Relevant bibliographies by topics / School governance

Contents

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

Academic literature on the topic 'School governance'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 March 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'School governance.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "School governance"

1

Fajriana and Siraj. "Models Of Good School Governance." Proceedings of Malikussaleh International Conference on Multidisciplinary Studies (MICoMS) 3 (January 26, 2023): 00038. http://dx.doi.org/10.29103/micoms.v3i.202.

Full text
Abstract:
School administration should focus on improving oriented performance in terms of policies and procedures that will be implemented in schools. the principle of good school governance that mediates various interests to reach a broad consensus about what is in the best interest of the school community regarding policies and procedures. The purpose of this research is focused on efforts to produce a picture of the potential, implementation and analysis of the implementation of consensus-oriented vocational education so as to produce quality graduates. The results of this study are: 1) analysis of the implementation of good school governance in vocational schools; 2) analysis of supporting and inhibiting factors for the implementation of good school governance in vocational schools; and 3) good school governance model design in vocational schools. This research is a qualitative research with a naturalistic phenomenological approach, with a case study research design. The subjects in this study were school principals, teachers, DU/DI parties, stakeholders and the community. The research object is an analysis of the good school governance model at SMK Negeri 4 Lhokseumawe. Data collection techniques using interviews, observation and documentation. Data analysis was carried out through individual case and cross case analysis. The data analysis technique used is data reduction, data presentation, and drawing conclusions. The importance of this research is to be able to produce a recommendation that is more objective and applicable so that it is useful as a significant input in the framework of overcoming the problem of unemployment for vocational high school graduates in Lhokseumawe City. The contribution of this research is to produce a recommendation model for the implementation of consensus-based vocational schools as a key factor in the success of good school governance. Good school governance is a management model that is appropriate to be applied in the management of Vocational High Schools. Good school governance as a management model that provides greater autonomy to schools and encourages participatory decision-making that directly involves all school members (teachers, students, principals, education staff, parents of students) even the business and industrial world, as well as society as a whole wider.
APA, Harvard, Vancouver, ISO, and other styles
2

Storr, Christopher. "Modernising school governance." British Journal of Educational Studies 67, no. 3 (May 29, 2019): 420–22. http://dx.doi.org/10.1080/00071005.2019.1622308.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Johnson, Paul A. "School Board Governance." Journal of Cases in Educational Leadership 15, no. 2 (August 4, 2011): 83–102. http://dx.doi.org/10.1177/1555458911413887.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Leechman, Gareth, Norman McCulla, and Laurie Field. "Local school governance and school leadership: practices, processes and pillars." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1641–52. http://dx.doi.org/10.1108/ijem-12-2018-0401.

Full text
Abstract:
Purpose The purpose of this paper is to investigate the processes and relationships between school councils and school leadership teams in the local governance of 18 independent, faith-based schools in New South Wales, Australia. Design/methodology/approach A three-phase, mixed-method research design was used incorporating development of a conceptual framework for local school governance drawn from current literature, face-to face interviews with chairs of school councils and principals, and a subsequent survey of school council members and within-school leadership teams. Findings Noting a lack of research into the practices and processes of school council operations and their interface with school leadership, the study identified five key areas that were seen to be foundational to the effectiveness of local governance. Research limitations/implications The study contributes an Australian perspective to an international need to better understand local governance arrangements in school leadership and management. Practical implications At a practical level, the study provides valuable insights to principals, and to those aspiring to the role, on the nature of the relationship between the school council and school leadership teams. Social implications The study responds to a marked increase internationally in local governance arrangements for schools by way of school councils or boards. Originality/value A review of literature reveals that, somewhat surprisingly, there has been relatively little research undertaken in this key area of leading and managing schools.
APA, Harvard, Vancouver, ISO, and other styles
5

Salvioni, Daniela M., and Raffaella Cassano. "School Governance, Accountability and Performance Management." International Journal of Financial Research 8, no. 2 (February 28, 2017): 176. http://dx.doi.org/10.5430/ijfr.v8n2p176.

