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1

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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2

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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3

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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4

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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5

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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7

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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8

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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9

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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10

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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Collins, Jonathan E. "Policy Solutions: Should we abolish school boards?" Phi Delta Kappan 105, no. 1 (August 28, 2023): 58–59. http://dx.doi.org/10.1177/00317217231197483.

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News about violence and dysfunction at school board meetings may shape the impressions most people have of the public school governing body. While school boards have their flaws, Kappan columnist Jonathan E. Collins argues that they are worth preserving. School boards offer localized decision making and a way for a community to choose their representatives. School board meetings by law are open to the public and allow children under the age of 18 to speak and participate. Importantly, school boards are able to address student needs on a systemwide scale.
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12

T. Liguluka, Anunsiata, and Daniel Oduor Onyango. "Effectiveness of Secondary School Boards in Managing Students’ Discipline among Public Secondary Schools in Ulanga District, Morogoro Tanzania." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (December 27, 2020): 184–90. http://dx.doi.org/10.46606/eajess2020v01i03.0058.

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The purpose of this study was to investigate the effectiveness of secondary school boards in managing students’ discipline among public secondary schools in Ulanga District, Tanzania. The study employed mixed research approach and convergent parallel research design. The researcher used stratified sampling and simple random sampling methods to select 75 out of 298 teachers and 76 out of 324 student leaders. Purposive sampling was used to select one (1) District Education Officer, one (1) Standard Quality Assurer, one (1) Ward Education Officer, four (4) Heads of Schools and four (4) Chairpersons of School Boards. Data was collected using questionnaires, interview guides and documents. Data was analyzed through descriptive statistics and thematic approach. The study revealed that although school boards discussed discipline issues in public secondary schools, they did not take any appropriate disciplinary action such as discontinuing students with disciplinary issues, warning or suspend the students. The study recommended that apart from discussing about disciplinary issues, school boards should take appropriate disciplinary actions such as suspending discontinuing and giving warnings to the students with disciplinary issues. It is recommended that the school boards should ensure constant communication with disciplinary committees to maintain students’ discipline in schools. The study further recommended that the government should enhance budgetary allocations to the schools for better effectiveness of discipline management. The Heads of schools and board members should be trained on effective leadership and the parents should be educated on the importance of cooperation in managing students’ discipline in public secondary schools.
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13

Rezaini, Mulki Siti. "The Translation Procedures on School Notices Board at SMAN 3 Kota Serang." Journal of English Language Teaching and Cultural Studies 2, no. 1 (June 7, 2019): 63–72. http://dx.doi.org/10.48181/jelts.v2i1.7747.

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Translation has an important role especially for people in Indonesia. This is owing to the fact that only little information is available in Bahasa Indonesia. That is, a great deal of information is mostly presented in foreign languages, particularly in English. In this reseach, the writer discusses about translation in school notices school and researchers concent this reseach in one of senior high school in Serang. At this time in various schools the rules for the use of school bulletin boards that are affixed to the walls of the school and the language used in English with varying words have meaning. School notice board is a surface intended for the posting of public messages, for example, to advertise items wanted or for sale, announce events, or provide information. Researchers found that is the existence of writing errors in writing and translating words and also sentences on the school bulletin board because on the basis of a lot of bulletin boards in schools that use English language. In this study the researchers wants to analyze of translation procedures school notices board in senior high school.
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14

Soita, Moses Wekesa, and Protas Fwamba Khaemba. "Preparedness of Schools Management Boards in Curriculum Implementation in Public Primary Schools in Bungoma County, Kenya." East African Journal of Education Studies 3, no. 1 (August 26, 2021): 233–45. http://dx.doi.org/10.37284/eajes.3.1.392.

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This paper investigates Curriculum Implementation in Public Primary Schools by the Management Boards in Tongeren Sub-County, Bungoma County, Kenya. The study objective was to establish the preparedness of the school management boards in curriculum implementation. The sample size for the study was 136 where Board members were 92 while teaching staff were 44. The study adopted both qualitative and quantitative research designs. Data was collected through questionnaires and interview schedules. The questionnaire was used on the education officers, the headteachers, and teachers, while the interview schedules were used on the School Management Boards. Descriptive and inferential analysis techniques were used to analyze the collected data. Cronbach Alpha’s measure of internal consistency yielded a reliability coefficient of 0.756 on the questionnaire. Qualitative data collected were analyzed thematically. Quantitative data gathered from the field survey was analyzed using regression on SPSS version 25. The study noted that 96.8% of the school management boards were not initially trained in curriculum implementation by Kenya Education Management Institute (KEMI). Findings further indicate that the correlation coefficient (R-value) for the model was 0.151, indicating a low positive relationship between the variables. The Coefficient of determination (R2) was 23%, implying that the studied variables accounted for 23% variability in the curriculum implementation in public primary schools at a 95% confidence interval. This was an indication that members of the school management boards were unlikely to oversee proper curriculum implementation for lack of management skills. Sensitization and organization of regular in-service courses for school management boards on matters of curriculum implementation are recommended.
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Porritt, Vivienne, and Fee Stagg. "Can governance be ethical if it is not diverse?" Management in Education 36, no. 1 (November 17, 2021): 5–10. http://dx.doi.org/10.1177/08920206211057986.

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Can governance be ethical if it is not diverse? Abstract There is growing acceptance that governing boards in English schools and academies should be diverse. Yet progress towards this strategic aim remains slow despite initiatives to address this. We ask whether boards represent their communities and whether they model diverse and ethical leadership as seen in the culture and values of a school or trust and through recruitment and we argue that governance cannot be ethical if it is not diverse. Our thinking about the question at the heart of this paper is influenced by ethical leadership as well as the Black Lives Matter movement. We draw on two diverse boards, one a maintained governing board for a primary school and the other a Multi-Academy Trust board, to support our opinion and thank them for sharing their challenges and successes. We suggest ways forward to deliberately disrupt the status quo and ensure governing boards represent the students in their communities.
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KOGAN, VLADIMIR, STÉPHANE LAVERTU, and ZACHARY PESKOWITZ. "The Democratic Deficit in U.S. Education Governance." American Political Science Review 115, no. 3 (March 30, 2021): 1082–89. http://dx.doi.org/10.1017/s0003055421000162.

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Political scientists have largely overlooked the democratic challenges inherent in the governance of U.S. public education—despite profound implications for educational delivery and, ultimately, social mobility and economic growth. In this study, we consider whether the interests of adult voters who elect local school boards are likely to be aligned with the needs of the students their districts educate. Specifically, we compare voters and students in four states on several policy-relevant dimensions. Using official voter turnout records and rich microtargeting data, we document considerable demographic differences between voters who participate in school board elections and the students attending the schools that boards oversee. These gaps are most pronounced in majority nonwhite jurisdictions and school districts with the largest racial achievement gaps. Our novel analysis provides important context for understanding the political pressures facing school boards and their likely role in perpetuating educational and, ultimately, societal inequality.
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Airton, Lee, Jacob DesRochers, Kyle Kirkup, and Lindsay Herriot. "Toby Goes to Catholic School: Gender Expression Human Rights, and Ontario Catholic School Board Policy." Canadian Journal of Education/Revue canadienne de l'éducation 45, no. 3 (October 16, 2022): 586–618. http://dx.doi.org/10.53967/cje-rce.v45i3.5443.

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In this article, we share findings from an analysis of Ontario Catholic school board policy documents (N = 179) containing Canada’s newest human rights grounds: gender expression and gender identity. Our major finding may be unsurprising—that Ontario Catholic boards are generally not responding to Toby’s Act (passed in 2012) at the level of policy, as few boards have added these grounds in a way that enacts the spirit of that legislation. While this finding is likely unsurprising, our study also yielded findings that unsettle any facile binary of “Catholic boards/bad” and “public secular boards/good” in relation to gender diversity. We also leverage our findings to suggest a striking possibility for a vigorous and doctrinally-compatible embrace of gender expression protections in Catholic schools, if not gender identity protections. We argue that fear of gender expression protections may stem from an erroneous conflation of “gender expression” with “gender identity” when these are in fact separate grounds—a conflation that is also endemic within secular Ontario school board policy; this doubles as a conflation of gender expression with “transgender,” as the latter is unfailingly linked with gender identity human rights. We make a series of recommendations for policy, and a case for Catholic schools embracing their legal duty to provide a learning environment free from gender expression discrimination without doctrinal conflict and arguably with ample doctrinal support, so that students of all gender expressions can flourish regardless of whether they are or will come to know they are transgender.
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18

Nowakowski, Jeri, and Patricia F. First. "A Study of School Board Minutes: Records of Reform." Educational Evaluation and Policy Analysis 11, no. 4 (December 1989): 389–404. http://dx.doi.org/10.3102/01623737011004389.

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The purpose of this study was to evaluate the degree to which the Illinois Educational Reform Act of 1985 was being implemented at the local school district level as measured by the number of reform-related board motions, discussions and reports documented in local school board minutes the year preceding passage of the reform act and the 2 years following its passage. The study provides evidence of the amount and nature of local policy-making directly responding to legislated reform. Further, it indicates that school boards are responding to some areas of the reform bill more than to others, and that some school boards are responding to reform provisions more than to others. Finally, the study raises serious policy questions about why local school boards have been neglected in the eighties reform movement and about the role of these boards in the future of educational governance.
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Ford, Michael R., and Douglas M. Ihrke. "Comparing School Board Governing Dynamics in Small Rural and Suburban Districts." Public Administration Quarterly 44, no. 1 (March 2020): 131–58. http://dx.doi.org/10.1177/073491492004400105.

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In this paper we use the case of U.S. school boards to compare small group governing dynamics across suburban and rural school boards serving fewer than 1,000 students. Using a national dataset, we find that rural school board members are less diverse, perceive higher levels of interpersonal conflict, and higher levels of interest group influence compared to their suburban colleagues. The results reveal the need to consider contextual factors such as urbanity when researching small group governing dynamics on public boards, and the importance of place-based policy making. The results are relevant to scholars of small group dynamics, municipal governance, and school boards.
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Sheina, M. M. "The use of SMART-boards the lessons in elementary school." CTE Workshop Proceedings 4 (March 21, 2017): 175–78. http://dx.doi.org/10.55056/cte.345.

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In the article, the use of SMART boards in the learning process of primary school. Designed game-exercises in online service Twiddla. The purpose of the study – development of methodical recommendations on the use of SMART boards in the classroom in elementary school. The object of study is the SMART Board and use SMART boards in the classroom in elementary school. Conducted a case study in which we have developed methodological materials in the form of games using the SMART Board. Conclusions: use SMART doskoch during class in elementary school allows the teacher to present the material in a playful, visual form, which improves the motivation of children to study, to obtain self-knowledge.
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Feuerstein, Abe, and V. Darleen Opfer. "School Board Chairmen and School Superintendents: An Analysis of Perceptions concerning Special Interest Groups and Educational Governance." Journal of School Leadership 8, no. 4 (July 1998): 373–98. http://dx.doi.org/10.1177/105268469800800403.

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This study focuses on the perceptions of Virginia school board chairmen and superintendents as they relate to local governance issues. These perceptions provide great insight into the problems faced by Virginia school boards—both elected and appointed—in the aftermath of a 1992 law allowing communities to shift from appointed to elected school boards. All superintendents and school board chairmen in the state were surveyed on the following topics: their perceptions concerning school board members’ orientations toward their role as representatives (trustee vs. delegate), their personal attitudes concerning the electoral process, their assessment of interest group involvement in district decision making, their feelings concerning the public's support of school district policies, and their evaluation of the level of tension between the superintendent and the school board.
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Aoki, Eiichi, and Jeffrey R. Henig. "Mayoral Control and School Superintendents: Lessons from Japan." Teachers College Record: The Voice of Scholarship in Education 124, no. 9 (September 2022): 175–98. http://dx.doi.org/10.1177/01614681221134761.

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Background/Context: Since the early 1990s, the United States has been witnessing reforms in large, high-visibility cities, with mayors granted the power to appoint school boards, superintendents, or both. This shift away from elected school board governance has been characterized as marginalizing traditional educators and ushering in reforms that traditional educators oppose. On the other hand, Japan’s experience with mayoral control of schools is nationwide and longer-lived. In 1956, mayors were given authority to appoint members of the school board, and in 2015 they were given further authority to appoint school superintendents. Purpose/Objective/Research Question/Focus of Study: This study analyzes whether Japanese mayors appoint superintendents whose backgrounds make them likely to challenge the education establishment and introduce dramatic educational reforms. We provide some early evidence on how mayors have been using their new powers and how they interact with the superintendents they select. Research Design: We used data from nationwide surveys conducted by the Japanese government to map the broad pattern of superintendent characteristics over time as well as for a sampling framework to identify and select a smaller number of superintendents to be interviewed for obtaining in-depth information. Semistructured interviews of six superintendents were conducted to delve more deeply into the relationship between mayors and superintendents, and the communication between the superintendents and the school board members in Japan. To triangulate the interview data, transcripts of school board meetings, city council meetings, election bulletins (official campaign manifestos), demographic data, and national test scores of students were collected from 2015 to 2019. Conclusions/Recommendations: We identified important differences between the United States and Japan. Rather than aligning with the reform-oriented mayors against school boards and education bureaucracies, the Japanese mayor-appointed superintendents act as mediators between the mayors and the school boards. The difference may be that, in the United States, only mayors who sought mayoral control had the right to appoint school superintendents, whereas in Japan the national government gave all mayors the right to appoint superintendents, regardless of the political context.
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Starr, Joshua P. "On leadership: When activists speak with sound and fury." Phi Delta Kappan 103, no. 4 (December 2021): 60–61. http://dx.doi.org/10.1177/00317217211065831.

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School board meetings have become increasingly contentious in recent months, but, as Josh Starr explains, the tactics activists are using are not new. During his career as a district leader, he saw parents and other members of the public approach school boards with constant demands that their particular concerns receive attention. When these issues are on the fringe or outside the board’s purview, yet activists engage in increasingly outrageous behavior, leaders develop the habit of tuning out public voices, which serves no one.
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Matemera, Simbarashe. "Smart Board use and Pedagogic Practices among Educators: A Case of a South African Township School." International Journal of Educational Studies 5, no. 2 (December 9, 2022): 27–87. http://dx.doi.org/10.53935/2641533x.v5i2.246.

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The purpose of this study was to understand the state of smart board use and pedagogic practices among educators in a township school. Four educators participated in this case study-based research project. The study established different means in which smart boards have become central in the teaching and learning processes within the township schools. It was found that educators used the smart boards for writing, downloading and uploading multiple tasks. It was further established that smart boards were making teaching interesting. In this regard, smart boards were found to equally make teaching easier in many ways. The smart board use was however found to face challenges such as resistance especially from senior educators, technical challenges such as freezing and the challenge of load shedding. The research however concluded that despite the challenges, smart boards remained an important source of ensuring transformative and pedagogical oriented teaching and learning as well as enhanced teaching and learning in poor settings such as townships. Equally, a holistic approach that targeted key aspects of schooling such as technology and educators was used to understand how new technologies such as smart boards especially for township contexts could be drawn upon in enhancing teaching and learning. A qualitative research methodology was used in which in-depth interviews as well as observations were used for data collection. The social constructivist approach was used in the discussion of the findings. This approach aided in exploring the educator practices and opinions regarding their use of smart board technologies in various subjects.
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Ford, Michael R., and Douglas M. Ihrke. "Connecting Group Dynamics, Governance, and Performance: Evidence From Charter School Boards." Nonprofit and Voluntary Sector Quarterly 49, no. 5 (April 3, 2020): 1035–57. http://dx.doi.org/10.1177/0899764020911206.

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In this article, we build on the existing literatures on small group dynamics and public and nonprofit governance by exploring the link between small group dynamics, governance, and nonprofit performance. The results provide evidence that nonprofit governing boards can improve organizational performance by improving their governance behaviors. Specifically, we link survey data from Minnesota nonprofit charter school board members to hard measures of organizational performance in a path analysis predicting school-level math and reading proficiency levels. We find that boards exhibiting better group dynamics are more active in key governance areas, and that active governance is linked to increased organizational outcomes. Our findings advance scholarly understanding of nonprofit governance by identifying a pathway between nonprofit board governing dynamics and sustainable organizational performance gains. We conclude with practical advice on how nonprofit boards can increase their organizational performance through improved small group dynamics.
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Cater, Ben. "The Religious Politics of Smallpox Vaccination, 1899-1901." Utah Historical Quarterly 84, no. 1 (January 1, 2016): 6–25. http://dx.doi.org/10.5406/utahhistquar.84.1.0006.

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Abstract In January 1900, John E. Cox filed a lawsuit in Third District Court, Salt Lake County, against the Salt Lake City Board of Education and the principal of Hamilton school, Samuel B. Doxey. Cox asserted that Doxey had violated the law on January 23 when he forbade his ten-year-old daughter, Florence Cox, to enter school on account of her failure to provide satisfactory proof of smallpox vaccination from a licensed medical doctor, a condition of school attendance. This condition existed due to the highly contagious nature of smallpox and the close social interaction that schools promoted. According to health authorities, a smallpox epidemic appeared to be imminent, with several cases of the disease in the Salt Lake Valley and two hundred more in the state. Yet Florence possessed “sound health” and no obvious signs of illness and, therefore, had been “wrongly excluded.” Cox’s attorney asserted: “Neither boards of health nor boards of education have a right to exclude unvaccinated children from schools, unless express authority is given by the Legislature or ordinance to that effect.” In the case at bar, “the health board is passing rules which in effect are legislative enactments.”1
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Ford, Michael R., and Douglas M. Ihrke. "School board member definitions of accountability." Journal of Educational Administration 55, no. 3 (May 2, 2017): 280–96. http://dx.doi.org/10.1108/jea-04-2016-0040.

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Purpose The purpose of this paper is to determine the differing ways in which nonprofit charter and traditional public school board members define the concept of accountability in the school or schools they oversee. The findings speak to the governing consequences of shifting oversight of public education from democratically elected bodies to unelected nonprofit governing boards. Design/methodology/approach The authors use originally collected survey data from democratically elected school board members and nonprofit charter school board members in Minnesota to test for differences in how these two populations view accountability. Open-ended survey questions are coded according to a previously used accountability typology. Findings The authors find that charter school board members are more likely than traditional public school board members to define accountability through high stakes testing as opposed to staff professionalization and bureaucratic systems. Originality/value The results speak to the link between board governance structure and accountability in the public education sector, providing new understanding on the way in which non-elected charter school board members view their accountability function.
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Gawlik, Marytza, and Ann Allen. "Charter school board members’ readiness to serve and implications for training." Journal of Educational Administration 57, no. 2 (April 8, 2019): 102–17. http://dx.doi.org/10.1108/jea-05-2018-0099.

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Purpose Analyzing data collected from the charter school board members and the superintendent in a charter school district in a southeastern state about the quality and usefulness of training, the purpose of this paper is to provide an important foundation for understanding training and development for charter school boards in the USA. Design/methodology/approach This study uses a qualitative case study approach to examine a charter school district and the preparedness of charter school board members to serve in that district. The authors sampled one charter school district in the southeast region of the USA and interviewed five charter school board members and the superintendent. Findings The first theme is composition and responsibility of charter school board members, which outlines the roles and responsibilities that charter school board members assume when they serve on this charter district board. The second theme is preparedness to serve, which traces the readiness of charter school board members to serve on a board. The final theme is training and documents related to the kind of training charter school board members receive once they are appointed to the board. Originality/value This study provides a conceptual framework about the dimensions and standards associated with preparedness to serve as a charter school board member and broadens the authors’ understanding of the roles and responsibilities of charter school boards, their preparedness to serve and the training and development they receive.
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Nkundabanyanga, Stephen Korutaro, Venancio Tauringana, and Moses Muhwezi. "Governing boards and perceived performance of secondary schools." International Journal of Public Sector Management 28, no. 3 (April 13, 2015): 221–39. http://dx.doi.org/10.1108/ijpsm-10-2014-0135.

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Purpose – The purpose of this paper is to report the results of a study carried out to determine the effect of governing boards on the performance of Ugandan secondary schools. Specifically, the study investigated whether governing boards (board role performance, finance committee role performance, board size, frequency of board meetings and board finance expertise) have an effect on the perceived performance of the schools. Design/methodology/approach – This study is cross-sectional and correlational. Data were collected through a questionnaire survey of 271 schools out of which 200 responded. The data were analysed through ordinary least squares regression using Statistical Package for Social Scientists. Findings – The results suggest that board role performance, finance committee role performance, frequency of meetings and finance expertise of governing boards have a significant effect on the schools’ performance. Research limitations/implications – The authors measure some of the variables qualitatively and perceptively contrary to, for instance, the commonly used quantitative measures of performance, but process factors which are inherently qualitative in nature can better explain variances in secondary schools’ performance. Thus, in this study, the authors do not claim highly refined measurement concepts. More research is therefore needed to better refine qualitative concepts used in this study. The results too suggest that board and finance committee role performance and finance expertise of the board are more important for performance of a school than board size, and frequency of meetings which academics have been focusing on. These findings call for more research to validate the posited relationships. Practical implications – The results are important for governing board policy development; for example, in terms of prescribing the qualifications for schools’ governing board members and also finance committee board members. Originality/value – This study shows that one way to capture the influence of all governing boards’ roles including service role is to adopt a perception-based approach which asks respondents to what extent they think governing boards fulfil all their roles. Unlike previous studies which used proxies for board role performance such as proportion of non-executive directors and board size for monitoring and control and resource provision, the study incorporates proxies as well as perception-based measures of board role performance to determine if governing boards have a significant influence on the performance of Uganda secondary schools.
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Pritchett, Jonathan B. "North Carolina’s Public Schools: Growth and Local Taxation." Social Science History 9, no. 3 (1985): 277–91. http://dx.doi.org/10.1017/s0145553200015091.

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The Rapid increase in public spending for white schools that occurred in North Carolina after the turn of the century led to a large racial disparity in the amount spent per child by 1910. Previous scholars have attributed this racial difference in school spending to the disfranchisement of the black voter (Margo, 1982). It was argued that once blacks were prevented from voting, the white members of the school boards were able to divert the public funds which were initially allocated for the education of black children. The most widely accepted version of this theory is credited to Horace Mann Bond (1934) who studied education expenditures for black children in Alabama. Bond argued that the governmental level at which schools were financed was important in determining the racial division of public school funds since the white members of the county school boards were particularly inclined to divert the funds allocated by the state government. The state funds which were allocated to the local school boards in Alabama were not required to be shared equally between black and white students. After blacks had been disfranchised, the county school boards responded by allocating a disproportionate share of these state funds for the education of white children.
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Kamath, Sowmini Padmanabh, Prasanna Mithra, Jayashree K, Vaman Kulkarni, Jayateertha Joshi, Padmanabh Kamath, Bhaskaran Unnikrishnan, and Keshava Pai. "Returning to work at school during the COVID -19 pandemic, is it stressful for schoolteachers? Assessment of immediate psychological effects: a cross sectional study." F1000Research 11 (July 6, 2022): 751. http://dx.doi.org/10.12688/f1000research.110720.1.

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Background: The adoption of remote classes for students has been in vogue since the onset of the pandemic. Schools reopened in a phased manner after the second wave of coronavirus disease 2019 (COVID-19) in India. Reverting to the regular face-to-face teaching for students became a challenge to the teachers and students, especially at times when there was an impending third wave on the way. The study aimed to assess the presence of symptoms of depression, anxiety, and stress in teachers who attended reopened schools in the scenario of face-to-face classes. In addition, we studied the association of psychological symptoms with teachers' age groups, gender, school boards, and school institution type. Methods: A cross-sectional study was conducted between October to December 2021 after schools had reopened. Data was collected using Google Form questionnaires in 124 schoolteachers. The Depression, Anxiety, and Stress Scale - 21 Items (DASS-21) questionnaire assessed the psychological symptoms. Results: Of 124 schoolteachers, 108(87.1%) were female, 112 (90.3%) were from private institutions, and 70(56.5%) were from Central Board of Secondary Education (CBSE) school boards. The prevalence of depression, anxiety, and stress in teachers was 30.6%, 45.2%, and 20.2%, respectively. Nearly 80% of the female teachers expressed depression, anxiety, and stress symptoms. Amongst all the age groups, symptoms were higher in 40-49 group. We found anxiety to be statistically significant when compared with gender (p-0.042). We found no statistically significant differences concerning age groups, school boards, or school institutions with any psychological symptoms. Conclusions: The prevalence of psychological symptoms was high among schoolteachers after schools reopened for regular face-to-face teaching. Gender was associated with anxiety in teachers. We agree that identifying teachers' symptoms and providing adequate psychological counseling/support would improve their mental health status and thereby the quality of teaching to students.
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Kamath, Sowmini Padmanabh, Prasanna Mithra, Jayashree K, Vaman Kulkarni, Jayateertha Joshi, Padmanabh Kamath, Bhaskaran Unnikrishnan, and Keshava Pai. "Returning to work at school during the COVID -19 pandemic, is it stressful for schoolteachers? Assessment of immediate psychological effects: a cross sectional study." F1000Research 11 (October 20, 2022): 751. http://dx.doi.org/10.12688/f1000research.110720.2.

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Background: The adoption of remote classes for students has been in vogue since the onset of the pandemic. Schools reopened in a phased manner after the second wave of coronavirus disease 2019 (COVID-19) in India. Reverting to the regular face-to-face teaching for students became a challenge to the teachers and students, especially at times when there was an impending third wave on the way. The study aimed to assess the presence of symptoms of depression, anxiety, and stress in teachers who attended reopened schools in the scenario of face-to-face classes. In addition, we studied the association of psychological symptoms with teachers' age groups, gender, school boards, and school institution type. Methods: A cross-sectional study was conducted between October to December 2021 after schools had reopened. Data was collected using Google Form questionnaires in 124 schoolteachers. The Depression, Anxiety, and Stress Scale - 21 Items (DASS-21) questionnaire assessed the psychological symptoms. Results: Of 124 schoolteachers, 108(87.1%) were female, 112 (90.3%) were from private institutions, and 70(56.5%) were from Central Board of Secondary Education (CBSE) school boards. The prevalence of depression, anxiety, and stress in teachers was 30.6%, 45.2%, and 20.2%, respectively. Nearly 80% of the female teachers expressed depression, anxiety, and stress symptoms. Amongst all the age groups, symptoms were higher in 40-49 group. We found anxiety to be statistically significant when compared with gender (p-0.042). We found no statistically significant differences concerning age groups, school boards, or school institutions with any psychological symptoms. Conclusions: The prevalence of psychological symptoms was high among schoolteachers after schools reopened for regular face-to-face teaching. Gender was associated with anxiety in teachers. We agree that identifying teachers' symptoms and providing adequate psychological counseling/support would improve their mental health status and thereby the quality of teaching to students.
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33

Kearns, Laura-Lee, and Jonathan Anuik. "Métis Curricular Challenges and Possibilities: A Discussion Initiated by First Nations, Métis, and Inuit Education Policy in Ontario." Journal of the Canadian Association for Curriculum Studies 12, no. 2 (January 25, 2015): 6–36. http://dx.doi.org/10.25071/1916-4467.37691.

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The Ontario Ministry of Education’s (2007) Ontario First Nation, Métis and Inuit Education Policy Framework asks school boards to “provide a curriculum that facilitates learning about contemporary and traditional First Nation, Métis, and Inuit cultures, histories, and perspectives among all students, and that also contributes to the education of school board staff … [and] teachers” (p. 7). The framework is a conduit to push First Nation, Métis, and Inuit initiatives beyond the exceptional program or course found in a few Ontario schools. However, in our recent Report on Métis education in Ontario’s K-12 schools (2012) for the Métis Nation of Ontario’s Education and Training Branch, we found only a small portion of school boards were engaged actively in bringing the above mandate to life. As to Métis, the challenge is largely a lack of awareness of Métis history and culture. Our findings show there is a need for more Métis curricular material to be developed to broaden the appreciation, awareness, and understanding of the historical and contemporary Métis. Here, we share curricular challenges and possibilities in heading the call from Métis for a nuanced portrayal of families and communities at school.
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34

Ford, Michael R., and Douglas M. Ihrke. "Bridging the Charter School Accountability Divide: Defining a Role for Nonprofit Charter School Boards." Education and Urban Society 51, no. 5 (December 18, 2017): 640–58. http://dx.doi.org/10.1177/0013124517747365.

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In this article, we use originally collected survey data to determine how nonprofit charter school board members in the states of Wisconsin, Michigan, and Minnesota define accountability. We find that charter board members generally define accountability downward toward student achievement and staff performance, inward toward board performance, or upward toward authorizer compliance. We use the results of the survey to make a series of public policy recommendations to help charter school boards look outward in their accountability orientation as a means of addressing the calls for increased public accountability for the charter school sector. The results add practical value to policy discussions regarding charter school accountability and theoretical value to scholars studying public and nonprofit governance reforms.
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Gliksman, Louis, Kenneth Allison, Edward Adlaf, and Brenda Newton-Taylor. "Toward Comprehensive School Drug Policy in Ontario." Journal of Drug Education 25, no. 2 (June 1995): 129–38. http://dx.doi.org/10.2190/4vr4-bcvx-13we-584e.

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The study reported here examines the development and implementation of School Drug Policy in Ontario Boards of Education, the components of these policies, and the composition of policy development committees. Data from 125 Boards of Education were obtained from responses to a questionnaire administered in the Fall of 1991. Findings from the study indicate that school drug policies are increasingly comprehensive—including not only disciplinary measures, but also a preventive curriculum and early intervention component. The composition of policy development working groups normally consisted of such groups as board personnel, teachers, and practitioners from other fields. Students were not often included in the process of policy development. Thus, the development and implementation of school drug policy in Ontario indicates a “top down” rather than “bottom up” approach.
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36

Dorata, Nina T., and Cynthia R. Phillips. "School-district governance structures and fiscal outcomes: is school-district leadership entrenched?" Journal of Public Budgeting, Accounting & Financial Management 27, no. 3 (March 1, 2015): 279–317. http://dx.doi.org/10.1108/jpbafm-27-03-2015-b001.

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This study examines the impact of school-district governance characteristics, which include board and management entrenchment and budget and audit committee expertise, on fiscal measures. Despite the significant influence school boards have over the determination and use of the bulk of property taxes, virtually no empirical research exists that examines the influence of school-district governance structures on fiscal outcomes. We find a positive association between board entrenchment and spending and find a negative association between budget and audit committee expertise and spending. The findings of this study confirm that governance structure matters for fiscal outcomes and recommendations are provided to support efforts to improve fiscal efficiency of school-district governance.
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37

Paquette, Jerald E. "Minority Participation in Secondary Education: A Fine-Grained Descriptive Methodology." Educational Evaluation and Policy Analysis 13, no. 2 (June 1991): 139–57. http://dx.doi.org/10.3102/01623737013002139.

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This study analyzes participation of selected minorities and female students in particular secondary-school courses in six Southwestern Ontario boards of education during the 1988–1989 school year. Relative over- or underrepresentation of each group studied was tabulated by course type, grade, and level of difficulty. Results taken across all six boards indicate, among other relationships, overrepresentation of recently immigrated students in advanced-level university-entrance English classes, modest underrepresentation of Black students in advanced-level core subjects, and strong underrepresentation of Native Canadian Indian students in advanced-level English and math. Individual board analyses showed considerable deviation from across-board patterns.
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38

Levin, Ben. "Fixing Urban School Boards." Phi Delta Kappan 89, no. 7 (March 2008): 534–35. http://dx.doi.org/10.1177/003172170808900718.

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39

Provenzo, Eugene F. "Nineteenth Century School Boards." Educational Studies 43, no. 3 (June 12, 2008): 278–79. http://dx.doi.org/10.1080/00131940802117944.

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40

Soronen, Lisa E. "Closing the Schools: Legal Issues for School Boards." Biosecurity and Bioterrorism: Biodefense Strategy, Practice, and Science 4, no. 4 (December 2006): 403–7. http://dx.doi.org/10.1089/bsp.2006.4.403.

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41

Henderson, Gail E., Pamela Beach, and Andrew Coombs. "Financial Literacy Education in Ontario: An Exploratory Study of Elementary Teachers’ Perceptions, Attitudes, and Practices." Canadian Journal of Education/Revue canadienne de l'éducation 44, no. 2 (June 30, 2021): 308–36. http://dx.doi.org/10.53967/cje-rce.v44i2.4249.

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Politicians are pushing school boards to do more to ensure students leave school with the financial literacy skills they will need to navigate an increasingly complex financial marketplace. Financial literacy education must start early to achieve this goal, yet there has been very little Canadian research on financial literacy education at the elementary level. This exploratory study used an anonymous, online survey to gain a preliminary understanding of full-time Ontario elementary teachers’ perceptions, attitudes, and practices with respect to financial literacy education. Respondents overwhelmingly favour teaching financial literacy in elementary school. Almost half of respondents currently incorporate financial literacy into their classroom practice. These teachers rely primarily on free, online resources. With respect to barriers to teaching financial literacy, respondents cited the lack of an appropriate curriculum and lack of support from schools and school boards. Respondents identified professional development as the main type of support they would like to see schools and school boards provide to support them in teaching financial literacy going forward. Keywords: financial literacy, financial education, elementary teachers
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42

Gulosino, Charisse A., and Elif Şişli Ciamarra. "Donors and Founders on Charter School Boards and Their Impact on Financial and Academic Outcomes." Education Finance and Policy 14, no. 3 (July 2019): 441–71. http://dx.doi.org/10.1162/edfp_a_00255.

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This study provides the first systematic analysis of the composition of charter school governing boards. We assemble a dataset of charter school boards in Massachusetts from 2001 to 2013 and investigate the consequences of donor and founder representation on governing boards. We find that the presence of donors on the charter school boards is positively related to financial performance and attribute this result to the donors' strong monitoring incentives because of their financial stakes in the school. We also show that financial outcomes are not generated at the expense of academic outcomes, as the presence of donors on the boards is also associated with higher student achievement. Founder representation on charter school boards, on the other hand, is associated with lower financial performance but higher academic achievement.
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43

Puš, Ivan. "The Supervision of Schools and the Language of the Czechoslovak Administration. On the Example of School Committees in the Bilingual Moravia." Historia scholastica 9, no. 2 (December 2023): 177–95. http://dx.doi.org/10.15240/tul/006/2023-2-007.

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Based primarily on printed sources this study examines the building process of educational sector in the first years of Czechoslovakia, with a special emphasis on the issue of the supervisory bodies. Especially primary schools were considered by the so-called nationalist activists, both before and after 1918, strategic for building of the national education. School boards and then school committees played besides others an important role in the school enrolment, a key factor in the rise or fall of individual schools and language communities. Therefore, the process of creation of the school committees in the year 1921 is researched in particular. After the dissolution of the monarchy, a new organization of the school authorities and schools went hand in hand with a new language of the Czechoslovak administration. New laws, role of school boards and later committees, communication between them and teachers from primary schools are researched as well. Through the stenographic records of the Czechoslovak National Assembly and through other sources, the aforementioned points are analysed, on the example of the ethnically or linguistically mixed area of the former Crown land Moravia. The interests of the Czech nationalist activists clashed there with interests of the German nationalist activists. The Czech and German district school boards, as the supervision authorities, were abolished and new school committees were to be established instead. In the linguistically mixed regions they remained separated, which brought political disputes. At the same time, the daily agenda of schools, teachers and pupils’ demands could not be hindered. Ministry of Education and National Enlightenment called for speeding up the administrative steps.
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Ramayulis, Rita, and Anhari Achadi. "Development of menu board media for information on sugar, salt and fat related health messages at a senior high school cafeteria in Depok City, Indonesia." Journal of Health Research 32, no. 4 (July 9, 2018): 307–12. http://dx.doi.org/10.1108/jhr-05-2018-036.

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Purpose The purpose of this paper is to produce informative menu board media to show sugar, salt and fat (SSF) related health messages in a Senior High School canteen. Design/methodology/approach The research model included stages of needs analysis, design, product development and product evaluation. The data were collected from material experts, media experts and 186 high school students. Data were analyzed by descriptive qualitative and statistical analysis. Findings The C and D menu boards were selected for their content information and health messages that received higher scores. Originality/value There are four stages required in the development of menu board media: needs analysis, menu board design, product development and product evaluation. Further research would be needed to develop the menu boards into a simpler model.
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Wilson, Garrett, and Christopher Lubienski. "Democratic representation and charter school governance: The case of KIPP." Phi Delta Kappan 103, no. 7 (March 28, 2022): 47–50. http://dx.doi.org/10.1177/00317217221092235.

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The growth of school choice options such as charter schools is often understood as a way to meet the needs of under-represented communities, but concerns have been raised as to the diversity of those promoting and leading such options, as well as for the voices of those whose schooling is being reformed. Garrett Wilson and Christopher Lubienski examined governing boards in one of the most popular chains of charter schools, finding that public school boards are often smaller and more diverse with broader racial and female membership. They explore reasons for these patterns and discuss implications for democratic governance of public education.
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Tsereteli, Mzia, Khatuna Martskvishvili, and Ia Aptarashvili. "THE IMPACT OF PUBLIC HIGH SCHOOL MANAGEMENT SYSTEM ON ACADEMIC ACHIEVEMENT." Problems of Education in the 21st Century 32, no. 1 (July 5, 2011): 121–28. http://dx.doi.org/10.33225/pec/11.32.121.

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The goal of present study is to investigate the impact of school culture on academic achievement level. Specifically, the influence of school management system on students' performance. The study represents the part of the National Assessment in Math. 234 public schools principals were administered with the questionnaire for school principals. The questionnaire consisted of several blocks: the new style of school management; evaluation of effectiveness of teachers' work; evaluation of effectiveness of various school boards; participation of teachers and students in professional trainings, conferences and scientific competitions; various events for students as well as for parents. Result showed that school management system predicts level of students' academic achievement. Specifically, among the best predictors are following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers' democratic approach to students. Key words: academic achievement, school culture, school management.
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Mulugeta, Fekadu, and Genet Girma. "Teachers Practice of Interactive White Board Use." Journal of Education, Teaching and Social Studies 4, no. 3 (July 19, 2022): p1. http://dx.doi.org/10.22158/jetss.v4n3p1.

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The main objective of this study was to investigate Teachers practice of using interactive white board in private primary school of Diamond Academy in Yeka sub-city, Addis Ababa. Using descriptive research design, 75 teachers and 2 school directors of Diamond Academy were selected using availability sampling. Data was collected using questionnaires and interview. The quantitative data was analyzed using SPSS while the qualitative data were analyzed in a narrative way. The study findings revealed that the factors that hinder teachers from using the interactive white board are lack of technical support for teachers and absences of training in using interactive white boards. The results of this research suggest that the school needs to provide technical support for teachers and increase the number of technicians. Applied trainings from experts in using interactive white boards should be provided for teachers.
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Alfahel, Essa, Wajeeh Daher, and Jamal Abu-Hussain. "Teachers’ Perceptions of the Interactive Boards for Teaching and Learning." International Journal of E-Adoption 4, no. 1 (January 2012): 33–50. http://dx.doi.org/10.4018/jea.2012010103.

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The interactive board is an integral part of the modern classrooms and a tool that teachers utilize for its didactic and pedagogic potentialities. The main goal of this research was to examine teachers’ perceptions of the educational aspects (pedagogic, didactic, technical-pedagogic and technical-didactic) of the interactive board for teaching and learning in the Arab sector in Israel, where interactive boards have been introduced into the classrooms for almost two years. Three hundred ninety five teachers from three school types (primary, middle and secondary) from different districts participated in the research. A questionnaire was built to examine teachers’ perceptions in the four educational aspects. The research findings show that teachers from the three school types had positive perceptions of the interactive boards for teaching and learning. Further, significant differences were found in teachers’ perceptions of the interactive boards that could be attributed to school’s type and experience of teachers in using the interactive board in the classroom. Moreover, no significant differences were found in teachers’ perceptions that could be attributed to participating in a preparatory workshop or to gender.
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Armstrong, J., and J. J. Reilly. "The Prevalence of Obesity and Undernutrition in Scottish Children: Growth Monitoring within the Child Health Surveillance Programme." Scottish Medical Journal 48, no. 2 (May 2003): 32–37. http://dx.doi.org/10.1177/003693300304800202.

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Objective: To assess whether anthropometric data, routinely collected as part of the Scottish Child Health Surveillance System (CHSP- PS, preschool children; CHSP-S, school age children) could provide a means of monitoring/surveillance for obesity and undernutrition at national and health board level. Design: A survey of 15 health boards and both surveillance systems to identify the nature of data collected, format of data, and extent to which data were accessible (eg via Information and Statistics Division of the Common Services Agency). Measurements of weight and height collected as part of the CHSP-PS and CHSP-S were extracted from ISD. They were then audited and missing values or implausible values quantified, and degree of dispersion of values used as an index of quality of measurements. Setting: Health Board Child Health Surveillance Systems and Information and Statistics Division, Edinburgh. Results: Data on height and weight are currently available for 9 health boards for preschool children and 4 health boards for school age children. This represents coverage of around 80% of the preschool child population. Analysis of a data extract from the 39–42 month check in 1998/99, used as an example, revealed that 8% of weight and height data were missing, and approximately 1% were implausible measures. Population and health board level estimates of prevalence of obesity and undernutrition were possible and are presented. Data on height and weight are routinely collected in school age children in all health boards, however only four health boards have growth data electronically available via the school CHSP. Conclusions: Growth data routinely collected as part of child health surveillance for Scotland can be used to estimate population prevalence of undernutrition and obesity. These can in turn be used to monitor trends at local and national level, to monitor achievement in relation to public health targets, identify risk factors and high risk groups, and to follow cohorts over time. We describe a system of surveillance for undernutrition and obesity and identify its strengths and weaknesses.
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McCulloch, Julie. "Governing boards and school leadership." SecEd 2020, no. 1 (January 2, 2020): 14–15. http://dx.doi.org/10.12968/sece.2020.1.14.

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