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Journal articles on the topic 'School-based management'

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Published: 4 June 2021

Last updated: 29 July 2024

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1

Muslihah, Eneng. "SCHOOL BASED MANAGEMENT." ALQALAM 26, no. 3 (December 31, 2009): 427. http://dx.doi.org/10.32678/alqalam.v26i3.1565.

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School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that schoolbased management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.

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2

Lindquist, Karin M., and John J. Mauriel. "School-Based Management." Education and Urban Society 21, no. 4 (August 1989): 403–16. http://dx.doi.org/10.1177/0013124589021004005.

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3

Brown, Frank, and Richard C. Hunter. "School-Based Management." Urban Education 33, no. 1 (March 1998): 95–122. http://dx.doi.org/10.1177/0042085998033001006.

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4

Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–815. http://dx.doi.org/10.55248/gengpi.4.1023.102825.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–814. http://dx.doi.org/10.55248/gengpi.4.1023.102836.

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6

Sackney, Larry, and Daniel Brown. "Decentralization and School-Based Management." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 4 (1992): 473. http://dx.doi.org/10.2307/1495449.

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7

Lazwardi, Dedi. "IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT." AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM 8, no. 1 (October 16, 2018): 32. http://dx.doi.org/10.24042/alidarah.v8i1.3077.

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Education has an important role in influencing the advancement of a nation'scivilization. A nation that has good education tends to be an advanced nation in civilization, science and technology, social economy, as well asculture. One of the educational problems is the need for adjustment and improvement of educational program material so that it can flexibly movealong with the demands of the workforce and the changing demands of people's lives. The implementation of School-Based Management (SBM) isessentially the granting of greater autonomy to schools with the ultimate goalof improving the quality of the results of the implementation of education sothat it can produce actual achievements through a well established managerial process. School-based management is the granting of broadautonomy at the level of the education unit in order to be able to manageresources and sources of funds and allocate according to the level of need. The aim of school-based management is to improve the efficiency ofeducation quality by independence and flexibility in managing existing resources. Components in school-based management include management ofcurriculum and teaching programs, management of teaching staff,management of students, financial management and financing, managementof educational facilities and infrastructure, public relations management and special service management. Supporting factors for the success of the firstschool-based management, the demands of a considerable democratic life from the people in the reform era. Second, the application of Law No. 22 of1999 concerning Regional Government which emphasizes the autonomy of government at the district / city level. Third, there is a school committee thatfunctions to help implement the Social Safety Net (JPS) program in many schools. Fourth, there is a desire by the government to increase communityparticipation in education by increasing the duties, functions and roles of the Education Provider Assistance Agency (BP3). Factors that become obstaclesin running school-based management come from students, educators, infrastructure and community participation.

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8

Murphy, Joseph, and Lynn G. Beck. "School-Based Management—Taking Stock." Kappa Delta Pi Record 32, no. 1 (October 1995): 6–10. http://dx.doi.org/10.1080/00228958.1995.10531942.

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9

Lingard, Bob, Debra Hayes, and Martin Mills. "Developments in school‐based management." Journal of Educational Administration 40, no. 1 (February 2002): 6–30. http://dx.doi.org/10.1108/09578230210415625.

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10

Walker, Elaine M. "Politics of School-Based Management." education policy analysis archives 10 (August 4, 2002): 33. http://dx.doi.org/10.14507/epaa.v10n33.2002.

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Since the late 1970s the problem of urban education has been cast as partially a problem of governance and authority structures. This focus mirrors a larger preoccupation by educational reformers with democratizing the decision-making process in public schools, a preoccupation that is evident not only in this country but also many nations throughout the world. Borrowing from the private sector, the underlying assumption behind decentralization is that educational improvement is only possible if those closest to the point at which decision are enacted become the architects of these decisions. Thus, school-based management or participatory decision-making is viewed as a means to formally incorporate the voices of parents, teachers and the community in the management of their schools. This paper discusses the findings of a recently conducted study on school-based management in thirty of New Jersey's poorest districts (referred to as the Abbott Districts). These districts have begun a process of complex reform after the State's Supreme Court ruled that the state had failed to constitutionally provide a thorough and efficient education for its poorest students by the absence of parity funding. Populated by primarily black and Hispanic students, and representing most of the larger urban communities in the state, students in these districts exhibit performance levels significantly below that of the state average. The results of the study indicate that (1) genuine autonomy has been usurped by an intensification in state power and authority, (ii) state elites have provided little opportunity for districts and SBM teams to build capacity; (iii) the level of democratization or opening-up of decision making to local community members has been minimal as the teams become teacher dominated; and (iv) in the absence of clear guidelines from the State, conflict over the appropriate role of SBM members, principals, central office staff and local school boards has emerged. The paper on the basis of these findings explores some policy options that need to be considered both at the state and local levels as school communities move toward more decentralized governance structures.

