Academic literature on the topic 'School management and organization Social aspects Victoria'
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Journal articles on the topic "School management and organization Social aspects Victoria"
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Simerețchii, Margareta. "Criteria and indicators for determining the efficiency of the school management team." Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 45, no. 2 (August 2020): 37–43. http://dx.doi.org/10.46727/jshs.2020.v45.i2.p37-43.
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The article reflects aspects concerning the degree of applicability of the criteria and indicators in determining the efficiency of the school management team. The indicators classified on social, cultural, psychological development domains, of teamwork skills and managerial skills highlight ways of transformation of the management team, incentive in the creation of a macro team of the school organization. Through applying the grid it follows the tendency of the managerial cadres to self-improvement, self-formation and amplification of the chances for the team to become effective.
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Виктория Николаевна, Власова, Комарова Татьяна Григорьевна, and Самыгин Сергей Иванович. "SOCIAL ASPECTS OF MANAGEMENT OF INFORMATION AND COMMUNICATIVE PROCESSES IN EDUCATIONAL ORGANIZATION (ON THE EXAMPLE OF HIGHER SCHOOL)." STATE AND MUNICIPAL MANAGEMENT SCHOLAR NOTES 1, no. 2 (June 30, 2020): 199–203. http://dx.doi.org/10.22394/2079-1690-2020-1-2-199-203.
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Alves, Bianca Louise Malucelli, Monika Penner Pauls, Tânia Stoltz, and Maren Jessica Pauls. "School Climate in the Brazilian school context: an integrative literature review." International Journal for Innovation Education and Research 8, no. 3 (March 1, 2020): 277–93. http://dx.doi.org/10.31686/ijier.vol8.iss3.2228.
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The school establishes its educational practices through historical and social biases, existing outside and inside it. The present study demonstrated the continuous debate about the school context, its organization, management and dynamism, through an integrative literature review. The purpose of the research is to learn a little more about the school climate in the Brazilian educational context and what the scientific literature has been producing on the subject. The school climate has been studied for a few years, but only in recent years, through practical perspectives found in the studies, has is become possible to analyze the “reality” of the school climate in a more subjective way, exploring the concept from the perception of students as protagonists of their education. The school climate, therefore, is understood as a complex and comprehensive variable of affective, social and cognitive aspects that influence a school pedagogical practice. Notably, the articles mentioned in this study corroborate that the educational results are strongly influenced by the school climate. The positive or negative impact, depending on the climate that is established, has as a consequence the academic performance referenced by the teaching and learning process.
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Sapunar, Damir, Matko Marušić, Livia Puljak, Ivica Grković, Mario Malički, Ana Marušić, Marta Civljak, and Željko Tanjić. "The Medical School of the Catholic University of Croatia: Principles, Goals, Standards and Organization." Acta Medica Academica 47, no. 1 (June 25, 2018): 61. http://dx.doi.org/10.5644/ama2006-124.215.
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<p>The aim of the study was to present the concept on which the School of Medicine at the Catholic University of Croatia (CUC) will be established. The new School will alleviate the shortage of physicians in Croatia and introduce an innovative form of medical education focused on principles of patient-centered care and social accountability. At the same time, the students will acquire all relevant competencies and levels of knowledge, skills and attitudes that are required by current evidence in medical education, European standards and guidelines for quality assurance at higher education institutions. The four pillars of the CUC Medical School are: 1) distributed medical education that involves health institutions outside major medical centers, 2) the concept of transformative learning, 3) teaching and practicing evidence-based medicine, and 4) implementation of quality management principles supported by information technology solutions for effective management of learning, research and practice. The overall aim of the CUC School of Medicine is to educate and train physicians capable of using best available medical evidence to deliver economically sustainable healthcare that can improve equity and health outcomes in the communities they serve, particularly those that are currently underserved.</p><p><strong>Conclusion. </strong>The proposed programme is introducing an original system of modern medical education that insists on developing humanistic aspects of medicine, patient-centred care and social accountability, while maintaining all competencies and knowledge levels that a physician should have according to the current understanding of medical education.</p>
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Nanath, Krishnadas. "GOONJ: the power of cloth." Emerald Emerging Markets Case Studies 1, no. 4 (October 1, 2011): 1–24. http://dx.doi.org/10.1108/20450621111201275.
