Relevant bibliographies by topics / High schools Victoria Administration

Academic literature on the topic 'High schools Victoria Administration'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "High schools Victoria Administration"

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Hooper, Carole. "Access and exclusivity in nineteenth-century Victorian schools." History of Education Review 45, no. 1 (June 6, 2016): 16–27. http://dx.doi.org/10.1108/her-02-2014-0010.

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Purpose – In the mid nineteenth-century Victorian government-aided schools were patronised by a broad spectrum of the community, many of whom sought a higher, or “middle-class”, education for their children. The various educational boards responsible for the administration of the public system, while not objecting to the provision of advanced tuition, were determined to ensure it was not offered on a socially selective basis. The purpose of this paper is to examine how accusations that some schools had engaged in socially selective practices led to the eventual removal of higher subjects from the curriculum. Design/methodology/approach – Documentary evidence, particularly the correspondence between the central educational boards and the local school committees, is examined to assess the validity of the claims and counter claims made by those involved. Findings – It appears that administrators used accusations of social exclusion to justify the removal of advanced subjects from the curriculum; with the result that it was not until state high schools were established early in the twentieth century that a higher education was again offered in the public sector. Originality/value – The paper looks at an area of educational provision that has attracted little attention from researchers.
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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.

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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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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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Thomas, Tony. "The Impending Special Education Qualifications Crisis in Victoria." Australasian Journal of Special Education 31, no. 2 (September 2007): 139–45. http://dx.doi.org/10.1017/s1030011200025677.

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Given concern about the decreasing numbers of staff with qualifications in special education in Victorian government specialist schools (schools for students with special educational needs), a survey was distributed to all 81 of these schools to gather information about teacher qualifications and age. A very high response rate of 94% was obtained. The results showed a very wide range of numbers of staff possessing a special education qualification in different schools. It is of concern that in 15 schools (almost 20% of respondent schools) fewer than half the staff had special education qualifications, while in a further 33 schools (43%) between 50% and 79% of the staff had special education qualifications. To add to this concern, there was a large proportion of older teachers in the schools, with 70% of principals and 40% of teachers likely to retire over the next five years. The implications of this for the staffing of the specialist schools are discussed, leading to suggestions for the future.
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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick, and Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements." Educational Administration Quarterly 54, no. 2 (February 20, 2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.
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Abdullah, Siti Aisyah Binti, and Noraini Mohamed Hassan. "PERKEMBANGAN LATIHAN PERGURUAN DI NEGERI-NEGERI MELAYU BERSEKUTU: NORMAL CLASS, 1906-1917." SEJARAH 26, no. 2 (December 21, 2017): 13–23. http://dx.doi.org/10.22452/sejarah.vol26no2.2.

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This paper examines how the British administration of the Federated Malay States (FMS) developed Normal Class to improve teacher training in English schools from 1906 to 1917. The 1902 Education Act, which made significant provisions for secondary and technical education and led to the rapid growth of training colleges in England and Wales, had an effect on the development of teacher training for English schools in the FMS. Following the suggestion of R.J. Wilkinson, Normal Classes for the training of assistant teachers commenced in January 1905 at the Victoria Institution. Initially, students from Victoria Institution and the Methodist Boy’s School were used to test the effectiveness of Normal Class. The success of Normal Class at Victoria Institution led to the opening of more such classes in the states of Perak, Melaka and Penang. Teacher training was emphasized to not only improve the quality of education in English schools but also to attract foreign investors to advance the economy especially of urban areas. This article focuses on the implementation of Normal Classes in Selangor and Perak. It has been found that, prior to the First World War, Normal Classes in Kuala Lumpur turned out to be more successful than in Perak. Teacher training in Kuala Lumpur, the administrative centre of the FMS, was desired to increase the number of local officials capable of speaking English in government departments. There was also considerable demand among capitalists for Normal Classes in English schools.
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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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Mulford, Bill, Diana Kendall, John Ewington, Bill Edmunds, Lawrie Kendall, and Halia Silins. "Successful principalship of high‐performance schools in high‐poverty communities." Journal of Educational Administration 46, no. 4 (July 4, 2008): 461–80. http://dx.doi.org/10.1108/09578230810882009.

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Odden, Allan, and Eleanor Odden. "Applying the High Involvement Framework to Local Management of Schools in Victoria, Australia." Educational Research and Evaluation 2, no. 2 (June 1996): 150–84. http://dx.doi.org/10.1080/1380361960020202.

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Lye, Jenny, and Joe Hirschberg. "Secondary school fee inflation: an analysis of private high schools in Victoria, Australia." Education Economics 25, no. 5 (March 12, 2017): 482–500. http://dx.doi.org/10.1080/09645292.2017.1295024.

