Relevant bibliographies by topics / Maori District High Schools

Academic literature on the topic 'Maori District High Schools'

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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Journal articles on the topic "Maori District High Schools"

Macfarlane, Angus, Ted Glynn, Tom Cavanagh, and Sonja Bateman. "Creating Culturally-Safe Schools for Māori Students." Australian Journal of Indigenous Education 36, no. 1 (2007): 65–76. http://dx.doi.org/10.1017/s1326011100004439.

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AbstractIn order to better understand the present trends in New Zealand’s schooling contexts, there is a clarion call for educators to develop sensitivity and sensibility towards the cultural backgrounds and experiences of Maori students. This paper reports on the work of four scholars who share research that has been undertaken in educational settings with high numbers of Maori students, and discusses the importance of creating culturally-safe schools - places that allow and enable students to be who and what they are. The theoretical frameworks drawn on are based on both a life partnership analogy as well as on a socio-cultural perspective on human development and learning. The Maori worldview presented in this paper is connected to the Treaty of Waitangi, The Educultural Wheel and the Hikairo Rationale. Data were collected from two ethnographic case studies and analysed through these frameworks. Practical suggestions are then made for using restorative practices and creating reciprocal relationships in classrooms within an environment of care. The paper reports on an evidence-based approach to creating culturally-safe schools for Maori students.

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Kyei, Kwabena A., and T. Maboko. "Performance of High School Students in Vhembe District." Journal of Economics and Behavioral Studies 8, no. 1(J) (April 5, 2016): 50–57. http://dx.doi.org/10.22610/jebs.v8i1(j).1205.

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Despite the attempts by South African government to make education accessible to all by introducing free food and free textbooks at the primary school level, there is still high failure rate in mathematics and science in high schools in the country. This study makes attempt to establish some factors that affect the performance of students, especially in science subjects in high schools in the Vhembe district in the Limpopo province. A survey was conducted in 17 high schools randomly sampled in the Vhembe district. Purposive sampling was used to get the grade 11 and 12 students and their teachers. About 700 students, 70 teachers and 17 principals were interviewed. The study concludes that the overall pass rate is 70% but the rate in mathematics and science is hardly 40%; and the key factors affecting performance are lack of laboratory for practical, awards, shuffling and textbooks. The study recommends that science laboratories be built in schools, textbooks be supplied in good time and teachers to motivate students by giving awards.

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N, Layla Lianita, Sutomo Sutomo, and Dhi Bramasta. "Analisis Keterjangkauan Sekolah Dasar (SD) pada Sekolah Menengah Pertama (SMP) Negeri di Kecamatan Karangmoncol Kabupaten Purbalingga." Proceedings Series on Social Sciences & Humanities 6 (July 28, 2022): 160–64. http://dx.doi.org/10.30595/pssh.v6i.457.

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In the implementation of the online New Student Admission for public junior high schools in Purbalingga Regency for the 2020/2021 academic year, data was obtained that from 54 public junior high schools that implemented online New Student Admission, there were 29 schools that lacked new students. So that almost all public junior high schools in Purbalingga Regency cannot meet the available quota of new students. Of the 29 schools, there are 4 schools in Karangmoncol District that cannot meet the quota of new students. This research method is carried out by describing the conditions of the research area based on real conditions, namely knowing the number of elementary school graduates and the location of junior high schools against the lack of new students in public junior high schools in Purbalingga Regency. There are 23 elementary schools in the district. Karangmoncol spread over 11 villages, a sample of 1 school was taken in each village. And the results obtained from the secondary school of elementary school students in Karangmoncol District. Of the 329 elementary school students who graduated, 64% continued to junior high school, 24% continued to Madrasah Tsanawiyah, 10% continued to Islamic boarding school and 2% did not continue their education. It can be seen that not all elementary school graduates continue their education to junior high schools in Karangmoncol District. Based on the affordability map of junior high schools in elementary schools in Karangmoncol District, the unfulfilled quota of new students in 2020/2021 can be seen from the affordability based on Chiara's theory (1975) with a spatial radius of 800 m to 1200 m State Junior High School organizers for the affordability of the location of State Junior High Schools in Karangmoncol District. State 800 m to 1200 m for the affordability of the location of the State Junior High School in Karangmoncol District.

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Ningsih, Sri Fitria, Yasir Arafat, and Mulyadi Mulyadi. "The effect of rewards and achievement motivation on teachers’ performance." JPGI (Jurnal Penelitian Guru Indonesia) 6, no. 2 (September 5, 2021): 559. http://dx.doi.org/10.29210/021089jpgi0005.

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This study aimed to determine: (1) the effect of reward on teachers’performance at state junior high schools of Babat Supat District; (2) the effect of achievement motivation on teachers’ performance atstate junior high schools of Babat Supat District; and (3) the effect of reward and achievement motivation on teachers’ performance atstate junior high schools of Babat Supat District. The data in this study were collected through distributing questionnaires to respondents. The results of filling out the questionnaire were analyzed by using multiple regression analysis through t test, F test, and determination coefficient test. The population in this study were all state junior high schoolsteachers at Babat Supat District, totaling 134 people. The sampling technique used in this study was probability sampling by using Slovin formula to obtain 100 teachers as the research sample. The results of the study found that: (1) there was an effect of reward on teachers’performance at state junior high schools of Babat Supat District; (2) there was an effect of Achievement Motivation on teachers’performance at state junior high schools of Babat Supat District; (3) there was aneffect of reward and achievement motivation simultaneously on teachers’ performance at state junior high schools of Babat Supat District.

