Journal articles: '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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Tichnor-Wagner, Ariel, Christopher Harrison, and Lora Cohen-Vogel. "Cultures of Learning in Effective High Schools." Educational Administration Quarterly 52, no. 4 (July 7, 2016): 602–42. http://dx.doi.org/10.1177/0013161x16644957.

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Lochmiller, Chad R., and Colleen E. Chesnut. "Preparing turnaround leaders for high needs urban schools." Journal of Educational Administration 55, no. 1 (February 6, 2017): 85–102. http://dx.doi.org/10.1108/jea-11-2015-0099.

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Purpose The purpose of this paper is to describe the program structure and design considerations of a 25-day, full-time apprenticeship in a university-based principal preparation program. Design/methodology/approach The study used a qualitative case study design that drew upon interviews and focus groups with program participants as well as program-related documents. Qualitative data analysis was completed using ATLAS.ti. Findings The analysis suggests that the apprenticeship had three specific design features that were intended to support the apprentice’s development for turnaround leadership. These included locating the apprenticeship experience in a turnaround school setting; focusing the apprenticeship on district structures and procedures; and situating the apprentice’s work within the district’s approved improvement process. Research limitations/implications The study was limited in that recurring, on-site observations of apprenticeship activities were not possible. The study has implications for principal preparation programs related to the design of fieldwork experiences, as well as for educational scholars seeking to study the impact of fieldwork on principal efficacy. Originality/value The study contributes to the broader discussion of effective fieldwork experiences for aspiring school leaders, particularly when specific conceptions of leadership are infused within program designs.

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Kondakci, Yasar, and Hakan Sivri. "Salient characteristics of high-performing Turkish elementary schools." Journal of Educational Administration 52, no. 2 (April 29, 2014): 254–72. http://dx.doi.org/10.1108/jea-12-2012-0136.

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Purpose – Considering student achievement in a nation-wide examination as an indicator of school effectiveness, the purpose of this paper is to investigate the common characteristics across nine highly performing schools. Design/methodology/approach – The study was designed as a multiple-case study. Semi-structured interviews with teachers and administrators were conducted when collecting the data. Content analysis was implemented in analyzing the interview transcripts. Findings – The findings of the study basically suggest building a vision of achievement and sharing this vision with different constituencies, structuring positive instructional environment and implementing positive classroom managerial practices, educational leadership identifying the needs of school environment and responding to these needs, investing in positive school climate, monitoring pupils’ progress, ensuring the contribution of parents in schooling practices, and structuring a safe physical environment and providing necessary materials are instrumental activities for positive student outcomes. Research limitations/implications – Although it is not uncommon in the literature, the study relies on students’ scores in a nation-wide examination as an indicator of school effectiveness. However, this was inevitable because of the fact that Turkish education system does not suggest behavioral or organizational effectiveness indicators. Hence, further research in Turkish context may identify multiple indicators and focus on school wide as well as environmental dynamics of effectiveness. Originality/value – The current study produced similar themes characterizing effective schools with the rest of the literature. However, the Turkish context exhibits a different understanding in relation to what causes effectiveness. The uniqueness of the Turkish context is largely related to the cultural context which has largely been shaped by conservatist philosophical orientations and centralized structure.

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Bendikson, Linda, Mark Broadwith, Tong Zhu, and Frauke Meyer. "Goal pursuit practices in high schools: hitting the target?" Journal of Educational Administration 58, no. 6 (August 19, 2020): 713–28. http://dx.doi.org/10.1108/jea-01-2020-0020.

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PurposeThis article investigates goal pursuit practices in a sample of 31 New Zealand high schools. It examines goal knowledge of middle and senior leaders, the alignment of this knowledge and factors related to improvement.Design/methodology/approachGoals from schools' annual improvement plans were identified and counted at the beginning of the academic year. Senior and middle leaders were asked to recall their school's academic goals from memory. Responses were scored against the goals in the schools' plans to produce an accuracy score for each leader and for each middle and senior leadership team (SLT). At the end of the academic year, leaders recounted their goals and rated and commented on their SLT’s goal focus. Data analysis examined goal knowledge, alignment of middle and senior leaders' goal knowledge and SLT's goal focus. Comments were analyzed thematically in regard to the number and clarity of the goals and how goals were communicated, enacted and monitored.FindingsOur findings show a lack of goal clarity, persistence across the year and effective strategy hampered the majority of schools in their goal pursuit. Only a few schools had a strong and aligned goal focus. Factors influencing perceived improvement included: fewer and greater clarity of goals, engagement of middle leaders in setting goals, establishing sound supporting structures and regular monitoring of progress.Originality/valueWhile annual improvement plans outlining multiple goals are often compulsory for schools, little is known about their impact on practice. This research clarifies the state of goal pursuit in a sample of high schools.