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TitleGOONJ: the power of cloth.Subject areaStrategic management and social innovationStudy level/applicabilityUndergraduate and graduate level management/business school students. It can be taught in strategic management and social innovation courses.Case overviewGOONJ is a non‐profit organization which has life and dignity for lakhs of people in India over the last decade. It aimed at bringing up clothing as one of the important aspects of human life and make it available for the needy keeping their dignity intact. The case begins with Anshu Gupta, founder of GOONJ thinking deeply about the high‐priority meeting to take GOONJ to the next level and scale up the operations of his social innovation. It then tries to bring up the potential problem of clothing and menstrual hygiene in India followed by explanation of the present working model of GOONJ which allows them to manage the operations with 97 paisa per cloth. With the dream of taking GOONJ to the next level and converting it into a nation‐wide phenomenon, will the present model work?Expected learning outcomesThis case will cover two important aspects: social innovation process (themes, challenges and implications for practice); and strategic management concepts (stakeholder theory, internal‐external factor evaluation).Supplementary materialsTeaching notes.
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Firstov, V. E. "The Social-Metric and Informational Aspects of Clusterization of Trained Contingent at Organization and Optimization of Group Cooperation in Education Process in the School and IHE." Izvestiya of Saratov University. Philosophy. Psychology. Pedagogy 14, no. 1 (2014): 110–18. http://dx.doi.org/10.18500/1819-7671-2014-14-1-110-118.
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The aim of this work is to define informational criteria of optimization of group cooperation in training process with the help of clusterization of training contingent. The finding management criteria of clusterization procedure is built on the principle of entropy minimization and is realized according to two informational chanals. Firstly, an the results of the subject testing of the training contingent. Secondly, on the sociometrical data with the help of measurement of matrix`s sympathy of the training contingent. It is shown, that in double management, the analysis of coziametria provides the wideness 0f possibilities for optimization of group cooperation and effective realization of didactic principles in the training process at schools as well as in the institutions. It provies the index of academic success of the training contingent.
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Semenets-Orlova, Inna Andriivna. "TENDENCIES IN REFORMING THE EDUCATIONAL SYSTEM OF MODERN UKRAINE: NATIONAL AND REGIONAL ASPECTS." UKRAINIAN ASSEMBLY OF DOCTORS OF SCIENCES IN PUBLIC ADMINISTRATION 1, no. 12 (February 14, 2018): 191–200. http://dx.doi.org/10.31618/vadnd.v1i12.91.
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The author has analyzed the problem aspects of public administration of educational change in modern Ukraine. Special frameworks of public administration of educational change in an information society have been determined. The author has analyzed the categories of the implementation process of educational change. The author has explored the key features of external environment of such activity, formed by regulatory acts for settling relations in a particular area. The author has highlighted a set of contradictions of public management of educational change and recommendations for state agencies regarding the organization of an effective process of implementation of educational change as a social and political process with an emphasis on peculiar properties of the educational change.It is determined that the updated legal and regulatory framework of the educational sector, at the same time, extends the scope of professional freedom of teaching and, hence, sets high requirements for the professionalism of teachers. The change in the focus of educational activity by innovations is declared in terms of practice, interactivity and functionality. The teacher will now create educational and training programs tailored to the needs of students and local communities, will create an open learning environment, taking into account the potential of the school and involving the partners in the educational process. However, it has been proved that the methods of active and problem-searching approach defined in the updated normative provision of education in Ukraine require appropriate conditions for the educational process. An active student becomes an active citizen; school, school environment and class become a micro-society. Like the society itself, the school environment is not devoid of conflicts or problem situations. It is in these conditions that students have the opportunity to learn to consciously identify their own interests and gain experience in civic activity.