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Wang, Ze, Ti Zhang, Jingfei Liu, and Suzanne Yonke. "Co-teaching Chinese in middle schools and high schools." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 54, no. 1 (September 17, 2019): 1–30. http://dx.doi.org/10.1075/csl.17027.wan.

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Abstract This study investigates the co-teaching practices implemented in Chinese language teaching in middle schools and high schools in a school district in the Midwestern United States. With the overarching question of how co-teaching with a native speaker teacher and a language expert teacher enhances the teaching and learning process of Chinese, this study examines co-teachers’ past experiences, their roles and experiences in the co-taught Chinese classes, and their perceptions of student learning and of partner teachers’ experiences, as well as students’ motivational perceptions and classroom engagement. A mixed-methods approach is used. Results suggest that some of the challenges in the co-teaching program are due to insufficient previous co-teaching experience, Chinese co-teachers’ unfamiliarity with the U.S. classroom, and lack of clarity regarding the co-teachers’ responsibilities. The co-teaching approach used in this program is “one teach, one assist.”

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Gershon, Ilana, and Solonaima Collins. "Outspoken Indigenes and Nostalgic Migrants: Maori and Samoan Educating Performances in an Aotearoa New Zealand Cultural Festival." Teachers College Record: The Voice of Scholarship in Education 109, no. 7 (July 2007): 1797–820. http://dx.doi.org/10.1177/016146810710900713.

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Background/Context Theorists of civil society often view civil society as a site for democratic education. Civil society is supposed to assist democratic practice by offering people contexts in which they practice promoting the common good. This article, following Nina Eliasoph's intervention, takes this to be a claim requiring ethnographic exploration. The article provides an ethnographic answer to the question, What do people actually tell each other about the common good or national well-being in civil society moments? To explore this question, the authors turn to how a Samoan cultural group and a Maori cultural group rehearse and perform in a citywide high school cultural festival in Auckland. Purpose This article compares how migrant high school students and indigenous high school students use performances of traditional songs and dances to explore their relationships to the New Zealand nation. The article examines how the rehearsals take place, particularly who disciplines whom and how different levels of expertise are displayed. The authors compare how tutors circulate knowledge and discipline in the rehearsals with how the students perform their relationships to the New Zealand nation on stage. Setting We conducted ethnographic research at two different high schools in West Auckland, New Zealand. Population We observed two cultural groups with approximately 20 high school students in each. We also interviewed approximately 10 teachers and tutors who had been involved in preparing Samoan and Maori cultural groups for this festival. Research Design This was a qualitative case study. We observed rehearsals for 8 weeks and conducted semistructured interviews with students and teachers. Conclusions/Recommendations The authors argue that through the rehearsals and the performance, the Samoan migrant students and the indigenous Maori students adopt different relationships to the nation. The Samoan migrant students see themselves as more aligned to Samoa as the homeland that few of them have visited. They are out of place in the New Zealand nation and use nostalgic performances to perform this sense of dislocation. The Maori students, on the other hand, use the performances to express a political disenchantment with the New Zealand nation. They are constantly critiquing government policies in the context of these performances. In short, both Samoan and Maori students are expressing the ways in which they do not belong to the nation through their performances.

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Warsini, Warsini, Daeng Ayub, and M. Jaya Adi Putra. "KONTRIBUSI GAYA KEPEMIMPINAN WALI KELAS DAN BUDAYA ORGANISASI TERHADAP EFEKTIVITAS PENGELOLAAN KELAS DI SMP NEGERI KECAMATAN BATHIN SOLAPAN BENGKALIS." Jurnal Kepemimpinan dan Pengurusan Sekolah 7, no. 2 (June 30, 2022): 223–37. http://dx.doi.org/10.34125/kp.v7i2.740.

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classroom management at the SMP Negeri Bathin Solapan sub-district, Bengkalis, (2) to find and analyze how much organizational culture contributes to the effectiveness of classroom management in public junior high schools. Bathin Solapan District, Bengkalis; (3) To find and analyze how big the contribution of homeroom leadership style and organizational culture to the effectiveness of classroom management at SMP Negeri Bathin Solapan District, Bengkalis.The population in this study amounted to 110 people at 9 State Junior High Schools, the sample/respondent of the study was 87 homeroom teachers in State Junior High Schools in Bathin Solapan District, Bengkalis Regency. Data collection techniques in this study using a questionnaire. The data analysis technique used in this research is descriptive statistical analysis and inferential statistical analysis. Processing of data for descriptive statistical analysis in this study using Microsoft Excel and SPSS version 23 for Windows.The research results include; (1) Obtained a significant relationship and a positive contribution of the homeroom leadership style variable (X1) to the effectiveness of classroom management (Y) in public junior high schools in Bathin Solapan District, Bengkalis Regency, (2) Obtained a significant relationship and positive contribution to the variable Organizational Culture (X2) on the Effectiveness of Class Management (Y) in Public Junior High Schools in Bathin Solapan District, Bengkalis Regency, (3) There was a significant relationship and positive contribution of the homeroom leadership style variables (X1) and organizational culture (X2) together on Effectiveness of Class (Y) S Management in Public Junior High Schools in Bathin Solapan District, Bengkalis Regency.

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Maziarz, Lauren N., Joseph A. Dake, and Tavis Glassman. "Sex Education, Condom Access, and Contraceptive Referral in U.S. High Schools." Journal of School Nursing 36, no. 5 (September 3, 2019): 325–29. http://dx.doi.org/10.1177/1059840519872785.

