Relevant bibliographies by topics / School administration

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School administration'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "School administration"

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Deliati, Deliati, Nur Sakinah, and Nadlra Naimi. "Development of Administration Quality In Madrasah Tsanawiyah‘Aisyiyah, Medan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 2, no. 3 (August 5, 2019): 538–41. http://dx.doi.org/10.33258/birle.v2i3.425.

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Partners in this research are Madrasah Tsanawiyah Swasta‘Aisyiyah Pasar Merah and Madrasah Tsnawiyah Swasta Islamiyah Belawan. The existence of schools ‘Aisyiyah is equipped with school administration as a means of supporting learning resources and student learning success. As one source of learning in schools, administration helps achieve school quality improvement. Considering the importance of school administration, it is necessary to have a neatly arranged management effectively and efficiently so that the high quality administration functions of the school in order to improve school accreditation can really be realized. The purpose of the administration of Madrasah Tsanawiyah is to advance a school if the administration is neatly arranged and systematic so that it can improve the quality of schools and principals and students. Management of Administration in Madrasah Tsanawiyah Swasta‘Aisyiyah is still inadequate, as stated in Article 35 paragraph (2) Government Regulation Number 19 of 2005 concerning National Education Standards needs to stipulate Minister of National Education Regulation on School / Madrasah Administrative Standards. However, the problems found were not a few school administrations whose management was not professional. This is due to the understanding that the school administration still does not understand about managing the school administration properly. The target to be achieved through this PKPM activity is the development of school administration management for Madrasah Tsanawiyah Swasta ‘Aisyiyah which is effective and efficient. Implementation methods carried out (1) Preparation of deliberations with partners, PWA Majelis Didasmen Wilayah and Madrasah Tsanawiyah Swasta‘Aisyiyah (2) Implementation (actions) fostering management of school administration' Aisyiyah, (3) Observation of management of school administration 'Aisyiyah, (4) Evaluation The Administration Management Development Checklist, and (5) Reflections on Administratio of Madrasah Tsanawiyah Swasta‘Aisyiyah.
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Jordan, K. Forbis, and L. Dean Webb. "School Business Administration." Educational Administration Quarterly 22, no. 3 (August 1986): 171–99. http://dx.doi.org/10.1177/0013161x86022003007.

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Simon, Christopher A. "Public School Administration." Administration & Society 31, no. 4 (September 1999): 525–41. http://dx.doi.org/10.1177/00953999922019229.

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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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Alabi, Amos Oyetunde. "Records Keeping For Effective Administration of Secondary Schools." Journal of Public Administration and Governance 7, no. 2 (June 12, 2017): 66. http://dx.doi.org/10.5296/jpag.v7i2.11182.

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This paper examined records keeping for effective administration of secondary schools. The types of records available in schools-statutory and non-statutory were identified, explained and listed. Many of those records were fully discussed pinpointing their relevance to the effectiveness of secondary school administration. Importance of keeping school records to all stakeholders of secondary school education and even beyond was well stated. The paper postulates that without keeping appropriate, adequate and relevant school records, there cannot be effective and efficient administration of secondary schools. Conditions for keeping and maintenance of school records were discussed. Certain problems about records keeping in secondary schools were highlighted and practical solutions to those problems were given. Records keeping are very central to effective administration of any secondary school.
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Fulginiti, Jeanne. "Ethnography in School Administration." Practicing Anthropology 8, no. 3-4 (July 1, 1986): 20–21. http://dx.doi.org/10.17730/praa.8.3-4.37384j14x33176k1.

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Anthropologists often select a field site, live there a number of years, write about their observations, and return to the site late in their careers to assess changes. Contemporary practicing anthropologists inhabit public and private agencies much like classic village-dwelling anthropologists. The notable difference in their behavior within the social system stems from a deeply held belief that the purpose of understanding the sociocultural context includes the creation of change. The practicing' anthropologist uses data collected to facilitate effective social action.
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O'Brien, Laura. "Insulin Administration at School." AJN, American Journal of Nursing 111, no. 11 (November 2011): 12. http://dx.doi.org/10.1097/01.naj.0000407283.17255.e0.

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Tillman, Beverly A., and Lessie L. Cochran. "Desegregating Urban School Administration." Education and Urban Society 33, no. 1 (November 2000): 44–59. http://dx.doi.org/10.1177/0013124500331005.

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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (September 4, 2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.

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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.
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Plank, David N. "School administration and school reform in Botswana." International Journal of Educational Development 7, no. 2 (January 1987): 119–26. http://dx.doi.org/10.1016/0738-0593(87)90044-7.