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Romero-Pérez, Clara, and Encarnación Sánchez-Lissen. "Scientific Narratives in the Study of Student Time Management: A Critical Review." International and Multidisciplinary Journal of Social Sciences 11, no. 2 (July 30, 2022): 60–86. http://dx.doi.org/10.17583/rimcis.10322.
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Effective time management plays a major role in the performance society, and not only psychological, but also socio-cultural and pedagogical factors are involved in students' effective organization of time. Mainstream scientific discourse has argued that effective learning depends to a large extent on students' organizational skills. However, researchers have paid scant attention to the socio-cultural and pedagogical aspects that are involved in the development of these skills. The purpose of this article is to critically analyze the dominant scientific narratives on the study of the effective use of time by students. To this end, this study was designed based on a critical review of the literature from 1990 to 2021. The Web of Science and Scopus databases were consulted. A total of 51 papers met the inclusion criteria. The results suggest that learning to organize and optimize academic time is important for social coordination, well-being and achievement of students' academic and life goals. However, the acceleration of instructional time has a major emotional impact on the school population. The conclusion is the need to investigate the subjective and collective experiences of students on the emotional impact that speed, work overload and multitasking have on their academic and personal lives.
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Gamsjäger, Manuela, and Roman Langer. "Democracy learning as failing template for establishing student participation for school improvement: A participatory case study within a secondary school." Research in Education 103, no. 1 (May 2019): 68–84. http://dx.doi.org/10.1177/0034523719845011.
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Participation of students is defined as a conditional factor for the acquisition of democracy learning and is increasingly taken into account in Austrian schools. Nevertheless, in contrast to other countries, little research has been conducted in Austria about if or how democracy learning provides a template for the social practice of student participation within school improvements. The current qualitative case study sought to investigate, explanatively from the perspective of school actors, how a secondary school tries to implement a self-imposed demand for more student participation in school improvement by using aspects of democracy learning as template. Qualitative guideline-based interviews using a participative research method were conducted and the data were analysed by means of content-structuring qualitative content analysis. A total of 33 school actors (students, teachers, parents) participated. The two central findings emerged due to marginal rights and a limited understanding of student participation based on democracy learning. First, despite the demand for greater participation in school improvement, students remain dependent on individual actors and can only assert their interests within school objectives and not against the interests of the teachers or the school management. Second, participation within the framework of school development promotes not so much the strengthening of pupils as subjects as the strengthening of the identity of the school’s organization. The individual case study is thus a hypothesis-generating example of how the depoliticized participation rhetoric of imparting democratic competencies leaves the claim to equal consideration of students’ perspectives unfulfilled and ultimately prevents the redistribution of rights of disposal.
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Nazarevich, Victoria. "ORGANIZATION OF COMMUNICATION SYSTEM IN THE EDUCATIONAL ENVIRONMENT WITH SIGNS OF OSTRACISM." Science and Education 2021, no. 4 (January 2022): 17–23. http://dx.doi.org/10.24195/2414-4665-2021-4-2.