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In the United States, sex education in schools varies significantly across districts. Many schools operate without state-guided health education curricula, leaving decisions up to individual districts. The purpose of this study was to explore what type of sex education is being offered in U.S. high schools in addition to assessing the frequency of condom access and contraceptive referral. A total of 772 high school superintendents were surveyed with a response rate of 40.4% ( n = 297). Data show most districts teach comprehensive sex education (63%), while only 7% of districts offer condoms to high school students. Twenty-nine percent of superintendents reported their district refers out for contraceptive services to a variety of agencies. School nurses can use this information to inform health policy discussions in their district as well as advocate for awareness among district officials regarding existing health service offerings.

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Hidayati, Rita Fajar, Yasir Arafat, and Alhadi Yan Putra. "The influence of the leadership of the principal and school committee on teacher performance." JPGI (Jurnal Penelitian Guru Indonesia) 6, no. 1 (September 5, 2021): 168. http://dx.doi.org/10.29210/021020jpgi0005.

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This study aims to determine the effect of the leadership of the school principal and school committee on the performance of the teachers of the State Junior High Schools in Muaradua District, by using quantitative methods with this type of correlational research. The research population consisted of 107 teachers at the State Junior High School in Muaradua District. The research sample was 48 people. The sampling technique used purposive sampling technique, namely sampling by determining certain criteria. Data were analyzed using correlation analysis techniques and multiple regression. The results showed that: (1) The leadership of the principal has a positive and significant effect on the performance of the teachers of the State Junior High Schools in Muaradua District; (2) The school committee has a positive and significant effect on the performance of the teachers of State Junior High Schools in Muaradua District; and (3) The leadership of the principal and the school committee jointly have a positive and significant effect on the performance of the teachers of the State Junior High Schools in Muaradua District.

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Hidayati, Rita Fajar, Yasir Arafat, and Alhadi Yan Putra. "The influence of the leadership of the principal and school committee on teacher performance." JPGI (Jurnal Penelitian Guru Indonesia) 6, no. 2 (September 5, 2021): 465. http://dx.doi.org/10.29210/021072jpgi0005.

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Dissertations / Theses on the topic "Maori District High Schools"

Matthews, Nathan W., and n/a. ""He kura Maori, he kura hahi, he kura katorika, he kura motuhake mo te iwi." Hato Paora College : a model of Maori Catholic education." University of Otago. Te Tumu - School of Maori, Pacific and Indigenous Studies, 2007. http://adt.otago.ac.nz./public/adt-NZDU20070921.134919.

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Church initiated and operated Maori secondary boarding schools have existed in Aotearoa in various forms since the arrival of the missionaries in the early 19th century. Since their inception, they have contributed significantly to the development of Maori society, particularly in the production of dynamic Maori leaders who have had a compelling influence on their communities, wider Maori society and in some instances on the nation state. This thesis will examine the Society of Mary�s establishment of Hato Paora College, Feilding, as an example of a Maori Catholic secondary boarding school. The first part contains four general chapters that provide relevant background information to the establishment of Hato Paora. The first identifies key aspects of a Maori Catholic world view and Maori Catholicism. Chapter two traces the arrival, and subsequent development, of the Catholic Church in New Zealand as a mission to Maori. The next chapter looks more specifically at the history of the Society of Mary in New Zealand and the development of the Diocese of Wellington, particularly their Maori missions, under their authority. Finally, Chapter four chronicles the situation of Maori within the New Zealand education system since its inception. Part two of this thesis contains eight chapters that present a detailed case study of Hato Paora. The exploration of the type of educational environment provided by Hato Paora College begins in Chapter six with the examination of its foundation. Chapters seven and eight look at the philosophies and administration of each of the six rectors. The two succeeding chapters describe the defining characteristics of the school, its Maori character and its Catholic character. Chapter eleven evaluates how this school has influenced the boys who attended, using interviews with a representative sampling of old boys. Chapter twelve concerns the relationships that the College early established with the Maori communities that it belongs to. In the final chapter, a model will be presented as a plan for the future of the school. This philosophical model attempts to provide a guide for Hato Paora, using Kaupapa Maori theory as the basic framework, while still retaining the ideals and philosophies of the College�s Marist founders.

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Sutphin, Cathy M. "History of Virginia Congressional District Agricultural High Schools." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/27689.

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Most research studies of American agricultural education begin with an overview of the events leading to the passage of the Smith-Hughes Act of 1917. By doing so, researchers have neglected an important, foundational era of agricultural education. With the passage of the Morrill Acts of 1862 and 1890, states began establishing land-grant colleges to provide instruction in the scientific method of agriculture. However, the faculty found that students attending the colleges were ill prepared for collegiate level agricultural courses. At the same time, there was increased interest in agricultural education due in part to the establishment of the land-grant system and later the development of a national system of experiment stations. This interest, coupled with a strong national movement to improve secondary education, provided the incentive to for educational leaders to campaign for secondary agricultural education. Hence, the movement for Congressional district agricultural schools began. The state legislatures of Alabama, Georgia, and Virginia established a system of Congressional district agricultural schools. The states of Arkansas and Oklahoma set up similar systems. These schools only lasted a short time but had a great influence on the development of agricultural education, cooperative extension, and public education in general. The purpose of this dissertation is to document the establishment and accomplishments of Congressional district agricultural schools in the United States with an emphasis on Virginia. An overview of the agricultural schools in states other than Virginia is provided. The events leading to the development of such schools in Virginia are described as well as the statutory establishment. Finally, the researcher has described the 11 Virginia Congressional district agricultural schools and their accomplishments are documented. A careful review of related material was conducted. The major outcomes of this study are as follows. First, the study provides historical documentation of the Virginia Congressional district agricultural schools. Secondly the study explores the strong programming partnership that developed between extension and the Congressional district agricultural schools in Virginia. Lastly, the study highlights the importance of the Congressional district agricultural schools in the foundational development of the public school system, the cooperative extension program, and vocational education in Virginia.
Ph. D.

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Elliott, C. S. "Leadership and Change in Schools : the Case of District High Schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1990. https://ro.ecu.edu.au/theses/1676.

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The focus of the research was on the manifestation of leadership that emerged in one district high school in Western Australia undergoing both imposed and self-determined change. Given the phenomena, which were deemed to involve complex human behaviour, a decision was made to locate the research within the naturalistic paradigm. The research was established in the “bounded case study” mode in which the school was regarded as an instant draw from a class within which issues would be discovered the described and studies in order to achieve understanding. A second district high school was used as a reference point from which developments in the case study school might be judged. A bounded case study of a second district high school as its school development plan was ratified by the district superintendent, was conducted. The school development plan was considered to be the product of the changes this school had undergone. A three phase research design was adopted in order to formulate research questions and procedures, undertake trialing and collect data. Data was collected by formal and informal interviews, direct observations and weekly three day visits to the case study school and periodic visits to the reference school. The Principal of the later school was used as an “external auditor” for the data analysis and interpretations. Data were analysed using a data content analysis system based upon a single frame of reference - interventions - and a preliminary categorization taxonomy developed as an initial conceptual framework. Data were ‘mapped” using two techniques based on chronologies of action and events (interventions) and leadership approach. Analysis of data indicated that the cultural difference between the secondary, upper primary and junior primary sections of district high schools should be taken into account when change is implemented in those schools. A clear and unambiguous definition of the tasks, functions and powers of district superintendents and principals of self-determining schools within the reform Ministry of Education should be developed so that conflicting understandings by Ministry of Education staff no longer exist. To develop a non-adversary relationship with principals, district superintendents should move from the use of legitimate and coercive power bases and use export and referent power. A system of professional support for principals, independent of the Ministry of Education hierarchy, should be implemented at Education District level. A principal need not exhibit all of the levels of leadership in the proportions suggested by Sergiovanni (1984) to aspire to be the principal of an excellent school, so long as the aggregate of the leadership behaviour in the school includes leadership in all levels, in the proportions suggested. In situations where individuals are permitted by peers to exercise leadership roles, their behaviour will not be consistent with that suggested by Sergiovanni (1984), as constituting excellent leadership. Effective leadership is fluid. As subordinates expectations vary, as they become more familiar with the task, an effective leader will monitor the situation and make fine adjustments to exert the necessary coordinations, control and motivation of staff. Individuals in leadership positions will vary their behaviour in response to situations where there is actual conflict or the potential for conflict. Individuals in leadership positions will vary their behaviour to accommodate changes in their perception of the flexibility of the task. The potential for conflict exists when the cultural situation changes. This conflict will, most often, be between “tribal” groups created on the bases of social, shared and vested interests. In cases where the tasks traditionally performed at executive or managerial levels, such as by deputy principals, the individuals at that level will be subject to diminished legitimate power and become without roles.

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Carter, Lynda Marie. "The leadership acts of district level administrators that create, promote, and sustain successful students in an urban high-poverty school district." Full text (PDF) from UMI/Dissertation Abstracts International Access restricted to users with UT Austin EID, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3077429.

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Seeli, Fusi David. "Managing ineffective secondary schools in Lejweleputswa district." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/197.

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Thesis (M. Ed.) Humanities)) -- Central University of Technology, Free state, 2013
In this study, the researcher used literature review and empirical investigation to: * establish management styles that are adopted in both effective and ineffective secondary schools; * examine the main causes of secondary schools’ ineffectiveness; and * determine and recommend guidelines for the effective implementation of participative management styles in ineffective secondary schools. The research method consisted of an investigation in which a sample of two hundred educators in Lejweleputswa district in the Free State was involved. In order to determine the effective ways of managing ineffective secondary schools, each respondent completed a questionnaire. The empirical research was undertaken to gather information that could provide answers to the following research questions: * What management styles are adopted in both effective and ineffective secondary schools? * What are the main causes of ineffectiveness in secondary schools? * In what way can participative management styles change the status of ineffective secondary schools? The literature survey conducted by the researcher showed that leadership styles that are used as a measure for the effective management of secondary schools are effective. Effective management is developed and enhanced with the use of various leadership styles. The empirical investigation shows that: * educational activities presented are learner-centred * learner development is promoted through a well-designed academic programme * learner performance is regularly monitored * schools show appreciation for learners’ effort and success * learning environments are learner-friendly * educators are involved in decisions that have an effect on their employment * educators work together as co-workers to improve on their teaching practices * educators are provided with opportunities to upgrade their teaching skills * school management teams (SMT) delegate authority to their subordinates * educators turn teaching and learning into challenges that promote creative problem-solving skills * educators work effectively with parents and the community * educators do not work in isolation * there is no lack of social interaction among educators * educators do not find it difficult to control classroom events The researcher provided recommendations for the above findings. The recommendations were highlighted in chapter five. These recommendations proved to promote effective ways of managing ineffective secondary schools.

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Manganyi, Justice Nyiko. "How do public high schools in Ekurhuleni South District (Gauteng) implement educational reform?" Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/691.

