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Journal articles on the topic 'School Improvement'

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Published: 4 June 2021
Last updated: 10 March 2023

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1

Pollock, Katina, and Sue Winton. "School Improvement." Journal of Cases in Educational Leadership 15, no. 3 (June 22, 2012): 11–21. http://dx.doi.org/10.1177/1555458912447840.

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2

Shafer, Susanne M. "School Improvement." Western European Education 22, no. 3 (October 1990): 3–5. http://dx.doi.org/10.2753/eue1056-493422033.

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3

Mitchell, Coral, and Larry Sackney. "School improvement in high-capacity schools." Educational Management Administration & Leadership 44, no. 5 (July 9, 2016): 853–68. http://dx.doi.org/10.1177/1741143214564772.

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4

Suherlan, Elan, Mukhneri Mukhtar, and Eliana Sari. "Hubungan Manajemen Sistem Informasi dengan Kinerja Guru di SD Negeri Kelurahan Tanah Tinggi Jakarta Pusat." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 3, no. 1 (May 15, 2017): 63. http://dx.doi.org/10.21009/improvement.03107.

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This study aims to determine Relationship Management Information Systems with Elementary School Teacher Performance in Central Jakarta Sub Highlands. The sample in this study were teachers Highlands Village SDN 75 people. Proportional sampling using sampling. The method used was survey method with the correlational approach. The data collection was done by distributing questionnaires and analyzed using Normality Test and Test of Significance analysis technique Product Moment and conclusions with Hypothesis Testing. The results showed that the positive effect of management information systems with the performance of primary school teachers in the village of Highlands, Central Jakarta. These results indicate that management information systems can be used as one of the efforts to improve the performance of primary school teachers in the village of Highlands, Central Jakarta. Therefore, teachers need to know about the system implemented in the school as well as the delivery of accurate information from the school to the teacher. Facilities required to meet the school does in IT so that classroom teaching and learning activities designed by teachers varied, in order to improve teacher performance.
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5

Nezvalova, Danuše. "FROM A SUCCESSFUL SCHOOL TO SCHOOL IMPROVEMENT." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 3 (December 10, 2009): 10–18. http://dx.doi.org/10.48127/spvk-epmq/09.1.10b.

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The article follows the trends leading to the improvement of quality in education which is offered by educa-tional institutions. The key concepts of these trends become the concepts of successful school and school improvement. Literature introduced the concept of a successful school in the 70ies of the last century. In the 80ies literature finds out the concept of school improvement. The definition of a successful school itself is problematic. Many authors view successful school as a school where pupils reach very good results in elementary skills, measured by corresponding tests. The authors suggest criteria of a successful school on the basis of research. The concept of school improvement is more practically oriented on school. It in-cludes the teacher as a researcher and the process of self-evaluation of a school and school evaluation. At the end of 90ies both concepts interconnect which leads to a lot of wider research. The research of world-wide successful school improvement point out to a range of key principles. These principles offer basic orientation leading to school improvement. It is needed to monitor the quality of offered education. Quality of school, its success and continuous improvement are basic challenge to quality of European education. Key words: successful school, school improvement, learning organization, principles of school improve-ment, student outcomes orientation, process orientation, schools of second millennium, schools of third millennium.
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6

Mortimore, Peter. "School Effectiveness and School Improvement." Scottish Educational Review 27, no. 1 (December 20, 1995): 4–12. http://dx.doi.org/10.1163/27730840-02701004.

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7

Saputra, Bella Meilia, Dwi Deswary, and Eliana Sari. "Hubungan antara Pengambilan Keputusan dengan Perilaku Kontraproduktif Guru SMP Negeri di Kota Bekasi." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 4, no. 1 (May 17, 2017): 84. http://dx.doi.org/10.21009/improvement.04110.