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Dissertations / Theses on the topic "School administration"

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Erickson, Brittany. "Democratic School Design: Reimagining School Turnaround in Denver Public Schools." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013332.

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After a decade of focused attention and millions of dollars, school turnaround remains one of the education sector's most pressing challenges. Research shows that tackling it requires the implementation of tried and true levers—high-quality instruction, effective school leadership, and family engagement—at the highest possible levels, and that it requires a sophisticated interrogation of broader structural challenges such as segregation, poverty, and racism. This capstone explores a novel approach to school turnaround in Denver Public Schools (DPS), the Year Zero Redesign cohort. This approach strives to equip principals with the mindsets, skills, and autonomy to build partnerships with families, redesign their schools, and effectively lead dramatic change efforts. Through this inquiry, I explore the unique role of principals in system-level transformation; the way trust affects schools and communities; and the quest to redesign schools in alignment with the needs and preferences of students and families. I also examine how DPS, a large and ambitious school district, might learn to support this work in a rapidly evolving policy environment. I argue that taking time for intentional school design and leadership development—not instructional leadership development alone, but community and creative leadership development as well—holds great potential for more consistent results in school turnaround and school redesign. I also suggest that this and other creative approaches to turnaround will become possible only when system-level incentives and accountability measures allow for it. This capstone offers lessons for DPS as it seeks to create an ecosystem of excellent and diverse school models, and for practitioners and policymakers across the sector seeking to realize transformative change through community mobilization and school design.
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Smith, Barbara S. "The role of women in Christian school administration." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Rose, Vyvyan H. "Educational malpractice : implications for classroom teaching and school administration /." Connect to thesis, 1995. http://eprints.unimelb.edu.au/archive/00000955.

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Bass, Ruth N. "The impact of school culture on school safety: An analysis of elementary schools in a Southwestern metropolitan school district." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290104.

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Purpose of the study. The purpose of this study was to identify the relationship that exists between school culture and school safety. The principle school culture subscales measure (1) Collaborative Leadership, (2) Teacher Collaboration, (3) Professional Development, (4) Collegial Support, (5) Unity of Purpose, and (6) Learning Partnerships. The safety subscales utilized were (1) Valuing Influence of Teachers and Staff, (2) Feelings of Fear and Lack of Safety, (3) Stressors and Daily Discomforts, and (4) Positive Attitude Toward School Environment and Community. This relationship was surveyed using the School Culture Survey (Gruenert & Valentine, 1997) and the Inviting School Safety Survey (Lehr & Purkey, 1997) among seven metropolitan elementary schools in one Southwestern section of the United States. Procedures. The study included seven elementary schools. Teachers in each school were surveyed on numerous aspects of culture and safety. Teacher data were collected through surveys. Two hypotheses were tested using Pearson-Product Moment Correlation to determine if any of the six subscales of culture from the School Culture Survey correlate with the four safety subscales of the Inviting School Safety Survey. Ordinary Least Squared Regression was used to identify school culture factors that predict school safety factors. The six subscales of culture from the School Culture Survey were used as predictor variable for each of the four Inviting School Safety Scales. Findings. A high level of correlation was found between teachers' perceptions of school culture subscales with School Safety subscales when controlling for the variables of SES, percent of special education students, mobility rate, and number of students. A statistically significant predictive relationship was found for the School Culture subscales with each of the School Safety subscales. Low correlation and low predictive relationships was found for the six School Culture subscales with the School Safety subscale of Feelings of Fear and Lack of Safety. If schools are to be safe for all students, school leaders must change the culture of their schools.
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Clear, C. B. "Perceptions of Selected School Board Members, Principals, and Students on the School Activity Program of Certain Secondary Schools." Digital Commons @ East Tennessee State University, 1986. https://dc.etsu.edu/etd/2659.

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The problem of this study was to determine if there was a significant difference among the expressed perceptions of selected school board members, principals, and students as related to specific aspects of the student activity program. The sample size of this study consisted of 359 participants in the following groups: school board members, principals, and students. School board members and principals were treated as intact groups while the students were randomly selected and stratified based on sex and rank in class. Each group was described based on demographic data. The t-test for independent samples and analysis of variances were used for statistical analysis. Eleven research questions, with six responses each, were analyzed according to six aspects of student activities: (a) athletics, (b) academic-class related activities, (c) performing arts, (d) student government, (e) career-oriented activities, and (f) social-oriented activities. A mean score for each group on each activity was calculated for test purposes. Significant differences were found between (a) school board members and students as related to academic-class related activities, and (b) school board members and students as related to social-oriented activities. Other important findings included the following: (1) Sixty-seven percent of students lived in the county, not towns or cities. (2) Career-oriented activities were the most popular among students. (3) Middle-ranked students had more favorable perceptions of the student activity program than top-ranked or bottom-ranked students. (4) There is general agreement among school board members, principals, and students concerning the student activity program.
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Karlin, Steven Ray. "Virtual schools : a school leader's resource for the development and administration of virtual high school environments /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.

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Nelson, Ronald D. "The Preferences of Tennessee School Superintendents and School Board Chairpersons Regarding School-based Management." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2759.

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The purpose of this study was to determine the preferences of Tennessee public school superintendents and school board chairpersons regarding school-based management and to determine the differences between both groups' preferences regarding the following aspects of school-based management: each identified approach or model, school-based budgeting decisions, personnel decisions, curriculum decisions, function(s) of school-based management councils, and district level planning prior to implementing school-based management. Demographics were reported regarding superintendents' and school board chairpersons' preferences regarding school-based management. When a significant difference was determined between the two groups' preferences regarding any of the identified facets, the demographics were analyzed. The method of study was survey. Surveys were mailed to all of Tennessee's public school superintendents and school board chairpersons. Of the superintendents and school board chairpersons surveyed, 71.0% of the superintendents and 63.0% of the school board chairpersons responded. Null hypotheses were stated for the different aspects of school-based management. Demographic information was reported. A significant difference was determined between the preferences of the two groups regarding the function(s) of school-based management councils at the.05 level.
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Lee, Shu-fai, and 李樹輝. "The management of school discipline in Hong Kong aided secondary schools and the implications for school administration." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31955472.

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Tartt, Fannie Harrison. "School improvement: the relationship between effective school characteristics and student achievement in selected Dekalb County Schools." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1832.

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The purpose of this study was to examine the relationship between effective school characteristics and student achievement after the first year of implementing a school improvement project. The intent of this study was to analyze what occurred in terms of processes and products and to compare changes in school characteristics and student changes achievement in the treatment schools in the control schools. The study posed the following questions: 1. Was there a difference in the treatment group and in the control group in changes in effective school characteristics: environment, goals, leadership, expectations, time-on-task, monitoring student progress, and home/school relations? 2. Was the treatment group more successful than the control group based on student achievement of the basic skills? 3. What was the relationship between effective school characteristics and student achievement? The study encompassed the use of an experimental design and employed techniques of ethnographic studies. Each group, treatment and control, consisted of three schools that were matched on socio-economic status and on student achievement. Six principals, 150 teachers, and 2,228 students were involved in the study. The treatment consisted of leadership training on effective school characteristics, the development and implementation of a school-based improvement plan, and staff development. The Connecticut · School Effectiveness Questionnaire, the California Achievement Test, and observed behavior were used as measurement tools. Data collected on thirty-five variables were subjected to t-tests, correlations, and factor analysis. The results of the study appear to warrant the following conclusions: 1. The DeKalb County school-based model was successful in improving effective school characteristics in the treatment group. The treatment was highly related to each of the following effective school characteristics: environment, goals, leadership, expectations, time-on task, monitoring student progress, and home/school relations. This finding was verified by observed behavior. The control group did not show significant ii improvement in any of the seven effective school characteristics. 2. There was no significant relationship between the treatment and student achievement gains in mathematics and in reading when gains were disaggregated by individual students. 3. There was a significant relationship between achievement gains in reading and in mathematics in the treatment group when gains were aggregated. 4. There was a moderately significant relationship between mathematics gain and reading gain. 5. The treatment group was successful in improving the achievement of students in each quartile. The control group was successful scores of students in quartiles, but was not in improving the first, successful the achievement second, and third in improving the achievement of students in the fourth quartile. 6. There was no significant relationship between student achievement and each of the following characteristics: environment, goals, leadership, expectations, time-on task, monitoring student progress, and home/school relations. 7. The characteristics impacted the most during the first year of implementation were leadership, time-on-task, monitoring student progress, and goals. 8. The pretest characteristics that showed high relationships with each of the posttest characteristics iii were environment, expectations, and home/ school relations. 9. A high relationship was evidenced between pretest achievement and posttest achievement in mathematics and in reading. Reading achievement was also related to mathematics achievement. 10. When socio-economic status, sex, and grade were controlled, no significant relationship existed with any of the other thirty-two variables used in this study.
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McMillan, Julia Curruth. "Christian School Administration: exercising Biblical competence A consecrated heart and an educated mind /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Books on the topic "School administration"

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Kent, Graeme. School administration. Cambridge: Pearson, 1993.

