Relevant bibliographies by topics / School boards

Contents

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

Academic literature on the topic 'School boards'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "School boards"

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Honingh, Marlies, Marieke van Genugten, Sandra van Thiel, and Rutger Blom. "Do boards matter? Studying the relation between school boards and educational quality." Public Policy and Administration 35, no. 1 (July 30, 2018): 65–83. http://dx.doi.org/10.1177/0952076718789739.

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Boards are expected to contribute to an organization's performance. In the case of schools, this means that the board should contribute to educational quality. However, there is no scientific proof that this expectation is valid. The (growing) literature on boards suggests that the effects of school boards depend on variables, such as board behaviour and corporate governance. In this study, we present the results of a secondary analysis drawing on representative existing datasets on Dutch secondary schools. This is unique as previous research usually dealt with non-representative cases or samples. Our merged dataset includes measurements of board characteristics, board behaviour and pupils' achievements. Through Structural Equation Modelling, we show that there is ample evidence that board characteristics and board behaviour affect pupils' achievements. The only variable affecting pupil's achievements is counter vailing power perceived by the executives in the school board. The model also hints at more complex patterns of interacting variables at the board level. To get more insight into how these variables interact, a different research approach is necessary, such as case studies on board behaviour, and on the effects thereof within the school.
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Nkundabanyanga, Stephen Korutaro, Moses Muhwezi, and Venancio Tauringana. "Management accounting practices, governing boards and competitive advantage of Ugandan secondary schools." International Journal of Educational Management 32, no. 6 (August 13, 2018): 958–74. http://dx.doi.org/10.1108/ijem-02-2017-0034.

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Purpose The purpose of this paper is to report on the results of a study carried out to determine the use of Management Accounting Practices (MAPR) in Ugandan secondary schools. The study also sought to determine whether MAPR and governing boards (board size, gender diversity and frequency of board meetings) influence the perceived competitive advantage. Design/methodology/approach This study is cross-sectional and correlational. Data were collected through a questionnaire survey of 200 secondary schools. The data were analysed through ordinary least squares regression using Statistical Package for Social Scientists. Findings There are wide variations in MAP in terms of the extent to which the schools employ management accounting techniques. Also, MAP and governing boards have a predictive force on the schools’ competitive advantage. However, governing board’s size has no effect on competitive advantage. In terms of the control variables, the results suggest that while government school ownership has a positive effect on competitive advantage, the school’s size has no effect. There are intertwining relationships of frequency of board meetings, board size and school size. Research limitations/implications The present study was limited to the secondary schools in Uganda which limits generalisability. Still, the results offer important implications for secondary schools’ governing boards, owners and for similar African governments who are a major stakeholder in the secondary school education system. The exact mechanism by which intertwining relationships of frequency of board meetings, board size and school size impact competitive advantage is not been explored in this paper. Future researchers may direct research effort in this endeavour. Originality/value To the authors’ knowledge, this is the first study to investigate use of MAPR in secondary schools and to provide evidence of their efficacy.
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Phipps, A. G. "An Institutional Analysis of School Closures in Saskatoon and Windsor." Environment and Planning A: Economy and Space 25, no. 11 (November 1993): 1607–26. http://dx.doi.org/10.1068/a251607.

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During the 1978–88 period the public and the Catholic separate boards closed seventeen schools in Saskatoon and twenty-two in Windsor. The repertories of involvements and interactions between the community representatives and the school board officials during the reviews of the closure of these schools are theorized. The empirical analysis utilizes archival data for two episodes of school closures in each city, after which the school boards might have amended their procedures for the closures. The findings illustrate the real and instantiated powers, and the agency skills of the involved community representatives versus those of the school board officials.
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Fischer, Brett. "No Spending without Representation: School Boards and the Racial Gap in Education Finance." American Economic Journal: Economic Policy 15, no. 2 (May 1, 2023): 198–235. http://dx.doi.org/10.1257/pol.20200475.