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This study aims to determine the relationship between decision making and counterproductive behavior Junior High School teacher in Bekasi. The method used is survey method with the correlational studies and quantitative approaches. Samples were as many as 94 teachers. Sampling using simple random sampling by the formula Slovin and data collection using the questionnaires. From the results of the hypothesis testing, obtained tcount equal to 2,10, which means bigger than ttable 1,986. Thus, the alternative hypothesis (Ha) are accepted positively. Of the coefficient of determination, decisionmaking contributed 4.57% to the counterproductive behavior Junior High School teacher in Bekasi. Based on the results of the survey results revealed that more favorable decision, the lower the level of counterproductive behavior Junior High School teacher in Bekasi.
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8

O'Day, Jennifer. "Complexity, Accountability, and School Improvement." Harvard Educational Review 72, no. 3 (September 1, 2002): 293–329. http://dx.doi.org/10.17763/haer.72.3.021q742t8182h238.

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In this article, Jennifer O'Day builds on her earlier work defining and examining the standards-based reform movement in the United States. Here, O'Day explores accountability mechanisms currently associated with standards-based reform efforts that "take the school as the unit of accountability and seek to improve student learning by improving the functioning of the school organization." She examines such accountability mechanisms using the theoretical framework of complexity theory and focuses on how information travels through complex systems, with the understanding that information, its existence and usage, is key to improving schools. Drawing on work conducted with researchers at the Consortium for Policy Research in Education(CPRE), she contrasts the Chicago Public Schools' outcomes-based bureaucratic accountability approach with the combination of administrative and professional accountability found in the Baltimore City Schools. She argues that the combination of administrative and professional accountability presents a much more promising approach for implementing lasting and meaningful school reform.
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9

Hargreaves, David H. "School Culture, School Effectiveness and School Improvement." School Effectiveness and School Improvement 6, no. 1 (March 1995): 23–46. http://dx.doi.org/10.1080/0924345950060102.

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10

Alfianto, Cahyo, Neti Karnati, and Diah Armeliza. "Hubungan antara Motivasi dengan Komitmen Organisasi di Sekolah Menengah Atas Negeri Wilayah I Kota Administrasi Jakarta Timur." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 3, no. 1 (May 1, 2017): 33. http://dx.doi.org/10.21009/improvement.03104.

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This study aims to determine whether there is a relationship between motivation with Organizational Commitment at Senior High School Region 1 East Jakarta Administration. The research approach was quantitative research. The research method used was survey data. With the analysis of correlational studies. The population in this study were all teachers Senior High School in Region I East Jakarta Administration. The research sample using simple random sampling technique. Total sample study as many as 91 people. Data collection motivation variable (X) and organizational commitment variable (Y) using a questionnaire. The results of the study there is a relationship between motivation and commitment to the organization, this means that the higher the motivation, the higher organizational commitment of teachers at the Senior High School Region I East Jakarta Administration.
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Wardiningrum, Istiasmidiati, Neti Karnati, and Diah Armeliza. "Hubungan antara Kepercayaan dengan Komitmen Organisasi di Sekolah Menengah Atas Negeri Wilayah 1 Kota Administrasi Jakarta Timur." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 3, no. 1 (May 1, 2016): 95. http://dx.doi.org/10.21009/improvement.03110.

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This study aims to determine the relationship between trust and organizational commitment of Senior High School in East Jakarta Administration City Region 1. The method used is survey method with the correlational studies and quantitative approaches. Samples were as many as 91 teachers. Sampling using simple random sampling by the formula Slovin and data collection using questionnaires. From the results of hypothesis testing, obtained t count equal to 22.62, which means bigger than t table 1.99. Thus, the alternative hypothesis (Ha) are accepted positively. Of the coefficient of determination, confidence contributed 85.19% to organizational commitment of Senior High School in East Jakarta Administration City Region 1. Then, based on the results of the research, it is known that the higher the confidence, the higher the level of organizational commitment of Senior High School in East Jakarta Administration City Region 1.
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12

Murphy, Danny. "School Improvement: What's in it for Schools?" Improving Schools 5, no. 3 (September 2002): 63. http://dx.doi.org/10.1177/136548020200500312.

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Raptis, Helen. "Facilitating School Improvement." International Journal of Interdisciplinary Social Sciences: Annual Review 2, no. 1 (2007): 119–26. http://dx.doi.org/10.18848/1833-1882/cgp/v02i01/51924.

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14

Wrigley, Terry. "Misunderstanding School Improvement." Improving Schools 3, no. 1 (March 2000): 23–29. http://dx.doi.org/10.1177/136548020000300105.

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Maulana, Rifky Audrey, Neti Karnati, and Winda Dewi Listyasari. "Hubungan antara Quality of Work Life dengan Kinerja Guru di Sekolah Menengah Pertama Negeri Kecamatan Pulogadung Kota Administrasi Jakarta Timur." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 4, no. 1 (May 17, 2017): 38. http://dx.doi.org/10.21009/improvement.04105.

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This study aims to determine whether there is a relationship between the qualityof work life and teachers performance of Junior High School in Pulogadung DistrictArea, East Jakarta. This research is a quantitative study with 2 variables in it, namely:(X) Quality of Work Life as independent variables and (Y) Performance as the dependentvariable. Quality of work life is a set of real work situations in organizations which refersto the creation of performance improvement, employee involvement, as well as thesatisfaction of the people involved in the organization in order to meet the expectations ofthe members of the organization. Performance is the attitude of the person which gift acontribution to reach the goal of work and the purpose of organization. The method usedis survey method with the results of correlational studies. The population in this study is aJunior High School teacher in Pulogadung District Area, East Jakarta. Samples weretaken by using a simple random sampling technique. The technique is based on thesample size used in this study were 65 teachers. Data collection for the variable QualityOf Work Life (X) and Performance (Y) using a questionnaire. Product MomentCorrelation coefficients obtained, the coefficient r equal to 0.61079, and the results oftesting the hypothesis with t test obtained t count equal to 6.123 is greater than t table of1.669, then the alternative hypothesis (Ha) is expressed in a significant correlationcoefficient received. The coefficient of determination of 0.3731 this means that thecontribution of the quality of work life in schools to performance of Junior High Schoolteacher in Pulogadung District Area, East Jakarta, amounting to 37.31%.
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16

Silins, Halia C. "Leadership Characteristics and School Improvement." Australian Journal of Education 38, no. 3 (November 1994): 266–81. http://dx.doi.org/10.1177/000494419403800306.

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School leadership has been recognised as a critical element in school improvement and reform Theories about educational leadership have become closely aligned with theories about effective leadership in business, industrial and military settings. The concept of transformational leadership is a recent interpretation of the kind of leadership required to promote educational restructuring and improvement. Survey data from Canadian schools involved in school improvement programs were examined for evidence of relationships between principals' leadership behaviours and school outcomes. Using multiple regression analysis, transformational leadership accounted for a significant incremental effect above that of transactional leadership in bringing about enhanced school, teacher, program and instruction, and student outcomes. This supports a compelling argument that school leaders can promote change more successfully through employing methods associated with transforma tional leadership.
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Annisa, Siti, Neti Karnati, and Heru Santosa. "Hubungan antara Budaya Organisasi dengan Kepuasan Kerja Guru Honorer SD Negeri di Kecamatan Pulogadung Jakarta Timur." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 4, no. 1 (May 17, 2017): 121. http://dx.doi.org/10.21009/improvement.04114.

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This research aims to determine the relationship between organizational cultureand job satisfaction of honorary teacher Elementary School in district Pulogadung EastJakarta. This research is quantitative with two variables, namely: (X) Organizationalculture as the independent variable and (Y) job satisfaction as the dependent variable.The research method used is survey method with the correlational studies andquantitative approaches. Samples were as many as 73 honorary teachers. Samplingtechnique using simple random sampling by the formula Slovin and data collection usingquestionnaires. From the results of hypothesis testing, obtained tcount = 6.38, which meansbigger than ttable = 1.9939. Thus it can be said that the hypothesis can be received. Itmeans null hypothesis (Ho) is rejected. Organizational culture contributed 36.46% to thejob satisfaction of honorary teacher Elementary School in District Pulogadung EastJakarta. Based on the results of the research note that the increasingly strongorganizational culture, then the higher job satisfaction of honorary teacher ElementarySchool in District Pulogadung in East Jakarta. It can be concluded that there is a positiverelationship between organizational culture and job satisfaction of honorary teacherElementary School in district Pulogadung East Jakarta.
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18

Arifin, Intan Larange, Amril Muhammad, and Siti Rochanah. "Implementasi Peran Asosiasi Cerdas dan Berbakat Istimewa (CI+BI) Nasional Dalam Peningkatan Mutu Layanan Pendidikan Untuk Siswa Cerdas dan Berbakat Istimewa (CI+BI) Indonesia." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 3, no. 1 (August 25, 2017): 1. http://dx.doi.org/10.21009/improvement.03101.

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This research was conducted at Asosiasi CI+BI Nasional, which aims to determine the process of teamwork and communication is done Asosiasi CI+BI Nasional in improving the quality of educational services for gifted students and special intelligent Indonesia. This study was conducted in November 2015 and January 2016. The researchers used a qualitative approach and descriptive method. Data collected through interviews, observation, and documentation study. Source data from this study are: the general secretary of the Asosiasi CI+BI Nasional, chairman of the Asosiasi CI+BI Wilayah, and some informants supporting, among others, the management areas of the Asosiasi CI+BI Nasional and school/madrasah service provider subsidiary CI+BI under the auspices of the Asosiasi CI+BI Nasional. Teamwork in Asosiasi CI+BI Nasional is done by those who want to work together to analyze needs and the resources available for cooperation with Asosiasi CI+BI Nasional. Then those who want to work together to contact Asosiasi CI+BI Nasional and did a deal related to the program to be implemented. Asosiasi CI+BI Nasional provides guidance to those who want to work together to reach areas of Asosiasi CI+BI Nasional in accordance with the needs and demands. Asosiasi CI+BI Nasional should help schools/madrasah service provider subsidiary CI+BI to look for students who have the potential of gifted special use technology optimally to notify information about the achievements of students CI+BI by making connections between blogs Asosiasi CI+BI Nasional website owned by the school/madrasah service provider CI + BI children under the auspices of Asosiasi CI+BI Nasional.
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Mukarrom, Tri Sulistyo Jati, Neti Karnati, and Winda Dewi Listyasari. "Hubungan antara Kompensasi dengan Komitmen Organisasi Guru Sekolah Menengah Pertama Swasta di Kecamatan Pulo Gadung." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 4, no. 1 (May 17, 2017): 44. http://dx.doi.org/10.21009/improvement.04106.

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This study aims to determine the relationship between compensation andorganizational commitment junior high school teachers in the district Pulo Gadung. Theresearch approach is a quantitative approach to the method used survey methods. Thisstudy uses correlational study analysis. The study population was Junior highschoolteachers in the district Pulo Gadung with the sample amounted to 79 teachers. Samplingwas done randomly by using simple random sampling with data collection using thequestionnaire. It can be concluded that there is a relationship between compensation andorganizational commitment. This means that the higher the compensation it will furtherenhance the organization's commitment junior high school teachers in the district PuloGadung.
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Rosenberg, Linda, Megan Davis Christianson, and Megan Hague Angus. "Improvement Efforts in Rural Schools: Experiences of Nine Schools Receiving School Improvement Grants." Peabody Journal of Education 90, no. 2 (March 15, 2015): 194–210. http://dx.doi.org/10.1080/0161956x.2015.1022109.

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Anggraeni, Charity, Neti Karnati, and Diah Armeliza. "Hubungan antara Kompensasi dengan Kinerja Guru Sekolah Menengah Pertama Negeri di Kecamatan Kebayoran Baru Kota Administrasi Jakarta Selatan." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 3, no. 1 (May 15, 2017): 41. http://dx.doi.org/10.21009/improvement.03105.

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This study aims to determine the relationship between compensation and teacher’s job performance of Middle School in Kecamatan Kebayoran Baru, South Jakarta. The method used is descriptive in the form of a survey. The population in this study is a teacher in the Middle School at Kecamatan Kebayoran Baru, South Jakarta. Samples were taken by using proportional random sampling technique. Based on this technique, the sample size used in this study were 69 from 225 teachers. Data collection for compensation (Variable X) and job performance (Variable Y) using a questionnaire. From the results of hypothesis testing to test the significance of the correlation is obtained that tcount 5.421 > ttable 1.670. Thus it can be said that the hypothesis can be accepted. This means that the null hypothesis (H0) is rejected. The results of this study it can be concluded that there is a positive relationship between compensation with teacher’s job performance of Middle School in Kecamatan Kebayoran Baru, South Jakarta. The results of this study also indicate that compensation’s contribution to job performance is compensated at 30.49 %. From these values can be indicated that compensation had a positive effect on teacher’s improvement of job performance.
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Nugroho, Dwi Sakti, Sutjipto Sutjipto, and Matin Matin. "Hubungan antara Kepuasan Kerja dengan Perilaku Kewargaorganisasian (PKO) Guru di SMSK Negeri Kecamatan Pasar Minggu Kota Administrasi Jakarta Selatan." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 3, no. 1 (May 1, 2017): 51. http://dx.doi.org/10.21009/improvement.03106.

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This study aims to know there is a relationship between job satisfaction with teacher OCB at Vocational High School Pasar Minggu, South Jakarta Administration. This research use quantitative with two variables there in, namely: (X) job satisfaction as independent variables and (Y) OCB as the dependent variable. The method used is survey method with the results of the analysis of correlational studies. The population in this study are teacher’s at vocational high school in Pasar Minggu, South Jakarta there is 275 teachers. Samples were taken by using simple random sampling technique. The technique is based on the sample size used in this study as many as 73 teachers. Data collection for the variable (X) job satisfaction and variable (Y) OCB using a questionnaire. Hypothesis testing is done using product moment correlation formula in can correlation coefficient (r) = 0,45283 and based on the results of hypothesis testing using t-test obtained t for 4.280 > 1.994 t-table. From this research, we get there’s positive relation between job satisfaction with OCB at Vocational High School Pasar Minggu, South Jakarta Administration. The contributions made by teachers job satisfaction on OCB, amounted to 20.51%.
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23

Streshly, William, and Mac Bernd. "School Reform: Real Improvement Takes Time." Journal of School Leadership 2, no. 3 (May 1992): 320–29. http://dx.doi.org/10.1177/105268469200200307.

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Politicians and educational leaders are under pressure to come up with quick fixes for our nation's schools. However, significant changes in schools are complex processes which take years to accomplish. Moreover, the results of a faculty's efforts may not be fully measurable for ten years or more. A case study of a California school district, which was given ten uninterrupted years to develop and implement an outcome-based instructional model, suggests that more time be given to schools to implement program improvement strategies. The study also reinforces the research linking positive labor relations to environmental conditions for successful school districts.
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24

McEwan, Hilary, and Liz Whitfield. "School Improvement at West Oaks School." Support for Learning 12, no. 4 (November 1997): 158–61. http://dx.doi.org/10.1111/1467-9604.00037.

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25

Lezotte, Lawrence W. "School improvement based on the effective schools research." International Journal of Educational Research 13, no. 7 (January 1989): 815–25. http://dx.doi.org/10.1016/0883-0355(89)90031-1.

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26

Ko, James Y. C., Philip Hallinger, and Allan D. Walker. "Exploring School Improvement in Hong Kong Secondary Schools." Peabody Journal of Education 87, no. 2 (April 2012): 216–34. http://dx.doi.org/10.1080/0161956x.2012.664474.

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27

Sun, Min, Emily K. Penner, and Susanna Loeb. "Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants." American Educational Research Journal 54, no. 4 (March 28, 2017): 607–43. http://dx.doi.org/10.3102/0002831217695790.

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Hoping to spur dramatic school turnaround, the federal government channeled resources to the country’s lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.
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Kovačević, Jasna, and Philip Hallinger. "Leading school change and improvement." Journal of Educational Administration 57, no. 6 (November 4, 2019): 635–57. http://dx.doi.org/10.1108/jea-02-2019-0018.

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Purpose The purpose of this paper is to quantitatively document and synthesize the knowledge base on leading school change and improvement (LSCI). Design/methodology/approach The authors employed bibliometric analysis to evaluate 1,613 SCOPUS-indexed documents on LSCI published between 1960 and the end of 2017. In addition to descriptive analysis of basic features of the knowledge base, the review also employed citation and co-citation analyses of authors, journals and documents. Author co-citation analysis (ACA) was used reveal the intellectual structure of the LSCI literature. Findings The growth trajectory of LSCI research began with low levels of publication during the 1960s and 1970s, followed by steady and then accelerating growth in subsequent decades. Citation analyses highlighted key journals, authors and documents in this field, while ACA identified four research streams or Schools of Thought that comprise the LSCI knowledge base: transformational leadership for school improvement, instructional leadership for school improvement, shared leadership for change and school improvement, school improvement. Originality/value The review offers empirical documentation of the changing intellectual structure of the one of the key lines of inquiry that emerged in the field of educational administration over the past six decades. More broadly, the review illustrates the benefits of bibliometric analysis as a tool capable of illuminating critical features that bear upon knowledge accumulation in a line of inquiry, or a broader discipline.
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Diputra, Wisnu, Neti Karnati, and Matin Matin. "Hubungan antara Komunikasi Interpersonal dengan Kinerja Guru SMK Swasta di Kecamatan Bogor Utara Kota Bogor." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 4, no. 1 (May 17, 2017): 19. http://dx.doi.org/10.21009/improvement.04103.

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This study aims to know there is a relationship between headmastersinterpersonal communication with teachers performance at Vocational High SchoolNorth Bogor District, Bogor City. This research use quantitative with two variables therein, namely: (X) interpersonal communication as independent variable and (Y) teachersperformance as the dependent variable. The method used is survey method with theresults of the analysis of correlational studies. The population in this study are teachersat vocational high school in North Bogor District, Bogor City, there are 580 teachers.Samples were taken by using simple random sampling technique. The technique is basedon the sample size used in this study as many as 85 teachers. Data collection for thevariable (X) interpersonal communication and variable (Y) teachers performance using aquestionnaire. Hypothesis testing is done by using product moment correlation formulaand getting the correlation coefficient (r) value = 0,58892 and based on the results ofhypothesis testing by using t-test obtained t for 6,639 ˃ 1,671 t-tables. By this research,we get a positive relation between interpersonal communication with teachersperformance at Vocational High School North Bogor District, Bogor City.
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30

Waite, Duncan. "Thinking About School Improvement." Education and Society 31, no. 1 (June 1, 2013): 7–16. http://dx.doi.org/10.7459/es/31.1.02.

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Forsberg, Eva, and Anita Nordzell. "‘Dialogue’ for school improvement?" Nordic Studies in Education 33, no. 03 (October 22, 2013): 187–203. http://dx.doi.org/10.18261/issn1891-5949-2013-03-04.

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Holly, Peter, and David Hopkins. "Evaluation and School Improvement." Cambridge Journal of Education 18, no. 2 (January 1988): 221–45. http://dx.doi.org/10.1080/0305764880180208.

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Hargreaves, David H. "Inspection and School Improvement." Cambridge Journal of Education 25, no. 1 (January 1995): 117–25. http://dx.doi.org/10.1080/0305764950250112.

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Connolly, Michael, and Chris James. "Collaboration for School Improvement." Educational Management Administration & Leadership 34, no. 1 (January 2006): 69–87. http://dx.doi.org/10.1177/1741143206059540.

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Ramsteck, Carolin, Barbara Muslic, Tanja Graf, Uwe Maier, and Harm Kuper. "Data-based school improvement." International Journal of Educational Management 29, no. 6 (August 10, 2015): 766–89. http://dx.doi.org/10.1108/ijem-08-2014-0109.

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Goldenberg, Claude. "Settings for School Improvement." International Journal of Disability, Development and Education 50, no. 1 (March 2003): 7–16. http://dx.doi.org/10.1080/1034912032000053304.

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Roman, David. "School grades need improvement." Communications of the ACM 53, no. 12 (December 2010): 12. http://dx.doi.org/10.1145/1859204.1859209.

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Rudduck, Jean. "Students and School Improvement." Improving Schools 4, no. 2 (July 2001): 7–16. http://dx.doi.org/10.1177/136548020100400203.

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Dadds, Marion. "School improvement inside out." Education 3-13 25, no. 3 (October 1997): 3–10. http://dx.doi.org/10.1080/03004279785200281.

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Hunter, Philip, Wendy Pemberton, and John Bird. "School and literacy improvement." Education 3-13 27, no. 2 (June 1999): 23–26. http://dx.doi.org/10.1080/03004279985200161.

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Palmer, Shirley. "School Improvement From Within." Self & Society 32, no. 6 (February 2005): 25–30. http://dx.doi.org/10.1080/03060497.2005.11083827.

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Wideen, Marvin F. "School improvement in Canada." International Journal of Qualitative Studies in Education 1, no. 1 (January 1988): 21–38. http://dx.doi.org/10.1080/0951839880010103.

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Aitken, E. Nola, and Art Aitken. "Leadership and School Improvement." International Journal of Learning: Annual Review 15, no. 7 (2008): 193–202. http://dx.doi.org/10.18848/1447-9494/cgp/v15i07/45839.

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Yiasemis, Christakis. "School improvement: international perspectives." School Effectiveness and School Improvement 19, no. 1 (March 2008): 121–26. http://dx.doi.org/10.1080/09243450801936886.

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Grift, W. van de, and Th Houtveen. "Principals and School Improvement." School Effectiveness and School Improvement 2, no. 1 (January 1991): 53–70. http://dx.doi.org/10.1080/0924345910020105.

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Hopkins, David. "Towards Effective School Improvement." School Effectiveness and School Improvement 6, no. 3 (September 1995): 265–74. http://dx.doi.org/10.1080/0924345950060306.

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Fullan, Michael, and Ethne Erskine‐Cullen. "Towards Effective School Improvement." School Effectiveness and School Improvement 6, no. 3 (September 1995): 279–82. http://dx.doi.org/10.1080/0924345950060308.

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Honig, Meredith I., and Lydia R. Rainey. "Autonomy and School Improvement." Educational Policy 26, no. 3 (October 17, 2011): 465–95. http://dx.doi.org/10.1177/0895904811417590.

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Levine, Daniel U., and Robert E. Leibert. "Improving School Improvement Plans." Elementary School Journal 87, no. 4 (March 1987): 397–412. http://dx.doi.org/10.1086/461504.

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Brown, Jess. "Teacher-led school improvement." Children and Young People Now 2016, no. 10 (May 10, 2016): 14. http://dx.doi.org/10.12968/cypn.2016.10.14.

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