Relevant bibliographies by topics / High schools Singapore Administration

Academic literature on the topic 'High schools Singapore Administration'

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Published: 10 December 2022
Last updated: 30 January 2023

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Journal articles on the topic "High schools Singapore Administration"

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Rasban, Sadali, Adam Abdullah, and Aznan Hasan. "An analysis of residue net estate distribution to bayt al-māl in Singapore." ISRA International Journal of Islamic Finance 12, no. 1 (April 1, 2020): 49–67. http://dx.doi.org/10.1108/ijif-04-2019-0055.

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Purpose This paper aims to examine the current practice in Singapore regarding an inheritance issue: disposal of the residual net estate to the bayt al-māl, which is identified as the Islamic Religious Council of Singapore (Majlis Ugama Islam Singapura, MUIS). The issue arises when the deceased leaves farḍ (fixed-share) heir(s) and/or dhawū al-arḥām (outer family members) but there is no ʿaṣabah (agnatic residuary heir by blood). Farḍ legal heirs are those beneficiaries for whom the Qurʾān prescribes inheritance of a pre-determined share. Disposal of the residual net estate to the bayt al-māl results in a reduction in the share due to the farḍ legal heir or worse, a total loss to the dhawū al-arḥām legal heirs. Design/methodology/approach A qualitative approach based on library and case study research has been adopted to elaborate practices that fall under the purview of the Administration of Muslim Law Acts (AMLA), Chapter 3. Findings The current practice seems biased against, especially, women and spouses. It creates high dissatisfaction in the community, especially those affected by such practices. This paper elaborates on the practice of residual net estate distribution in Singapore and the contemporary practices of the four Sunni madh-habs – the Ḥanafī, Mālikī, Shāfiʿī and Ḥanbalī jurisprudential schools – in other countries. Research limitations/implications In Singapore, Muslim law is defined and implemented by the civil court, not the Syariah Court or MUIS. The recommendation to change from the current classical practice by the Syariah Court and MUIS to the contemporary practice that is relevant to today’s context lies with the civil court and Government of Singapore. The choice for the Syariah Court and MUIS to adopt the contemporary practice as per Ḥanafī School by rule of the court or the government is beyond this research. Zayd ibn Thābit, Caliph Abū Bakr and a small number of companions held the view that the residue net estate asset must go to the bayt al-māl, the current classical practice. The contemporary practice adopted by Sayyidina ʿUthmān ibn ʿAffān, Jābir ibn Zayd and majority of the companions’ view, is not in favour of the residue net estate asset to go to the bayt al-māl; rather they view that it must be returned to the legal heirs. Practical implications Awareness in the community in the current controversial practice in Singapore when the residue net estate through the farāʾiḍ law was giving to bayt al-māl instead of returning to farḍ or dhawū al-arḥām in the absence of the ʿaṣabah legal heir as stated in the Inheritance Certificate issued by Syariah Court. Social implications To understand the contemporary Muslim law and the practical and just application in today’s Singapore context as supported by the AMLA, Chapter 3. Originality/value This is the first study that challenges the current practice by the Syariah Court and MUIS in Singapore, thereby endeavouring to restore justice to the community.
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Lin, Yao-San, Jie Ni Lim, and Yung-Sen Wu. "Developing and Applying a Chinese Character Learning Game App to Enhance Primary School Students’ Abilities in Identifying and Using Characters." Education Sciences 12, no. 3 (March 9, 2022): 189. http://dx.doi.org/10.3390/educsci12030189.

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The Chinese language is the mother tongue that most students in Singapore need to master. However, for many local students, due to the use of English as the main language in Singapore’s families and the living environment, the time and frequency of using Chinese and the exposure to Chinese characters are relatively insufficient, which leads to a high forgetting rate, confusion of the characters and the improper use of Chinese characters. This study attempts to develop an app of a Chinese character learning game for Singapore primary school students, aiming to stimulate students’ interest in learning Chinese, increase their frequency of contact and use of Chinese characters, and ultimately strengthen their ability to remember, understand and use Chinese characters. By collecting the data from students’ questionnaire surveys, teachers’ questionnaire surveys, students’ literacy tests, and classroom observations, the research team found that the designed app can enhance the interest of lower grade primary school students in learning Chinese and strengthen their ability to memorize and use Chinese characters.
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Ong Kelly, Khim, Shi Yun Angela Ang, Wei Ling Chong, and Wei Sheng Hu. "Teacher appraisal and its outcomes in Singapore primary schools." Journal of Educational Administration 46, no. 1 (February 2008): 39–54. http://dx.doi.org/10.1108/09578230810849808.

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Nguyen, Dong Thanh, David Ng, and Pui San Yap. "Instructional leadership structure in Singapore: a co-existence of hierarchy and heterarchy." Journal of Educational Administration 55, no. 2 (April 10, 2017): 147–67. http://dx.doi.org/10.1108/jea-05-2016-0060.

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Purpose The purpose of this paper is to explore the instructional leadership practices and structure in Singapore primary schools. Design/methodology/approach The study employs a qualitative approach. Data were collected from interviews of 30 Singapore primary school principals and 25 working-day observations of five principals. A grounded theory method was utilized to analyze the qualitative data. Findings The instructional leadership roles of principals can be categorized into four key themes: vision development and implementation, physical and organizational structure, professional development, and leading and managing instruction. Importantly, the study illuminates a hybrid structure of instructional leadership in which both hierarchical and heterarchical elements exist. Originality/value The current study expands the global knowledge base on instructional leadership by providing indigenous knowledge of how instructional leadership is enacted in Singapore schools. Simultaneously, this study suggests an agenda for future research on instructional leadership.
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Prasvita, Desta Sandya. "Implementation of Sistem Administrasi Keuangan Sekolah for Junior High Schools, Senior High Schools and Vocational Schools in Bogor PESAT Schools (Si-AKSES)." I-STATEMENT 6, no. 1 (January 14, 2021): 15–24. http://dx.doi.org/10.46371/istatement.v6i1.267.

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In educational institutions, one of the resources that need to be managed properly is school financial resources. However, there are still many schools that have not managed their financial resources optimally, one of which is in the student financial administration process which is still done manually, namely by recording with books or recording with spreadsheet software. This has the risk of data being damaged, data lost, difficult to evaluate and monitoring, and less effective in student financial administration services. The same is the case with PESAT Bogor school, where schools still use spreadsheet software in financial administration. So in this study, the implementation of an integrated financial administration system at SMP, SMA, and SMK PESAT is integrated (Si-AKSES) in order to create optimal school governance, especially in the financial administration process. The software development uses the waterfall method which is implemented with the MySQL database, the PHP programming language and the CodeIgniter framework. With the existence of Si-AKSES, it can facilitate PESAT schools in providing services to students who want to make school financial payments, recording student transactions from the start of entry to graduation, controlling student arrears, reporting processes, and so that school finances are more controllable and transparent.
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Syrymbetova, L. S., G. N. Akbayeva, and A. K. Zhuman. "The realization of bilingual education in Singapore (overview)." Bulletin of the Karaganda University. Pedagogy series 105, no. 1 (March 29, 2022): 147–52. http://dx.doi.org/10.31489/2022ped1/147-152.

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Today, when knowing languages are directly connected with economic situation, Singapore is a good example. According to the international tests results, Singapore has ranked first place. Consequently, in this article, we consider what types of bilingual education are used and how schools implement them in their education program. As a multinational country without one official language, Singapore made all the languages of main nations official and chose English as a common language which is compulsory to be known by all the population. So, schools used bilingual programs directed to make students be able to study in two languages, English and mother tongue. Not only schools develop bilingual programs but the government is also involved in realization of bilingual programs to educate children to know at least two languages at a high level. An effective realization of bilingual program made Singapore one of the best countries which have a good educational system.
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Klar, Hans W., and Curtis A. Brewer. "Successful Leadership in High-Needs Schools." Educational Administration Quarterly 49, no. 5 (March 29, 2013): 768–808. http://dx.doi.org/10.1177/0013161x13482577.

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Periyakoil, Divya, Hari Prasanna Das, Clayton Miller, Costas J. Spanos, and Ndola Prata. "Environmental Exposures in Singapore Schools: An Ecological Study." International Journal of Environmental Research and Public Health 18, no. 4 (February 14, 2021): 1843. http://dx.doi.org/10.3390/ijerph18041843.

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Global climate change is a clear and present danger to our environment, but the impacts of climate change on human health are less known. People in Asian countries are more susceptible to the negative impacts of climate change and the subsequent environmental exposures because of the high population density, rapid urbanization, and natural geography of the region. The objective of this multidisciplinary collaborative ecological study was to explore the impact of environmental exposures such as temperature (°C), noise (db), humidity (%rh), air conditioning exposure time (hours), and distance traveled to school (km) on the comfort and academic success of school children in Singapore. Analysis of a large dataset from the Singapore National Science Experiment revealed a positive correlation between the distance traveled to school and favorable environmental conditions (moderate temperatures, low noise, low humidity, and higher amount of air conditioning time) and student academic performance. The analysis revealed that the distance traveled between home and school for public school students falls within a larger range than that for independent (private) school students. On average, students traveled farther distances to attend schools of higher academic caliber thereby increasing their exposure to environmental pollution. Student exposure to pollution can be minimized if all schools adhere to higher standards of environmental comfort and standardized academic caliber. If students can attend the school closest to their homes, they can minimize their daily pollution exposure due to traffic/commute, thereby mitigating the resultant negative health consequences.
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Sharpe, Leslie, and S. Gopinathan. "Leadership in High Achieving Schools in Singapore: The Influence of Societal Culture." Asia Pacific Journal of Education 20, no. 2 (January 2000): 87–98. http://dx.doi.org/10.1080/02188791.2000.10600185.