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Dissertations / Theses on the topic "High schools Victoria Administration"

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Daniels, Ray Education Faculty of Arts &amp Social Sciences UNSW. "The management of change in six Victorian secondary colleges." Awarded by:University of New South Wales. School of Education, 2001. http://handle.unsw.edu.au/1959.4/18223.

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This study explored change in six Victorian secondary colleges some four years into the major school-system change program known as ?????Schools of the Future?????. The purpose of the study was to identify successful models and practices for positive school change by exploring school change from the school level perspective. A focus of the investigation was an organizational development program designed by a North American professor of organization and management in which Victorian school principals were trained as their schools entered the ?????Schools of the Future????? program. The project was guided initially by four major research questions to which six additional research questions were added as the research progressed. The research methodology was qualitative. The data for this investigation were collected in 1997. The main means of gathering them was the in-depth interview of the principals of the six schools in the study and of the four members of staff they nominated as knowledgeable about their school?????s change processes. A follow-up questionnaire to the interview, a telephone questionnaire that asked principals for background information about their schools, and a study of school documents were also sources of data. The analysis and interpretation of the data related to charge in the schools was presented in the forms of six case studies and a multisite study. Eleven variables and eighteen insights identified the aspects associated with successful change across the sites. The study?????s three major findings identified the critical importance in the success of change of the school?????s organizational culture and individual participants in change processes, its relationship to elements in its external environment and the nature of its planning for change. A theoretical framework for positive school change environments was developed. It combined the elements associated with successful change in the study. This framework may prove useful as a basis for further research on systemic change in schools and as a point of reference for those actually engaged in leading the change process in schools and school systems.
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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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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 Victoria Administration"

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Ainley, John G. School organization and the quality of schooling: A study of Victorian government secondary schools. Hawthorn, Victoria: Australian Council for Educational Research, 1986.

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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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Teese, Richard. For the common weal: The public high school in Victoria, 1910 - 2010. North Melbourne: Australian Scholarly, 2014.

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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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Book chapters on the topic "High schools Victoria 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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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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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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Koç, Mehmet Hilmi. "An Exploration of Career Adaptation of Teachers." In Advances in Educational Marketing, Administration, and Leadership, 141–59. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7772-0.ch008.

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This chapter aims to reveal the efforts of teachers working in private and public schools to adapt into their career. It employs phenomenology, one of qualitative research designs. The study group was composed of 20 teachers working in high schools. Maximum variation sampling, which is a type of purposeful sampling, was used in this study. While teachers working in public schools found teaching restricted as a career, those working in private schools thought they had a more dynamic profession. It may be stated that teachers working in public schools and in private schools encounter different types of difficulties and that they have differing strategies to cope with the difficulties. A new career system, in which teachers could specialize in their careers and routines could be avoid, could be introduced in both public and private schools.
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Lehner, Edward, and John R. Ziegler. "Re-Conceptualizing Race in New York City's High School Social Studies Classrooms." In Advances in Educational Marketing, Administration, and Leadership, 24–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch002.

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In New York State Public Schools, social studies education centers on employing interdisciplinary approaches to help students learn civic values and historical events. Increasingly, due in no small part to the influence of popular culture, social studies education research is making fewer distinctions about racial and ethnic identities. Following some trends in the larger academic community, more of the research in social studies education categorizes ethnically and religiously diverse European and African groups into the narrow categories of White or Black. This practice of flattening diverse European and African groups into current day race frameworks can be problematic when teaching high school social studies, particularly in highly diverse urban centers, because it perpetuates binary racial constructions that both are rooted in the historical fallacy of presentism and tend to contradict the students' ontological realities.
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Radu, Monica Bixby, Kristen N. Sobba, Sarah A. Kuborn, and Brenda Prochaska. "Building Stronger Connections Among Students, Families, and Schools to Promote School Safety." In Advances in Educational Marketing, Administration, and Leadership, 1–14. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-5200-1.ch001.

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Safe schools help promote positive social, academic, and educational outcomes. Research consistently suggests that students tend to be most successful in schools where they feel safe. For example, prior literature establishes that when students attend safe schools, they are more likely to graduate from high school compared to students who attend schools with behavioral problems or safety concerns. Over the last three decades, school shootings have garnered increased public attention, and the public has a heightened awareness that not all schools are safe environments for students. Drawing from ecological systems theory, this chapter will examine how the bonds between students and their schools are important for creating a school culture that is safe, inclusive, and supports the success of all students. Bridging social capital between families and schools also helps foster a safe school atmosphere, where students can focus on their academic and social development.
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Conference papers on the topic "High schools Victoria 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 Victoria 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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