Full text
Abstract:
Limited resources, recent reforms of educational system that impose rapid changes in the governance system, high demand for managerial skill and operational autonomy, impose the capability to optimize performance, transparency of behaviour, dialogue with stakeholder to grow results in the school system. It therefore draws attention to the importance of activate long-term positive relations between schools, students, families, governmental authority and other structures of public Administration to improve quality and performance in school management. So is critical an effectiveness accountability system as starting point to develop the quality of relations between the schools and their stakeholders. In this regard, this article proposes the Network Governance as lever to improve an effectiveness stakeholder engagement and to optimize performance in the School System. This study represents a dissertation that aims to raise awareness about the cycle of performance management in schools and for the optimization of the use of public resources.
APA, Harvard, Vancouver, ISO, and other styles
6

Subramanian, Vidya K. "From Government to Governance." Contemporary Education Dialogue 15, no. 1 (December 18, 2017): 21–50. http://dx.doi.org/10.1177/0973184917742247.

Full text
Abstract:
The Teach for India (TFI) programme, an important offshoot of the Teach for All/Teach for America global education network, began as a public–private partnership in 2009 in poorly functioning municipal schools in Pune and Mumbai. Like its American counterpart, the programme in India has similar ideas of reform and recruits college graduates and young professionals to serve as teachers in under-resourced government schools and low-cost private schools as part of a two-year fellowship. Over the past 7 years, the organisation has expanded its reach to five other cities in the country—Delhi, Bangalore, Hyderabad, Chennai and Ahmedabad—and is emerging as a focal point in a growing network of urban not-for-profit organisations seeking to infuse new logics of reform in municipal school administrative bodies. This article situates the emergence of the TFI programme in the Indian context and maps its links to local, national and global actors and organisations using Social Network Analysis (SNA). Through the use of SNA, the article highlights the growing network of non-state institutions in metro cities, most notably Mumbai and Delhi, which are playing a key role in school reform focusing on school management, school leadership, advocacy and teacher training.
APA, Harvard, Vancouver, ISO, and other styles
7

Bekker, Michiel Christiaan. "Project governance: "Schools of thought"." South African Journal of Economic and Management Sciences 17, no. 1 (February 11, 2014): 22–32. http://dx.doi.org/10.4102/sajems.v17i1.595.

Full text
Abstract:
The terminology, definition and context of project governance have become a focal subject for research and discussions in project management literature. This article reviews literature on the subject of project governance and categorise the arguments into three schools of thought namely the single-firm school, multi-firm school and large capital school. The single-firm school is concerned with governance principles related to internal organisational projects and practice these principles at a technical level. The multi-firm school address the governance principles concerned with two of more organisations participating on a contractual basis on the same project and focus their governance efforts at the technical and strategic level. The large capital school consider projects as temporary organisations, forming their own entity and establishing governance principles at an institutional level. From these schools of thought it can be concluded that the definition of project governance is dependent on the type of project and hierarchical positioning in the organisation. It is also evident that further research is required to incorporate other governance variables and mechanisms such as transaction theory, social networks and agency theory. The development of project governance frameworks should also consider the complexity of projects spanning across international companies, across country borders and incorporating different value systems, legal systems, corporate governance guidelines, religions and business practices.
APA, Harvard, Vancouver, ISO, and other styles
8

Gusfa, Henni, and Yofrina Octika Gultom. "APPLYING PRINCIPLES OF GOOD GOVERNANCE AT HIGHLANDS INTERNATIONAL BOARDING SCHOOL (HIBS) MALAYSIA." ICCD 2, no. 1 (November 25, 2019): 154–58. http://dx.doi.org/10.33068/iccd.vol2.iss1.152.