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The article examines the system of organizational principles of communication in the educational environment with manifestations of ostracism and the influence of ostracizing tendencies in school groups on the academic and social development of students and the professional achievements of teachers. The peculiarities of the communication system formation in educational institutions are analyzed. It is determined that the administration of the educational institution and the teaching staff acts as a catalyst both in the formation of cooperative relations and in the implementation of educational work of the school unit. The aim of the study was to carry out a theoretical analysis of organizational aspects of communication systems in the educational environment with signs of ostracism. The structure of conditions for ecological communication in the educational system was formed: participants feel safe, the presence of an atmosphere without grading during the educational process, a sense of warmth, active interest in students, the compassion of adults, no corporal punishment in case of violation of rule or other unacceptable behaviour. Such general scientific theoretical methods of information study as analysis, synthesis, abstraction, generalization, induction, deduction, explanation and classification were used to achieve the aim of the study. Risk factors that affect the success of interpersonal interaction are revealed: a number of external factors, such as natural phenomena or social events (conflict, change of collective, disturbance of the structure of educational space - change of leader), or internal factors, such as the behaviour of teachers and staff, number of students, group composition, entry of new persons into an already formed group, an accident in the group, etc. The classification of Marshall factors that affect communication during the learning space is included: the number and quality of interactions between adults and students; learning environment, including buildings, classrooms, available materials, as well as the perception of this space by teachers and students; student's success; the presence of an atmosphere of equality between all subjects of educational activity. The role of the management personnel in the process of creating an ecological educational space is indicated, because the communication skills of the administration of the institution largely determine the effectiveness of the educational space and the achievement of goals. The characterological features of the administration are reflected, which are a manifestation of a high level of emotional intelligence, as a consequence of possibility of building an effective system of communicative ties: self-awareness, empathy, social responsibility, focus on reality, sociability, control of impulses.
Dissertations / Theses on the topic "School management and organization Social aspects Victoria"
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Chow, Wai-yee, and 鄒慧儀. "How do school leaders shape school culture?: a multi-dimensional perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35344222.
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Ntoatsabone, Maleshoane Jeanette. "How school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2010. http://hdl.handle.net/11462/169.
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Thesis (M. Ed.(Educational Psychology)) - Central University of technology, Free State, 2010The purpose of this study was to: * Investigate how school management understands and responds to the impact of HIV and AIDS on educators at Botshabelo primary schools. * Formulate recommendations, based on the findings of the study, for the design of programmes to develop school principals and heads of department so that they can proactively deal with HIV and AIDS. The method of research consists of an investigation in which a sample of thirty (30) primary schools at Botshabelo in the Free State Province was used. Questionnaires were distributed among the principals and heads of department. Descriptive statistics were used to describe the experiences and perceptions of the principals and heads of department towards understanding and responding to the impact of HIV and AIDS on educators. The empirical research was undertaken so as to gather information that could provide answers to the following research questions: * What is the impact and effect of HIV and AIDS on educators? * How can educators be assisted to cope with the impact that HIV and AIDS may have on their lives? * What impact do HIV and AIDS infected educators have on school management? The literature study showed that HIV and AIDS impact on education in various ways. It also indicated that the pandemic has a psychological-social impact on educators. Questionnaires revealed that most educators lose interest in their career. The study also revealed that HIV and AIDS education has not been extensively covered and standardised at the primary schools in Botshabelo. The findings derived from questionnaires provided several implications for planning, teaching and implementation of HIV and AIDS awareness programmes. Although the majority of the principals and heads of department believed that it is necessary to implement the HIV and AIDS policies in their schools, the results revealed that some are neglecting the implementation of HIV and AIDS policies. Lastly, the specific HIV and AIDS programmes should be co-ordinated by the Free State Department of Education in order to ensure that the support programmes achieve what they are intended to achieve. Principals and heads of department should be encouraged to take the lead in the fight against the impact of HIV and AIDS on education.
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Rowland, Elizabeth Fraser. "Teacher Study Groups: A Case Study." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc277909/.
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The purpose of this qualitative study was to describe the operation and impact of teacher study groups at one school site throughout a school year. The study was exploratory in nature. The research questions focused on the major factors in the school's external and internal context that impacted the study groups, the typical behaviors and interactions of the study group participants, and the impact of the study groups on the participants, the curriculum, and instruction.
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Wong, Mei Ling Emily. "Insights into the social ecology of information and communication technology (ICT) implementation in schools a quantitative approach /." online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3251841.
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Manyuchi, Raymond Freddy. "The role of civil society organisations/non-governmental organisations (CSOs/NGOs) in building human capability : the case of Africa Community Publishing Development Trust (Zimbabwe)." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20086.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The study represents an analysis of the role of civil society organisations/non‐governmental organisations (CSOs/NGOs) in building human capabilities through knowledge construction. It assesses the effectiveness of community publishing in building human capabilities under challenges they face in the environment they are operating in. The complex environment CSOs/NGOs are operating in is dealt with. It will be demonstrated that CSOs/NGOs give marginalised communities, especially women, children and the disabled, a platform where they can organise themselves and give them an opportunity to influence policy and development of their community. Community development has many interpretations. This study focuses on communities as central agents responsible for their own development. When communities participate in their own development, they are engaging in an educational process which is both formal and informal in nature. The education process helps them to understand their situations better. This type of education called ‘popular education’, is based on the belief that people involved in the process have important knowledge that they have acquired from their experiences in life and the education they receive mainly consists of dialogue between different knowledge sets that they possess. In the process, when people participate actively in the development of their communities, a sense of ownership is developed. For the purpose of designing the study, observation of the direct involvement of staff from local government, Africa Community Publishing Development Trust and partner organisations as well as working with communities from Shamva, Umzingwane and Buhera provided the basis. It is noted that party politics affects the development of a CSO/NGO sector that is capable of building human capabilities. It is, therefore, clear that government should create an enabling environment that is free from violence and rule of law should be respected as this helps CSOs/ NGOs to implement capability building programmes conducive for all communities to participate in the development of their areas.
AFRIKAANSE OPSOMMING: Die studie ontleed die rol van burgerlike organisasies/nie‐regeringsorganisasies (BOs/NRO's) in die bou van menslike vermoëns deur middel van kennis konstruksie. Die studie beoordeel die effektiwiteit van die gemeenskap uitgewery in die bou van die menslike vermoëns en die uitdagings wat hulle in die gesig staar in die omgewing waar hulle hul bevind. Die komplekse omgewing waarin BOs / NRO’s hul bevind word inmiddels behandel. BOs/NRO's gee gemarginaliseerde gemeenskappe veral vroue, kinders en gestremdes 'n platform waar hulle hul self kan organiseer en gee hulle ' n geleentheid om beleid te beïnvloed en hul gemeenskap te ontwikkel. Ontwikkeling van die gemeenskap het baie interpretasies. Die studie fokus op die gemeenskappe as sentrale agente wat verantwoordelik is vir hul eie ontwikkeling. Wanneer gemeenskappe betrokke is in hul eie ontwikkelings proses, neem hulled deel aan ’ n opvoedkundige proses wat van nature beide formeel en informeel is. Die opvoedkundige proses help hulle om hul situasies beter te verstaan. Hierdie tipe van Onderwys genaamd "gewilde onderwys", is gebaseer op die oortuiging dat mense wat betrokke is in ‘n proses belangrike kennis besit as gevolg van persoonlike lewenservaringe, die opvoeding wat hulle ontvang bestaan hoofsaaklik uit dialoog tussen die verskillende kennis stel dat hulle besit. Wanneer mense aktief deelneem in die ontwikkeling van hul gemeenskappe, word 'n gevoel van eienaarskap ontwikkel. In terme van die ontwikkeling van die studie het die direkte betrokkenheid van die personeel van plaaslike regering, ACPDT en vennoot organisasies asook die werk met die gemeenskappe van Shamva, Umzingwane en Buhera die basis gevorm van die studie. Politieke partye beinvloed die ontwikkeling van die BO/NRO‐sektor en dit stel hulle in staat om menslike vermoëns op te bou. Die regering moet 'n instaatstellende omgewing skep wat vry is van geweld en waar die oppergesag van die reg gerespekteer word. Dit sal BO’s/NRO's help om vermoëns bouende programme te implementeer wat gemeenskappe die geleentheid sal gee om deel te hê aan die ontwikkeling van hul gemeenskap.
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Koert, Leon Anthonio Sameul. "Die bestuur van die skool as 'n leergemeenskap." Thesis, 2014. http://hdl.handle.net/10210/10316.
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M.Ed. (Education Management)Traditionally it has been accepted that if schools need to be improved, it has to be done within the metaphor of schools being organizations. The general belief was that within this framework schools can realize the full potential of the youth. History and reality has revealed to educational leaders and reseachers that schools have not really served the real purpose they were created for. This revelation entails that schools don't only fail to ensure optimal learning opportunities and facilities to all participants; they also fail to ensure a safe and natural environment. The support for this argument can be derived from the fact that during the last two to three decades education, and therefore educational management, has gone through numerous phases of change, restructuring and renewal. The fact of the matter is that mankind is not satisfied with the contribution that education and educational management has made to ensure the prosperous survival of humanity in an always changing world. This has become a tremendous headache for educational leaders. As if this is not enough, the number of interested parties in the provision and management of education is always increasing. The vociferous demands of these people with regard to educational matters is obviously something that educational managers must always bear in mind. The problems of educational leaders and managers are definitely not made easier by the fact that sUbordinates, especially teachers, are increasingly showing dissatisfaction with the manner in which teaching is being managed and supervised. Teachers are mostly heavily aggrieved by the fact that their true status as professionals and their sense of responsibilty as professional educators are undermined by current and prevailing bureaucratical supervisional practices and processes.
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Katis, Jenny. "The Dynamics of Ethnic Entrepreneurship: Vietnamese Small Business in Victoria." Thesis, 2017. https://vuir.vu.edu.au/32618/.
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Small businesses represent by far the largest proportion of business entities within Australian business, and as such represent a vital component of the country’s economic structure (ABS, 2016). There has been a significant increase in the Australian population due to immigration from a range of countries. In fact, Australia is now very diverse, with migrants arriving from more than 200 countries across the world. There are approximately 5.3% of all small businesses that are run by Vietnamese entrepreneurs in Australia (ABS, 2016). It is clear from this figure that Vietnamese small businesses make up a significant proportion of this sector in Australia. This thesis examines the dynamics of Vietnamese migrants in small business in Victoria. The consideration of environmental and personal factors in understanding Vietnamese migrant business start-ups, survival and Ethnic Entrepreneurship theories has been the focus of discussion for this study. Firstly, there is a general consensus of what contributing environmental and personal factors influence the Vietnamese migrant in business start-up. Secondly, the thesis looks at how these factors are associated with the Ethnic Entrepreneurship theories identified in the literature. Lastly, the work identifies what factors have contributed to the Vietnamese migrant in sustaining their small business.
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"A study of the impacts of external environment on school organizational health." 2001. http://library.cuhk.edu.hk/record=b6073352.
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Leung Tsan-wing.Thesis (Ed.D.)--Chinese University of Hong Kong, 2001.
Includes bibliographical references.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts in English and Chinese.
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Visser, Elsie Cecilia. "Situasionele leierskap : 'n bestuurstaak vir die departementshoof." Thesis, 2014. http://hdl.handle.net/10210/10311.
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M.Ed. (Educational Management)Situational leadership can be very effective in schools if applied correctly. It is therefore essential for the head of department to know exactly what situational leadership is all about. Situational leadership is defined by the Hersey and Blanchard as follows: Situational leadership is based on an interplay among: the amount of guidance and direction (task behaviour) a leader gives, the amount of socio-emotional support (relationship behaviour) a leader provides, and the readiness level displayed by the followers in performing a specific task, function or objective. There is unfortunately no one best way to influence teachers. It is of the utmost importance that the head of department must have the ability to diagnose and interpret the situation correctly in order to adapt his style accordingly. The leadership style of the head of department will therefore match the maturity level of the teachers. The ultimate goal will be the effective changing of leadership style from telling to selling to participating and eventually to delegating. The teachers will then be able to function independent and autonomous. The influence of various management models and-theories will also be dealt with in this research. The model of Hersey and Blanchard most probably originated from the model of Tannenbaum and Schmidt. Situational leadership is accepted worldwide as effective and functional if applied correctly. The correct application will thus result in effective teaching and positive results in that specific department. It is therefore an indisputable fact that situational leadership has a positive influence on teaching and educating if applied efficiently.
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Bennett, Magdalena. "Three Essays on Causal Inference for Observational Studies." Thesis, 2020. https://doi.org/10.7916/d8-7epe-kt10.
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The generation of robust causal evidence is of paramount importance for informing policy and assessing the effect of different interventions in the educational setting. The objective of this thesis is to design and apply new methods for causal inference, particularly in observational studies, to answer pressing educational questions and provide evidence of the effect of specific events and policies.
This thesis consists of three papers that use different identification strategies, such as a natural experiment, a regression discontinuity design, and a difference-in-differences approach, in combination with matching techniques, to identify the effect that specific educational interventions and a natural disaster had on students' and schools' outcomes in Chile.
In the first paper, Vielma, Zubizarreta, and I present a new way of matching in observational studies that is able to (i) balance covariates directly with multiple-valued treatments, (ii) build self-weighted matched samples that are representative of a target population, and (iii) handle matching problems in large datasets in a fast and efficient way. The key insights of this new approach to matching are balancing the treatment groups relative to a target population and positing a linear-sized mixed integer formulation of the matching problem. We illustrate this method using both a simulation study and a case study. In the observational study, we estimate the effect that different intensities of the 2010 Chilean earthquake had on senior high school students' educational outcomes. We find that while increasing levels of exposure to the earthquake had a negative impact on school attendance, it had no effect on college admission test scores.
In my second paper, I tackle the issue of generalization in a regression discontinuity design. Regression discontinuity designs are a commonly used approach for causal inference in observational studies. Under mild continuity assumptions, the method provides a robust estimate of the average treatment effect for observations directly at the threshold of assignment. However, it has limited external validity for populations away from the cutoff. This paper proposes a strategy to overcome this limitation by identifying a wider interval around the cutoff for estimation using a Generalization of a Regression Discontinuity Design (GRD). In this interval, predictive covariates are used to explain away the relationship between the assignment score and the outcome of interest for the pre-intervention period. Under the partially-testable assumption of conditional time-invariance in absence of the treatment, the generalization bandwidth can be applied to the post-intervention period, allowing for the estimation of average treatment effects for populations away from the cutoff. To illustrate this method, GRD is applied in the context of free higher education in Chile to estimate effects for vulnerable students. I find evidence that students at the margin of eligibility were positively affected by the policy, increasing both application and enrollment rates to university. In terms of a generalized effect, evidence is also consistent with an increasing effect as we get away from the cutoff.
Finally, the third paper in this thesis addresses the question of unintended consequences in school segregation due to the introduction of a targeted voucher scheme. I use a difference-in-difference approach, in combination with matching on time-stable covariates, to estimate the effect that the 2008 Chilean voucher policy had on both average students' household income and academic performance at the school level. Results show that even though the policy had a positive effect on schools' standardized test scores, closing the gap between schools that subscribed to the policy compared to those that did not, there was also an increase in the differences between socioeconomic characteristics at the school level, such as average household income.
Books on the topic "School management and organization Social aspects Victoria"
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School organisation: A sociological perspective. London: Croom Helm, 1988.
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Teachers' workplace: The social organization of schools. New York: Longman, 1989.
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Teacher's workplace: The social organization of schools. New York: Teachers College Press, 1991.
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Greenfield, Thomas Barr. Greenfield on educational administration: Towards a humane science. London: Routledge, 1993.
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Charting school change: Improving the odds for successful school reform. Thousand Oaks, Calif: Corwin Press, 1998.
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The ethics of educational management: Personal, social, and political perspectives on school organization. London: Cassell, 1992.
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Hora, Dinair Leal da. Gestão democrática na escola: Artes e ofícios da participação coletiva. Campinas: Papirus Editora, 1994.
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Cultura organizacional escolar: Representações dos professores numa escola portuguesa. Oeiras [Portugal]: Celta, 1997.
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Castro, Fanny Alcira Gaviria. Administración escolar y cultura del conflicto. Santiago de Cali: Fundación FES, 1996.
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Peter, Blatchford, and Sharp Sonia 1961-, eds. Breaktime and the school: Understanding and changing playground behaviour. London: Routledge, 1994.
Find full textBook chapters on the topic "School management and organization Social aspects Victoria"
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Voloshyna, Oksana. "FORMATION OF INFORMATION AND COMMUNICATIVE COMPETENCE OF FUTURE AGRARIAN SPECIALISTS IN HIGHER EDUCATION INSTITUTIONS." In Theoretical and practical aspects of the development of modern scientific research. Publishing House “Baltija Publishing”, 2022. http://dx.doi.org/10.30525/978-9934-26-195-4-25.
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Nowadays, Ukraine’s education system is experiencing global changes that require innovative approaches to the management of educational institutions. In addition, modern requirements for the management of educational institutions, the quality of the education system require a high level of professionalism from all participants of the educational process, especially future specialists. Current social processes taking place in our country have caused an urgent need to increase the level of information and communication competence of future specialists in agriculture, education and pedagogy, who will be able to perform their duties productively in unpredictable conditions, especially under quarantine restrictions caused by the COVID-19 pandemic. Application of modern computer technologies is one of the compulsory prerequisites for the use of information and communication competencies of future agrarian specialists in educational institutions. Educational interaction in blended learning can be implemented on the basis of Learning Management Systems (LMS) and Internet technologies. Their advantages include the focus on collaborative learning technologies, wide opportunities for communication (exchange of messages, chats, comments, etc.), exchange of files of various formats, etc. However, they have some drawbacks: teachers are often forced to work with a specific interface within a certain logic of the environment; creation of educational components of the educational environment is available mainly to the teacher, which sometimes complicates joint work of the subjects of the learning process, i.e. there is no communication with the network community; operational load on the school server and problems with system administration. The reasons for the introduction of cloud technology into education in the process of formation of information and communication competence of future agrarian specialists are as follows: significant financial investments in the purchase and maintenance of equipment and software products; rather difficult adaptation of finished software products to the teaching process, and, as a consequence, only fragmentary use; the need to develop the information environment of educational institutions. The main benefits of common cloud storage in the formation of information and communication competence of future agrarian specialists are as follows: file exchange can be carried out in different directions: student – student, university – student, teacher – student; virtually no training is required to work with cloud storage; it supports different types of files that can be published on the Internet; it is possible to work with several files and folders at the same time; data on the local computer is automatically updated when you update the Internet; when multiple users work at the same time, the file update applies to all users. Therefore, information and communication competence is the ability and willingness to effectively use information and communication technologies within professional activities. Information and communication competence of the employee of the educational institution can be defined as the conscious, purposeful and effective use of knowledge, skills and labor actions in the field of computer science in the framework of one’s professional activity, namely educational activities. Analysis of the required knowledge, skills and labor actions of employees of the educational institution has allowed us to identify the basic information and communication competencies for the management level: construction of information space at the educational institution, organization of communication channels and ways to protect information; ensuring openness and accessibility for all participants of the normative-legal sphere of management of educational institution; analysis, formation and presentation of information about the activities of the educational institution, its property status, income and expenses; creation and updating of databases of all participants of educational relations at the educational institution; creation and provision of a system for monitoring the quality of the educational process, educational achievements of students, activities of the educational institution; possession of skills of work with electronic sources of normative-legal maintenance and systematization of normative-legal base of management of educational institution; design, compilation and processing of documentation using appropriate software.