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Kwadzo Agezo, Clement. "Female leadership and school effectiveness in junior high schools in Ghana." Journal of Educational Administration 48, no. 6 (September 28, 2010): 689–703. http://dx.doi.org/10.1108/09578231011079557.

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PurposeThe purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.Design/methodology/approachThe study was qualitative and interpretive. Five principals of junior high schools were interviewed, their schools observed over a period of three months, and schools' records examined.FindingsThe schools had shared visions and missions that were well articulated by the principals and other stakeholders. The principals created a work environment that encouraged creative thinking; designed and implemented new and cutting edge programs; and challenged the status quo.Research limitations/implicationsAs a male researching into female leadership, the researcher's gender might influence some of the findings. The sample size is not large enough for any meaningful generalization to be made beyond similar context and geographical contexts.Practical implicationsThe female principals were transformational leaders, a leadership style demanded in organizations during the twenty‐first century.Originality/valueAt the time that this research was conducted, it was the first study on female principal leadership in junior high schools in Ghana.

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Addi-Raccah, Audrey. "Resources and Influences: Parents in Leadership Positions in Low-/Mid-SES and High-SES Schools in Israel." Educational Administration Quarterly 56, no. 4 (October 23, 2019): 600–640. http://dx.doi.org/10.1177/0013161x19883693.

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Purpose: This study focused on parents’ involvement in their children’s schools through participation in collective leadership roles. Based on Bourdieu’s approach the current analysis examined the link between parents’ types of resources, types of involvement in schools, and their influences over different school domains while comparing parents from two socioeconomic status (SES) levels (low/mid and high). Research Design: Participants comprised 624 parents from 21 randomly selected elementary schools, of which 10 were of low-/mid-SES and 11 high-SES schools. Data were collected by a questionnaire and analyzed based on multivariate analysis of variance and multi-group structural equation modeling approach. Findings: It was found that for holding leadership roles in schools, parents activate diverse education-related resources. Once gaining a formal leadership role parents may feel a legitimate right to influence schools, mainly on issues related to school management domains such as fundraising. Although, some differences occurred between high-SES and low-/mid-SES schools, there was a similarity regarding parents’ leadership roles that may benefit schools by bridging between the schools and their environment. Conclusions: As schools become more heterarchical, parent leadership may be able to play an increasingly significant role in facilitating the school principal’s work and fostering school improvement. Accordingly, school principals need to support and encourage parent leadership, particularly in low-SES schools. For that purpose, educators must be more attentive, accepting and value the resources of parents of low-SES schools.

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Yaya, Rizal. "Twelve years of scottish school public private partnerships: Are they better value for money?" Journal of Public Procurement 17, no. 2 (March 1, 2017): 187–228. http://dx.doi.org/10.1108/jopp-17-02-2017-b002.

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This research evaluates the value-for-money (VFM) obtained from public-private partnership (PPP) schools in Scotland, based on headteachers questionnaires, local authority interviews and Scottish School Estate Statistics. The period covered is 2000-2012, when 395 new schools were commissioned. The PPPs were better in building condition and maintenance standards and conventionally-financed schools were better in terms of teacher access and improvement in staff morale. There was transfer of knowledge whereby the high standards of the PPPs then became the new standards for the conventionally-financed schools. Concerns about PPP VFM relates to the high cost of unitary charges and contract inflexibilities. A higher percentage of headteachers of conventionally-financed schools (63.64%) considered their new schools resulted in good VFM compared to PPP schools (42.86%).

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Stevenson, Brian. "Collaborative practice re-energises bioscience teaching in schools." Microbiology Australia 31, no. 1 (2010): 27. http://dx.doi.org/10.1071/ma10027.

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This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.

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Eckert, Jonathan. "Collective Leadership Development: Emerging Themes From Urban, Suburban, and Rural High Schools." Educational Administration Quarterly 55, no. 3 (September 24, 2018): 477–509. http://dx.doi.org/10.1177/0013161x18799435.

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Purpose: Applying an analytic model to better understand collective leadership development, this study examines three high schools: one urban, one suburban, and one rural. Each school’s unique structure and context tests the model’s explanatory power. Research Methods: Using a multiple-case study design, data consisting of interviews with teachers and administrators ( n = 64), document analysis, and observations were collected from each of the three high schools to describe and explain variation in collective leadership development, practice, and student outcomes. Findings: Schools’ efforts to develop leadership are organized for cross-case analysis by model constructs. Variation between schools exists in collective leadership capacity, practice, and student outcomes. This variation is explained by antecedent factors that include principal support of teacher leadership, initial teacher capacity, school conditions, work design, and leadership development experiences. Specifically, catalytic principal support, relational trust, professional capital, and views of leadership as work enhance development. Moreover, because of the iterative nature of improvement captured by the model, improved collective leadership practice influences the antecedent constructs. Implications: This study has implications for how schools and districts understand collective leadership development efforts of administrators and teachers. The analytic model facilitates the examination of school contexts to understand the potential and relative success of development efforts.

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Romero, Lisa S. "Trust, behavior, and high school outcomes." Journal of Educational Administration 53, no. 2 (April 13, 2015): 215–36. http://dx.doi.org/10.1108/jea-07-2013-0079.

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Purpose – The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust? Design/methodology/approach – A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered. Findings – There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement. Practical implications – School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically. Social implications – In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust. Originality/value – This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.

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Scribner, Jay Paredes, Douglas R. Hager, and Tara R. Warne. "The Paradox of Professional Community: Tales From Two High Schools." Educational Administration Quarterly 38, no. 1 (February 1, 2002): 45. http://dx.doi.org/10.1177/0013161x02038001003.

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Scribner, Jay Paredes, Douglas R. Hager, and Tara R. Warne. "The Paradox of Professional Community: Tales from Two High Schools." Educational Administration Quarterly 38, no. 1 (February 2002): 45–76. http://dx.doi.org/10.1177/0013161x02381003.

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TELFER, ROSS, and TREVOR SWANN. "TEACHER MOTIVATION IN ALTERNATE PROMOTION STRUCTURES FOR NSW HIGH SCHOOLS." Journal of Educational Administration 24, no. 1 (January 1986): 38–58. http://dx.doi.org/10.1108/eb009908.

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Hussain, Sabir. "Quality of Education in Public and Daanish Schools at Secondary Level." International Research Journal of Education and Innovation 2, no. 2 (September 20, 2021): 160–69. http://dx.doi.org/10.53575/irjei.17-v2.2(21)160-169.

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Quality has been considered a major component of education. The said research paper was designed to compare the Quality of education between Daanish and Public High Schools. Furthermore, the Quality was checked by four factors; Quality of Administration, Infrastructure, Teaching Staff, and Quality of Curriculum. By nature, it was survey type research. The population of that quantitative study was all the male and female teachers of public high schools and Daanish schools & Center of Excellence in Division Dera Ghazi Khan. The study sample was 196 teachers from Daanish schools and 457 teachers from public high schools. Data were collected by a five-point Likert scale with 50 statements and analyzed through SPSS V23; a t-test was used to compare the Quality of education between Daanish and public schools. It was found that quality of education was better in Daanish schools than in Public High Schools; with this, Quality of administration was better in Daanish schools, Quality of infrastructure, Quality of teaching staff, and Quality of the curriculum better in Daanish schools. Danish schools should be taken as a modal to improve the Quality of education in public schools.

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Nunn, John. "The Importance of the School to a Rural Town." Australian and International Journal of Rural Education 4, no. 1 (March 1, 1994): 1–7. http://dx.doi.org/10.47381/aijre.v4i1.380.

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The school has a number of roles in a rural community. This paper investigates just what those roles are in three rural high schools in the Wimmera District of Victoria. After summarising the roles provided by interviews in the three schools, four of the roles are examined in more detail. These are the community use of the school facilities, the expenditure of the staffs in the three communities, the involvement of the staff in community associations and organisations and the employment created by the three schools. The investigation shows that in those three communities, the schools are important. In addition, the paper refers to roles which are difficult to quantify such as tradition and community integrity. These roles are also of importance to the rural communities.

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DeMatthews, David E., David S. Knight, and Jinseok Shin. "The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition." Educational Administration Quarterly 58, no. 1 (November 13, 2021): 76–109. http://dx.doi.org/10.1177/0013161x211051974.

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Purpose: Principals are critical to school improvement and play a vital role in creating inclusive and high-performing schools. Yet, approximately one in five principals leave their school each year, and turnover is higher in schools that serve low-income students of color. Relatedly, high rates of teacher turnover exacerbate challenges associated with unstable learning environments. Our study examines the extent to which principal turnover influences teacher turnover. We build on past work by exploring how the relationship between teacher and principal turnover differs in urban, high-poverty settings and by examining the effects of chronic principal turnover. Research Methods/Approach: We draw on a student- and employee-level statewide longitudinal dataset from Texas that includes all public K-12 schools from school years 1999–2000 to 2016–17. We estimate teacher-level models with school fixed effects, allowing us to compare teacher turnover in schools leading up to and immediately following a principal exit, to otherwise similar schools that do not experience principal turnover. Findings: Teacher turnover spikes in schools experiencing leadership turnover, and these effects are greater among high-poverty and urban schools, in schools with low average teacher experience, and in schools experiencing chronic principal turnover. Implications: Improving leadership stability, especially in urban schools experiencing chronic principal turnover may be an effective approach to reducing teacher turnover. Principal and teacher turnover and their relationship with each other requires further investigation. The field would benefit from qualitative research that can provide important insights into the individual decisions and organizational processes that contribute to principal turnover.

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Lyons, Lindsay, and Marc Brasof. "Building the capacity for student leadership in high school: a review of organizational mechanisms from the field of student voice." Journal of Educational Administration 58, no. 3 (April 10, 2020): 357–72. http://dx.doi.org/10.1108/jea-05-2019-0077.

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PurposeThe purpose of this paper is to understand the organizational mechanisms by which schools can increase opportunities for student leadership.Design/methodology/approachA review of the student voice literature conducted in high schools was used to identify organizational mechanisms for enhancing student leadership.FindingsFive leadership-fostering organizational mechanisms were identified: consistency, research, group makeup, governance structure and recognition.Originality/valueThis paper examines the existing body of student voice research to identify organizational mechanisms for fostering student leadership in schools. Researchers can use this to operationalize student leadership mechanisms and study their impact. Practitioners can implement these mechanisms in schools to support youth leadership development.

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Bellamy, G. Thomas, Lindy Crawford, Laura Huber Marshall, and Gail A. Coulter. "The Fail-Safe Schools Challenge: Leadership Possibilities From High Reliability Organizations." Educational Administration Quarterly 41, no. 3 (August 2005): 383–412. http://dx.doi.org/10.1177/0013161x04269862.

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Huda, Baenil, Fitri Nurapriani, and Helga Amanda. "Academic Application Design WEB-based on junior high schools." Buana Information Technology and Computer Sciences (BIT and CS) 1, no. 1 (January 1, 2020): 5–7. http://dx.doi.org/10.36805/bit-cs.v1i1.682.

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Current advances in information technology have provided great benefits in the world of education, making web-based academic applications is a major use of information technology. Information technology enables academic data to be processed and, making the required presentation of academic information be got, and. This research uses technological trends in managing academic administration so that conventional bookkeeping in junior high schools is overcome by computer systems. The method in developing the system uses a waterfall with WEB-based device implementation. The application of this new system can improve the knowledge and skills of employees, teachers, and principals in web-based academic applications.

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Tschannen-Moran, Megan, and Christopher R. Gareis. "Faculty trust in the principal: an essential ingredient in high-performing schools." Journal of Educational Administration 53, no. 1 (February 2, 2015): 66–92. http://dx.doi.org/10.1108/jea-02-2014-0024.

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Purpose – The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach – Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables. Findings – The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement. Research limitations/implications – Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample. Practical implications – The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs. Originality/value – Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.

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Allen, Tim, and Melissa Parker. "DEWORMING DELUSIONS? MASS DRUG ADMINISTRATION IN EAST AFRICAN SCHOOLS." Journal of Biosocial Science 48, S1 (July 18, 2016): S116—S147. http://dx.doi.org/10.1017/s0021932016000171.

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SummaryRecent debates about deworming school-aged children in East Africa have been described as the ‘Worm Wars’. The stakes are high. Deworming has become one of the top priorities in the fight against infectious diseases. Staff at the World Health Organization, the Gates Foundation and the World Bank (among other institutions) have endorsed the approach, and school-based treatments are a key component of large-scale mass drug administration programmes. Drawing on field research in Uganda and Tanzania, and engaging with both biological and social evidence, this article shows that assertions about the effects of school-based deworming are over-optimistic. The results of a much-cited study on deworming Kenyan school children, which has been used to promote the intervention, are flawed, and a systematic review of randomized controlled trials demonstrates that deworming is unlikely to improve overall public health. Also, confusions arise by applying the term deworming to a variety of very different helminth infections and to different treatment regimes, while local-level research in schools reveals that drug coverage usually falls below target levels. In most places where data exist, infection levels remain disappointingly high. Without indefinite free deworming, any declines in endemicity are likely to be reversed. Moreover, there are social problems arising from mass drug administration that have generally been ignored. Notably, there are serious ethical and practical issues arising from the widespread practice of giving tablets to children without actively consulting parents. There is no doubt that curative therapy for children infected with debilitating parasitic infections is appropriate, but overly positive evaluations of indiscriminate deworming are counter-productive.

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Bandaranayake, Bandara. "Polarisation of high-performing and low-performing secondary schools in Victoria, Australia: an analysis of causal complexities." Australian Educational Researcher 43, no. 5 (August 19, 2016): 587–606. http://dx.doi.org/10.1007/s13384-016-0213-8.

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Rakhmatullaev, Marat. "Information Support of High Schools in Corporate Library Network." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 333. http://dx.doi.org/10.17770/sie2014vol2.653.

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The paper includes information about some results of research on information library network of more than sixty Uzbekistan universities to provide them with scientific and educational information. It is being known there can be a great number of models of their realization and also their efficiency differs. Therefore, it is very important to find effective models of decision-making in information library network (ILN). At present time Cloud technologies have started to be developed actively both in corporate networks, and in global information environments. Use Cloud Computing in information-library networks can essentially raise efficiency as of user service, and of network administration. The experiments done in corporate network of academic libraries of Uzbekistan using ARMAT system have shown advantages of its applications.

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Addi-Raccah, Audrey, and Noa Friedman. "A liminal approach to parents in leadership positions in schools with students of high socioeconomic background in Israel." Journal of Educational Administration 58, no. 1 (September 26, 2019): 96–111. http://dx.doi.org/10.1108/jea-03-2019-0042.

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Purpose Parents’ collective involvement in their children’s education takes the form of holding leadership positions in schools. Employing the concept of liminality, which is used in anthropological and sociological approaches, the purpose of this paper is to explore the features of parent leadership in schools (PLS). Design/methodology/approach Interviews were conducted with 18 individuals: 11 chairpersons and 7 members of the parent leadership of 11 primary schools in Israel attended by students of high socioeconomic backgrounds. Findings Data analyses disclose PLS as a liminal framework, which constitutes both formal and informal dimensions, whether these be its in-school limited activities or out-of-school actions in introducing change and supporting the institutions. PLS’s functions are restricted by school principals, but simultaneously enhance school principals’ position. Practical implications The study’s findings carry implications for school collaboration with external entities. School principals need to support PLS and keep encouraging entrepreneurship, creativity and innovation. There is a need for acknowledging the value of PLS’s contributions whereas policy makers must provide more guidelines and support to parent leaders. Originality/value The study focuses on exploring the position of collective parental involvement in schools. This issue is of significance in a time where parents gain more responsibility over their children’s education and schools support more collaborative relationships with external agencies. The study highlights the benefits of parents in leadership positions for school benefits and for school principals’ legitimacy, from the approach of liminality.

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Mohammad , Abdul Rahim, and Robert Kader Adam . "Challenges to Environmental Education in Senior High Schools in Kumasi, Ashanti Region, Ghana." Journal of Environmental and Geographical Studies 1, no. 1 (November 10, 2022): 27–39. http://dx.doi.org/10.58425/jegs.v1i1.63.

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Purpose: The purpose of this study was to investigate barriers hindering successful Environmental Education implementation in Kumasi sub- region in Ghana. Methodology: The descriptive survey design was used as it came in handy in describing the existing conditions. Data was collected using questionnaires. Data was analysed using the Statistical Package for Social Sciences version 16 computer package. The findings of the study were presented in tables. Findings: The findings of this study revealed a positive relationship between independent and dependent variables. Specifically, it was noted that there was a positive correlation between teacher attitude, r (.45), student attitude, r (.53), administration support, r (.62) and curriculum design, r (.58) and implementation of Environmental education . Conclusion: The study concluded that teacher attitude, student attitude, administration support and curriculum design were barriers to implementation of environmental education in public day senior high schools in Kumasi sub- region. Recommendations: The study recommended the strengthening and clarity of policy guidelines towards environmental education and enhancement of mechanisms to enable administration support. The study also recommend training and empowerment of teachers in matters related to environmental education.

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Kronborg, Leonie, and Claudia A. Cornejo-Araya. "Gifted Educational Provisions for Gifted and Highly Able Students in Victorian Schools, Australia." Universitas Psychologica 17, no. 5 (December 5, 2018): 1–14. http://dx.doi.org/10.11144/javeriana.upsy17-5.gepg.

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This article summarizes the main educational provisions developed and implemented for gifted and highly able students in Victoria, Australia. It emphasizes the strong influence that different governments have had on policies and guidelines providing for the education of these students. Among the options offered it is possible to differentiate those based on acceleration and high ability grouping. Accelerated learning options include early entry, grade skipping, subject acceleration, Higher Educational Studies program, and International Baccalaureate. High ability grouping includes Select Entry Accelerated Learning programs, select entry high schools, specialized high schools. The identification of students’ advanced intellectual and academic needs and the implementation of effective provisions for these students are strongly related to the level of knowledge and attitude that teachers have towards gifted and highly able students. The implications of the current educational provisions are discussed to reflect and promote better guidelines and more research in the field.

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Mazzilli, Kaitlyn M., Michelle T. Bover Manderski, Cristine D. Delnevo, and Mary Hrywna. "A Pilot Feasibility Study of an Online Youth Tobacco Survey Administration among High School Students." International Journal of Environmental Research and Public Health 19, no. 16 (August 11, 2022): 9911. http://dx.doi.org/10.3390/ijerph19169911.

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The COVID-19 pandemic restrictions forced many schools to shift to remote or hybrid learning, disrupting surveillance systems such as the New Jersey Youth Tobacco Survey, traditionally administered in schools by paper and pencil. In spring 2021, we conducted a feasibility study among a convenience sample of six public high schools to assess the use of an online survey to allow for remote participation. In each school, 4 to 6 classes were selected randomly, and all students within a sampled class were selected to participate in the survey. A total of 702 students completed surveys. School contacts were asked to provide qualitative feedback about the survey administration. Feedback was generally positive, with a few suggestions for improvement. Approximately 19% of students reported the ever use of e-cigarettes. Among current e-cigarette users, there was a shift in popularity from prefilled or refillable pods or cartridges (23.3%) to disposable e-cigarettes (53.5%). Less than 10% of current e-cigarette users reported using tobacco-flavored e-cigarettes, despite a statewide flavor ban on all other flavors.

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Kouzma, Nadya M., and Gerard A. Kennedy. "Homework, Stress, and Mood Disturbance in Senior High School Students." Psychological Reports 91, no. 1 (August 2002): 193–98. http://dx.doi.org/10.2466/pr0.2002.91.1.193.

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This study aimed at investigating the relationship between hours of homework, stress, and mood disturbance in senior high school students, 141 boys and 228 girls, recruited from high schools across Victoria, Australia. Participants' ages ranged from 16 to 18 years ( M = 16.6, SD = .6). A 1-wk. homework diary, a Self-reported Stress scale, and the Profile of Mood States were administered to students. Analysis showed that the number of hours spent completing homework ranged from 10 to 65 hours per week ( M = 37.0, SD = 12.2). Independent samples t-test analyses showed significant sex differences, with female students scoring higher on hours of homework, stress, and mood disturbance compared to male students. Pearson product-moment correlations were significant and positive for hours of homework with stress and for hours of homework with mood disturbance.

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Siskin, Leslie Santee. "The Challenge of Leadership in Comprehensive High Schools: School Vision and Departmental Divisions." Educational Administration Quarterly 33, no. 1_suppl (December 1997): 604–23. http://dx.doi.org/10.1177/0013161x970331005.

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Holt, Stephen B. "The Influence of High Schools on Developing Public Service Motivation." International Public Management Journal 22, no. 1 (September 19, 2018): 127–75. http://dx.doi.org/10.1080/10967494.2018.1470120.

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Sana Said Bdair, Sana Said Bdair. "The Role of School Administration in Developing Creativity and Its Obstacles as Perceived by School Principals in Government Schools in the Directorate of University District: دور الإدارة المدرسية في تنمية الإبداع ومعيقاته من وجهة نظر مديري ومديرات المدارس الحكومية في مديرية لواء الجامعة." مجلة العلوم التربوية و النفسية 5, no. 39 (October 28, 2021): 22–1. http://dx.doi.org/10.26389/ajsrp.n270421.

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This study aims at identifying the role of school administration in developing creativity and its obstacles as perceived by school principals in government schools in the directorate of University District. This may be attributed to variables of gender, academic qualification, years of experience, and school level. The researcher has used the descriptive analytical method through employing the use of a questionnaire. This questionnaire has been made of 36 sections. 28 sections were designed to identify the role of school administration in developing creativity in the government schools in the directorate of the university district, and 8 to identify the obstacles that face the school’s administration. A sample of 55 male and female principals in government schools in the directorate of the university district have been chosen for the academic year 2019/2020. The results of the study showed that the application of creativity by the school principals in government schools have an overall average of (3.5 out of 5), which is rated as high. For the other two main areas, the administration one resulted with an average of (4.03) with a high rate, and for the obstacles area it resulted with (3.68) and was rated as large obstacles. It also has shown that there were no statistically significant differences in the role of school administration in developing creativity in government schools, which might be attributed to variables of academic qualification, years of experience, and school’s level. However, there was a significant difference attributed to the gender variable, and it was in the favor of females. Based on those results, the researcher suggested a number of recommendations for developing creativity and limiting its obstacles at Jordanian Schools and other Arab countries.

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Rasberry, Catherine N., India Rose, Elizabeth Kroupa, Andrew Hebert, Amanda Geller, Elana Morris, and Catherine A. Lesesne. "Overcoming Challenges in School-Wide Survey Administration." Health Promotion Practice 19, no. 1 (September 19, 2017): 110–18. http://dx.doi.org/10.1177/1524839917733476.

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School-based surveys provide a useful method for gathering data from youth. Existing literature offers many examples of data collection through school-based surveys, and a small subset of literature describes methodological approaches or general recommendations for health promotion professionals seeking to conduct school-based data collection. Much less is available on real-life logistical challenges (e.g., minimizing disruption in the school day) and corresponding solutions. In this article, we fill that literature gap by offering practical considerations for the administration of school-based surveys. The protocol and practical considerations outlined in the article are based on a survey conducted with 11,681 students from seven large, urban public high schools in the southeast United States. We outline our protocol for implementing a school-based survey that was conducted with all students school-wide, and we describe six types of key challenges faced in conducting the survey: consent procedures, scheduling, locating students within the schools, teacher failure to administer the survey, improper administration of the survey, and minimizing disruption. For each challenge, we offer our key lessons learned and associated recommendations for successfully implementing school-based surveys, and we provide relevant tools for practitioners planning to conduct their own surveys in schools.

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Darolia, Rajeev, and Cory Koedel. "HIGH SCHOOLS AND STUDENTS' INITIAL COLLEGES AND MAJORS." Contemporary Economic Policy 36, no. 4 (May 14, 2018): 692–710. http://dx.doi.org/10.1111/coep.12390.

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Lindsey, Delores B., Richard S. Martinez, and Randall B. Lindsey. "Practice What We Teach: Our Ethical Connection to P-12 Schools." Journal of Transformative Leadership & Policy Studies 1, no. 1 (May 1, 2010): 5–14. http://dx.doi.org/10.36851/jtlps.v1i1.450.

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This article addresses the ethical interface of Educational Administration faculty, our degree and credential candidates, and the educational achievement of pre-school, kindergarten through high school (P-12) students. Culturally Proficient Coaching is presented as a set of integrated tools that can be used by Educational Administration faculty, P-12 school leaders, and classroom teachers in providing for the educational needs of students in our diverse communities.

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Malin, Joel R., and Donald Hackmann. "Urban high school principals’ promotion of college-and-career readiness." Journal of Educational Administration 55, no. 6 (September 4, 2017): 606–23. http://dx.doi.org/10.1108/jea-05-2016-0054.

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Purpose The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation. Design/methodology/approach This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways. Findings The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms. Originality/value This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.

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McPherson, Michael S., Chester E. Finn, Diane Ravitch, and Robert T. Francher. "Against Mediocrity: The Humanities in America's High Schools." Journal of Policy Analysis and Management 4, no. 3 (1985): 456. http://dx.doi.org/10.2307/3324206.

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Dr. Uthai Satiman, Dr. Thanee Suwanprateep, Dr Phumphakhawat Phumphongkhochasorn,. "Model for the Development of Educational Quality and Standards of Secondary Schools Under Bangkok Under the New Quality Assurance Framework." Psychology and Education Journal 58, no. 1 (January 15, 2021): 3824–31. http://dx.doi.org/10.17762/pae.v58i1.1409.

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The purposes of this research were 1) to study the characteristics of educational quality development and standards of secondary schools under the Bangkok Metropolitan Administration. Under the new educational quality assurance framework. 2) Create a model for quality development and educational standards of secondary schools under the Bangkok Metropolitan Administration. Under the new educational quality assurance framework and 3) evaluate the development of educational quality and standards of secondary schools under the Bangkok Metropolitan Administration Under the new educational quality assurance framework, with 4-step research Namely 1) studying new educational quality assurance characteristics 2) adjusting the quality and educational standards of secondary schools under the Bangkok Metropolitan Administration Under the new educational quality assurance framework With Delphi technique From experts, amount 21 3) Analyze the research elements and 4) Assess the feasibility of the model for quality development and educational standards of secondary schools under the new educational quality assurance framework from the secondary school administrators under Krungthep. May And 210 persons responsible for educational quality assurance. Statistics used for data analysis were percentage, quartile range, mean, standard deviation. Research findings 1. The characteristics of the development of educational quality and standards of secondary schools under Bangkok Metropolis under the new educational quality assurance framework have 5 components which are student result, research and innovation, academic service, art and culture and Thinness and management 2. Model for development of educational quality and standards of secondary schools Ltd. Bangkok, according to a new quality assurance. Must develop the quality and education standards by focusing more on student outcomes and there is research and creation of innovation, academic services management, and quality management. 3. The model for the development of educational quality and standards of secondary schools under the Bangkok Metropolitan Administration under the new framework for educational quality assurance is possible. Yes, and suitable at a high level.

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Hart, Michelle C. "Identification Badges." Journal of Invitational Theory and Practice 4, no. 1 (March 7, 2022): 71–81. http://dx.doi.org/10.26522/jitp.v4i1.3884.

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As violence within our schools continues to increase, educators are in need of innovative methods for school safety. The following article examines the use of identification badges as an invitational approach to creating schools without fear. Three high schools were contacted which use identification badges for students, teachers, administration, staff, and visitors. The use of these badges was reported to be an effective and inviting measure within each of the three schools.

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Hoy, Wayne K., Scott R. Sweetland, and Page A. Smith. "Toward an Organizational Model of Achievement in High Schools: the Significance of Collective Efficacy." Educational Administration Quarterly 38, no. 1 (February 1, 2002): 77. http://dx.doi.org/10.1177/0013161x02038001004.

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Fernandes, Venesser. "Exploring leadership influence within data-informed decision-making practices in Australian independent schools." Studia paedagogica 26, no. 4 (February 14, 2022): 139–59. http://dx.doi.org/10.5817/sp2021-4-7.

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There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the "how" and "why" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools.

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Journal articles on the topic 'High schools Victoria Administration'

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