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11

Susan Febriantina, RR Ponco Dewi Karyaningsih, and Munawaroh. "The Entrepreneurship-based School Management." Jurnal Pemberdayaan Masyarakat Madani (JPMM) 4, no. 1 (June 22, 2020): 385–98. http://dx.doi.org/10.21009/jpmm.004.1.07.

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Community service activities were held on Saturday, July 27, 2019, at the Al Musthofaiyah Islamic Education Foundation, Beji Village, Depok City. This activity aims to provide assistance and training related to the concept of entrepreneurship-based school management and improve teacher competencies as entrepreneurs in the field of education at the Al Musthofaiyah educational foundation in Depok. The method of activities used in this activity is the integrated approach method, which integrates various learning techniques such as lectures, briefings, questions and answers, case studies, discussions, games, sharing experiences. The result achieved is that the trainees can understand and apply entrepreneurial-based school management systems

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12

Herman, Jerry J., and Janice L. Herman. "Educational Administration: School-Based Management." Clearing House: A Journal of Educational Strategies, Issues and Ideas 65, no. 5 (June 1992): 261–63. http://dx.doi.org/10.1080/00098655.1992.10114219.

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13

Tinkelman, David, and Abby Schwartz. "School‐Based Asthma Disease Management." Journal of Asthma 41, no. 4 (January 2004): 455–62. http://dx.doi.org/10.1081/jas-120033988.

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14

Agung Nugroho, Karma Iswasta Eka, and Nur Aini Hidayah. "School-Based Management in Adiwiyata Elementary School, Banyumas." Jurnal Elementaria Edukasia 6, no. 3 (September 30, 2023): 1218–30. http://dx.doi.org/10.31949/jee.v6i3.6202.

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The authority to run and decide on a program is the key to implementing school-based management (SBM). This study aims to describe the implementation of a school-based management program at SD Negeri Kedondong as an Adiwiyata elementary school in Banyumas Regency. This research is qualitative research where the data in this research were obtained by means of interviews, observation, and documentation. The data were then analyzed using source triangulation techniques and technical triangulation. The research results show that the implementation of SBM in SD Negeri Kedondong can be said to be going well. MBS stages include; 1) stages of exploring school potential, 2) forming a management team, 3) collaborating with related parties, 4) implementation of SBM, and 5) evaluation of activities.

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Karmila, Nita, and Ade Wijaya. "IMPLEMENTATION OF SCHOOL BASED MANAGEMENT IN TAMBILUNG ELEMENTARY SCHOOL." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 4, no. 1 (March 29, 2020): 71–73. http://dx.doi.org/10.33751/jhss.v4i1.2044.

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This research aims to determine the extent of the successful implementation of school-based management in Tambilung Elementary School which is one of the small schools in Bogor Regency. This research is a descriptive qualitative research that provides in-depth explanations of data and information related to the implementation of school-based management in terms of three core components namely 1) School Management, 2) Active, Creative and Enjoyable Learning, and 3) Community Participation. From the results of the study it can be concluded that the implementation of school-based management in Tambilung Elementary School has only reached 83.62% which, if elaborated, the success of each component, namely: the school management component 85.89%, the learning activity component amounted to 76.19% and the component of community participation in the implementation of school-based management is 88.80%.

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Vu Thi Mai, Huong. "SCHOOL COUNCIL ACTIVITIES UNDER SCHOOL-BASED MANAGEMENT IN VIETNAM." Journal of Science Educational Science 64, no. 12 (December 2019): 119–27. http://dx.doi.org/10.18173/2354-1067.2019-0138.

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Haryanti, Eliza, Edi Harapan, and Nila Kesumawati. "The Implementation of School Based Management in Primary School." Journal of Social Work and Science Education 2, no. 3 (February 4, 2022): 264–68. http://dx.doi.org/10.52690/jswse.v2i3.257.

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This study aims to review and describe the school based management in Madrasah Ibtidaiyah Ilir Timur II in Palembang. This is descriptive qualitative research. The subject was teachers in Madrasah Ibtidaiyah Riyadhul Janah Palembang. Data in this study was collected by interviews and analyzed using triangulation. The results stated that school based management will take place effectively and efficiently when supported by human resources professional to operate schools, sufficient funds, so schools are able to hire staff in accordance with its function, infrastructure to support the process, parents and community support significantly better in thought and favors a significant contribution.

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18

Nir, Adam E. "The Impact of School-Based Management on School Health." Journal of School Leadership 12, no. 4 (July 2002): 368–96. http://dx.doi.org/10.1177/105268460201200402.

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What are the influences of school-based management (SBM) on schools’ organizational health? This study assessed the effects of SBM on schools operating in a centralized system of education. The health qualities of 28 schools were measured in a longitudinal study spanning 3 sequential years, including the year before introduction of SBM in schools and in the 2 years that followed implementation. The results indicated no significant changes when comparing the integrated index for school health among the 3 years. However, significant differences appeared when the various subsets of school health were compared. The results indicated that teachers put more emphasis on children's outcomes. Yet, at the same time, teachers reported having lower morale and increased bureaucratic load in comparison to the circumstances that existed in their school prior to the introduction of SBM. Implications for student growth and teacher development are discussed.

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19

Mahendrartha, Azizul, Tobari Tobari, and Rommel Valencia Tabula. "Adiwiyata-Based School Management in Indonesia." Journal of Social Work and Science Education 1, no. 1 (July 25, 2020): 1–7. http://dx.doi.org/10.52690/jswse.v1i1.4.

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This study was to determine Adiwiyata-Based School Management in SMP Negeri 5 Prabumulih. Data were collected using observation, documentation, and interviews. While the method used is descriptive qualitative method. The results of the research indicate that (1) the implementation of the Adiwiyata Program has successfully contained a vision, mission, goals and targets which include environmental protection and management policies, (2) The Adiwiyata School Program has included the 2013 Curriculum which is carried out thematically and integrated with all environmental-based subjects, (3) participatory-based environmental activities in the Adiwiyata Program have been carried out well by all school residents in order to maintain and maintain the school building and environment, (4) the school has managed well supporting facilities that are environmentally friendly and child-friendly. The headmaster of Prabumulih 5 Middle School in the Adiwiyata School Program has been running successfully, as evidenced by the award as the 2019 Adiwiyata National School from the Ministry of the Environment.

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20

Zakiati, Elya, and Maulana Rizky. "Analysis of School-Based Financing Management." Economic Education Analysis Journal 11, no. 2 (June 30, 2022): 217–32. http://dx.doi.org/10.15294/eeaj.v11i2.58100.

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This study aims to analyze the existing financing management at public junior high schools in Banjarmasin Tengah. The type of research used is a qualitative approach with a descriptive type with primary and secondary data sources taken through observation, interviews, and documentation, then the data is analyzed using the Miles and Huberman model. Technical data analysis is carried out starting from data collection, data reduction, data presentation, and drawing conclusions. To test the validity of the data, the researcher used technical triangulation and time triangulation. The resource persons in this study were BOS treasurers at SMPN 1 Banjarmasin, SMPN 2 Banjarmasin, SMPN 6 Banjarmasin, SMPN 9 Banjarmasin, SMPN 10 Banjarmasin, and SMPN 26 Banjarmasin. The results showed that; (1) Budget planning is carried out based on the principles and procedures for budgeting. The budget design used is a line item budget with the method of budgeting through a bottom -up approach. (2) Budget implementation: school funding is sourced from BOS funds which are disbursed in 3 stages a year. The use of BOS funds is in accordance with the technical guidelines for BOS funds and is carried out in accordance with the RKAS that has been prepared. However, the implementation of this budget has not been effective and efficient enough due to several obstacles. The school treasurer keeps books related to the receipt and disbursement of BOS funds. (3) Budget evaluation consists of budget oversight and accountability. Supervision is carried out by internal and external parties. Meanwhile, budget accountability is to make a report on the Letter of Accountability which is submitted through a meeting, then the report is submitted to the education office.

