. Further, it was found that a social realist ontology enables BRICS nation-states to compare best practices of educational governance in the higher education sphere in order to learn from each other.
APA, Harvard, Vancouver, ISO, and other styles
39

Banerjee, Tannista, Paula Bobrowski, and Barry Friedman. "Effective Governance, Female Educational Attainment, Leadership and Healthcare Outcomes." Theoretical Economics Letters 07, no. 05 (2017): 1223–32. http://dx.doi.org/10.4236/tel.2017.75082.

Full text
APA, Harvard, Vancouver, ISO, and other styles
40

O’Neill, Marnie. "Australian Governance and Cultural Diversity: Shortfalls in Educational Provision." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 9, no. 2 (2009): 139–56. http://dx.doi.org/10.18848/1447-9532/cgp/v09i02/39718.

Full text
APA, Harvard, Vancouver, ISO, and other styles
41

Sugilar, Hamdan. "Educational Personnel and Information Technology in Higher Education Governance." International Journal of Advanced Trends in Computer Science and Engineering 9, no. 2 (April 25, 2020): 1189–94. http://dx.doi.org/10.30534/ijatcse/2020/45922020.

Full text
APA, Harvard, Vancouver, ISO, and other styles
42

Beech, Jason, and Ignacio Barrenechea. "Pro-market educational governance: is Argentina a black swan?" Critical Studies in Education 52, no. 3 (October 2011): 279–93. http://dx.doi.org/10.1080/17508487.2011.604077.

Full text
APA, Harvard, Vancouver, ISO, and other styles
43

Kalugina, T. N. "EDUCATIONAL SPACE GOVERNANCE FOR EXERCISING IMPACT ON THE STUDENT." Journal of scientific articles "Health and Education millennium" 19, no. 12 (December 30, 2017): 333–37. http://dx.doi.org/10.26787/nydha-2226-7425-2017-19-12-333-337.

Full text
APA, Harvard, Vancouver, ISO, and other styles
44

Rambla, Xavier. "‘Soft power’, educational governance and political consensus in Brazil." International Studies in Sociology of Education 22, no. 3 (September 2012): 191–212. http://dx.doi.org/10.1080/09620214.2012.737683.

Full text
APA, Harvard, Vancouver, ISO, and other styles
45

mok, Ka-Ho. "Globalisation and Governance: Educational Policy Instruments and Regulatory Arrangements." International Review of Education 51, no. 4 (July 2005): 289–311. http://dx.doi.org/10.1007/s11159-005-1091-x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
46

Castagno, Angelina E., and Charles Hausman. "The Tensions Between Shared Governance and Advancing Educational Equity." Urban Review 49, no. 1 (December 8, 2016): 96–111. http://dx.doi.org/10.1007/s11256-016-0383-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
47

Pasara, Michael Takudzwa. "Economic Growth, Governance and Educational Sustainability: A VAR Analysis." Education Sciences 11, no. 7 (July 13, 2021): 343. http://dx.doi.org/10.3390/educsci11070343.

Full text
Abstract:
Quality educational institutions are strategic tools for accelerating the attainment of Sustainable Development Goals (SDGs). All the 17 SDGs are interlinked. For instance, quality education (SDG4) reduces poverty (SDG 1,2) and inequalities (SDG10) and stimulates good health and wellbeing (SDG3). The paper applied unorthodox theoretical postulations such as convergence models, intergovernmentalism, neofunctionalism and neorealism in explaining how functional (educational) institutions are a necessary enabling environment in accelerating the attainment of SDGs. Empirically, the paper identified unclear modus operandi, lack of political will, political instability, small and fragmented markets and economies with heterogeneous characteristics, and lack of standardization of product and procedures, among other factors, as constraints to sustainability in tertiary education. A Vector Autoregressive (VAR) model was employed using data from 51 Sub-Saharan countries. The three variables were gross domestic product per capita (GDPP), governance and tertiary education expenditure. Results indicated significant short-run unidirectional causality from gross domestic product per capita and tertiary education expenditure to governance, but joint short-run causality was not established. However, transmission effects across the three variables became significant as the number of years increased to ten years. The study recommends a holistic approach from policymakers in order to ensure sustainability in tertiary education due to interlinkages, with emphasis placed on direction of causality.
APA, Harvard, Vancouver, ISO, and other styles
48

Cobb, Charlotte, Susan Danby, and Ann Farrell. "Governance of Children's Everyday Spaces." Australasian Journal of Early Childhood 30, no. 1 (March 2005): 14–20. http://dx.doi.org/10.1177/183693910503000104.

Full text
Abstract:
With the emergence of sociological and economic change there is increasing attention given to governance of children's spaces in recent years. This paper discusses these changes and how they have impacted on, and contributed to, this increased interest. The paper draws on the sociology of childhood framework in order to examine how children themselves actively respond to and participate in enacting governance within school spaces and also within their own peer cultures. It addresses an in-progress study being undertaken to explore young children's everyday interactions within an early childhood setting.
APA, Harvard, Vancouver, ISO, and other styles
49

Smylie, Mark A., and Robert L. Crowson. "Principal assessment under restructured governance." Peabody Journal of Education 68, no. 2 (January 1991): 64–84. http://dx.doi.org/10.1080/01619569309538720.

Full text
APA, Harvard, Vancouver, ISO, and other styles
50

Steffy, Betty E. "Educational Reform: Who Benefits." Journal of School Leadership 4, no. 3 (May 1994): 330–40. http://dx.doi.org/10.1177/105268469400400305.

Full text
Abstract:
This article uses the Blau and Scott concept of cui bono to describe who has benefitted from the Kentucky Education Reform Act (KERA) enacted in April, 1990. Rank and file participants are defined as the certified and classified staff; owners or managers of the organization become the administration, school district/board, and legislature; the clients become the students and the public-at-large becomes the general citizens of the state. The analysis reviews the curriculum, governance, and finance initiatives in the reform.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the bibliographies on the topic 'Educational governance' for other source types:
Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography