Relevant bibliographies by topics / Governance of schools

Academic literature on the topic 'Governance of schools'

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Published: 10 December 2022
Last updated: 19 February 2023

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Journal articles on the topic "Governance of schools"

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Bekker, Michiel Christiaan. "Project governance: "Schools of thought"." South African Journal of Economic and Management Sciences 17, no. 1 (February 11, 2014): 22–32. http://dx.doi.org/10.4102/sajems.v17i1.595.

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The terminology, definition and context of project governance have become a focal subject for research and discussions in project management literature. This article reviews literature on the subject of project governance and categorise the arguments into three schools of thought namely the single-firm school, multi-firm school and large capital school. The single-firm school is concerned with governance principles related to internal organisational projects and practice these principles at a technical level. The multi-firm school address the governance principles concerned with two of more organisations participating on a contractual basis on the same project and focus their governance efforts at the technical and strategic level. The large capital school consider projects as temporary organisations, forming their own entity and establishing governance principles at an institutional level. From these schools of thought it can be concluded that the definition of project governance is dependent on the type of project and hierarchical positioning in the organisation. It is also evident that further research is required to incorporate other governance variables and mechanisms such as transaction theory, social networks and agency theory. The development of project governance frameworks should also consider the complexity of projects spanning across international companies, across country borders and incorporating different value systems, legal systems, corporate governance guidelines, religions and business practices.
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Beavis, Allan K. "The Governance of Independent Schools." International Journal of Learning: Annual Review 12, no. 7 (2007): 83–92. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45394.

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McCormick, John, Kerry Barnett, Seyyed Babak Alavi, and Geoffrey Newcombe. "Board governance of independent schools." Journal of Educational Administration 44, no. 5 (September 2006): 429–45. http://dx.doi.org/10.1108/09578230610683741.

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Jensen, Sidsel Vive. "Håndtering af muslimske praksisser i danske folkeskoler: Autoritet, inklusion og religion." Tidsskrift for Islamforskning 8, no. 2 (February 5, 2017): 17. http://dx.doi.org/10.7146/tifo.v8i2.25334.

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The Danish public debate on Islam is often concerned with the ways in which Islam is governed in Danish institutions. This article describes – on the basis of survey and interview data from schools across the country – why and how Muslim practices are governed in Danish public schools. The article demonstrates that governance of Muslim practices is not an either-or question of authority. Rather, two types of governance are identified on basis of the collected data: inclusive and exclusive governance. Inclusive governance is generally developed in schools with a high concentration of Muslim pupils. Exclusive governance is slightly more developed in schools where ’specialists’ (e.g. consultants or counsellors) have been involved in the process of developing schools’ governance than in schools where no specialists have been involved. Surprisingly, head teachers’ perceptions of Islam and religion have no direct influence on the kind of governance developed.
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Yuen, Timothy Wai Wa, Chi Keung Eric Cheng, Chunlan Guo, and Yan Wing Leung. "The civic mission of schools and students’ participation in school governance." Asian Education and Development Studies 9, no. 2 (October 3, 2019): 229–41. http://dx.doi.org/10.1108/aeds-06-2019-0095.

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Purpose The purpose of this paper is to examine the relationships between the civic mission of schools and students on participation in school governance through an empirical study. It articulates the importance of school mission on nurturing citizenship of high school students. Design/methodology/approach The research used a mixed method with questionnaire survey in the first phase and qualitative interviews in the second phase. Quantitative data were obtained from a survey completed by 3,209 students and 495 teachers (including principals) from 51 secondary schools in Hong Kong. Qualitative data were collected from 41 individual interviews with principals and teachers and 17 focus group interviews with 56 students in five case study schools. Findings Both students and teachers believed that good citizenship qualities should include students’ participation in school governance. Schools in general took up the civic mission to nurture good and participatory citizens. A mission of nurturing students to become good and participatory citizens made a significant and positive contribution toward achieving students’ actual participation in school governance. However, students’ actual impact on major school policies was minimal. A paradox existed whereby students, knowing their influence over managerial issues was much circumscribed, still gave it a higher rating than their teachers. Originality/value The paper contributes an empirical model for school leaders to develop school vision for promoting student participation in school governance. Based on a large-scale research supported by public funding, the paper contributes an empirical model for school leaders to develop school vision for promoting student participation in school governance. It further adds to the literature on relationship between citizenship education, civic mission of school and student participation in governance.
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Fajriana and Siraj. "Models Of Good School Governance." Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MICoMS) 3 (January 26, 2023): 00038. http://dx.doi.org/10.29103/micoms.v3i.202.

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School administration should focus on improving oriented performance in terms of policies and procedures that will be implemented in schools. the principle of good school governance that mediates various interests to reach a broad consensus about what is in the best interest of the school community regarding policies and procedures. The purpose of this research is focused on efforts to produce a picture of the potential, implementation and analysis of the implementation of consensus-oriented vocational education so as to produce quality graduates. The results of this study are: 1) analysis of the implementation of good school governance in vocational schools; 2) analysis of supporting and inhibiting factors for the implementation of good school governance in vocational schools; and 3) good school governance model design in vocational schools. This research is a qualitative research with a naturalistic phenomenological approach, with a case study research design. The subjects in this study were school principals, teachers, DU/DI parties, stakeholders and the community. The research object is an analysis of the good school governance model at SMK Negeri 4 Lhokseumawe. Data collection techniques using interviews, observation and documentation. Data analysis was carried out through individual case and cross case analysis. The data analysis technique used is data reduction, data presentation, and drawing conclusions. The importance of this research is to be able to produce a recommendation that is more objective and applicable so that it is useful as a significant input in the framework of overcoming the problem of unemployment for vocational high school graduates in Lhokseumawe City. The contribution of this research is to produce a recommendation model for the implementation of consensus-based vocational schools as a key factor in the success of good school governance. Good school governance is a management model that is appropriate to be applied in the management of Vocational High Schools. Good school governance as a management model that provides greater autonomy to schools and encourages participatory decision-making that directly involves all school members (teachers, students, principals, education staff, parents of students) even the business and industrial world, as well as society as a whole wider.
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Austen, Steven, Pam Swepson, and Teresa Marchant. "Governance and school boards in non-state schools in Australia." Management in Education 26, no. 2 (April 2012): 73–81. http://dx.doi.org/10.1177/0892020611430533.

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Addi-Raccah, Audrey, and Ronit Ainhoren. "School governance and teachers' attitudes to parents' involvement in schools." Teaching and Teacher Education 25, no. 6 (August 2009): 805–13. http://dx.doi.org/10.1016/j.tate.2009.01.006.

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Ravitch, Diane. "Why Public Schools Need Democratic Governance." Phi Delta Kappan 91, no. 6 (March 2010): 24–27. http://dx.doi.org/10.1177/003172171009100607.

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Robinson, Viviane, and Lorrae Ward. "Lay governance of New Zealand's schools." Journal of Educational Administration 43, no. 2 (April 2005): 170–86. http://dx.doi.org/10.1108/09578230510586579.

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Dissertations / Theses on the topic "Governance of schools"

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Young, Caprice Yvonne. "California charter public school governance a comparison of the academic achievement of schools grouped by governance model /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1693038471&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Dixon, Malcolm. "Primary school governance : the perspectives of head teachers and chairs of governance." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4498/.

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Mbengashe, Andile. "Improving school performance through effective SGB governance in previously disadvantaged schools." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021050.

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The lack of the visible and practical involvement of parents in schools that are in previously disadvantaged communities is not only depriving the present learners and their parents of their democratic right to participate in shaping their future, but that of the coming generation and leaders of tomorrow as well. South Africa as a country is about twenty years into democracy and already the education system has been chopped and changed about four times but with no success. The schooling system in previously black communities is deteriorating. The government of the day has been prioritising education for about fifteen years now, the budget for education is equal to the budget for the whole country in some of the neighbouring countries like Zimbabwe but the quality and standard are far worse than in those countries. The cost of the current problems in education mostly in previously black township schools is far too much to imagine. The main challenge seems to be the nature, character, skills and capabilities of parents serving in school governing bodies. This study is so important because of the situation that exists in schools that are situated in historically disadvantaged communities where the parents who get elected to school governing bodies are still, despite workshops and training offered by the Department of Education, unable to manage and govern schools and thus render the school governing body ineffective. The Department of Education through its programmes does conduct governance, financial management and policy formulation workshops. These efforts from the government side do not seem to bear any fruit because parents, after attending the training and workshops are still unable to create well-managed and properly governed schools. The primary objective of this study is to improve the organisational performance of schools in previously disadvantaged communities in the Uitenhage District of the Department of Education situated in the Nelson Mandela Metropolitan Municipality by investigating how effective school governing body governance could contribute to such performance. More specifically, the study investigates the relationship between effective school governing body management, as a dependent variable, and parental/community involvement, finance and resource management, school governance, learner discipline/conduct, and quality education as independent variables. The population of the study was high school principals and school management team (SMT) members in the Nelson Mandela Metropolitan Municipality focusing mainly on historically or previously disadvantaged schools in the Uitenhage district of the Department of Education. The study used convenience sampling where seventeen (17) high schools were selected. In each school, school management team members and a principal were requested to fill in a questionnaire. In total 105 questionnaires were distributed and 85 were fully completed and returned. Questionnaires were collected, data captured and analysed and a report was written. The empirical results revealed the following weaknesses in the SGBs of high schools in the Uitenhage District of the Department of Education in the Nelson Mandela Bay Municipality: the SGBs do not effectively formulate school policies; the SGBs do not effectively provide support to educators in performing their professional duties; the SGBs are not fully involved in supplementing resources supplied by the state in order to improve quality of teaching and learning; and the schools are weak on community engagement. On the other hand, the following positive elements of SGBs were highlighted in the empirical results; the schools are rated good regarding the following variables/issues: quality of teaching and learning, utilisation of school resources, school governance, professionalism of staff and extra-mural activities; the SGBs know and participate in the academic and extra-mural programmes of the schools; the SGBs successfully prepare the annual budget for the schools; the SGBs are effectively governing the schools; the SGBs do appoint auditors to audit the school's books and financial statements; the schools have achieved audited financial statements without a disclaimer; the schools have a disciplinary committee that deals with the learner code of conduct and attends to disciplinary problems. The study highlights areas in school governance that should be improved, as well as recommendations on how to improve them. Recommendations for future research are also provided.
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Phumbwe, Dorothy Godfrey. "School level fundraising : exploring equity and governance in Tanzanian secondary schools." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573475.

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Due to a lack of government sources for funding education, self-help initiatives have been practiced by schools and are being promoted internationally and within the policies of national governments as a viable means for funding schools. They are also regarded as valuable for enabling school-led quality improvements. Currently, there is rapid secondary education expansion in Tanzania, achieved through building community schools. These are constructed through cooperation between the government and local communities. Self-help activities have also been practiced in schools in order to supplement government resources. Although scholarship dealing with community financing exists, there is little research in Tanzania on school self-help activities. This study analyses the process of school level fundraising in Tanzania within the context of the rapid expansion of secondary education and considers the implications for social equity and school governance. The study draws upon critical theory to analyse social-power relations, social inequality and their effects on school governance and communities. Robertson, Bonal and Dale's governance framework and Bourdieu's social-capital theory are employed to explore the relationship between education governance and social and cultural reproduction. This is an exploratory study using mixed-methods with the qualitative component being more dominant. Although schools in Tanzania are supposed to report on the self-help activities they conduct, there is no clear overview and no records available from education offices. This necessitated a mapping exercise to find out what activities are being implemented on the ground through a questionnaire, to which 42 schools responded. This was followed by in-depth case studies conducted at two government- funded schools in Kilimanjaro region, a community school and a long-established school, on the role of different stakeholders and how they actually work. Informants included teachers, educational officials, members of the community and school board, who are key actors in the mobilisation of resources at school level. Although the public expansion of secondary education is aimed at reducing inequality, the findings suggest that there is class-based social reproduction as the flow of private finance increases the resource gap between schools and students. Community schools, which receive lower capitation grants from government, tend to serve a greater number of socio-economically disadvantaged students and hence are less likely to be able to raise funds. The findings also raise concerns about the possible low impact of self-help initiatives on improving quality. Uncertain social-power relations among stakeholders at different levels participating in the activities, lack of accountability and lack of effective support for schools at all levels, all have effects on school governance. The findings have implications for a policy of rapid secondary education expansion that expects significant community support for new schools. Despite the drawbacks, secondary expansion is still a step forward for equity as it has given access to secondary education, albeit of a lower quality, to many young people who otherwise would have had none. This study suggests policy priorities that are necessary to go along with the approach in order to ensure a positive impact. These consist of making sure that schools have certain essential resources; building capacities for education governance in communities and establishing a functioning education governance system which supports schools with more emphasis on improving quality and reducing inequalities.
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Knowles, Kristopher. "Catholic School Leaders' Perceptions of Governance Models in Los Angeles Parochial Schools." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3635963.

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The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools.

The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey items to explore the strength of the three categories of the governance models represented by the three groups of questions. Next, the descriptive statistics of the specific questions relating to each of the three governance models and community voice were compiled. A Cronbach's alpha was calculated for each group of questions to measure internal consistency.

In order to explore relationships between perceptions among the three independent variable groups (pastors, principals, and Department of Catholic Schools personnel), a Chi-square analysis was run for each of the questions on an ordinal scale.

The study showed significant differences in participant responses between the three groups surveyed. However, there was agreement that community voice must be incorporated into governance, but only in a consultative manner. There was also agreement that a strong governing presence at the central office would be beneficial.

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Knowles, Kristopher Leo. "Catholic School Leaders’ Perceptions of Governance Models in Los Angeles Parochial Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2014. https://digitalcommons.lmu.edu/etd/201.

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The purpose of this quantitative study was to provide insight to the perspectives of leaders and individuals in authority within the Archdiocese of Los Angeles system of Catholic parochial schools regarding current models of governance, levels of authority, and decision-making processes. There is a lack of clearly-defined levels of decision-making authority from the bishops to the Archdiocesan Department of Catholic Schools down to the individual schools. The pastors, principals, and Department of Catholic Schools personnel shared their perspectives of current governance structures and elements of three emerging alternative governance models. Data were analyzed through a factor analysis of the survey items to explore the strength of the three categories of the governance models represented by the three groups of questions. Next, the descriptive statistics of the specific questions relating to each of the three governance models and community voice were compiled. A Cronbach’s alpha was calculated for each group of questions to measure internal consistency. In order to explore relationships between perceptions among the three independent variable groups (pastors, principals, and Department of Catholic Schools personnel), a Chisquare analysis was run for each of the questions on an ordinal scale. The study showed significant differences in participant responses between the three groups surveyed. However, there was agreement that community voice must be incorporated into governance, but only in a consultative manner. There was also agreement that a strong governing presence at the central office would be beneficial.
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au, l. payne@central murdoch edu, and Lesley Irene Payne. "School Governance: Phases, Participation and Paradoxes." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040831.95132.

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This research analyses the governance structures and processes of thirteen independent primary schools in Perth, and one state primary school in Western Australia termed an ‘alternative’ or ‘lighthouse’ school. More in-depth case studies were undertaken at five sites with participants from different time periods. All the schools had a school council or board since their foundations and notably all schools had their origins in the period of the alternative school and community empowerment movement of the 1970s and 1980s. In an era of market reform and the corporatisation of schools, the critical areas of focus for this research were: how community expectations and school identity were maintained within council-governed schools; how democratic imperatives compete with professionalism and school improvement issues; and how schools confront dilemmas of governance. Three frameworks, Phases of Development, Community Empowerment and Dilemmas, were employed as useful means to discuss school governance. The results revealed changes in governance over time. Schools began to envisage themselves less as communities and more as businesses. The emphasis was away from parent involvement and towards efficiency and commercial practices. Tensions and dilemmas arose out of these changes. The thesis concluded that it was not the structures or individuals that were crucial in governance processes but the playing out of particular tensions and dilemmas. Principals and councils have to acknowledge the dilemmas that arise from competing values systems and make choices based on a clear understanding of these dilemmas.
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Antonie, Lyson CHIGEDA. "Nurturing Deliberative Democracy in Public Secondary Schools in Malawi: School Governance and Pedagogies." 京都大学 (Kyoto University), 2015. http://hdl.handle.net/2433/199429.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(地域研究)
甲第19105号
地博第179号
新制||地||61(附属図書館)
32056
京都大学大学院アジア・アフリカ地域研究研究科アフリカ地域研究専攻
(主査)教授 梶 茂樹, 教授 重田 眞義, 准教授 高田 明, 准教授 山名 淳
学位規則第4条第1項該当
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Black, Shaun M. "An examination of urban school governance reform in Detroit Public Schools, 1999--2014." Thesis, Wayne State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105019.

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In 1983, the A Nation at Risk report stated that our educational institutions in the United States and especially in urban areas were not meeting the educational needs of our students. Since A Nation at Risk, elected school boards in urban areas were under fire from the media, parents, other civic and community leaders, and voters due to fiscal irresponsibility and poor student achievement. In selected urban cities across the nation, elected school boards were replaced in favor of mayoral control (e.g., Boston, Chicago, Cleveland, Detroit, New York City, Philadelphia, and Washington DC) and appointed school boards (Wong et al., 2007). In 1999, the Detroit Public Schools (DPS) was taken over by the state of Michigan in an effort to reform the district. In 1998 prior to the state takeover, DPS had 261 schools, 167,000 students enrolled in the district, and a $93 million budget surplus. In 2014 after several years of state control, DPS had 97 schools (−62%), 47,000 students enrolled (−71%) in the district, and a $232 million budget deficit (−349%). During this same time period, DPS had eight different district leaders under three different school governance models. This qualitative historical case study developed an understanding of the overall impact of school governance reform on the institutional progress in DPS from 1999–2014. Institutional Progress examines the overall functioning of a school district in the areas of: leadership, educational programs, finances, personnel, community support and political support. This study also described the external and internal barriers preventing DPS from making institutional progress. This qualitative study utilized four data sources: interviews of current and former Detroit Public School personnel (i.e., school board members, central and building administrators, teachers, parents and community activists), Detroit Board of Education meeting minutes reports, daily newspaper coverage of DPS from the Detroit Free Press and the Detroit News, and city of Detroit archives on the annual State of the City Address given by Detroit mayors to determine whether or not institutional progress was achieved in DPS from 1999–2014. The findings of this study were the following: 1.) there was a lack of institutional progress in Detroit Public Schools; 2.) school governance reforms in DPS did not have a positive impact; and 3.) internal and external barriers prevented DPS from making institutional progress.

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Thedy, Elizabeth. "AN ANALYSIS OF THE LEGAL, STATUTORY, AND GOVERNANCE ISSUES OF VIRTUAL CHARTER SCHOOLS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2507.

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This study examined the legal, statutory, and governance issues facing virtual charter schools. Virtual models of schooling have the potential to change the face of public education as such schools challenge traditional forms of education. Legislators, policy makers, and school boards must carefully consider existing charter school legislation and determine whether such language is applicable to virtual charter school models. As virtual forms of schooling increase, and choice options for parents become more readily available, the challenge is to develop statutory language that is not overly restrictive but provides a framework from which authorizers and governing boards may operate to ensure the quality, equity, and fiscal responsibility of virtual charter schools. The focus of the study was on the existing legislation in the 19 states with current virtual charter school statutes. The qualitative examination of case law, combined with a review of statutory language, provided the sources of data. Recommendations for policymakers, legislators, departments of education, and school boards were developed to ensure the instructional quality control, the compliance with state and federal statute, and the financial security of virtual charter schools. In an era where choice in education has become mainstream, monitoring the quality of choice options becomes paramount. The development of policies and laws relative to the careful operation of virtual charter schools, from authorization, to governance, to appropriate funding is in the purview of the state. Case law developed in states such as Pennsylvania and Wisconsin where the legality of virtual charter schools has been challenged provides the legal standards for other state legislatures. The establishment of carefully worded legislation that addresses the issues inherent in the next version of school choice is critical to the successful operation of virtual charter schools. Oversight for funding, attendance, curriculum and instruction, and teacher certification is critical in both the authorizing and governance of such schools. Legislation that details the process for enrolling district and out of district students, the process for how the funding flows from the state, to the district, to the virtual charter school, and how the students will be counted for accountability purposes is critical to the successful implementation of virtual charter schools.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Books on the topic "Governance of schools"

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Smelt, Simon. Today's schools: Governance and quality. Wellington, N.Z: Institute of Policy Studies, 1998.

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Blyth, Carmen. International Schools, Teaching and Governance. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46783-2.

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Gann, Nigel. Improving school governance: How better governors make better schools. London: Falmer Press, 1997.

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Improving school governance: How better governors make better schools. London: Washington, D.C., 1998.

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Ireland. Department of Education. Central Policy Unit. Positionpaper on the governance of schools. Dublin: Department of Education Central Policy Unit, 1994.

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Drahmann, Theodore. Governance and administration in the Catholic school. Washington, D.C: National Catholic Educational Association, 1985.

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Maine. State Board of Education. School governance: A vital factor in student achievement. [Augusta, Me.]: The Board, 2002.

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What school boards can do: Reform governance for urban schools. New York: Teachers College Press, 2006.

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Walters, Jackie. Governing schools through policy: A blueprint for creative school governance. London: Lemos & Crane, 1997.

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Democracy, education, and governance: A developmental conception. Albany: State University of New York Press, 1993.

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Book chapters on the topic "Governance of schools"

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Zhou, Haitao, Qiang Liu, Jing Tian, and Qian Li. "Governance System of Private Schools." In Perspectives on Rethinking and Reforming Education, 129–67. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-4409-0_6.

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Spender, J. C. "Universities, Governance, and Business Schools." In Multi-Level Governance in Universities, 141–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32678-8_7.

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Yang, Ming, and Hao Ni. "Aiming at School Improvement: Educational Evaluation System in Primary and Secondary Schools." In Educational Governance in China, 263–83. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0842-0_9.

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Kultsum, Ummi, and Ting Wang. "School governance and leadership challenges in Indonesian Islamic senior high schools." In School Governance in Global Contexts, 102–21. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003221456-7.

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Moos, Lejf. "Denmark: Contracts in Danish Educational Governance." In Educational Authorities and the Schools, 19–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_2.

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Blyth, Carmen. "The Story from Start to Finish." In International Schools, Teaching and Governance, 3–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46783-2_1.

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Blyth, Carmen. "Re-theorising and Re-problematising Conflict from a Posthumanist Stance: Meaning, Truth, and Understanding in a Posthumanist World." In International Schools, Teaching and Governance, 49–68. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46783-2_2.

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Blyth, Carmen. "The International School: Taking Stock of a World ‘Commodity’—Leadership and Management." In International Schools, Teaching and Governance, 71–85. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46783-2_3.

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Blyth, Carmen. "The Apparatuses of Conflict." In International Schools, Teaching and Governance, 87–117. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46783-2_4.

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Blyth, Carmen. "The Dark Side: Teacher Emotions and Their Affect/Effect on Conflict." In International Schools, Teaching and Governance, 119–48. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-46783-2_5.

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Conference papers on the topic "Governance of schools"

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Asim, Minahil. "Strengthening Local Governance of Schools: Evidence From Pakistan." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431742.

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Santos, Luís, and Delfina Soares. "Information Systems in schools." In ICEGOV '18: 11th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3209415.3209501.

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Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman, and Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/icearnc/10.

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"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
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Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman, and Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/uhdicearnc/10.

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"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
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Asim, Minahil. "Can Information Strengthen Local Governance of Schools? Evidence From Pakistan." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571971.

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Kaminskiene, Lina, and Virginija Bortkevičienė. "Strengthening and Supporting the School Communities: A Case of Regional Schools in Lithuania." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.19.

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The paper discusses how the school microclimate could be improved within the school community, based on the results of a research carried out in 15 regional schools in Lithuania. The analysis is specifically focused on how the school community could be strengthened by improving the relationship between teachers and schools’ administration. Following the methodology of the thematic analysis, the paper highlights key issues which might be important to reconsider the formation of a positive relationship, internal communication, democratization of governance, reduction of competition between teachers, strengthening the confidence in the teacher, respect for each other as well as fostering an open, tolerant culture. The results of the research indicate the need to strengthen collaboration and engagement-based community: a need to develop a participatory culture, to develop teachers’ support systems, to rethink how to involve parents more actively into the school life, to ensure more effective feedback system (teachers-administration-parents). The paper also highlights a need to improve the emotional climate of schools, to develop clear guidelines for evaluating teachers’ activities, to ensure smooth internal communication, informing and involving teachers about planned changes, and allowing all members of the community to feel part of the organization, not only by informing about the activities being carried out, but also by enabling critical opinions to be expressed; to form different working groups involving different educators (e. g. primary school and subject teachers) on different issues of school performance development.
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Goicu-Cealmof, Simona. "Multicultural urbanonyms in Timişoara." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/36.

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The urbanonyms in Timişoara testify to the history of this city: the rule of Charles Robert of Anjou and John Hunyadi (Castelul Huniade), the Habsburg governance (Iosefin, Elisabetin), the royal rule of interwar Romania (Parcul „Regina Maria”), the communist regime (Liceul „Nikos Beloianis”), the post-communist governance (Piaţa Victoriei). The names of high schools are indicative of the ethnic and religious tolerance specific to Timişoara (Liceul Teoretic „Nikolaus Lenau”, Liceul Teoretic Maghiar „Bartók Béla”, Liceul Teoretic Sârbesc „Dositei Obradovici”, Liceul Teologic Romano-Catolic „Gerhardinum”).
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Kekana, Lebogang M., and Alfred H. Makura. "THE IMPORTANCE OF SCHOOL GOVERNING BODIES IN THE EFFECTIVE GOVERNANCE OF THE PUBLIC SCHOOLS: DO WOMEN HAVE A ROLE?" In ADVED 2020- 6th International Conference on Advances in Education. International Organization Center of Academic Research, 2020. http://dx.doi.org/10.47696/adved.2020x255.

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de Azevedo Vieira, Edilaine, Álvaro Maximiliano Pino Coviello, and Taiane Ritta Coelho. "Technological infrastructure for remote classes in Brazilian public schools during the COVID-19 pandemic." In ICEGOV 2020: 13th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3428502.3428534.

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Luca, Sergiu. "The vole of the book in shaping the elite of society." In Simpozionul Național de Studii Culturale, Ediția a 2-a. Institute of Cultural Heritage, Republic of Moldova, 2022. http://dx.doi.org/10.52603/9789975352147.06.

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Annotation: „Tabula rasa” – the theory of the philosopher John Loke represents the man without a book. The importance of the book in the formation of personality is demonstrated by the countless prohibitions of books throughout human history – „blacklists” of forbidden books and burned books. Hence the rhetorical question: – „What is your first book?”, „What books were in your training?”. The book is the source of knowledge that can be passed on to other generations contributing to their formation. Good governance can only be achieved based on qualitative knowledge. The need for elite education has been realized since antiquity. Thus in all societies, the formula of creating special schools for the children of kings and aristocrats was used. The Party High School was created in the Soviet Union for Party Officials because good governance equals the higher level of idealization of the official. Cultural and scientific elites have a role in defending national culture and merit in universal science. The book is an artifact in the demonstration of the existence of a people, and the people who will not have written books will remain out of history.
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Reports on the topic "Governance of schools"

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Duflo, Esther, Pascaline Dupas, and Michael Kremer. School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. Cambridge, MA: National Bureau of Economic Research, March 2012. http://dx.doi.org/10.3386/w17939.

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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Smyth, Emer, Joanne Banks, Adele Whelan, Merike Darmody, and Selina McCoy. Review of the School Completion Programme. ESRI, October 2015. http://dx.doi.org/10.26504/rs44.

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The School Completion Programme (SCP) aims to have a significant positive impact on levels of student retention in primary and second-level schools. This report draws on a survey of SCP coordinators and chairpersons, in-depth case-studies of local clusters and interviews with key stakeholders to review the programme in terms of the students targeted, the kinds of activities offered, governance and funding, and perceived effects at the school level.
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Laing, Derek, Steven Rivkin, Jeffrey Schiman, and Jason Ward. Decentralized Governance and the Quality of School Leadership. Cambridge, MA: National Bureau of Economic Research, March 2016. http://dx.doi.org/10.3386/w22061.

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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance India. Cambridge, MA: National Bureau of Economic Research, November 2020. http://dx.doi.org/10.3386/w28129.

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Carman, Donna. A Case Study of a Nationally Recognized Middle School's Decentralized Participatory Governance Structure. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.841.

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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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Huq, Aurin. The Impact of Covid-19 on the Education of School Children in Bangladesh. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clear.2022.003.

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This Research Briefing summarises priority areas for future research and key stakeholders with whom to engage, as identified in the scoping paper "The Impact of Covid-19 on the Education of Primary and Secondary School Children in Bangladesh" by Marjan Hossain and Dr Khandker Wahedur Rahman from the BRAC Institute of Governance and Development (BIGD). The scoping paper and this briefing were commissioned for the Covid-19 Learning, Evidence and Research Programme in Bangladesh (CLEAR). CLEAR aims to build a consortium of research partners to deliver policy-relevant research and evidence for Bangladesh to support the Covid-19 response and inform preparation for future shocks.
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Foster, Jessica. Survey of Legal Mechanisms Relating to Groundwater Along the Texas-Mexico Border. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, April 2018. http://dx.doi.org/10.37419/eenrs.groundwateralongborder.

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The purpose of this study is to present a factual picture of the multiple groundwater governance frameworks that cover the same transboundary aquifers on the Texas-Mexico border. The study can then serve as a foundation to support future research and as a reference for those sharing groundwater resources on the border to use in considering whether and how to coordinate management. Currently, Texas A&M School of Law, the Bush School of Government and Public Service at Texas A&M University, and the Texas Water Resources Institute are collaboratively pursuing a larger interdisciplinary project, and the study presented in this report is part of that concerted endeavor. First, the project establishes a study area, then identifies who are the stakeholders in the area, and finally summarizes the various rules each entity applies to groundwater. The study area selected is based on the aquifers identified in the 2016 study noted above (see Figure 1). Although there is currently no formal agreement between governments or users in Mexico and Texas for managing the reservoirs that cross underneath the international border, this survey represents a preliminary step in addressing the larger problems that the absence of a cooperative groundwater management framework presents. All of the institutional approaches employed in the various jurisdictions surveyed here model features from which developing management approaches could draw. Equally, noting gaps in the institutional approaches themselves and the ad hoc groundwater withdrawals occurring outside the reach of those institutions illustrates potential value in engaging local users in Texas’ and Mexico’s respective groundwater governance arrangements.
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