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21

Dian, Dian, Rahmat Hidayat Faturrahman, and Rima Mulyawati. "School-Based Quality Improvement Management System." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 3 (January 16, 2022): 2370–80. http://dx.doi.org/10.31004/obsesi.v6i3.1953.

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Latar Belakang ini bertujuan untuk melihat sejauh mana sekolah dapat mandiri dan memberdayakan sekolah melalui manajemen berbasis sekolah untuk melakukan pengambilan keputusan secara partisipatif. Tujuan penelitian ini 1) untuk mengkaji proses penerapan manajemen berbasis sekolah di Taman Kanak Kanak Al Faidah Cianjur; 2) mempelajari bagaimana Taman Kanak Kanak Al Faidah Cianjur dalam menghasilkan siswa yang berkualitas; dan 3) mengkaji faktor pendukung dan penghambat dalam penerapan manajemen berbasis sekolah di Taman Kanak Kanak Al Faidah Cianjur dan cara meminimalisir faktor penghambat tersebut. Metode penelitian ini adalah metode deskriptif kualitatif. Teknik pengumpulan data dalam penelitian ini meliputi 1) observasi; 2) wawancara; dan 3) dokumentasi. Analisis data kualitatif yang digunakan dalam penelitian ini 1) reduksi data, 2) penyajian atau penyajian data dan 3) penarikan kesimpulan dan verifikasi data. Dapat dikatakan bahwa penerapan manajemen berbasis sekolah di Taman Kanak Kanak Al – Faidah Cianjur sudah berjalan dengan baik. Melihat pelaksanaan manajemen berbasis sekolah di TK Al-Faidah, berbeda dengan sekolah lain pada umumnya yang belum menggunakan manajemen peningkatan kualitas berbasis sekolah

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Maman Mulya Karnama and Depi Prihamdani. "Role of School-Based Management (MBS)." Jurnal Sekolah Dasar 4, no. 1 (December 31, 2019): 68–73. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.795.

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The development of Science and Technology has an impact on major changes that occur in the world of education. One of the fundamental changes in the world of education is at the management level, from central-based management to regional-based management. The method used in this paper is only based on literature review / literature, so to find out the role of implementing School-based Management (MBS) in teaching and learning in schools, will be reviewed and reviewed based on facts and opinions from experts who are competent in the field of education.

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Maman Mulya Karnama and Depi Prihamdani. "Role of School-Based Management (MBS)." Jurnal Sekolah Dasar 4, no. 1 (December 31, 2019): 68–73. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i1.874.

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The development of Science and Technology has an impact on major changes that occur in the world of education. One of the fundamental changes in the world of education is at the management level, from central-based management to regional-based management. The method used in this paper is only based on literature review / literature, so to find out the role of implementing School-based Management (MBS) in teaching and learning in schools, will be reviewed and reviewed based on facts and opinions from experts who are competent in the field of education.

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Maman Mulya Karnama and Depi Prihamdani. "Role of School-Based Management (MBS)." Jurnal Sekolah Dasar 4, no. 2 (September 9, 2019): 68–73. http://dx.doi.org/10.36805/jurnalsekolahdasar.v4i2.885.

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The development of Science and Technology has an impact on major changes that occur in the world of education. One of the fundamental changes in the world of education is at the management level, from central-based management to regional-based management. The method used in this paper is only based on literature review / literature, so to find out the role of implementing School-based Management (MBS) in teaching and learning in schools, will be reviewed and reviewed based on facts and opinions from experts who are competent in the field of education.

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25

Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.

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Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.

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Limerick, Brigid, and Cheryl Anderson. "Female Administrators and School-Based Management." Educational Management & Administration 27, no. 4 (October 1999): 401–14. http://dx.doi.org/10.1177/0263211x990274007.

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Perry, Tamara T., and Jessica H. Turner. "School-Based Telemedicine for Asthma Management." Journal of Allergy and Clinical Immunology: In Practice 7, no. 8 (November 2019): 2524–32. http://dx.doi.org/10.1016/j.jaip.2019.08.009.

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Rohmah, Faridita Dzulhijjatu, Sukardi, and Saudah. "Educational Strategy through School-Based Management." International Journal of Research in Social Science and Humanities 05, no. 04 (2024): 46–52. http://dx.doi.org/10.47505/ijrss.2024.4.5.

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Education is one of the critical concerns of society, and the education sector will be required to make an essential contribution to preparing qualified human resources in the future. On the other hand, the low quality of human resources in Indonesia still gives rise to various polemics and problems of its own, which have an impact on reducing the quality of education and human resources. In this era of regional autonomy, all aspects of community life which were initially regulated centrally or centrally have changed to a decentralized system, including education. Implementing centralized or centralized policies causes educational units or schools to lose their independence, creativity, and initiative in making the necessary policies.This research aims to describe the implementation of school-based management and the factors driving and inhibiting its successful implementation. This research uses a qualitative approach with research procedures that produce descriptive data. The research location is in one of the private high schools in Malang City. Determining research subjects in this study used purposive sampling and snowball sampling techniques. Data was collected using several techniques: observation, interviews, questionnaires, documentation, and field notes. Data analysis techniques in this research were carried out by condensing, presenting, and drawing conclusions or verification. The research results show that school-based management has been running quite well. However, several things still need to be considered in terms of communication, resources, disposition, and bureaucracy

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Grinshtain, Yael, and Dan Gibton. "Responsibility, authority, and accountability in school-based and non-school-based management." Journal of Educational Administration 56, no. 1 (February 5, 2018): 2–17. http://dx.doi.org/10.1108/jea-01-2017-0005.

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Purpose The purpose of this paper is to understand how primary school principals in Israel cope with the gaps between authority and responsibility in their work, deriving from partially implemented decentralization processes, and how this relates to school-based management (SBM) and accountability principles. Design/methodology/approach Using the qualitative method, 20 semi-structured interviews were conducted with school principals from one district in Israel. Thematic analysis was used in order to identify themes in the interviews that enable creating codes for the characteristics of authority and responsibility and for the principals’ strategies. Findings Gaps were found between authority and responsibility, with particularly low levels of authority alongside high levels of responsibility. Coupled with the demand for accountability, those gaps led principals to adopt three strategies – active, partly active, and passive – to help reduce the tension resulting from them. The SBM definition has links to the specific strategy that principals used. Originality/value The results indicate the importance of clear definitions of authority and responsibility in principals’ work. The current study deepens the understanding of the gaps between these concepts as key for understanding accountability at decentralized schools; tensions that principals cope with as a result of those gaps; and the strategies that enable principals to ease the tension for the benefit of all those involved in the principals’ work.

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Gaspar, Erriz S. "Correlates Transformational Management Styles and School-Based Management (SBM) Practices of School Heads." American Journal of Interdisciplinary Research and Innovation 1, no. 1 (August 15, 2022): 86–97. http://dx.doi.org/10.54536/ajiri.v1i1.474.

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Transformational Management Style is a leadership style that School Heads may use to lead and manage the school. Whereas, School-Based Management, also known as SBM, is a hot topic among public schools nowadays. The study aimed to determine the correlations between transformational management styles and school-based management (SBM) practices of school heads in Congressional District I-B of the Schools Division of Nueva Ecija. The 174 school heads were selected using total enumeration sampling, while 318 teachers were selected using a stratified sampling design. The descriptive correlational research design was utilized in satisfaction with the objectives of the study. On the school-based management practices of school heads in Congressional, District I-B have the same point of view and were strongly agreed that School Heads were evidently practiced and performed well in the school operations and management. Furthermore, the school heads’ number of training and seminars attended in national, regional, division, district, and schools found a positive correlation between transformational management styles in all areas-individual considerations, intellectual stimulation, inspirational motivation, and idealized influence. Moreover, the highest educational attainment found a positive correlation between school-based management and the management of resources. Trainings and seminars attended by the School Heads in regional, division and district level have a significant relationship to their SBM ratings. Furthermore, School Heads’ Intellectual Stimulation and Idealized Influence have significant relationship to their SBM ratings. School heads’ and teachers' assessments found a low level of significance based on the assessments of school heads' transformational management styles and school-based management practices.