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1930-, Jordan K. Forbis, ed. School business administration. Beverly Hills [Calif.]: Sage Publications, 1985.

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

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Demuth, Dennis M. Christian school administration: Management guide. Tulsa, OK: DEL Publications, 1995.

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Bird, Patrick. Microcomputers in school administration. 2nd ed. London: Hutchinson, 1986.

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

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Bird, Patrick. Microcomputers in school administration. 2nd ed. London: Hutchinson, 1986.

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L, Dembowski Frederick, ed. School business administration: A comparative perspective. Berkeley, Calif: McCutchan Pub. Corp., 1986.

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Enaohwo, J. O. Educational administration. Ibadan: Paperback Publishers Ltd., 1989.

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Ukeje, B. Onyerisara. Educational administration. Enugu, Nigeria: Fourth Dimension Pub. Co., 1992.

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Book chapters on the topic "School administration"

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Gottfredson, Gary D., and Denise C. Gottfredson. "School Climate and Administration." In Victimization in Schools, 88–117. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4684-4985-3_8.

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Jones, Leslie, and Eugene Kennedy. "Management and Administration." In Effective Technology Tools for School Leadership, 30–55. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003269472-2.

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Fusarelli, Lance D., Lacey Seaton, and Claudia Saavedra Smith. "School Administration and Classroom Management." In Handbook of Classroom Management, 271–87. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003275312-18.

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Ertas, Nevbahar. "School Bureaucracy." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–6. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31816-5_3645-1.

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Leithwood, Kenneth, Diana Tomlinson, and Maxine Genge. "Transformational School Leadership." In International Handbook of Educational Leadership and Administration, 785–840. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_23.

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Cui, Yunhuo, and Hao Lei. "Establishing School Curriculum Administration in China." In Curriculum Reform and School Innovation in China, 3–25. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-10-8630-4_1.

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Robinson, Adjai. "Developments in Education and School Administration." In Principles and Practice of Teaching, 135–48. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003347859-9.

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Hart, Ann Weaver, and Dick Weindling. "Developing Successful School Leaders." In International Handbook of Educational Leadership and Administration, 309–36. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-009-1573-2_11.

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DeCuir, Amaarah. "Islamic antiracist school leadership." In Islamic-Based Educational Leadership, Administration and Management, 89–104. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003360070-8.

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McHann, James C. "Changed Learning Needs: Some Radical Reflections on B-School Education." In Business Administration Education, 105–28. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137087102_6.

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Conference papers on the topic "School administration"

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Awan, Tajammal Hussain, Kashif Mahmood, Nadia Nasir, Sobia Nasir, Muhammad Shahzad Aslam, and Aftab Ahmad. "School Administration: Violence Among Elementary School Students in District Lahore." In The Asian Conference on Education 2022. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2186-5892.2023.33.

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Sri Zulaihati, Sri, and Santi Santi Susanti. "School Cooperatives Management of Business Vocational High School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.16.

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Yavuz, Mustafa, and Mehtap Özaydin. "PRESCHOOL TEACHERS' PROBLEMS IN THE SCHOOL ADMINISTRATION." In 32nd International Academic Conference, Geneva. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.032.043.

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Fajar Pradipta, Rizqi, Dimas Arif Dewantoro, and Umi Safiul Ummah. "Full Day School Implementation in Special Junior High School." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.29.

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Djum Djum Noor Benty, Djum, and Achmad Achmad Supriyanto. "Implementation of School-Based Management Program in Public Elementary School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.23.

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Hadiyanto, Rifma, Adek Febriyanti, and Usti Ba’di Fitrillah. "Contribution of Transformational Leadership, School Committees, Supervision, and Local Governments to School-Based Management at Junior Secondary Schools." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.021.

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Haris, Ikhfan. "Developing School Performance Index for Assessing Innovation Capability of School in Quality Improvement." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.51.

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Ibrahim Bafadal, Ibrahim. "School Principal as Leader of Change: Autoethnography on How to Make School Principals to be Effective Change Leader in Good School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.26.

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

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Komariah, Aan, and Cucun Sunaengsih. "A Model for School Management Capacity Building through Professional Learning Community in Senior High School." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.12.

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Reports on the topic "School administration"

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NAVAL JUSTICE SCHOOL NEWPORT RI. Legal Office Administration. Revision (Naval Justice School). Fort Belvoir, VA: Defense Technical Information Center, February 1996. http://dx.doi.org/10.21236/ada306548.

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

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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McGowan, Dennis M. Marketing the Joint Naval Postgraduate School of Business and Public Policy and University of Maryland, Robert H. Smith School of Business, Defense Focused Masters in Business Administration To Active Duty Military Officers. Fort Belvoir, VA: Defense Technical Information Center, December 2004. http://dx.doi.org/10.21236/ada429314.

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Kolgatina, Larisa, Lyudmyla Bilousova, and Oleksandr Kolgatin. Pedagogical diagnostics with use of computer technologies. CEUR-WS, June 2013. http://dx.doi.org/10.31812/123456789/3222.

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The technology of the automated pedagogical diagnostics is analysed. The testing strategy, oriented for pedagogical diagnostics purpose, and grading algorithm, which corresponds to Ukrainian school grading standards, are suggested. "Expert 3.05”software for automated pedagogical testing is designed. The methods of administration of the database of the test items are proposed. Some tests on the mathematical topics are prepared with "Expert 3.05". The approbation of these tests in the educational process of Kharkov National Pedagogical University named after G.S.Skovoroda is analysed.
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Huq, Aurin. Accountability and Responsiveness in the Covid-19 Response in Bangladesh. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clear.2022.005.

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This research briefing summarises priority areas for future research and stakeholders with whom to engage as identified in the scoping paper "Accountability and Responsiveness in the Covid-19 Response in Bangladesh" by Shuvra Chowdhury, Department of Public Administration, University of Rajshahi and Naomi Hossain, Accountability Research Center, School of International Service, American University. The paper and this briefing were commissioned for the Covid-19 Learning, Evidence and Research Programme in Bangladesh (CLEAR). CLEAR aims to build a consortium of research partners to deliver policy-relevant research and evidence for Bangladesh to support the Covid-19 response and inform preparation for future shocks.
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Beuermann, Diether. How Much Should We Rely on Test Scores to Measure School Quality? Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004415.

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While schools may influence academic and non-academic outcomes, it is not clear whether schools that improve test scores are the same schools that causally improve longer-run outcomes. This policy brief uses rich administrative data covering the full population of Trinidad and Tobago to show that (1) School causal effects are multidimensional. Effects on test scores are weakly related to effects on crime, teen births, and adult employment; and (2) Parents of lower-achievers value effects on non-test outcomes relatively more than on tests while the opposite is true for parents of high-achievers. These findings suggest that policy evaluations based solely on test scores may be misleading about the welfare effects of school choice.
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Romero, Mauricio, and Abhijeet Singh. The Incidence of Affirmative Action: Evidence from Quotas in Private Schools in India. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/088.

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This paper studies the effects of India’s main school-integration policy—a 25 percent quota in private schools for disadvantaged students, whose fees are reimbursed by the state—on direct beneficiaries. Combining survey and administrative data from the state of Chhattisgarh, with lottery-based allocation of seats in oversubscribed schools, we show that receiving a quota seat makes students more likely to attend a private school (by 24 percentage points). However, within eligible caste groups, quota applicants are drawn disproportionately from more-educated and economically better-off households and over three-quarters of the applicants who were not allotted a quota seat also attended a private school as fee-paying students. Consequently, we estimate that ~ 70 percent of the total expenditure on each quota seat is inframarginal to school choice. The policy delivers clear gains for direct beneficiaries but is unlikely to affect school integration without broadening the pool of applicants.
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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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Beuermann, Diether. The Short and Long-Run Effects of Attending the Schools that Parents Prefer. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004416.

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Using meta-analysis we document that (across several contexts) attending sought-after public secondary schools does not tend to improve student test scores. We argue that this fact does not preclude the possibility that these schools could lead to gains in the future. We explore this notion using both administrative and survey data from Barbados. We show that preferred schools have better peers but do not improve short-run test scores. However, the same students at the same schools have more postsecondary school completion and improved adult well-being (based on an index of educational attainment, occupational rank, earnings, and health). These long-run benefits are larger for females, who also experience reduced teen motherhood.
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Elacqua, Gregory, Isabel Jacas, Thomas Krussig, Carolina Méndez, and Christopher Neilson. The Welfare Effects of including Household Preferences in School Assignment Systems: Evidence from Ecuador. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004676.

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We study the welfare produced by a coordinated school assignment system that is based exclusively on minimizing distance to schools, comparing the matches it produces to a system that includes household preferences using a deferred acceptance algorithm. We leverage administrative data and a mechanism change implemented in the city of Manta, Ecuador in 2021 to estimate household preferences and show that considering applicant preferences produces large welfare gains. Our counterfactual exercises show that differences across alternative assignment mechanisms are small. Survey data on household beliefs and satisfaction support these conclusions. The evidence indicates that coordinated school choice and assignment systems can have large welfare effects in developing country contexts.
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