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This paper provides causal evidence that greater minority representation on school boards translates into greater investment in minority students. Focusing on California school boards, I instrument for minority (specifically, Hispanic) representation using random ballot ordering and leverage new data from a statewide capital investment program to capture intradistrict resource allocations. I show that Hispanic board members invest the marginal dollar in high-Hispanic schools within their districts. High-Hispanic schools also exhibit gains in student achievement and decreased teacher turnover. I conclude that enhancing minority representation on school boards could help combat long-standing disparities in education. JEL (H75, I21, I22, I24, J15)
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Kobello, Esther K., Victorini Salema, and Kezia Mashingia. "Expediency of School Board’s Warnings and Reprimands Strategies for Managing Students’ Discipline in Public Secondary Schools in Longido District, Tanzania." international journal of Education, Learning and Development 10, no. 11 (November 15, 2022): 1–15. http://dx.doi.org/10.37745/ijeld.2013/vol10n11115.

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This study assessed the expediency of school board warnings and reprimands strategies for managing students’ discipline in public secondary schools in Longido district. The study employed social control theory whereas convergent design under mixed research methods guided data collection and analysis. Probability and non-probability sampling techniques were used to obtain the study sample of sixty-five (65) respondents that consisted of 5 school boards chairpersons, 20 school board members, 5 heads of schools, 5 discipline teachers and 30 teachers. Interview guides and questionnaires was validated using research’s experts from department of education planning and administration before data collection. The reliability of questionnaires instruments ensured through Cronbach-alpha and interview guide by triangulation methods. Percentages, means and standard deviation were generated from the analysed descriptive data. Qualitative data were analyzed thematically and presented in words inform of verbatim quotations. The study revealed that warnings and reprimands is used by the school boards and school management in managing students’ discipline guided by sets of laws, regulations and standards aiming to avoid the occurrence of indiscipline and improve academic performance. Moreover, the study also found out that parental involvement and guidance and counselling strategies were used by school boards and school management managing students discipline matters before administering of warnings and reprimands. The study concluded that warnings and reprimands strategies were used by school boards in managing students’ discipline in public secondary schools in Longido district. The study recommends that the Ministry of Education Science and Technology should create awareness among public secondary schools’ stakeholder including teachers and parents on the procedures used by school boards in administering warnings and reprimands.
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Uiterwijk-Luijk, Lisette, Meta Krüger, and Monique Volman. "Promoting inquiry-based working: Exploring the interplay between school boards, school leaders and teachers." Educational Management Administration & Leadership 47, no. 3 (November 1, 2017): 475–97. http://dx.doi.org/10.1177/1741143217739357.

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Inquiry-based working contributes to teacher professionalization and educational improvements. This article presents the key findings of a qualitative case study carried out in three primary schools in the Netherlands. That study focused on the inquiry-based working of school boards, school leaders and teachers, with the goal of better understanding how schools establish an inquiry-based culture. As a follow-up to a nationwide survey, this case study used semi-structured interviews, observations and document analysis to gain insight into the interplay between school boards, school leaders and teachers regarding inquiry-based working. It identified multiple ways in which educators can encourage others to work in an inquiry-based manner. These approaches are not only top-down (i.e., from school board to school leader, and from school leader to teacher) but also bottom-up (i.e., from teacher to school leader, and from school leader to school board).
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Nosworthy, Nicole, and Christina Rinaldi. "A Review of School Board Cyberbullying Policies in Alberta." Alberta Journal of Educational Research 58, no. 4 (June 14, 2013): 509–25. http://dx.doi.org/10.55016/ojs/ajer.v58i4.55574.

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An online search for school board cyberbullying/bullying policies in Alberta was conducted. The results showed that while only five school boards had a bullying policy, many schools had technology or Internet use guidelines. The online search included an assessment of one extensive school board cyberbullying policy as well as Internet use guidelines in two large school boards in Alberta. While technology and Internet use guidelines support anti-bullying initiatives, it is argued that a clear well defined policy empowers administrators to make informed decisions on how to handle cyberbullying. Finally, policy recommendations are proposed based on the results of the online search.
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Monyane, Mohapi Augustinus, and Rantsie Kgothule. "Pondering Collaborative School Board Roles in Alleviating Dropout among Learners with Physical Disabilities in Schools." Research in Social Sciences and Technology 8, no. 4 (December 21, 2023): 283–300. http://dx.doi.org/10.46303/ressat.2023.43.

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The present paper explores collaborative school board roles in alleviating dropout among Children with Physical Disabilities (CwPDs) in primary schools in Lesotho. An interpretive approach with a qualitative case study design provided insight into how school board members interpret and understand their roles and responsibilities and shed light on school boards' strategies to alleviate dropout of CwPDs. In-depth individual interviews were conducted to obtain rich and accurate data from 10 participants from two purposively selected mainstream primary schools. Bronfenbrenners' bio-ecological systems theory and Telford's collaborative leadership theory were used in the study. Through a process of thematic analysis, apparent themes emerged. Findings reveal that many school board members lack the necessary knowledge and skills to address the needs of CwPDs. The research concludes that CwPDs drop out of school because of poor infrastructure, ineffective collaboration, and unclear school policies. It is recommended that through forging collaboration between school board members and other role players, a transformation of policies, in-service training for school boards, and raising disability awareness and dropout among CwPDs can be better alleviated.
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Blank, Jos L. T., and Thomas K. Niaounakis. "Managing Size of Public Schools and School Boards: A Multi-Level Cost Approach Applied to Dutch Primary Education." Sustainability 11, no. 23 (November 25, 2019): 6662. http://dx.doi.org/10.3390/su11236662.

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In many countries, the provision of primary education is among the core responsibilities of local governments. One of the main questions local governments face concerns the optimal configuration of school boards and size of schools. In this paper we analyse the relation between cost and scale in school boards and in schools. The influence of both the governing layer (board) and the operational layer (school) on average cost are jointly modelled. Board cost is modelled as an aggregation of individual school cost functions so that individual school cost data are not required in order to estimate the model. The results indicate that small schools (<60) pupils are operating under sizable economies of scale. The optimum school size is estimated at roughly 450 pupils, but average cost remains roughly constant with regard to size. In contrast to school size, the effect of board size (in terms of the number of schools governed) on average cost is limited. The policy recommendation is that municipalities should create at least three schoolboards within their jurisdiction and take measures in case individual school size declines below 60 pupils.
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Collins, Jonathan E. "Policy Solutions: Was the LeBron James school a false promise?" Phi Delta Kappan 105, no. 2 (October 2023): 62–63. http://dx.doi.org/10.1177/00317217231205946.

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LeBron James’ I Promise School in Akron, Ohio, attracted attention recently for its low test scores for 8th-grade students. Unlike other philanthropic schools. I Promise is neither a private school nor a charter school. Instead, it is part of the Akron Public Schools system and is governed by the school board. Columnist Jonathan E. Collins writes that I Promise is part of the school system and can’t be separated from it. While flawed, school boards are the best way to create a strong and equitable education system and make democracy better. School boards and the districts they govern allow for school improvement at a structural level. They also allow for the public to have a say in the school system, through elections and opportunities for dialogue around how to improve individual schools as parts of a larger system.
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Dissertations / Theses on the topic "School boards"

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Massie, Larry A. "Perceptions of Superintendents and School Board Members Who Experienced the Transition from Appointed to Elected School Boards." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/27444.

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A selected group of school superintendents and school board members who had served during the transition from appointed to elected school boards in Virginia from 1992 â 2006 were interviewed to determine their perceptions of the positive and negative effects of the change. Superintendents indicated the transition from appointed to elected school boards had a somewhat negative effect, while school board members said there was no effect. The law providing for the direct election of school board members in Virginia was approved April 1, 1992, and was §22.1-57.1 through §22.1-57.5 of the Code of Virginia (Elected School Boards Act, 1992). Prior to this time no provisions for the election of school boards in the state were set, and school boards were appointed, either by the local governing body (Underwood, 1992) or by a school board selection commission (Code of Virginia, 2009, §22.1-36). The change in governance from appointed to elected school boards is an important phenomenon in Virginia , and the knowledge gained from the study could provide ways to lessen the stress which often exists in superintendent-school board relationships.
Ed. D.
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Ramgathi, Pitamber. "School governance : a case study investigating the governance capacity of the farm school governing body." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018617.

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School governance at South African schools is now almost twelve years old. In these twelve years some schools have made great strides whilst others are still facing various challenges. This research article is a qualitative, empirical and a descriptive case study, based on two farm schools in Kwa-Zulu Natal Province. It has investigated the governance capacity of both farm school governing bodies (SGB) in the execution of their roles and responsibilities together with the challenges that they faced using a documentary study and with structured interviews in a focus group. The structure for writing this article used the four principles as designed by Yin (1994) which are; Conceptualization, Contextual details, Data collection and Analytical strategies. Evidence from this Research indicate that the Farm School Governing Body face many contextual challenges and that a tailor-made Governance capacity building programme be made available to farm schools so that they (SGB) are able to carry out their roles and responsibilities effectively.
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Lewis, Bridget Evelyn. "School boards in transition an examination of board member induction /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Summer2009/B_Lewis_081709.pdf.

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Cartisano, O. Joseph. "School boards as an alternative vehicle for entry into politics /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1077841x.

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Thesis (Ed. D.)--Teachers College, Columbia University, 1987.
Typescript; issued also on microfilm. Sponsor: Natale Cipollina. Dissertation Committee: Robert McClintock. Bibliography: leaves 239-243.
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Reid, Maureen E. "School boards as learning organizations." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0015/MQ56794.pdf.

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Schneider, Ruth E. "Politeness theory and school boards : understanding school board relations through application of politeness theory /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1212791351&sid=24&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2006.
"Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 155-161). Also available online.
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Seaton, Daniel M. "School board leadership." Diss., Virginia Polytechnic Institute and State University, 1991. http://hdl.handle.net/10919/80019.

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Local school boards and their presidents provide Americans with the grass roots leadership for public education. Both have been ignored by policy makers and authors. The purpose of the study was to solicit school board members', school board presidents', and past presidents' perceptions of the role as well as the real and ideal leadership attributes of their school board presidents. A survey method was utilized to address the questions inherent in the purpose. The population for this study included the members of local public boards of education in the U.S. The sampling frame consisted of local school board members holding membership in the National School Boards Association. A random stratified sample was selected. Descriptive procedures were used to summarize the data. Additionally, the relationships between school board presidents', past presidents', and board members perceptions and selected demographic variables (i.e. geographic region, gender, community type, school system enrollment, age, number of terms served, education attainment, race, method president is chosen) was explored using cross-tabulation procedures. The response rate was about 27%. School board members perceive their school board presidents to be most active in the board room. Ideally, school board members perceive an expanded role for their president that includes services to board members and superintendent relations. School board presidents perceive a greater role for the school board presidents than do school board members that includes the highly visible board room roles as well as board member services and superintendent relations activities. Past school board presidents' views differ widely from those of school board presidents and slightly from board members, and in most cases tend to give a lower rating of the board president. School board members, school board presidents, and past presidents perceive their school board presidents as displaying few of the leadership attributes of traditional leaders. They agree that ideally these leadership attributes are critical or important. Differences concerning the board president's real and ideal role and real and ideal leadership attributes were found among board presidents by gender and school system enrollment; among past presidents by school system enrollment, and method president is chosen; and among school board members by geographic region, gender, age, school system enrollment, and education attainment. Results should assist school superintendents and professional educators, school board presidents, school board members, and the general citizenry as they work to clarify their respective roles.
Ed. D.
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Payne, John D. "Mandated School Board Member Training for Local Boards of Education in Tennessee As Perceived by Local Boards of Education Members and Superintendents of Schools." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2956.

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The purpose of this study was to evaluate the long-term effectiveness of the mandatory in-service training in Tennessee for all local board of education members. The primary focus of this study was to determine if the board members' or superintendents' responses about the training agencies, content, or applicability of any Academy indicated any continuing (long-term) impact on the actions of board members when they returned to their local boards of education. The secondary concern of this study was to determine if the responses were significantly differentiated between the positions of board member and superintendent or among the demographic characteristics defined in the study. All 959 board of education members and 136 superintendents of schools were mailed a questionnaire to return anonymously to evaluate the legislatively mandated School Board Training Academies conducted over the past 4 years. Six research questions were answered and 23 null hypotheses were tested at the.05 level of significance. The Kolmogorov-Smirnov Two-Sample Test or the Chi-Square Comparison was used to analyze the comparison between board members' and superintendents' scores or among the demographic strata. All nine Academies were compared according to each of the nine demographic characteristics. The average demographic characteristics of Tennessee board members are very similar to the average demographic characteristics of board members in the nation as a whole. There are significant differences among board members' evaluation scores stratified by six of the demographic characteristics. There were only two demographic characteristics for which there were any significant rating differences among superintendents. The Academies were rated positively for their effectiveness and their continuance was recommended. Specific improvements, expansion, and enhancement of the process were suggested.
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Meyer, Kathleen A. "Catholic School Leadership and the Role of Consultative School Boards in Catholic Elementary Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2009. https://digitalcommons.lmu.edu/etd/558.

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Catholic schools are important institutions in the United States educational system. They demand discipline, high academic standards, and religious moral values rooted in Catholic beliefs which are designed to have an impact throughout life (Ciriello, 1998). A critical component in determining school quality lies with the principals' leadership (Sergiovanni, 1997). Principals are critical to successful K-12 schools and must exercise considerable responsibility for establishing collegial learning cultures among the instructional team and stakeholders, including parents, community members, and students. The principal can no longer accomplish such a momentous task alone. Success of today's Catholic relies on the competent and committed performance of many people acting together with common goals. Catholic schools do not mirror those of twenty years ago (Cummings, 2003). Within the past five years, principals in Catholic schools have increasing job responsibilities and expectations. With the implementation of the Los Angeles Archdiocesan Strategic Plan in 2003, Catholic school principals in the Archdiocese must fulfill their primary function as instructional leader, and the additional roles outlined by the plan. Declining enrollment, lack of funds, and a perceived lack of quality, has forced principals to market their school to increase enrollment and solicit substantial funds for the school to remain viable. New roles create a problem for principals lacking training or knowledge in specialized areas. Based on a review of available literature, including (a) distributive leadership, (b) collaborative leadership, (c) shared leadership, and (d) school boards, this study investigated principal perceptions of collaboration and implementation of consultative school boards. This study employed a mixed method research design including a survey, interviews, and a document review of the Los Angeles Archdiocesan Strategic Plan to answer research questions. This study found a leader who needs collaborative leadership skills to lead a quality school involving all stakeholders to assist the school in remaining viable. Principals confirmed a need for greater participation by all stakeholders and assistance in forming consultative school boards. Information gathered contributes to the limited literature on Catholic school leadership, specifically a principals' role in implementing collaborative leadership in Catholic elementary schools through consultative school boards.
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Carnes, Marilyn J. "The Status of Training for Local Boards of Education in Ohio as Perceived by School Board Members and Superintendents." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210108464.

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Books on the topic "School boards"

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Huddersfield, Polytechnic of. School boards. Huddersfield: the Polytechnic, 1989.

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E, Barham Frank, and Virginia School Boards Association, eds. Virginia school boards: A manual for Virginia school board members. 5th ed. Charlottesville, Va: Virginia School Boards Association, 1993.

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Center, Western Montana College Montana Rural Education. Rural school board policy handbook: Guidelines for local school boards. Helena, Mont: The Office, 1985.

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Maeroff, Gene I. School Boards in America. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230117495.

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MacBeath, John. Making school boards work. (Edinburgh): Scottish Office Education Department, Research and Intelligence Unit, 1993.

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Rubin, David B. School board member liability under Section 1983. Edited by National School Boards Association and Council of School Attorneys. Alexandria, Va: National School Boards Association, 1992.

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Association, Canadian School Boards, ed. Introspection: Canadian school boards look at themselves : school board effectiveness study. Ottawa, Ont: Canadian School Boards Association, 1991.

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Maeroff, Gene I. School boards in America: A flawed exercise in democracy. New York: Palgrave Macmillan, 2010.

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Baldwin, Rollin P. Boards at their best: A new approach toward improved board effectiveness. Danbury, CT: Connolly-Cormack, 1995.

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McFadyean, Melanie. School governors and Haringey Schools PFI scheme. London: Menard Press, 2002.

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Book chapters on the topic "School boards"

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Mitra, Dana L., and Daniella Hall. "Local School Districts and School Boards." In Educational Change and the Political Process, 121–36. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003212294-9.

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Moos, Lejf, Klaus Kasper Kofod, and Ulf Brinkkjær. "School Boards in Denmark." In School Boards in the Governance Process, 13–29. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05494-0_2.

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Risku, Mika, Pekka Kanervio, and Seppo Pulkkinen. "School Boards in Finland." In School Boards in the Governance Process, 31–48. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05494-0_3.

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Paulsen, Jan Merok, and Mona Strand. "School Boards in Norway." In School Boards in the Governance Process, 49–65. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05494-0_4.

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Johansson, Olof, Elisabet Nihlfors, and Linda Jervik Steen. "School Boards in Sweden." In School Boards in the Governance Process, 67–83. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05494-0_5.

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Maeroff, Gene I. "A Cradle of Democracy." In School Boards in America, 1–11. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230117495_1.

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Maeroff, Gene I. "The Good, the Bad, and the Ugly in the Work of School Boards." In School Boards in America, 137–50. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230117495_10.

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Maeroff, Gene I. "Accepting Responsibility." In School Boards in America, 151–66. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230117495_11.

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Maeroff, Gene I. "Other Ways to Govern Schools." In School Boards in America, 167–85. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230117495_12.

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Maeroff, Gene I. "Do School Boards Have a Future?" In School Boards in America, 187–99. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230117495_13.

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Conference papers on the topic "School boards"

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Kamaludeen, Mirza, Salam Ismaeel, Carm Scarfo, and Chris Carrington. "Recommended broadband capacity estimation system for school boards." In 2017 IEEE Canada International Humanitarian Technology Conference (IHTC). IEEE, 2017. http://dx.doi.org/10.1109/ihtc.2017.8058183.

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Willoughby, Blake. "All Aboard: The Role of School Boards After COVID-19." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886675.

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Mountford, Meredith. "Reclaiming Local Control Through Superintendents, School Boards, and Community Activism." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2005531.

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Dell'Angelo, Tabitha. "The Radicalization of American School Boards and Its Impact on Local School and Community Contexts." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2010149.

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Williams, Nicole. "Superintendent Evaluations: School Boards Report on Criteria, Procedures, and Professional Development." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684963.

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Mahoney, Jenna. "Politics, Polarization, and Politicization of Social Emotional Learning and School Boards." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2011170.

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Mahoney, Jenna. "Politics, Polarization, and Politicization of Social Emotional Learning and School Boards." In AERA 2023. USA: AERA, 2023. http://dx.doi.org/10.3102/ip.23.2011170.

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Boisclair Chateauvert, Genevieve. "A Values-Costs Perspective to Increase Parents’ Participation in School Governing Boards." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2095970.

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Boisclair Chateauvert, Genevieve. "A Values-Costs Perspective to Increase Parents’ Participation in School Governing Boards." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2095970.

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Jeong, Dong Wook. "Supporting or Controlling? A Cross-National Analysis of School Boards' Roles and Consequences for School Resources and Student Achievement." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1895807.

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Reports on the topic "School boards"

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Macartney, Hugh, and John Singleton. School Boards and Student Segregation. Cambridge, MA: National Bureau of Economic Research, July 2017. http://dx.doi.org/10.3386/w23619.

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Martino, W., J. Kassen, K. Omercajic, and L. Dare. Supporting transgender and gender diverse students in Ontario schools: Educators’ responses. University of Western Ontario, 2022. http://dx.doi.org/10.5206/qxvt8368.

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This report details the findings of an Ontario-wide survey of 1194 school educators which is part of a larger study funded by funded by the Social Sciences Humanities Research Council of Canada (SSHRC). The survey was developed in consultation with trans educators, school board officials, and community members and included a mix of qualitative and quantitative questions. The report is structured according to educators’ responses to questions about trans-inclusive policies, self-rated knowledge, and understanding of trans inclusion and gender diversity, training received, use of resources and the barriers to fostering gender diversity in schools. Educators’ recommendations and advice on improving education about trans inclusivity in schools are also reported. Key findings revealed that there continue to be systemic and structural impediments to supporting trans inclusion and gender diversity in schools, in terms of both the failure to enact policy and to provide adequate support, education, and resourcing for educators. Recommendations are outlined which relate to the need for further development of policies that identify the allocation of resources for both professional development and curriculum development as central to the necessary provision of support for trans students and creating gender-affirming schools. The report also stipulates the necessity for sustained accountability measures to be established by governing bodies, such as the Ontario Ministry of Education, for supporting gender diversity and trans inclusion with the explicit objective of supporting school boards fiscally in the provision of professional development and development of resources. Teacher Education faculties also need to be committed to ensuring that teacher candidates are provided with the knowledge and understanding of trans inclusion and what trans affirmative education entails.
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Williams, Thomas. Cell Biology Board Game: Cell Survival (School Version). University of Dundee, 2022. http://dx.doi.org/10.20933/100001270.

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Cells are the smallest units of life. The environment around cells is always changing. Cells need to adapt to survive. This curriculum linked game and lesson plan introduces the world of cells to pupils 8-13. But can they keep their cells alive? This is a guide to how the cell survival resources can be used in a lesson and can be adapted as the teacher sees fit to do so. This lesson is aimed at 8-13 year olds, and fits into an hour long session. The Cell Survival Game has been adapted for both home use and for use in the classroom, and is accompanied by a series of videos. Learning Outcomes – Cells are the smallest unit of life – There are many different types of cells, and some examples of cell types – Cells experience many dangers, and some examples of dangers – How cells notice and defend themselves against dangers Links to the Curriculum – Health and Wellbeing: I am developing my understanding of the human body – Languages: I can find specific information in a straight forward text (book and instructions) to learn new things, I discover new words and phrases (relating to cells) – Mathematics: I am developing a sense of size and amount (by using the dice), I am exploring number processes (addition and subtraction) and understand they represent quantities (steps to finish line), I am learning about measurements (cell sizes) and am exploring patterns (of cell defences against dangers) – Science: I am learning about biodiversity (different types of microbes), body systems, cells and how they work. – Technology: I am learning about new technologies (used to understand how cells work).
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Wright, Richard K. An Assessment of the USAFE School Board Test Program. Fort Belvoir, VA: Defense Technical Information Center, July 2002. http://dx.doi.org/10.21236/ada407827.

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Silberstein, Jason. Should Communities Be Managing, Governing or Supporting Schools? A Review Essay on the System Conditions under Which Different Forms of Community Voice Can Improve Student Learning. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/141.

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There are many different potential roles that parents and communities can play within education systems. This essay reviews the different ways that parents and communities can exercise their individual and collective voice within local schools. It develops a typology to distinguish between three different forms of voice, and explores the enabling conditions in the wider system that each form of voice requires to improve student learning outcomes. The dominant form of voice in many current education systems is “school management”, which is commonly exercised through school management committees. The essay diagnoses how other parts of the system – the state, the bureaucracy, and teachers - have constrained school committees into playing a limited “school management” role. Because they are generally granted circumscribed responsibilities related to the day-to-day running of the school, school management committees have failed to make consistent, significant improvements to either school accountability or student learning. “School governance” is an alternative, stronger form of voice. “School governance” entails giving parents and community members greater latitude to determine the kind of education offered in local schools, somewhat analogous to how a board sets a vision and is owed justifications against results for major decisions made by an organization’s management. This would necessitate giving school governing bodies greater responsibility over setting the curriculum and choosing school leadership. Furthermore, since parents do not always or necessarily prioritize student learning from among other competing educational goals, focusing “school governance” on learning would also require strengthening the central state’s capacity to fulfill key responsibilities such as setting and measuring progress against learning standards. “School governance” would therefore face steep political and implementation challenges, and would have to be accompanied by parallel, government-led reform to other parts of the education system. The system conditions for parents and communities to play an effective “school governance” role are exacting. “School support” is a more modest but potentially more workable form of voice in many current systems. Where “school management” and “school governance” ask parents and communities to hold local schools accountable, the “school support” paradigm emphasizes actions that individual parents and community members can take in collaboration with teachers to directly support children’s learning. However, there are many cases where more parent and community involvement is not necessarily better. Parents and community members need specific, structured opportunities that complement good teaching in the classroom for “school support” to translate into improved learning outcomes.
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Hoxby, Caroline. School Choice and School Productivity (or Could School Choice be a Tide that Lifts All Boats?). Cambridge, MA: National Bureau of Economic Research, April 2002. http://dx.doi.org/10.3386/w8873.

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Boozer, Michael, Alan Krueger, and Shari Wolkon. Race and School Quality Since Brown vs. Board of Education. Cambridge, MA: National Bureau of Economic Research, June 1992. http://dx.doi.org/10.3386/w4109.

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Billings, Stephen, Hugh Macartney, Geunyong Park, and John Singleton. Self-Interest in Public Service: Evidence from School Board Elections. Cambridge, MA: National Bureau of Economic Research, February 2022. http://dx.doi.org/10.3386/w29791.

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Hanushek, Eric, John Kain, and Steven Rivkin. New Evidence about Brown v. Board of Education: The Complex Effects of School Racial Composition on Achievement. Cambridge, MA: National Bureau of Economic Research, January 2002. http://dx.doi.org/10.3386/w8741.

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Ashenfelter, Orley, William Collins, and Albert Yoon. Evaluating the Role of Brown vs. Board of Education in School Equalization, Desegregation, and the Income of African Americans. Cambridge, MA: National Bureau of Economic Research, June 2005. http://dx.doi.org/10.3386/w11394.

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