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31

Cheng, Yin Cheong. "A School‐Based Management Mechanism for School Effectiveness and Development." School Effectiveness and School Improvement 7, no. 1 (January 1996): 35–61. http://dx.doi.org/10.1080/0924345960070102.

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Oldroyd, David. "The Management of school‐based Staff Development at Priory School." British Journal of In-Service Education 11, no. 2 (March 1985): 82–90. http://dx.doi.org/10.1080/0305763850110204.

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Bush, Tony. "School-based research." Educational Management Administration & Leadership 45, no. 3 (February 1, 2017): 379–81. http://dx.doi.org/10.1177/1741143217692733.

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Ismara, Ketut Ima, Didi Supriadi, M. Riza Syifaulliya, and Kitisak Keaw-aram. "The School-based Occupational Safety and Health Management in Vocational School." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 2, no. 2 (April 29, 2021): 11–22. http://dx.doi.org/10.30738/tijes.v2i2.9937.

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The vocational high school graduates are required to have the competence to implement Occupational Safety and Health (OSH). This study investigated the implementation of school-based Occupational Safety and Health Management in the vocational school. The OSH implementation viewed from seven principles: curriculum management, student management, educator management, facilities and infrastructure management, funding management, school and community management, and cultural and environmental management. This study is descriptive research that used subjects from 10 public vocational schools and ten private vocational schools in Yogyakarta Province. The data obtained from the Education Report Card Mapping Report Evaluation Results of the Directorate of Vocational Education at the Ministry of Education and Culture of Indonesia. The findings showed that the management of OSH in private vocational schools higher than the public one. The principle of OSH for the management of students is "fairly good" both in public and private vocational schools. The teacher management in public vocational schools higher than the private one. The management of facilities and infrastructure is "fairly good" both in public and private vocational schools. The funding management in private vocational schools higher than the public one. The management of school relationships in the public vocational school is "bad" and "fairly good" in the private one. The management of culture and environment is "fairly goodâ€ both in public and private vocational schools.

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Krisna, I. Wayan Adi, I. Nyoman Piarsa, and Putu Wira Buana. "Android-Based High School Management Information System." International Journal of Computer Applications Technology and Research 8, no. 11 (October 28, 2019): 415–19. http://dx.doi.org/10.7753/ijcatr0811.1002.

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Dewantara, Komang Wahyu, I. Nyoman Piarsa, and Putu Wira Buana. "Website-based High School Management Information System." International Journal of Computer Applications Technology and Research 8, no. 11 (October 28, 2019): 420–24. http://dx.doi.org/10.7753/ijcatr0811.1003.

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Tabroni, Imam, Rini Purnama Sari, Ummu Salamah, and Sri Mulyani. "Education Quality Improvement Through School Based Management." Jurnal Multidisiplin Madani 2, no. 3 (March 30, 2022): 1209–18. http://dx.doi.org/10.54259/mudima.v2i3.507.

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School-Based Management (SBM) is an attempt to improve the quality of education. This study aims to determine the process of preparation, planning, implementation, management and community participation as well as the factors supporting the achievement of integrated education. The method used in this study is a descriptive method with a qualitative approach. Data collection techniques through observation and interviews. The subjects of this study were principals and teachers of the Cijantung Sukatani State Elementary School, Purwakarta. The results showed that the planning process in the implementation of School-Based Management (SBM) which includes the establishment of the School's Vision and Mission as well as the discipline carried out by every school member. The implementation of School-Based Management (SBM) at SD Negeri Cijantung is planned and can be implemented properly.

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Lingard, Bob. "Book Review: Decentralization and School-Based Management." Australian Journal of Education 35, no. 3 (November 1991): 338–39. http://dx.doi.org/10.1177/000494419103500312.

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39

Poston, William K. "Book Review: Decentralization and School-Based Management." International Journal of Educational Reform 1, no. 3 (July 1992): 327–29. http://dx.doi.org/10.1177/105678799200100316.

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Wohlstetter, Priscilla, and Allan Odden. "Rethinking School-Based Management Policy and Research." Educational Administration Quarterly 28, no. 4 (November 1992): 529–49. http://dx.doi.org/10.1177/0013161x92028004005.

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41

Topping, Keith. "School-based Behaviour Management Work with Families." Pastoral Care in Education 10, no. 1 (March 1992): 7–17. http://dx.doi.org/10.1080/02643949209470776.

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Brown, Bruce Robert, and G. Robb Cooper. "School-Based Management: How Effective Is It?" NASSP Bulletin 84, no. 616 (May 2000): 77–85. http://dx.doi.org/10.1177/019263650008461612.

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Bandur, Agustinus. "School‐based management developments: challenges and impacts." Journal of Educational Administration 50, no. 6 (September 21, 2012): 845–73. http://dx.doi.org/10.1108/09578231211264711.

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Gamage, David T., Peter Sipple, and Peter Partridge. "Research on school‐based management in Victoria." Journal of Educational Administration 34, no. 1 (March 1996): 24–40. http://dx.doi.org/10.1108/09578239610107147.

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Chemingui, Yassine, Adel Gastli, and Omar Ellabban. "Reinforcement Learning-Based School Energy Management System." Energies 13, no. 23 (December 1, 2020): 6354. http://dx.doi.org/10.3390/en13236354.

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Energy efficiency is a key to reduced carbon footprint, savings on energy bills, and sustainability for future generations. For instance, in hot climate countries such as Qatar, buildings are high energy consumers due to air conditioning that resulted from high temperatures and humidity. Optimizing the building energy management system will reduce unnecessary energy consumptions, improve indoor environmental conditions, maximize building occupant’s comfort, and limit building greenhouse gas emissions. However, lowering energy consumption cannot be done despite the occupants’ comfort. Solutions must take into account these tradeoffs. Conventional Building Energy Management methods suffer from a high dimensional and complex control environment. In recent years, the Deep Reinforcement Learning algorithm, applying neural networks for function approximation, shows promising results in handling such complex problems. In this work, a Deep Reinforcement Learning agent is proposed for controlling and optimizing a school building’s energy consumption. It is designed to search for optimal policies to minimize energy consumption, maintain thermal comfort, and reduce indoor contaminant levels in a challenging 21-zone environment. First, the agent is trained with the baseline in a supervised learning framework. After cloning the baseline strategy, the agent learns with proximal policy optimization in an actor-critic framework. The performance is evaluated on a school model simulated environment considering thermal comfort, CO2 levels, and energy consumption. The proposed methodology can achieve a 21% reduction in energy consumption, a 44% better thermal comfort, and healthier CO2 concentrations over a one-year simulation, with reduced training time thanks to the integration of the behavior cloning learning technique.

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Gamage, David T., and Pacharapimon Sooksomchitra. "Decentralisation And School-Based Management In Thailand." International Review of Education/ Internationale Zeitschrift fr Erziehungswissenschaft/ Revue inter 50, no. 3 (July 2004): 291–308. http://dx.doi.org/10.1007/s11159-004-2624-4.

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Aronstein, Laurence W., and Kenneth L. DeBenedictis. "An Interactive Workshop: Encouraging School-Based Management." NASSP Bulletin 75, no. 537 (October 1991): 67–72. http://dx.doi.org/10.1177/019263659107553712.

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Herman, Jerry J. "School-Based Management: Sharing the Resource Decisions." NASSP Bulletin 76, no. 545 (September 1992): 102–5. http://dx.doi.org/10.1177/019263659207654514.

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Akinola, Oluwatoyin Bolanle. "School-based Management Committees: The Nigerian Experience." International Journal of Learning: Annual Review 16, no. 8 (2009): 421–30. http://dx.doi.org/10.18848/1447-9494/cgp/v16i08/46500.

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Powell, Neal J. "School-Based Management in Smaller Secondary Schools." NASSP Bulletin 75, no. 533 (March 1991): 11–15. http://dx.doi.org/10.1177/019263659107553303.

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