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BAUTISTA, Alfredo, Joanne WONG, and Saravanan GOPINATHAN. "Teacher Professional Development in Singapore: Depicting the Landscape." Psychology, Society, & Education 7, no. 3 (April 30, 2015): 311. http://dx.doi.org/10.25115/psye.v7i3.523.

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ABTRACT: This article depicts the landscape of teacher professional development (PD) in Singapore, one of the world’s top-performing countries in education. We provide an overview of the resources available to the approximately 30,000 teachers within the 350 primary and secondary schools run by the Ministry of Education (MOE). We focus on the three main PD providers: the National Institute of Education, the Academy of Singapore Teachers and six Centers of Excellence, and schools themselves. Guided by the “Teacher Growth Model,” these providers aim at making PD coherent with teachers’ interests, the needs of schools, and the national curriculum. Teachers in Singapore are given the exceptionally high allotment of 100 voluntary hours of PD per year. There are multiple types of activities teachers can engage in, ranging from formal/structured courses and programs to more informal/reform-based initiatives (action research, lesson study). Teachers with different levels of expertise and career paths have access to different PD opportunities. Most PD is subject-specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. In fact, all MOE schools have been recently mandated to become Professional Learning Communities (PLC). We conclude that this comprehensive set of PD resources, considered as a whole, presents the features of “high-quality” PD described in the international literature. However, we suggest that more research is needed to examine the extent to which such an ambitious PD model is enhancing teachers’ knowledge and pedagogies, and ultimately students’ learning.
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Dissertations / Theses on the topic "High schools Singapore Administration"

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Mentzer, Brian. "Leadership in High Achieving, High Poverty Schools." Thesis, Southern Illinois University at Edwardsville, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785179.

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In recent years, much emphasis has been placed on student outcomes on high stakes summative assessments. This call for accountability has forced educators to look critically at themselves and their schools to determine what they can do to improve the outcomes (Suber, 2011). Generally, in the United States, schools with high percentages of poor students have low achievement relative to schools with wealthy student bodies (Suber, 2011). However, there are a select number of educational institutions that seem to be beating the odds. These schools have both high concentrations of poverty and exceptional outcomes on federal, state and local assessments (Edmonds, 1979). Teachers in those schools tend to report positive perceptions of school administrators, and school administrators tend to have a significant impact on outcomes (Edwards, 1979).

The purpose of the study is to better understand principal leadership policies, practices, behaviors that are present in high achieving, high poverty schools. Furthermore, building level data will be used to identify specific areas of strength/weakness within individual schools. In order to accomplish this goal, the research focus will be teacher perceptions of leadership qualities of the administrators in high achieving, high poverty schools in Russelburg (a pseudonym) Illinois District #1. By looking inside individual schools, the district can compare and contrast the perceptions to determine what specific leadership characteristics are present. As a result, professional development goals can be developed that focus on the areas of weakness found in the results.

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Bannister, Robert M. "To What Extent Are the Grade Configurations of Middle/High Schools and High Schools Related to Student Engagement?" Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10604166.

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Some believe sixth through twelfth grade configured schools offer programs and incentives that aid the success of students. The assumption is that these schools provide inherent motivation supportive relationships, and forward thinking about education and its implications on life (Gootman, 2007; Hall, 2008). This study examined the relationship between sixth through twelfth grade and ninth through twelfth grade configured schools and student achievement. This study was based on a positivist research paradigm, and used quantitative methodology and statistical significance testing.

The research on grade configuration and its impact on students’ engagement levels in ninth grade stemmed from Socialization Theory, Flow Theory, and the Human Capital Theory. Quantitative analysis was conducted through multivariate analysis of variance (MANOVA) and analysis of variance (ANOVA) to discover the relationship between student engagement in both sixth through twelfth and ninth through twelfth configurations. The Research Assessment Package for Schools-Middle School (Institute for Research and Reform, 1998, Wellborn & Connell, 1987) was the data collection tool.

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Hollowell, Daniel R. "Personality Types of Illinois Elementary Principals in High-Poverty, High-Performing Schools." Thesis, Aurora University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10617178.

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The socio-economic achievement gap is prevalent in schools across the country. There are many high-poverty, high-performing schools that have been successful in closing this achievement gap. This study investigated 30 Illinois elementary school principals from high-poverty, high-achieving schools. Principals were given the Myers-Briggs Type Indicator and data was collected about school location, number of administrative jobs previously held, gender, race, and ethnicity of the principal. The personality types of the principals were compared to historical data on personality types of school principals. There were three findings in the study. Principals with the sensing-thinking-judging (STJ) type were most prevalent in the sample of high-poverty, high-performing schools. The rate of STJ and specifically ESTJ in the sample was higher than the historical data for principal personality type. Principals in their third or more administrative job in the sample had higher scores for extravert than those in their first or second job. More research is recommended including larger samples, samples including high schools, and comparison research with principals of high-poverty, low-performing schools.

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Riley, Libby J. "Perceived Best Practices Used in Low-Socioeconomic Status, High-Attendance High Schools." Thesis, Frostburg State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638721.

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The purpose of this study was to identify best practices perceived and used by principals in low-SES high schools to achieve high annual attendance rates.

The study was an applied qualitative design, which used interviews for data collection and an emergent approach to data analysis. It involved a combination of criterion and extreme sampling to identify and interview eight principals from low-SES high schools (grades 9–12) in West Virginia with an annual attendance rate over 90%. Coding and data analysis processes involved in vitro and structural protocols.

The following best practices emerged from the research in order of most to least used: offering incentives and student recognition; establishing a positive school culture with high expectations for students to come to school; holding meetings with parents, students and an administrator; having personalized communication between students and an adult within the school; telephoning families of absent students; consistently following established district and state policies for attendance; and picking up absent students at their homes.

All the approaches revealed could be characterized as aspects of one overall best practice: developing a positive culture within the school. The ensuing specific best practices were actions and policies consistently applied and enforced.

Improved attendance results in improved performance and college- and career-readiness. Approaches similar to those revealed in this study of high-attendance, low-SES West Virginia high schools may help to improve attendance and achievement in other high schools, not just in West Virginia, but throughout the United States.

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Tan, Penny Peng Leng. "Music education in the knowledge-based economy of Singapore : designing a music curriculum framework for neighbourhood secondary schools." University of Western Australia. Graduate School of Educationd%695 Electronic theses, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0240.

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Education in Singapore is seen as a key instrument to equip the next generation with resources to meet the needs of a Knowledge-Based Economy in a globalize world. The goal of this study is to develop a Music Education Curriculum Framework consistent with a Knowledge-Based Economy (KMCF) for Singapore neighborhood secondary schools. It provides the general context of music education in Singapore and conducts research to reveal the perspectives of key cross-sector stakeholders in music education, namely: The Ministry of Education (MOE) music and curriculum planning and development officers, National Institute of Education music academics, principals, general classroom music teachers and over 600 students. The curriculum framework will focus on the desirable qualities of Knowledge-Based Economy (KBE), particularly creativity, innovation, risk-taking, entrepreneurship and lifelong learning which have been strongly emphasized by the Singaporean government. In the light of their vision of thinking Schools, Learning Nation, the Ministry of Education is repositioning and reorienting the education system by implementing numerous initiatives and policies. The intention is to foster flexibility and diversity in a broad-based and holistic education, but the main focus to date has been on information technology, problem-solving and core subjects rather than on the creative aspects of the arts. By surveying students, this research aims to find out to what extent students find their music lessons satisfactory and whether their perspectives is compatible with those of other stakeholders. Students generally do not take music seriously, and the public perception is that a music career is limited to performing and teaching. The model curriculum framework will indicate further related careers, and the personal growth that comes through a genuine engagement with music. The Ministry of Education controls the school curriculum, structure of education, examinations, teacher qualifications and conditions of service. In 2005 it initiated a Teach Less, Learn More initiative which promoted student engagement. However, despite the rhetoric of classroom-based, teacher-owned and school-driven learning, it did not consult teachers or students and therefore failed as a vital learning organization which involved all participants in deciding future directions. For Senge (1994, p.13), a learning organization is a place where people are continually discovering how they create their reality. The curriculum design is an example of an example of an open system which this thesis addresses the issue of providing a structured programme flexible enough to adapt to contextual needs while providing the standards and outcomes needed in a competitive knowledge-based economy. This thesis makes its original contribution to knowledge by applying an open system model from organisational theory to a conventional music curriculum.
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Williamson, Rosanne. "Analysis of administrative support of new teachers in high schools." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3325832.

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Thesis (Ed.D.)--Indiana University, Dept. of Education, 2008.
Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2980. Adviser: Khaula Murtadha.
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Smith, Barbara Ann Sims. "Principal leadership communication strategies in high- and low-socioeconomic schools." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280568.

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Educational reform movements have dominated educational arenas for decades. The public is demanding higher achievement of students and guarantees of equal opportunities and success for all. Many educational studies and articles document changes that need to occur, such as the implementation of high academic standards, effective teaching methodologies and leadership practices that support change. Some studies analyze how specific subgroups, e.g., race and gender, are influenced by the many educational reform movements across the nation, directed by local, state and federal entities, but few analyze how social class differences impact student achievement and future success. Even less scrutinize the specific behaviors used by educators that typically occur with different levels of social class, demonstrating unequal opportunities for students. This study utilizes specific and effective communication attributes used with teachers working with students from middle level socioeconomic backgrounds documented from another study and compares the findings to the same specific communication attributes used by school principals with their staff members during staff development meetings. The specific communication attributes are external and internal standards of authority, present versus future role orientation, cognitive skills and achievement, and verbal presentation skills. This study qualitatively examines the relationship of two principal-leaders working in middle schools with very different social class demographics. The study analyzes the types of communication attributes and behaviors commonly used by each principal during staff development meetings. The leader from the higher socioeconomic school consistently uses communication attributes that reinforce high expectations and effective techniques that promote problem-solving, critical thinking and self presentation skills. These specific communication attributes may serve as a learning model for teachers that may transfer to more effective classroom practices with students. The study also examines the characteristics and influences of social dominance in educational settings, effective leadership practices and the understanding of organizational culture, and how all of these foci illuminate the overall success of a school. The results of this study provide insight into how educational practices need to consider the knowledge of socioeconomic status and how this information can be used to establish more effective training opportunities for educational leaders.
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Wintin, David Arnold. "An interpretive study of building principals exploring the conversion of large, comprehensive high schools to small schools." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3325833.

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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership & Policy Studies, 2008.
Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2980. Adviser: Leonard Burrello.
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Jeffers, Michael P. "Exploring collaborative culture and leadership in large high schools." Thesis, University of Missouri - Columbia, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576089.

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The purpose of this exploratory study was to analyze how high school principals approached developing a collaborative culture and providing collaborative leadership in a large high school setting. The population sample for this study was 82 principals of large comprehensive high schools of grades 9 through 12 or some combination thereof with student populations of more than 1700 students from nine states in the middle region of the United States including Colorado, Missouri, Kansas, Iowa, Nebraska, Illinois, Indiana, Oklahoma, and Wisconsin. Of the 82 respondents, 81 fully completed the survey and one was incomplete. The survey was developed from questions from several survey instruments by Dr. Jeffrey Glanz, Professor, Yeshiva University, Dr. Jerry Valentine, Professor Emeritus at University of Missouri, Dr. Hank Rubin, Professor at South Dakota State University, and the researcher.

Quantitative data examined beliefs, practices, and self assessments by the principal based on collaborative leadership, collaborative learning, and school culture. Inferential statistics were used to draw conclusions from the sample population tested. The study through an analysis of variance and bivariate correlations analyzed differences sorted by degree of collaboration and relationships among variables correlated with collaborative learning and leadership of principals in a large high school setting. In addition, demographic data were analyzed using ANOVA to test for correlations between these interrelated variables of the degree of collaborative learning in the school as described by the schools’ principals (a) the degree to which the principals’ self-described their leadership practices, (b) the degree to which the principals’ self-described their beliefs about collaborative leadership, and (c) the demographic characteristics of the principals’ professional experiences and background.

The study found principals in large high schools their learning practices, their beliefs about collaborative leadership, examples of their work, and their perceptions about the degree of collaborative learning were evident. The study found there are significant differences in leadership practices and beliefs for schools that are perceived as more collaborative compared to those perceived as less collaborative. The study found, however, there was no significant relationship between demographic characteristics of professional experiences and background were related to collaborative leadership and learning practices and beliefs. Overall, the findings from this study created awareness about the uniqueness of collaborative leadership in a large high school setting and how principals of large high schools can more readily facilitate collaborative learning in these complex settings.

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Osorio, Maria Eugenia. "An assessment of leadership practice in high schools| Improving graduation rates." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172672.

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This research was based on a multi-case study design focused on the leadership practice of high school principals and assistant principals and their roles in improving graduation rates. The study sought to answer one overarching research questions: In schools that demonstrate an increase in graduation rates what leadership practices are evidenced in principals and assistant principals and teacher leaders. One sub-question addressed the tools and interventions that the leadership team practices in relation to improving graduation rates and the second sub-question addressed the accountability of changing standards with respect to graduation rates. A third sub-question sought to answer how interactions of principals and assistant principals relevant to improvement in student performance are interpreted by faculty and staff. The purposeful sample from each of the three high schools consisted of one principal, four assistant principals and one teacher leader. Data collection methods included interviews, observations and qualitative document review of high school graduation rates.

The study reveals six major findings: (a) school leaders establish a clear vision, mission or goal to increase graduation rates, (b) identification, management and evaluation of academic enrichment programs are necessary interventions for student success, (c) school leaders build a culture of student learning and achievement through a system of processes, programs and support initiatives, (d) the leadership team is knowledgeable, strongly motivated and devoted to their role as leaders in serving all students, (e) school leaders use data as guiding variables in making decisions regarding at-risk student achievement and success, and (f) school leaders develop and foster positive relationships with students and teachers.

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Books on the topic "High schools Singapore Administration"

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A, Smerdon Becky, and Borman Kathryn M, eds. Saving America's high schools. Washington, D.C: Urban Institute Press, 2009.

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Kachar, Kamarudin Hj. School administration in Malaysia. Kuala Lumpur, Malaysia: Teks Pub., 1989.

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Epah, George Fonkeng. Secondary school administration and principalship. 2nd ed. Yaoundé, Cameroun: Presses universitaires d'Afrique, 2009.

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Transforming high schools: A constructivist agenda. Lancaster, Pa: Technomic Pub. Co., 1996.

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A, Donaldson Gordon. Learning to lead: The dynamics of the high school principalship. New York: Greenwood Press, 1991.

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Felicity, Fletcher-Campbell, and National Foundation for Educational Research in England and Wales., eds. The time to manage?: Department and faculty heads at work. Windsor, Berkshire, England: NFER-Nelson, 1989.

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Earley, Peter. The time to manage?: Department and faculty heads at work. London: NFER/Routledge, 1992.

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Montero, Sergio Gómez. La organización de la escuela de nivel medio superior: Premio estatal de administración pública. [Baja California]: Instituto de Administración Pública de Baja California, 1988.

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Spooner, Bob. Let fools contest: A guide to senior management in schools. Leeds: Gerbil, 1989.

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Spooner, Bob. Neither up nor down: A guide to middle-management in schools. Leeds: Gerbil, 1989.

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Book chapters on the topic "High schools Singapore Administration"

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Attila Papp, Z., and Eszter Neumann. "Education of Roma and Educational Resilience in Hungary." In Social and Economic Vulnerability of Roma People, 79–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_6.

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AbstractOriginally, the concept of resilience refers to one’s capacity to cope with unexpected shocks and unpredictable situations. Originating from ecological theories, the approach has gained ground in social sciences. In the context of education, the concept has been applied to explain how disadvantaged students can overcome structural constraints and become educationally successful and socially mobile (Werner, E. E., Vulnerable but invincible: a longitudinal study of resilient children and youth. McGraw-Hill, New York, 1982; Masten A. S., American Psychologist 56: 227–238, 2001; Reid, R., Botterrill L. C., Australian Journal of Public Administration 72:31–40, 2013; Máté, D., Erdélyi Társadalom 13:43–55, 2015).This paper is based on the analysis of the Hungarian National Assessment of Basic Competences (NABC) database which has been conducted annually since 2001. We created a typology of school resilience based on the schools’ social and ethnic profile as well as their performance indicators. We defined those schools resilient which over perform others with similar social intake, and we also identified irresilient schools which underperform others with similar social intake. The school types were created by correlating the socio-economic status index (SES) and school performance.Since the NABC database provides us with data on the estimated rate of Roma students in each school, it is possible to take into account the schools’ ethnic intake in the analysis of resilience. We conducted statistical analyses to compare the performance of resilient and irresilient schools in the light of the ratio of Roma students. Finally, we seek answers to the question whether ethnic segregation correlates with school achievement in Hungary. We could identify some crucial institutional factors contributing to resilience (or school success) in the case of schools with relatively high proportion of Roma students.
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Maphalala, Mncedisi Christian, and Nontobeko Prudence Khumalo. "Curriculum Management in KZN Rural High Schools." In Advances in Educational Marketing, Administration, and Leadership, 1–14. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7168-2.ch001.

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This study sought to examine the curriculum management enablers and constraints experienced by school principals in KZN rural high schools in King Cetshwayo. A survey research design of the exploratory sub-type was adopted. The findings reveal a lack of parental involvement, increased principals' workload due to multi-faceted responsibilities, difficulty recruiting suitably qualified teachers, lack of teacher development opportunities for teachers, poor infrastructure and facilities, curriculum delivery challenges, curriculum monitoring, and evaluation. The identified deficiencies in curriculum management are linked to the instructional leadership led by the principals.
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Gareis, Christopher R. "Teacher Effectiveness in Singapore." In Advances in Educational Marketing, Administration, and Leadership, 192–226. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7908-4.ch008.

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Singapore is an island city-state located at the southernmost tip of the Malay Peninsula in Southeast Asia. Although one of the smallest countries in the world by landmass, it has an outsized record for educational excellence as evidenced by consistently high rankings on indicators of international comparison. While no single measure is indicative of educational quality, the Singapore education system is unquestionably effective. In this chapter, the quality and effectiveness of teachers are explored, beginning with a brief history of Singaporean education and then an overview of three defining characteristics of the Singapore education system as related to teacher quality. Then, the chapter presents a career-spanning perspective on teaching in Singapore from entry to pre-service preparation to induction, continuous professional learning, and career advancement. Throughout, a prevailing theme is evident: the value placed on teacher quality is an intentional, strategic feature of the Singaporean system, at the core of which is valuing teachers as learners and innovators.
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Lim, Levan, and Thana Thaver. "Disability Awareness in Teacher Education in Singapore." In Advances in Educational Marketing, Administration, and Leadership, 214–27. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch013.

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As the sole teacher education body in Singapore, the National Institute of Education (NIE), plays a pivotal role in equipping Singaporean teachers with the knowledge and skills to work with and support students with disabilities for both mainstream and special schools through its teacher education programs. In addition to the learning of strategies and skills to work with students with disabilities, it is also imperative for teacher education to promote positive attitudinal change among teachers towards persons with disabilities. This chapter describes the disability-awareness approach adopted by the NIE for its preservice teachers and the rationale behind adopting such an approach to foster inclusive attitudes that is grounded within relevant literature and situates disability within Singapore's socio-historical context.
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Jameson-Charles, Madgerie. "High-Stakes Testing in Saint Lucia." In Advances in Educational Marketing, Administration, and Leadership, 101–23. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1700-9.ch005.

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The question of selection of students into secondary school is important for the education system in Saint Lucia. Education officials are faced with the arduous task to assign students to a particular secondary school based on merit and school choice. The paper explores St. Lucian Common Entrance teachers' perception of the changes in the eleven plus examination for students' advancement to secondary schools. A qualitative methodology was used to capture teachers' stories about the changing face of the eleven plus examination and their roles in the implementation of the new partial zoning initiative. Focus groups and individual interviews were conducted with teachers from the eight educational districts in Saint Lucia to give their opinion on the changing face of the Common Entrance Examination. Results reveal that the teachers were generally pleased with the changes in the CEE and welcomed the partial zoning initiative. Although they believed that the partial zoning would benefit the communities, they expressed reservations about the public awareness on the initiative and the preparation of secondary schools to handle the changes. Teachers recommended an effective public awareness campaign and intense dialogue with parents of children involved so that they would make informed choices on the matter.
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Ha, Huong. "E-Government in Singapore." In Advances in Electronic Government, Digital Divide, and Regional Development, 176–97. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4173-0.ch009.

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This chapter is significant as it will provide better insights for further research in e-Government, given the high demand for good governance and better delivery of public services. The lessons drawn from Singapore’s e-Government, in terms of how to achieve a balance between technology adoption, citizen engagement and effective public administration, can be further developed into an e-Government model applicable to other neighbouring countries.
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Mallett, Christopher A. "School Resource (Police) Officers in Schools." In Advances in Educational Marketing, Administration, and Leadership, 53–70. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-5200-1.ch004.

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Having police officers in schools (school resource officers – SROs) is controversial with a growing debate as their presence has proliferated nationally over the past 20 years. A majority of high schools and middle schools today have police on campus providing a variety of services, though primarily law enforcement. While the intent is to provide improved school safety and protection to students, unexpectedly this has not been the outcome for many school campuses when reviewing most criminal activity and school shootings. While the presence of SROs is complicated, the unintended impact has harmed more students than anticipated by criminalizing misbehaviors and disorderly conduct, making the learning environment less conducive by negatively changing school climates and disproportionately impacting many already at-risk young people.
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Turan, Selahattin, Mahmut Polatcan, and Ramazan Cansoy. "Technology Leadership in Turkish Schools." In Utilizing Technology, Knowledge, and Smart Systems in Educational Administration and Leadership, 59–79. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1408-5.ch004.

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This chapter aimed to systematically evaluate theses and articles that were published between the years 2000-2019 in Turkey related to school technology leadership in terms of their topics, methods, results, and recommendations. Web of Science, ERIC, SCOPUS, ULAKBIM, and Turkish National Thesis Center were applied. In this context, 42 studies were examined. Findings indicated that technology leadership studies mostly focused on technology leadership competencies, technology leadership behaviors, and technology leadership roles. The descriptive survey design was found to be used frequently in technology leadership studies. According to the perceptions of teachers and principals, it was determined that principals exhibited high levels of technology leadership competencies, behaviors, attitudes, and roles. On the other hand, it was noted that there is a dearth of studies conducted on variables related to technology leadership and the factors that affect the principals being the technology leaders.
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Ngulube, Beatrice. "School Libraries Are a Must in Every Learning Environment." In Advances in Public Policy and Administration, 297–312. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7429-3.ch016.

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Despite the fact that South Africa has been a democracy for 23 years and the efforts made to improve the education landscape, there is still a crisis in the high school library system. This affects the school careers of learners and their lifelong-learning opportunities. The lack and loss of school libraries, as resources for education, deprive learners of their right to a school library and a place to grow mentally and academically. This chapter advocates for libraries in high schools. The study adopted a qualitative approach where primary data was collected through a multiple case study, using in-depth interviews at three schools in the Gauteng Province. School A was a rural high school; school B was a former model-C high school; and school C a township high school. The key findings underscore the importance of libraries in the academic success of learners. Recommendations are made on how advocacy for libraries in high schools could be re-directed.
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Cernik, Joseph Albert. "Education and Rural America." In Advances in Educational Marketing, Administration, and Leadership, 149–66. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch008.

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Rural America has a number of problems that cannot be addressed by simply thinking in abstract and superficial liberal versus conservative terms. Rural schools need high-speed internet, and oftentimes telecommunication companies have little interest in bringing high-speed internet to rural areas since the potential for profits are not there. In addition, Medicaid is important to rural schools since the funds from this program can go a long way toward helping students in rural schools stay in school and graduate. While it is often heard that “self-reliance” reflects the views of rural America, government programs (both federal and state) are needed. As high-speed internet goes through technological changes, many rural areas, specifically rural schools, will be further left behind, which increases the need for government help.
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Conference papers on the topic "High schools Singapore Administration"

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Anisah, Irsyad, Syahril, Nellitawati, and Tia Ayu Ningrum. "Administrative Staff Work Discipline in Junior High Schools." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.006.

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Indrihapsari, Yunia, and Udik Budi Wibowo. "Learning Management for Vocational High Schools in the Industry 4.0." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.055.

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Sholikhah, Ebni, Sarah Indah Safitri, and Arif Rohman. "Policy Strategies for Reducing Drop Out Rate in Senior High Schools." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.017.

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Mahyani, Esti Rokhima, Rutiana Dwi Wahyunengseh, and Rina Herlina Haryanti. "Public Perception of Zoning School Policy in Surakarta Public Senior High Schools." In Proceedings of the First International Conference on Administration Science (ICAS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icas-19.2019.56.

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Suputra, I. Nyoman, Ari Gunawan, Andi Basuki, and Madziatul Churiyah. "Integrated Learning Components of Cloud System-Based Office Administration in Vocational High Schools." In Proceedings of the 1st International Seminar on Teacher Training and Education, ISTED 2021, 17-18 July 2021, Purwokerto, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.17-7-2021.2312152.

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Enang, Koko, Bambang Heru Purwanto, and Rully Indrawan. "Implementation Model of Zonation System Policy in Admission of New Junior High Schools Students in Bandung Regency." In 2nd International Conference on Administration Science 2020 (ICAS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210629.002.

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Sari, Salma Novita, and Haryanto. "The Implementation of Industrial Internship of 4-Years-Competence Skills in Vocational High Schools." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.042.

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Zulfikar, Ahmad Raiza, and Aceng Muhtaram Mirfani. "The Effectiveness of Information Technology-Based Management Information Systems in Junior High Schools." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.207.

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Wiyono, Giri. "The Influence of Soft and Hard Quality Management Practices on Organizational Performance at The Vocational High Schools." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.57.

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Muspawi, Mohamad, and Siti Rahma Sari. "Management of Students in Three Public Junior High Schools in Muaro Jambi District: The Voices From The Frontlines." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.029.

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Reports on the topic "High schools Singapore Administration"

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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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