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Thesis (MPA.) --University of Limpopo, 2011
The advent of democratic governance in South Africa necessitated changes in all sectors of the country; the education sector also required urgent reform. The policy framework for education reform was passed nationally and implementation strategies were cascaded to provinces and districts nation-wide. The outcome of national policies manifests itself at district levels where implementation takes place in schools. This study assesses the manner in which public high schools in Ekurhuleni South District of the Gauteng Department of Education, implement educational reforms. The research was conducted as a qualitative study to determine the role and experiences of key stakeholders in the implementation of educational reform in the district. The investigation focused on what I termed the „basic drivers of reform‟ in education, namely: school governance (SGBs); performance management (IQMS); Outcomes Based Education (OBE); and redeployment of teachers. Other aspects that influence change in education were not excluded from the discussions, but were treated as complements of these basic drivers. An in-depth literature review was conducted to assess the views of other researchers on the topic. The study found that there has been lot improvement in the education system, especially in public high schools, since 1994. However, there are serious challenges related to policy directives and implementation strategies, which need to be addressed in order to reap the full benefits of a reformed education system. Some of these challenges are the results of policies formulated out of excitement for the newly created democratic order after 1994 while others are associated with shortage of skills and resources. Underestimation and exaggeration of education-related challenges also seem to prevail in public discourse, hence the reality is sometimes distorted. The results of the fieldwork and literature review were used to formulate recommendations to improve implementation of the reform process. Building the confidence of teachers in the education system by involving them in all reform initiatives seems to be a realistic solution.

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Davidson, U. S. Baker Paul J. Lomeli Ramona A. "Exemplary teaching practices in high schools utilizing the block schedule." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006617.

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Thesis (Ed. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 25, 2006. Dissertation Committee: Paul Baker, Ramona Lomeli (co-chairs), Dianne Ashby, Al Azinger. Includes bibliographical references (leaves 154-159) and abstract. Also available in print.

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Axelson, Gregory Carl. "School District Actions that Support the Development of Professional Learning Communities in High Schools." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984132/.

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A gap exists in education research in the area of district support for campus-based professional learning communities (PLCs). The current study was an examination of practitioner perceptions of district structures and practices that support the development and sustainability of PLCs in public high schools. I examined the perceptions of 341 teachers, campus administrators, and district administrators in a suburban North Texas public school district with three comprehensive high schools. Using a sequential mixed-method design, quantitative data from an electronic survey and qualitative data from face-to-face interviews were collected and analyzed. The findings revealed a generally positive view of central office support among the participants, including consistent ratings from each high school, each campus-level position, each content area, and each level of experience in the district. There was some misalignment of perceptions between campus-level and district-level staff. The study also uncovered a set of best and worst district practices, the six PLC strengtheners and six PLC inhibitors, which were synthesized into a set of recommendations and guidelines for district support for high school PLCs. From participant feedback, I concluded district support is needed and desired by high school practitioners and there are specific district practices and structures that are most effective. While the study results provide a practical set of recommendations for school districts for supporting high school PLC efforts, expanded research is necessary to confirm transferability to school districts of diverse sizes, locations, and demographics.

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Molapo, Cecilia Mamojela. "Experiences of young school-going mothers in high schools at Leribe District of Lesotho." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1214.

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A dissertation submitted to the Faculty of Education in the fulfilment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2012.
This study examined the experiences of young school-going mothers with regard to how their teachers, classmates/peers and the community view them. A qualitative research design was deemed on appropriate approach for this study. The sample comprised of 10 young school- going mothers from 5 high schools in Leribe district of Lesotho. Interviews were used to collect data individually and in focus groups. Data were analyzed qualitatively using the process of content analysis. Information emanating from the interviewers were transcribed and coded into themes pertaining to the school-going mothers’ experiences in high schools. The findings suggest that the young mothers were not supported by some of their teachers; they were rejected by their peers and classmates and, labeled by the community they live in. Sample comprised 10 young mothers from 5 high schools in Leribe district of Lesotho. On the basis of the findings, both curative and preventative strategies were recommended for dealing with young school going mothers.

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Molefe, P. E. "The effects of career guidance on learner motivation in rural high schools at Umzinyathi District." Thesis, University of Zululand, 2017. http://hdl.handle.net/10530/1532.

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A thesis submitted to the Faculty of Education in partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2017
The Department of Education can play a critical role in providing appropriate career guidance for all learners. Beginning early in a learner’s academic life, the connection between what is being learned in school, future careers and life roles should become an explicit part of everyday learning in the schools. School work can be meaningless and results in poor learner motivation and underachievement when there is no effective career counselling in the schools. Through career guidance the individual is being helped to develop in ways that will enable him to strengthen the use of his own abilities, make wise choices and face the problems that he will encounter in and out of school. The aim of the study was to determine the effects of career guidance on learner motivation and to establish how a focused systematic intervention in career guidance can improve learner motivation. Of the 100 learners in each school, 50 were used as an experimental group and other 50 as the control group. Both the groups underwent the Pre-test consisting of a questionnaire of 19 questions checking the motivation baseline of each participant. Thereafter the focused intervention phase from career resource pack was used with the experimental groups. Thereafter the afore-mentioned questionnaire was re-administered with the both groups as Post-test. Both results of the groups were analysed and the hypotheses were tested. The results indicated that career guidance has a positive effect on learners’ motivation and that career guidance programs can be used as a powerful tool to motivate school learners to aspire their future.

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Books on the topic "Maori District High Schools"

San Francisco Unified School District. San Francisco public high schools: Your schools of choice. [San Francisco, CA: San Francisco Unified School District, 1990.

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Massachusetts. Education Management Audit Council. School district examination report: Assabet Valley Regional Vocational High School. [Boston, Mass.]: Education Management Audit Council, 2003.

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John of Gaunt School and the Trowbridge High Schools: The first one hundred years. Bradford on Avon, Wilts: Keith Berry, 1994.

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1962-, Berends Mark, and Rand Education (Institute), eds. Challenges of conflicting school reforms: Effects of New American Schools in a high-poverty district. Santa Monica, CA: Rand, 2002.

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Lesotho) St. James High School (Mokhotlong District. St. James High School (MKG) celebrates 50th anniversary: 1955-2005. [Mokhotlong, Lesotho]: St. James High School, 2005.

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Sivusia-Joyce, Barbara. Evaluation of the impact and effectiveness of the PNG HIV/AIDS awareness program in selected secondary schools and high schools in the National Capital District. Papua New Guinea: The National Research Institute, 2004.

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Butler, Mimi Jo Hill. The history of the 7th District Agricultural and Mechanical (A & M) School of Cobb County, Georgia. Marietta, Ga: Cobb County Georgia Genealogical Society, 1999.

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New Jersey. Legislature. Joint Committee on the Public Schools. Public hearing before Joint Committee on the Public Schools: State takeover in the Paterson City School District : location, Kennedy High School, Paterson, New Jersey : date, March 24, 1993, 6:00 p.m. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 1993.

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J, Thain Gerald, ed. Tinker vs. Des Moines: The right to protest in schools. Minneapolis, MN: ABDO Pub., 2013.

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Education, United States Congress House Committee on the District of Columbia Subcommittee on Judiciary and. Drug problem in schools and colleges: Hearing before the Subcommittee on Judiciary and Education of the Committeeon the District of Columbia, House of Representatives, Ninety-ninth Congress, second session ... September 23, 1986. Washington: U.S. G.P.O., 1987.

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Book chapters on the topic "Maori District High Schools"

Fernandes, Eduardo, Rommel Carvalho, Maristela Holanda, and Gustavo Van Erven. "Educational Data Mining: Discovery Standards of Academic Performance by Students in Public High Schools in the Federal District of Brazil." In Advances in Intelligent Systems and Computing, 287–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56535-4_29.

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Ylimaki, Rose M., and Lynnette A. Brunderman. "Building and Sustaining School Leadership Capacity." In Evidence-Based School Development in Changing Demographic Contexts, 55–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76837-9_4.

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AbstractThis chapter presents our approach to building and sustaining leadership capacity with attention to three areas: (1) personal capacity and commitment to growth; (2) interactions and interpersonal capacity grounded in a culture of trust, collective responsibility and appreciation of diversity, and (3) organizational capacity in high functioning teams that take responsibility for a child-centered vision and help diffuse that vision throughout the school. Leadership in high capacity schools incorporates both formal and informal leadership capacities (Mitchell and Sackney, 2009). Team leadership is essential for building and sustaining leadership capacity in a shared direction for continous school development and diffusion of educational improvements throughout the school. As formal leaders leave to take on new positions in the district or elsewhere, the shared direction and culture of continous improvement helps to sustain progress. In this chapter, we discuss our experiences with building and sustaining leadership capacity in teams that work to develop and diffuse a shared direction for continuous school development. We begin with a discussion of the research-based content from ISSPP and other studies that informed our project. The balance of the chapter presents application in our research-practice approach in the Arizona project (AZILDR) as well as lessons learned with case examples.

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Sergey, Kosaretsky, and Likhatskikh Elena. "Supporting Elementary and Secondary Education During the Pandemic: A Case Study from the National Research University Higher School of Economics." In Knowledge Studies in Higher Education, 243–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_16.

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AbstractThe COVID-19 pandemic has presented a formidable challenge to the Russian school system. Such global challenges and crises highlight the significance of the National Research University Higher School of Economics (HSE)’s third mission: responsibility for the well-being of the community.As one of the first universities to offer support to elementary and secondary education systems in Russia during the pandemic, the HSE relied on its ability to create new scientific knowledge and make it useful in practice to provide versatile and targeted aid for students, teachers, regional administrators, and parents across the country. There were two main vectors of HSE activity at the time of the pandemic: (1) promoting the development of the Russian education system through research, monitoring, and coordination of scholars and analysts and (2) direct work with secondary and high school stakeholders using contemporary approaches for talent development and digital tools.The pandemic revealed the importance of developing new areas of research and analysis. In line with the first vector, the HSE focused on: Monitoring and studying the situation and collecting and promoting university and school case studies on organizing work during a pandemic Leading and participating in professional reflections and discussions regarding experiences and training practices in the context of a lockdown The institution organized an array of surveys with students, teachers, parents, and representatives from regional and municipal education organizations and analyzed the results as quickly as possible. The main areas of research were problems of educational inequality and digital transformation. Based on the collected data, the Institute of Education managed to publish more than 30 analytical works between April and June of 2020.For the second vector, the HSE developed programs that seek to expand its geographic reach, implement flexible recruitment, and digitize communication with school students. Such programs aimed at: Training personnel while consulting with administrators and educators on the technological and legal aspects of the work of schools. Providing online instruction and assistance for students learning software tools and preparing for exams. Helping parents arrange support for children in the transition to distance learning. For this period, the HSE quickly and effectively expanded cooperation with schools in Moscow and regions around Russia that the institution developed over the last 15 years. Key current projects working in this direction are: The HSE School District The Lyceum Distributed Schools The Higher Students Academy The Higher School for Parents

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Polly, Drew, Clif Mims, and Brenda McCombs. "Designing District-Wide Technology-Rich Professional Development." In Cases on Educational Technology Integration in Urban Schools, 236–43. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch033.

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This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: design differentiated professional development to meet all teachers’ needs; include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; provide educational materials for teachers and parents about internet safety and legal issues; determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.

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Stevens, Ken. "The Management of Virtual Classes in School District Digital Intranets." In Development and Management of Virtual Schools, 178–91. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-154-4.ch008.

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As rural communities and schools decline in size educational policy makers often question their viability. In the Canadian province of Newfoundland and Labrador and in New Zealand, new educational structures based on digital networking, using the Internet, have been developed for the delivery of education to rural schools. Within these electronic educational structures senior students in rural high schools have been provided with extended curriculum choice through a combination of on-site and online instruction. This has led to three challenges: the administration of electronically inter-connected rural schools, the integration of physical and virtual classes, and the need to find pedagogy that is appropriate for e-teaching and e-learning. The new educational structures in rural Newfoundland and New Zealand have extended traditional classrooms in terms of time, space, organisation and capacity.

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Lutz, P. Michael. "Viewing the Implementation of the CCSS through the Lens of One Transformative District-University Partnership." In Professional Development Schools and Transformative Partnerships, 297–307. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6367-1.ch021.

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The study described in this chapter is on a more-than-20-year collaboration between a university mathematics department and its local high school district. The joint effort has created multiple components (such as strengthening teachers' mathematics knowledge, developing teacher leadership, and increasing teachers' appreciation of the importance of engaging students in tasks with a high cognitive demand) that are facilitating the districts' current efforts to implement the California Common Core State Standards for Mathematics. It describes a partnership that has always been grounded in mutual respect.

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Templeton, Toni, Chaunté White, Michelle Tran, and Catherine Horn. "Understanding High Need: Exploring School and District Employment and Retention Patterns of Noyce Scholars in Texas." In Research in Practice: Preparing and Retaining K-12 STEM Teachers in High-Need School Districts. American Association for the Advancement of Science, 2022. http://dx.doi.org/10.1126/aaas.add8019.

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A majority (61%) of Texas’s 5.4 million public school students are from economically disadvantaged backgrounds, ensuring that essentially all districts are serving substantial numbers of students with high need. This study seeks to understand a more nuanced story of Texas’s unique context by exploring the employment and retention patterns of Noyce Scholars at the school level. In particular, this study uses a descriptive analytical strategy to explore the first-year employment and retention patterns of Noyce program graduates from four Texas institutions. When the placement and retention of STEM teachers at highest-need schools were examined, researchers found that Noyce recipients were employed at highest-need schools at a modestly lower rate than their non-Noyce recipient peers (34% to 38%) and were retained into their second year of teaching at those schools at a lower rate than their non-Noyce peers (64% to 73%). Though Noyce participation had no observable association with placement or retention at highest-need schools, as indicated by a lack of statistical difference, more work could be done to ensure that those teachers are going to and staying in classrooms with the highest needs. The sustained federal investment in increasing the supply of quality STEM teachers in high-need districts brought about by the Noyce program continues to be an essential part of that effort. The findings here suggest that future iterations of this program and similarly designed interventions may benefit from increasingly intentional efforts to recruit and retain Noyce Scholars in the highest-need schools.

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Wright Brown, Cecelia. "Homeland Security Information Technology and Engineering (ITE) Professional Development Training for Educators in Urban High Schools." In Professional Development and Workplace Learning, 134–49. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch010.

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This chapter focuses on an Information Technology and Engineering (ITE) professional development training project designed to increase the number of teachers in an urban school district with proficient skills, tools, and content knowledge in computer/information technology, engineering technology, and technical certifications that will support students in Science, Technology, Engineering, and Mathematics (STEM) fields. Through this process, high school teachers will use tools, resources, and training to understand homeland security issues and career opportunities for students in their schools. A cohort of STEM teachers from an urban school district located in Baltimore City participated in a professional development workshop that included information technology, engineering, and homeland defense education to support students pursuing technical careers in these areas. The training addressed deficiencies in content knowledge of homeland security issues and research linked to the high school STEM curriculum homeland security career opportunities available to high school students. The overall goal of the ITE profession development training was designed to increase the technical proficiency of STEM teachers in urban high schools serving historically underserved students to support students in Information Technology (IT), engineering, and homeland security careers, thus nurturing a homeland security science and engineering workforce.

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Long, Gaye. "Administering a Virtual School." In Development and Management of Virtual Schools, 26–49. IGI Global, 2004. http://dx.doi.org/10.4018/978-1-59140-154-4.ch002.

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Why build a Virtual School? The rationale for the virtual school project arose from the need to address the shortage of teachers, especially in the area of advanced placement (AP) classes that school districts experience from time to time. Houston Independent School District was interested in providing a cost-effective model of instructional delivery that would positively affect student transportation issues and related expenses. In addition, there was a need to improve middle school students’ academic skills in preparation for high school and college. Reclaiming the home school market in the greater Houston area was another benefit that was anticipated. In addition, a virtual school would prepare students for a 21st century learning environment.

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Conference papers on the topic "Maori District High Schools"

Simbolon, Hotrimsyah, Martina Restuati Simbolon, and Fauziyah Harahap. "An Analysis of Students’ Scientific Literacy Skills in State Senior High Schools throughout Central Tapanuli District." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.22.

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Maimane, Joseph Ramathibela. "STUDENT TEACHERS’ PERCEPTIONS OF MENTORS TEACHERS DURING SCHOOL BASED LEARNING SESSION IN MOTHEO DISTRICT HIGH SCHOOLS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0346.

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Krissandi, Apri Damai Sagita, Brigitta Erlita Tri Anggadewi, and Sangsang Lusiani Supriyanti. "High Order Thinking Skills in One of the Private Elementary Schools in Sleman Yogyakarta District (Case Study)." In 7th South East Asia Design Research International Conference. Sanata Dharma University Press, 2020. http://dx.doi.org/10.24071/seadr.2019.22.

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Adrina, Bobitya, and Wawan S. Suherman. "Identification of the Obstacle Factors for 2013 Curriculum Implementation of Public Junior High Schools in Sleman District." In Proceedings of the 2nd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2018) and 1st Conference on Interdisciplinary Approach in Sports (CoIS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/yishpess-cois-18.2018.40.

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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.

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Andrews Ghanney, Robert. "Academic Performance in Mining Areas: The Case of Selected Junior High Schools in the Atwima Kwanwoma District, Ghana." In International Virtual Conference on Education, Teaching and Learning. GLOBALKS, 2020. http://dx.doi.org/10.33422/ivcetl.2020.05.165.

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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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Amelia, Novi, and Indawan Syahri. "The Correlations Among Anxiety, Self-Efficacy, and Performance of Speaking at State Junior High Schools of Talang Ubi Sub-District." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.275.

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Susanti, Novita, Syarwani Ahmad, and Achmad Wahidy. "The Influence of the Chairman of Education Department on the Performance of the Head of Junior High Schools in Ogan Ilir District." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.109.

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Simelane, Thembisile Trusty, and Mmushetji Petrus Rankhumise. "BARRIERS TO HIGH ACHIEVEMENT FOR PHYSICS STUDENTS: A CASE STUDY OF SELECTED TOWNSHIP SECONDARY SCHOOLS IN THE WEST TSHWANE DISTRICT OF GAUTENG." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0231.

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Reports on the topic "Maori District High Schools"

Willis, Larkin, Aneesha Badrinarayan, and Monica Martinez. Quality criteria for systems of performance assessment for school, district, and network leaders. Learning Policy Institute, November 2022. http://dx.doi.org/10.54300/439.730.

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The Quality Criteria for Systems of Performance Assessment capture a set of research-based expectations for what it takes to support high-quality performance assessment systems within k–12 schools, districts, and networks. The Quality Criteria are based on a review of relevant literature and have been vetted by a panel of academic scholars and practitioner-experts.

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Klevan, Sarah, Julia Daniel, Kendra Fehrer, and Anna Maier. Creating the conditions for kids to learn: Oakland’s districtwide community schools initiative. Learning Policy Institute, September 2022. http://dx.doi.org/10.54300/784.361.

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With historic investments in the community school approach at the federal and state levels, educational leaders must understand how to build, implement, and sustain high-quality community schools in policy and practice. This study builds this understanding by examining the relationship between district support, community schools, and whole child educational practices within the Oakland Unified School District. This report describes how the district supports three community schools—one elementary, one middle, and one high school—by providing a centralized infrastructure that enables them to function as community schools while also prioritizing whole child educational practices.

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Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.

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Decentralisation, or devolving authority to the third tier of government to prioritise specific policy reforms and manage their implementation, is argued to lead to pro-poor development for a number of reasons: local bureaucrats can better gauge the local needs, be responsive to community demands, and, due to physical proximity, can be more easily held accountable by community members. In the education sector, devolving authority to district government has thus been seen as critical to introducing reforms aimed at increasing access and improving learning outcomes. Based on fieldwork with district-level education bureaucracies, schools, and communities in two districts in the state of West Java in Indonesia, this article shows that decentralisation has indeed led to community-responsive policy-development in Indonesia. The district-level education bureaucracies in both districts did appear to prioritise community preferences when choosing to prioritise specific educational reforms from among many introduced by the national government. However, the optimality of these preferences could be questioned. The prioritised policies are reflective of cultural and religious values or immediate employment considerations of the communities in the two districts, rather than being explicitly focused on improving learning outcomes: the urban district prioritised degree completion, while the rural district prioritised moral education. These preferences might appear sub-optimal if the preference is for education bureaucracies to focus directly on improving literacy and numeracy outcomes. Yet, taking into account the socio-economic context of each district, it becomes easy to see the logic dictating these preferences: the communities and the district government officials are consciously prioritising those education policies for which they foresee direct payoffs. Since improving learning outcomes requires long-term commitment, it appears rational to focus on policies promising more immediate gains, especially when they aim, indirectly and implicitly, to improve actual learning outcomes. Thus, more effective community mobilisation campaigns can be developed if the donor agencies funding them recognise that it is not necessarily the lack of information but the nature of the local incentive structures that shapes communities’ expectations of education. Overall, decentralisation is leading to more context-specific educational policy prioritisation in Indonesia, resulting in the possibility of significant district-level variation in outcomes. Further, looking at the school-level variation in each district, the paper shows that public schools ranked as high performing had students from more privileged socio-economic backgrounds and were catering for communities that had more financial resources to support activities in the school, compared with schools ranked as low performing. Thus, there is a gap to bridge within public schools and not just between public and private schools.

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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.

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McGee, Steven, Everett Smith, Andrew Rasmussen, and Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.4.

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A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.

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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.

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