Full text
Abstract:
Good governance is one of the factors in improving the quality of education. Some points of good governance in school are to involve all participations of school management, to ensure the use of funds appropriately, and to cooperate with school principals, teachers, and school staffs. The purposes of this program are to inform the significant use of internal communication and to encourage the school members in applying good governance in school. This study is to identify the internal communication existing, the application of good governance, and teacher’s competences. The result of this program is to deliver some comprehension and knowledge related to the awareness of good governance in which the benefits are given to the school. This study was applied at Highland International Boarding School (HIBS) Malaysia. The target program of the community service was one day-training and Focus Group Discussion (FGD) which was held at Highlands International Boarding School (HIBS) in Malaysia. The aim of this program is to gain a better management system based on good governancein its work environment. It was found that applying principles of good governance and building internal communication among school members are essential in increasing the school quality.
APA, Harvard, Vancouver, ISO, and other styles
9

Bromley, Matt. "SEND and school governance." SecEd 2018, no. 30 (November 15, 2018): 8–9. http://dx.doi.org/10.12968/sece.2018.30.8b.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Allen, Ann, and Michael Mintrom. "Responsibility and School Governance." Educational Policy 24, no. 3 (May 21, 2009): 439–64. http://dx.doi.org/10.1177/0895904808330172.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "School governance"

1

Dixon, Malcolm. "Primary school governance : the perspectives of head teachers and chairs of governance." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4498/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Young, Caprice Yvonne. "California charter public school governance a comparison of the academic achievement of schools grouped by governance model /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1693038471&sid=2&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

Payne, Lesley Irene. "School governance: phases, participation and paradoxes." Thesis, Payne, Lesley Irene (2004) School governance: phases, participation and paradoxes. PhD thesis, Murdoch University, 2004. https://researchrepository.murdoch.edu.au/id/eprint/249/.

Full text
Abstract:
This research analyses the governance structures and processes of thirteen independent primary schools in Perth, and one state primary school in Western Australia termed an 'alternative' or 'lighthouse' school. More in-depth case studies were undertaken at five sites with participants from different time periods. All the schools had a school council or board since their foundations and notably all schools had their origins in the period of the alternative school and community empowerment movement of the 1970s and 1980s. In an era of market reform and the corporatisation of schools, the critical areas of focus for this research were: how community expectations and school identity were maintained within council-governed schools; how democratic imperatives compete with professionalism and school improvement issues; and how schools confront dilemmas of governance. Three frameworks, Phases of Development, Community Empowerment and Dilemmas, were employed as useful means to discuss school governance. The results revealed changes in governance over time. Schools began to envisage themselves less as communities and more as businesses. The emphasis was away from parent involvement and towards efficiency and commercial practices. Tensions and dilemmas arose out of these changes. The thesis concluded that it was not the structures or individuals that were crucial in governance processes but the playing out of particular tensions and dilemmas. Principals and councils have to acknowledge the dilemmas that arise from competing values systems and make choices based on a clear understanding of these dilemmas.
APA, Harvard, Vancouver, ISO, and other styles
5

Payne, Lesley Irene. "School governance : phases, participation and paradoxes /." Payne, Lesley Irene (2004) School governance: phases, participation and paradoxes. PhD thesis, Murdoch University, 2004. http://researchrepository.murdoch.edu.au/249/.

Full text
Abstract:
This research analyses the governance structures and processes of thirteen independent primary schools in Perth, and one state primary school in Western Australia termed an 'alternative' or 'lighthouse' school. More in-depth case studies were undertaken at five sites with participants from different time periods. All the schools had a school council or board since their foundations and notably all schools had their origins in the period of the alternative school and community empowerment movement of the 1970s and 1980s. In an era of market reform and the corporatisation of schools, the critical areas of focus for this research were: how community expectations and school identity were maintained within council-governed schools; how democratic imperatives compete with professionalism and school improvement issues; and how schools confront dilemmas of governance. Three frameworks, Phases of Development, Community Empowerment and Dilemmas, were employed as useful means to discuss school governance. The results revealed changes in governance over time. Schools began to envisage themselves less as communities and more as businesses. The emphasis was away from parent involvement and towards efficiency and commercial practices. Tensions and dilemmas arose out of these changes. The thesis concluded that it was not the structures or individuals that were crucial in governance processes but the playing out of particular tensions and dilemmas. Principals and councils have to acknowledge the dilemmas that arise from competing values systems and make choices based on a clear understanding of these dilemmas.
APA, Harvard, Vancouver, ISO, and other styles
6

au, l. payne@central murdoch edu, and Lesley Irene Payne. "School Governance: Phases, Participation and Paradoxes." Murdoch University, 2004. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040831.95132.

Full text
Abstract:
This research analyses the governance structures and processes of thirteen independent primary schools in Perth, and one state primary school in Western Australia termed an ‘alternative’ or ‘lighthouse’ school. More in-depth case studies were undertaken at five sites with participants from different time periods. All the schools had a school council or board since their foundations and notably all schools had their origins in the period of the alternative school and community empowerment movement of the 1970s and 1980s. In an era of market reform and the corporatisation of schools, the critical areas of focus for this research were: how community expectations and school identity were maintained within council-governed schools; how democratic imperatives compete with professionalism and school improvement issues; and how schools confront dilemmas of governance. Three frameworks, Phases of Development, Community Empowerment and Dilemmas, were employed as useful means to discuss school governance. The results revealed changes in governance over time. Schools began to envisage themselves less as communities and more as businesses. The emphasis was away from parent involvement and towards efficiency and commercial practices. Tensions and dilemmas arose out of these changes. The thesis concluded that it was not the structures or individuals that were crucial in governance processes but the playing out of particular tensions and dilemmas. Principals and councils have to acknowledge the dilemmas that arise from competing values systems and make choices based on a clear understanding of these dilemmas.
APA, Harvard, Vancouver, ISO, and other styles
7

Mbengashe, Andile. "Improving school performance through effective SGB governance in previously disadvantaged schools." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1021050.

Full text
Abstract:
The lack of the visible and practical involvement of parents in schools that are in previously disadvantaged communities is not only depriving the present learners and their parents of their democratic right to participate in shaping their future, but that of the coming generation and leaders of tomorrow as well. South Africa as a country is about twenty years into democracy and already the education system has been chopped and changed about four times but with no success. The schooling system in previously black communities is deteriorating. The government of the day has been prioritising education for about fifteen years now, the budget for education is equal to the budget for the whole country in some of the neighbouring countries like Zimbabwe but the quality and standard are far worse than in those countries. The cost of the current problems in education mostly in previously black township schools is far too much to imagine. The main challenge seems to be the nature, character, skills and capabilities of parents serving in school governing bodies. This study is so important because of the situation that exists in schools that are situated in historically disadvantaged communities where the parents who get elected to school governing bodies are still, despite workshops and training offered by the Department of Education, unable to manage and govern schools and thus render the school governing body ineffective. The Department of Education through its programmes does conduct governance, financial management and policy formulation workshops. These efforts from the government side do not seem to bear any fruit because parents, after attending the training and workshops are still unable to create well-managed and properly governed schools. The primary objective of this study is to improve the organisational performance of schools in previously disadvantaged communities in the Uitenhage District of the Department of Education situated in the Nelson Mandela Metropolitan Municipality by investigating how effective school governing body governance could contribute to such performance. More specifically, the study investigates the relationship between effective school governing body management, as a dependent variable, and parental/community involvement, finance and resource management, school governance, learner discipline/conduct, and quality education as independent variables. The population of the study was high school principals and school management team (SMT) members in the Nelson Mandela Metropolitan Municipality focusing mainly on historically or previously disadvantaged schools in the Uitenhage district of the Department of Education. The study used convenience sampling where seventeen (17) high schools were selected. In each school, school management team members and a principal were requested to fill in a questionnaire. In total 105 questionnaires were distributed and 85 were fully completed and returned. Questionnaires were collected, data captured and analysed and a report was written. The empirical results revealed the following weaknesses in the SGBs of high schools in the Uitenhage District of the Department of Education in the Nelson Mandela Bay Municipality: the SGBs do not effectively formulate school policies; the SGBs do not effectively provide support to educators in performing their professional duties; the SGBs are not fully involved in supplementing resources supplied by the state in order to improve quality of teaching and learning; and the schools are weak on community engagement. On the other hand, the following positive elements of SGBs were highlighted in the empirical results; the schools are rated good regarding the following variables/issues: quality of teaching and learning, utilisation of school resources, school governance, professionalism of staff and extra-mural activities; the SGBs know and participate in the academic and extra-mural programmes of the schools; the SGBs successfully prepare the annual budget for the schools; the SGBs are effectively governing the schools; the SGBs do appoint auditors to audit the school's books and financial statements; the schools have achieved audited financial statements without a disclaimer; the schools have a disciplinary committee that deals with the learner code of conduct and attends to disciplinary problems. The study highlights areas in school governance that should be improved, as well as recommendations on how to improve them. Recommendations for future research are also provided.
APA, Harvard, Vancouver, ISO, and other styles
8

Phumbwe, Dorothy Godfrey. "School level fundraising : exploring equity and governance in Tanzanian secondary schools." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573475.

Full text
Abstract:
Due to a lack of government sources for funding education, self-help initiatives have been practiced by schools and are being promoted internationally and within the policies of national governments as a viable means for funding schools. They are also regarded as valuable for enabling school-led quality improvements. Currently, there is rapid secondary education expansion in Tanzania, achieved through building community schools. These are constructed through cooperation between the government and local communities. Self-help activities have also been practiced in schools in order to supplement government resources. Although scholarship dealing with community financing exists, there is little research in Tanzania on school self-help activities. This study analyses the process of school level fundraising in Tanzania within the context of the rapid expansion of secondary education and considers the implications for social equity and school governance. The study draws upon critical theory to analyse social-power relations, social inequality and their effects on school governance and communities. Robertson, Bonal and Dale's governance framework and Bourdieu's social-capital theory are employed to explore the relationship between education governance and social and cultural reproduction. This is an exploratory study using mixed-methods with the qualitative component being more dominant. Although schools in Tanzania are supposed to report on the self-help activities they conduct, there is no clear overview and no records available from education offices. This necessitated a mapping exercise to find out what activities are being implemented on the ground through a questionnaire, to which 42 schools responded. This was followed by in-depth case studies conducted at two government- funded schools in Kilimanjaro region, a community school and a long-established school, on the role of different stakeholders and how they actually work. Informants included teachers, educational officials, members of the community and school board, who are key actors in the mobilisation of resources at school level. Although the public expansion of secondary education is aimed at reducing inequality, the findings suggest that there is class-based social reproduction as the flow of private finance increases the resource gap between schools and students. Community schools, which receive lower capitation grants from government, tend to serve a greater number of socio-economically disadvantaged students and hence are less likely to be able to raise funds. The findings also raise concerns about the possible low impact of self-help initiatives on improving quality. Uncertain social-power relations among stakeholders at different levels participating in the activities, lack of accountability and lack of effective support for schools at all levels, all have effects on school governance. The findings have implications for a policy of rapid secondary education expansion that expects significant community support for new schools. Despite the drawbacks, secondary expansion is still a step forward for equity as it has given access to secondary education, albeit of a lower quality, to many young people who otherwise would have had none. This study suggests policy priorities that are necessary to go along with the approach in order to ensure a positive impact. These consist of making sure that schools have certain essential resources; building capacities for education governance in communities and establishing a functioning education governance system which supports schools with more emphasis on improving quality and reducing inequalities.
APA, Harvard, Vancouver, ISO, and other styles
9

Rozanov, Konstantin A. "Corporate governance and insider trading." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45333.

Full text
Abstract:
Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2008.
Includes bibliographical references (p. 58-64).
I investigate the relation between corporate governance and insider trading by corporate executives. Despite the general view that trade on non-public information adversely affects capital market participants, the impact of corporate governance on such trading remains relatively unexplored in prior research. I propose an empirical measure that relies on a predicted pattern in stock returns to identify transactions that are more likely to be based on private information and provide evidence to validate the construct. Using this measure, I find that good corporate governance, identified through board and ownership characteristics that have been linked to more effective monitoring of management in prior research, is negatively related to opportunistic insider trading. In supplementary analysis, I provide evidence on the robustness of this relation to an alternative hypothesis and to potential endogeneity. Overall, I conclude that good corporate governance helps to attenuate opportunistic insider trading.
by Konstantin A. Rozanov.
Ph.D.
APA, Harvard, Vancouver, ISO, and other styles
10

D'Andrea, Camille Elizabeth. "Does governance matter? the effect of governance quality on gender and school enrollment /." Connect to Electronic Thesis (CONTENTdm), 2010. http://worldcat.org/oclc/646171863/viewonline.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "School governance"

1

School governance. Thousand Oaks, Calif: Sage Publications, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

C, Hunter Richard. School governance. Thousand Oaks, Calif: Sage Publications, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ofsted, ed. School governance: Making it better : improving school governance. [London]: Ofsted, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Herbst, Jurgen. School Choice and School Governance. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Phi Delta Kappa. Center on Evaluation, Development and Research, ed. Effective school board governance. [Bloomington, Ind.]: Phi Beta Kappa, Center on Evaluation, Development and Research, [1994], 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Massachusetts. Department of Education. Advisory on school governance. Malden, Mass: Massachusetts Department of Education, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

ERIC Clearinghouse on Educational Management., ed. New patterns of school governance. [Eugene, Oreg: ERIC Clearinghouse on Educational Management, University of Oregon, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Pang, Nicholas Sun Keung, and Philip Wing Keung Chan. School Governance in Global Contexts. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003221456.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dawson, Linda J. Boards that matter: Building blocks for implementing coherent governance and policy governance. Lanham: Rowman & Littlefield Education, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Drahmann, Theodore. Governance and administration in the Catholic school. Washington, D.C: National Catholic Educational Association, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "School governance"

1

Herbst, Jurgen. "Introduction." In School Choice and School Governance, 1–6. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Herbst, Jurgen. "Beginnings." In School Choice and School Governance, 7–30. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Herbst, Jurgen. "The Systematization of Public Education." In School Choice and School Governance, 31–62. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Herbst, Jurgen. "School Governance and School Choice 1900–1950." In School Choice and School Governance, 63–94. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Herbst, Jurgen. "School Choice in the United States after World War II." In School Choice and School Governance, 95–120. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Herbst, Jurgen. "Schulwahl in the Post-World War II Period." In School Choice and School Governance, 121–42. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Herbst, Jurgen. "Retrospect and Outlook." In School Choice and School Governance, 143–62. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Paulsen, Jan Merok, Mona Strand, Elisabet Nihlfors, Ulf Brinkkjær, Pekka Kanervio, and Seppo Pulkkinen. "Multilevel Governance." In School Boards in the Governance Process, 149–63. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05494-0_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Moos, Lejf. "Contracts in governance." In School Governance in Global Contexts, 23–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003221456-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dunne, Tim, and Ian Hall. "The English School." In International Organization and Global Governance, 144–54. 3rd ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003266365-14.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "School governance"

1

Rahayu, Sri, Yudi Yudi, and Rahayu Rahayu. "School Financial Governance Practice." In Proceedings of the First Lekantara Annual Conference on Public Administration, Literature, Social Sciences, Humanities, and Education, LePALISSHE 2021, August 3, 2021, Malang, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.3-8-2021.2315144.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Liberatore, Assia. "School governance: Insights from the Italian case." In New challenges in corporate governance: Theory and practice. Virtus Interpress, 2019. http://dx.doi.org/10.22495/ncpr_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Karlina, Karlina. "Good Governance Evaluation in School Operational Funding (BOS)." In Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298377.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Baeck, Unn-Doris. "Parents in School Governance: The Case of Norway." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1679638.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Darmawan Achmad, Adang, and Syarifan Nurjan. "Attachment as Character Education in Boarding School." In International Conference on Ethics in Governance (ICONEG 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iconeg-16.2017.13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zulkifli, M. "Improving Education Quality Through Learning Paradigm in School." In International Conference on Ethics in Governance (ICONEG 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iconeg-16.2017.10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Miller, Andrew. "Does Changing Governance Yield Effectiveness? Making Sense of Catholic School Governance Shifts and Practitioner Responses." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1687643.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman, and Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/icearnc/10.

Full text
Abstract:
"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
APA, Harvard, Vancouver, ISO, and other styles
9

Saeed Bn-Nasir Al-Khazramy, Ahmad, Naila Bint Sulaiman, and Ali Bn Saif Al-yaraby. "The degree of availability of governance principles in the schools of North and South Al Sharqiyah Governorate from the point of view of school principals in the Sultanate of Oman." In 11th International Conference of Economic and Administrative Reform: Necessities and Challenges. University of Human Development, 2022. http://dx.doi.org/10.21928/uhdicearnc/10.

Full text
Abstract:
"The study aimed to identify the degree of availability of governance principles in the schools of the North and South Al Sharqiyah governorates from the point of view of school principals. The researchers used the descriptive analytical method, and the questionnaire as a tool, by applying it to a sample of (100) principals, and the study reached the following results: The degree of availability of governance principles in the schools of North and South Al Sharqiyah governorates was moderate in most of its axes, except for one axis that came to a high degree, so the phrases in all axes varied between weak and medium. Al-Sharqiya came in general with a medium degree, where it was ranked as follows: the principle of integrity with a mean of (2.38), and after that came the axis of the principle of responsibility with a mean of (2.25), and the principle of justice came in the third place with a mean of (2.04), and finally came the pivotal principles of the principle of accountability and the principle of disclosure and transparency with an average of My Account (1.99), and the study confirmed that there are no statistically significant differences in the principles of governance in the schools of North and South Sharqiya governorates, due to the variables (gender, location), and the researchers recommend the need to create a legal culture around the principles of governance and make it easy and clear to access them. "
APA, Harvard, Vancouver, ISO, and other styles
10

Wiratraman, R. Herlambang Perdana, Ekawestri Prajwalita Widiati, and Dwi Rahayu Kristianti. "Do Cities Really Want Human Rights? A Socio-legal Inquiry of Governance Performance in Decentralized Indonesia." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007549406760679.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "School governance"

1

Laing, Derek, Steven Rivkin, Jeffrey Schiman, and Jason Ward. Decentralized Governance and the Quality of School Leadership. Cambridge, MA: National Bureau of Economic Research, March 2016. http://dx.doi.org/10.3386/w22061.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Duflo, Esther, Pascaline Dupas, and Michael Kremer. School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. Cambridge, MA: National Bureau of Economic Research, March 2012. http://dx.doi.org/10.3386/w17939.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

Full text
Abstract:
We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
APA, Harvard, Vancouver, ISO, and other styles
4

Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance India. Cambridge, MA: National Bureau of Economic Research, November 2020. http://dx.doi.org/10.3386/w28129.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Smyth, Emer, Joanne Banks, Adele Whelan, Merike Darmody, and Selina McCoy. Review of the School Completion Programme. ESRI, October 2015. http://dx.doi.org/10.26504/rs44.

Full text
Abstract:
The School Completion Programme (SCP) aims to have a significant positive impact on levels of student retention in primary and second-level schools. This report draws on a survey of SCP coordinators and chairpersons, in-depth case-studies of local clusters and interviews with key stakeholders to review the programme in terms of the students targeted, the kinds of activities offered, governance and funding, and perceived effects at the school level.
APA, Harvard, Vancouver, ISO, and other styles
6

Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

Full text
Abstract:
On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
APA, Harvard, Vancouver, ISO, and other styles
7

Huq, Aurin. The Impact of Covid-19 on the Education of School Children in Bangladesh. Institute of Development Studies, April 2022. http://dx.doi.org/10.19088/clear.2022.003.

Full text
Abstract:
This Research Briefing summarises priority areas for future research and key stakeholders with whom to engage, as identified in the scoping paper "The Impact of Covid-19 on the Education of Primary and Secondary School Children in Bangladesh" by Marjan Hossain and Dr Khandker Wahedur Rahman from the BRAC Institute of Governance and Development (BIGD). The scoping paper and this briefing were commissioned for the Covid-19 Learning, Evidence and Research Programme in Bangladesh (CLEAR). CLEAR aims to build a consortium of research partners to deliver policy-relevant research and evidence for Bangladesh to support the Covid-19 response and inform preparation for future shocks.
APA, Harvard, Vancouver, ISO, and other styles
8

Foster, Jessica. Survey of Legal Mechanisms Relating to Groundwater Along the Texas-Mexico Border. Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, April 2018. http://dx.doi.org/10.37419/eenrs.groundwateralongborder.

Full text
Abstract:
The purpose of this study is to present a factual picture of the multiple groundwater governance frameworks that cover the same transboundary aquifers on the Texas-Mexico border. The study can then serve as a foundation to support future research and as a reference for those sharing groundwater resources on the border to use in considering whether and how to coordinate management. Currently, Texas A&M School of Law, the Bush School of Government and Public Service at Texas A&M University, and the Texas Water Resources Institute are collaboratively pursuing a larger interdisciplinary project, and the study presented in this report is part of that concerted endeavor. First, the project establishes a study area, then identifies who are the stakeholders in the area, and finally summarizes the various rules each entity applies to groundwater. The study area selected is based on the aquifers identified in the 2016 study noted above (see Figure 1). Although there is currently no formal agreement between governments or users in Mexico and Texas for managing the reservoirs that cross underneath the international border, this survey represents a preliminary step in addressing the larger problems that the absence of a cooperative groundwater management framework presents. All of the institutional approaches employed in the various jurisdictions surveyed here model features from which developing management approaches could draw. Equally, noting gaps in the institutional approaches themselves and the ad hoc groundwater withdrawals occurring outside the reach of those institutions illustrates potential value in engaging local users in Texas’ and Mexico’s respective groundwater governance arrangements.
APA, Harvard, Vancouver, ISO, and other styles
9

Cain, Rachel Louise, Marcus Goll, Tyler Hood, Colton Lauer, Matthew McDonough, Brett Miller, Shea Pearson, Scott Rodriguez, and Travis Riley. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (First Edition). Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, August 2017. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2017.

Full text
Abstract:
This report presents preliminary results of a study investigating the groundwater laws and regulations of thirteen U.S. states. The purpose of the project is eventually to compile and present the groundwater laws and regulations of every state in the United States that could then be used in a series of comparisons of groundwater governance principles, strategies, issues, and challenges. Professor Gabriel Eckstein at Texas A&M University School of Law and Professor Amy Hardberger at Saint Mary’s University Law School developed a matrix to ascertain chief components and characteristics of the groundwater legal regime of each state. Student researchers then used the matrix to respond to a standardized set of questions about the groundwater laws and regulations of a selection of states. Before continuing with assessments of the remaining states, Professors Eckstein and Hardberger present in this report the results developed thus far, and now seek feedback about the overall project, including its objectives, methodology, and preliminary results.
APA, Harvard, Vancouver, ISO, and other styles
10

Bennett, Alexander, Contessa Gay, Ashley Graves, Thomas Long, Erin Milliken, Margaret Reed, Laura Smith, and Lauren Thomas. Groundwater Laws and Regulations: A Preliminary Survey of Thirteen U.S. States (Second Edition). Edited by Gabriel Eckstein. Texas A&M University School of Law Program in Natural Resources Systems, April 2020. http://dx.doi.org/10.37419/eenrs.usstategroundwaterlaws.2020.

Full text
Abstract:
This report presents results of a study investigating the groundwater laws and regulations of thirteen U.S. states. The report is actually the second edition of the study following amendments made to the first edition in response to extensive feedback and reviews solicited from practitioners, academics, and other professionals working in the field of water law from across the country. The purpose of the project is to compile and present the groundwater laws and regulations of every state in the United States that could then be used in a series of comparisons of groundwater governance principles, strategies, issues, and challenges. Professor Gabriel Eckstein at Texas A&M University School of Law and Professor Amy Hardberger at Saint Mary’s University Law School developed a matrix to ascertain chief components and characteristics of the groundwater legal regime of each state. Student researchers then used the matrix to respond to a standardized set of questions about the groundwater laws and regulations of a selection of states. In the near future, additional volumes with surveys of other U.S. states will be issued.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'School governance' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography