Relevant bibliographies by topics / School performance

Academic literature on the topic 'School performance'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 May 2024

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Journal articles on the topic "School performance"

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Pistilli, José Carlos Teixeira, and Tamara Tania Cohen Egler. "SCHOOLS, DISCRIMINATION AND SCHOOL PERFORMANCE." International Journal of Human Sciences Research 3, no. 26 (August 2, 2023): 2–10. http://dx.doi.org/10.22533/at.ed.5583262301089.

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Chavan, Vishwajeet Manohar, and Girish Manohar Chavan. "School health performance score: a comparative study between rural and urban school performance." International Journal Of Community Medicine And Public Health 5, no. 6 (May 22, 2018): 2421. http://dx.doi.org/10.18203/2394-6040.ijcmph20182170.

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Background: Safe, secure and healthy environment for children to learn better and face the challenges of future life can be achieved by school sanitation and hygiene education. The objective of the study was to study School health performance score and compare between rural and urban school performance.Methods: A cross sectional study was carried out. It included randomly selected 46 rural schools and 11 urban schools. Both the school was compared in terms of school health services parameters.Results: In our study, 33854 students in total were enrolled from 46 rural schools as compared 9904 students from 11 urban schools. Mean number of students per school was noted to be 735.95±303.72 in rural schools and 900.36±172.83 students in urban schools. From the 46 rural school teachers, 7 teachers had semi-English as their mode of teaching as compared to 39 teachers whose mode of teaching was Marathi; while all the 11 urban school teachers taught their students only in Marathi.Conclusions: It was found that the school performance score overall as well as on individual item studies was significantly better in urban schools than the rural schools.
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Mishra, Badrinarayan. "Relationships of School Performance and Responsibility-sharing with Bully Activities in Indian Schools." Journal of Advanced Research in Medical Science & Technology 08, no. 02 (August 5, 2021): 7–11. http://dx.doi.org/10.24321/2394.6539.202105.

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Background: The coexistence of schools and school bullying are time contextual. Though its components are explored to different lengths at different geography the relationship with school performance and responsibility-sharing for Indian subcontinents are far and few. Aim and Objectives: The study took cognizance of this knowledge gap and tried to explore the existence of any relations between academic performance and responsibility-sharing with school bullying. Methods: A cross-sectional study was conducted in 6 randomly selected schools (3 urban and 3 rural) in a district of Madhya Pradesh, India. The participants from the 6th to 10th standard were selected by systematic random sampling and 96 participants per class were enrolled. The tools used were back-translated and pilot tested. They are the Bullying Prevalence Questionnaire (BPQ) and the Rosenberg Self-esteem questionnaire. School performance and responsibility-sharing information were collected from concerned school records. Results: From 480 participants, 48.3% were involved in some form of school bully activities. Students’ academic grade (ꭓ2 - 0.20) and school attendance (ꭓ2 - 0.75) were not associated with school bully behaviors, but their non-cocurricular recognition and lack of responsibility-sharing made them vulnerable to bullying (ꭓ2 and ANOVA p = 0.02 each) and victimized (ANOVA p = 0.03). Participants who shared school responsibilities and received acclaim were prosocial (ANOVA p = 0.00) and immune to bullyism. Conclusion: Schools are places where the pupils are groomed to be responsible and productive. The results established these points.
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Gamala, Javen J., and Eliseo P. Marpa. "School Environment and School Heads’ Managerial Skills: Looking into their Relationships to School’s Performance." International Journal on Social and Education Sciences 4, no. 2 (May 26, 2022): 218–35. http://dx.doi.org/10.46328/ijonses.285.

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This study examined the degree of the influence of school environment and school heads managerial skills on school’s performances. Using a correlational method of research, a total of 115 school heads, 1044 teachers, 115 pupils, and 115 parents of public elementary schools in the 6th Congressional District of Negros Occidental, Philippines was chosen as study participants. An expert-validated and standardized questionnaire was used for data collection. Results show that school environment was moderately favorable while the school heads’ managerial skills and schools’ performances were very high. Results further revealed that school heads’ managerial skills and school environment relates to school performance, however, the relationship is not significant. Although results hold that school heads exhibited managerial skills in a favorable school environment, but this does not mean that it has influence on schools performance as reflected in this study. In this regard, the study suggests examining other factors that might influence school performance.
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Lamas, Héctor A. "School Performance." Propósitos y Representaciones 3, no. 1 (2015): 351–86. http://dx.doi.org/10.20511/pyr2015.v3n1.74.

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Malik, Muhammad Irfan, Muhammad Akram, and Abdul Hameed Qamar. "Effect of School Climate on School Performance at Secondary School Level." Global Educational Studies Review VIII, no. I (March 30, 2023): 154–67. http://dx.doi.org/10.31703/gesr.2023(viii-i).14.

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The study aimed to examine effect of school climate on performance of schools. School climate includes measuring quality of the schools on various indicators such as dealing with internal and external dynamics, sustaining and fostering the school climate, high expectation and respects, handling conflicts and crisis, and shared decision making. Performance of schools is described as accomplishment of all short-term and long-term educational goals by the students, schools, and teachers. In district Sahiwal, 740 Secondary school teachers were selected randomly by using multistage sampling technique who evaluated their head teachers’ performance on quality practices of school climate on Head Teacher Effectiveness Questionnaire adopted for this study. For school performance, scores of student achievement were collected from their institutions along with the data on school performance questionnaire that included factors related to the teacher presence, school cleanliness, functioning of the facilities, and student presence. The data were obtained by reports of monthly visits collected through the evaluation teams of the districts authorities. The study explored that head of the institutions developed school climate effectively, and excellent level of schools performance was also found. The study found reasonable relationship between school climate and performance of schools (r=.57), and 32% variance in performance of school could be explained through school climate. The study also added that climate of school might be evaluated by using these quality practices of head teachers.
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Herresthal, Claudia. "Performance-Based Rankings and School Quality." Economic Journal 130, no. 630 (April 9, 2020): 1729–52. http://dx.doi.org/10.1093/ej/ueaa036.

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Abstract I study students’ inferences about school quality from performance-based rankings in a dynamic setting. Schools differ in location and unobserved quality; students differ in location and ability. Short-lived students observe a school ranking as a signal about schools’ relative qualities, but this signal also depends on the abilities of schools’ past intakes. Students apply to schools, trading off expected quality against proximity. Oversubscribed schools select applicants based on an admission rule. In steady-state equilibrium, I find that rankings are more informative if more able applicants are given priority in admissions or if students care less about distance to school.
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Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School Innovativeness as Predictors of School Performance in Malaysian Primary Schools." Journal of ICT In Education 8, no. 2 (August 25, 2021): 93–109. http://dx.doi.org/10.37134/jictie.vol8.2.9.2021.

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This study is an attempt to explore the level of school innovativeness and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire from the sample of 324 teachers from primary schools in Johor, Perak, Pahang and Selangor. Subsequently, the collected data was analysed using descriptive analysis, One-way ANOVA and multiple regression. The result showed that Malaysian schools practiced moderate level of innovativeness as overall. However, National Type Tamil schools practiced higher level of innovativeness in comparison with National schools and National Type Chinese schools based on teacher’s perception. Apart from that, the result also showed that teachers perceived school innovativeness significantly predict the school performance. With the result obtained, this study proposed some recommendations to the ministry, policy makers as well as researchers to improve school performance in Malaysian primary schools.
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Bickel, Robert, and Craig Howley. "The Influence of Scale on School Performance." education policy analysis archives 8 (May 10, 2000): 22. http://dx.doi.org/10.14507/epaa.v8n22.2000.

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In this study, we investigate the joint influence of school and district size on school performance among schools with eighth grades (n=367) and schools with eleventh grades in Georgia (n=298). Schools are the unit of analysis in this study because schools are increasingly the unit on which states fix the responsibility to be accountable. The methodology further develops investigations along the line of evidence suggesting that the influence of size is contingent on socioeconomic status (SES). All previous studies have used a single-level regression model (i.e., schools or districts). This study confronts the issue of cross-level interaction of SES and size (i.e., schools and districts) with a single-equation-relative-effects model to interpret the joint influence of school and district size on school performance (i.e., the dependent variable is a school-level variable). It also tests the equity of school-level outcomes jointly by school and district size. Georgia was chosen for study because previous single-level analysis there had revealed no influence of district size on performance (measured at the district level). Findings from this study show substantial cross-level influences of school and district size at the 8th grade, and weaker influences at the 11th grade. The equity effects, however, are strong at both grade levels and show a distinctive pattern of size interactions. Results are interpreted to draw implications for a "structuralist" view of school and district restructuring, with particular concern for schooling to serve impoverished communities. The authors argue the importance of a notion of "scaling" in the system of schooling, advocating the particular need to create smaller districts as well as smaller schools as a route to both school excellence and equity of school outcomes.
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Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School culture as predictors of primary schools’ performance." Journal of Research, Policy & Practice of Teachers & Teacher Education 13, no. 1 (April 25, 2023): 44–60. http://dx.doi.org/10.37134/jrpptte.vol13.1.4.2023.

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This purpose of this study is to explore the level of school culture and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire. Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn (2006) was used to measure school culture. A total of 324 questionnaires were distributed to 36 primary schools in the state of Selangor, Perak, Johor and Pahang in Peninsular Malaysia. Subsequently, the data was analysed using descriptive analysis and multiple regression. The result shows that teachers in National schools and National Type Tamil schools perceive that the level of school culture in their schools is significantly higher than National Type Chinese schools. In addition, clan culture is perceived as most practiced culture in National and National Type Tamil schools. While, hierarchy culture is perceived as the most practiced culture in National Type Chinese schools. There is a similarity between these schools in terms of culture practice where the adhocracy culture become the least culture practiced in these schools. Apart from that, the result also showed that teachers perceived school culture significantly predict the school performance. Hence, it is noted that emphasis in school culture is vital to have an environment, which supports the school performance in the long run. This study would be very helpful for all the relevant stakeholders to identify primary school culture as well as its contribution towards school performance to take any action for school improvement.
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Dissertations / Theses on the topic "School performance"

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Nobbs, Cameron John Stuart, and n/a. "The Relationship Between School-Based Management, Student Outcomes and School Performance." Griffith University. School of Curriculum, Teaching and Learning, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060914.145845.

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This study focused on the relationship between school-based management, student outcomes and school performance. Its purpose was to identify the conditions that exist in self-managed schools which facilitate improved student outcomes and school performance. In particular, the study investigated three questions: 1. what are the enabling conditions in schools employing school-based management which school staff and parents consider influential in the achievement of improved student outcomes? 2. what explanations do these people give for how these conditions are applied within their schools to achieve success? 3. what judgents do school staff and parents make about the relationship between school-based management, student outcomes and overall school performance? The dissertation commences by describing major challenges and issues facing education over the next decade and by discussing how international and Australian systems of education are responding to these challenges through the implementation of various models of school-based management A review of international literature covering the last fifteen years is then presented to show that the promises and potentials of school-based management espoused by educational authorities have not necessarily led to an automatic improvement in student outcomes and school performance. Various conditions that may enable a school to implement school-based management effectively are suggested.. These conditions, derived from the literature review, are used as the initial prompts to undertake research in fOur Queensland primary schools Qualitative methodologies are used to gather data related to the three questions of the study in these four schools. The data obtained from the fouw case studies are then presented and discussed. The research findings suggest that the relationship between school-based management, student outcomes and school performance are dependent on the existence of severa1 conditions within school-based managed schools. These involve: 1. a comprehensive understanding of the powers available within a school-based management regime; 2. a school's organisational readiness to take on school-based management responsibilities and authonties; 3. the existence of six bases and their enabling conditions: i. an Ideology Base; ii a Relationship Base; iii. a Performance Base; iv. a Pedagogy Base; v. a Management Base; vi. a Governance Base. 4. the capacity of the school to implement school-based management in terms of contextual issues such as the size of the school, workfbrce experience and competency, geographical location and complexity of the campus; 5. the requirement of the controlling authority to delegate key powers and resources such as staffing, facilities management and total school budgeting; 6. a school-based process to manage change and school improvement. It is argued that these conditions maximise the ability of those involved in school-based management to influence improvements in student outcomes and school performance. The dissertation concludes by suggesting five major implications of the study and at least three areas of possible filture research The five major implications are: 1. the development of clear understandings of the scope of the authorities and responsibilities available to school-based managed schools in Queensland; 2. the need to develop methodology to evaluate and identify school organisational readiness to take on school-based management; 3. the development and implementation of a process that will enhance school effectiveness; 4. the development and implementation of a process that can enhance the quality of governance within Education Queensland schools; 5. the development of differentiated school-based management options that broaden the decentralised authorities to schools in consideration of their organisational readiness and capacity to implement school-based management. There are at least three areas of possible future research. The first of these areas involves research to investigate the conditions that exist within schools (to which Education Queensland has assigned the most advanced devolution of authority) that are not successful in improving student outcomes and school performance.. The second area of further research involves an evaluation of the effect that the current school council governance model has on the improvement of student outcomes and school performance.. The third area of future research involves the investigation of the possibilities of enhancing existing school-based management responsibilities and authorities in Education Queensland schools. In summary, this study suggests that school-based management has been used by educational authorities in Australia and overseas as a possible means to improve student outcomes and school performance. The fmdings suggest that for school-based management to achieve what it was set out to achieve, schools need to work an a number of enabling conditions. The most important of these include: an understanding of the school's core purpos~, a school-wide commitment to high teaching expectations, an understanding of the roles and responsibilities of staff, a principal who has a strong commitment to students, a principal who has high hopes, aspirations and expectations for the school, a strong fOcus on literacy, especially reading, effective behaviour management programmes, systems that identify and target student's needs, highly professional staff and school staffing that responds to the complexity of the school. These fmdings are consistent with the argument that there is no automatic causal link between the implementation of school-based management and improved student outcomes and school performance.. It is only when particular enabling conditions exist or are developing within a school, that effective school-based management can take root and support a range of school-based initiatives focused on the improvement of student and school performance When this is the case, school-based management may influence a school's ability to improve student outcomes and school performance.
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Nobbs, Cameron John Stuart. "The Relationship Between School-Based Management, Student Outcomes and School Performance." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366280.

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This study focused on the relationship between school-based management, student outcomes and school performance. Its purpose was to identify the conditions that exist in self-managed schools which facilitate improved student outcomes and school performance. In particular, the study investigated three questions: 1. what are the enabling conditions in schools employing school-based management which school staff and parents consider influential in the achievement of improved student outcomes? 2. what explanations do these people give for how these conditions are applied within their schools to achieve success? 3. what judgents do school staff and parents make about the relationship between school-based management, student outcomes and overall school performance? The dissertation commences by describing major challenges and issues facing education over the next decade and by discussing how international and Australian systems of education are responding to these challenges through the implementation of various models of school-based management A review of international literature covering the last fifteen years is then presented to show that the promises and potentials of school-based management espoused by educational authorities have not necessarily led to an automatic improvement in student outcomes and school performance. Various conditions that may enable a school to implement school-based management effectively are suggested.. These conditions, derived from the literature review, are used as the initial prompts to undertake research in fOur Queensland primary schools Qualitative methodologies are used to gather data related to the three questions of the study in these four schools. The data obtained from the fouw case studies are then presented and discussed. The research findings suggest that the relationship between school-based management, student outcomes and school performance are dependent on the existence of severa1 conditions within school-based managed schools. These involve: 1. a comprehensive understanding of the powers available within a school-based management regime; 2. a school's organisational readiness to take on school-based management responsibilities and authonties; 3. the existence of six bases and their enabling conditions: i. an Ideology Base; ii a Relationship Base; iii. a Performance Base; iv. a Pedagogy Base; v. a Management Base; vi. a Governance Base. 4. the capacity of the school to implement school-based management in terms of contextual issues such as the size of the school, workfbrce experience and competency, geographical location and complexity of the campus; 5. the requirement of the controlling authority to delegate key powers and resources such as staffing, facilities management and total school budgeting; 6. a school-based process to manage change and school improvement. It is argued that these conditions maximise the ability of those involved in school-based management to influence improvements in student outcomes and school performance. The dissertation concludes by suggesting five major implications of the study and at least three areas of possible filture research The five major implications are: 1. the development of clear understandings of the scope of the authorities and responsibilities available to school-based managed schools in Queensland; 2. the need to develop methodology to evaluate and identify school organisational readiness to take on school-based management; 3. the development and implementation of a process that will enhance school effectiveness; 4. the development and implementation of a process that can enhance the quality of governance within Education Queensland schools; 5. the development of differentiated school-based management options that broaden the decentralised authorities to schools in consideration of their organisational readiness and capacity to implement school-based management. There are at least three areas of possible future research. The first of these areas involves research to investigate the conditions that exist within schools (to which Education Queensland has assigned the most advanced devolution of authority) that are not successful in improving student outcomes and school performance.. The second area of further research involves an evaluation of the effect that the current school council governance model has on the improvement of student outcomes and school performance.. The third area of future research involves the investigation of the possibilities of enhancing existing school-based management responsibilities and authorities in Education Queensland schools. In summary, this study suggests that school-based management has been used by educational authorities in Australia and overseas as a possible means to improve student outcomes and school performance. The fmdings suggest that for school-based management to achieve what it was set out to achieve, schools need to work an a number of enabling conditions. The most important of these include: an understanding of the school's core purpos~, a school-wide commitment to high teaching expectations, an understanding of the roles and responsibilities of staff, a principal who has a strong commitment to students, a principal who has high hopes, aspirations and expectations for the school, a strong fOcus on literacy, especially reading, effective behaviour management programmes, systems that identify and target student's needs, highly professional staff and school staffing that responds to the complexity of the school. These fmdings are consistent with the argument that there is no automatic causal link between the implementation of school-based management and improved student outcomes and school performance.. It is only when particular enabling conditions exist or are developing within a school, that effective school-based management can take root and support a range of school-based initiatives focused on the improvement of student and school performance When this is the case, school-based management may influence a school's ability to improve student outcomes and school performance.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
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Brown, J. F. "School bonding and attainment in a grammar school." Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368460.

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Kinder, Keenan D. "Paying for Performance| Public School Property Taxes and Public-School District Performance in Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806297.

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An increase in the property tax rate of a school district creates an increase in local revenues for the district (Missouri Department of Elementary and Secondary Education. [MODESE], 2017). The overarching question becomes: Do increases in the local tax levy compare to improved student performance? The purpose of this quantitative study was to examine the difference between property tax rates of Missouri public school districts to student performance as viewed through the lens of benefit tax theory (Duff, 2004). Secondary data were obtained via the MODESE which included property tax rates and information from the Annual Performance Reports for public school districts for academic years 2014–2015, 2015–2016, and 2016–2017. The categories examined from the Annual Performance Reports were: academic achievement, subgroup achievement, career and college, attendance, and graduation. Public schools with higher tax rates were found to have the best attendance rates and the highest graduation rates. Overall, public school districts with higher tax rates realized higher Annual Performance Report scores.

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Atkins, Lois Major. "Organization Features and School Performance." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27796.

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The purpose of this study was to determine the odds of school organization features predicting schools meeting district or state performance goals. The school organization features were organizational complexity, shared decision making, and leadership behavior. The dependent variable was school performance, operationally defined as a principalâ s yes response or no response to the question, â did your school meet district or state performance goals.â The independent variables representing organizational complexity were school size, diversity of role, span of control. The independent variables representing shared decision making were curriculum influence, policy influence, and professional development influence. The leadership behavior feature was a composite variable. The percent of school lunch was the covariate, as determined by the percentage of students receiving free lunch and reduced price lunch. The sample for this study was taken from the 1999-2000 Schools and Staffing Surveys (SASS) Public-Use Data (NCES: 2004-372) collected by the National Center for Education Statistics (NCES). The sample consisted of 5,312 public schools and 5,312 public school principals. Data from the SASS Public School Questionnaire and the SASS Public School Principal Questionnaire were used for the data analysis. The methods of data analysis consisted of the identification of indicator variables from SASS, the development of scales, and the fitting of a parsimonious logistic regression model. A principal components analysis was used to extract patterns of association among the indicator variables, shared decision making and leadership behavior. The logistic regression analysis revealed that the best model for predicting the odds of whether schools would meet district or state performance goals consisted of the variables curriculum influence, policy influence, professional development influence, size, diversity of role, span of control, and the covariate, percent of free lunch. The significant variables were curriculum influence, policy influence, professional development influence, and span of control. The odds of school organization features predicting whether schools would meet performance goals was estimated to be .7243, which was less than one or less than chance. There were several limitations of this study that need to be considered when interpreting the results.
Ed. D.
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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.

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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.
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MESQUITA, SILVANA SOARES DE ARAUJO. "INTRA-SCHOOL FACTORS AND SCHOOL PERFORMANCE: WHAT MAKES THE DIFFERENCE?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14621@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Este trabalho é parte integrante de uma dissertação de mestrado em Educação Brasileira e tem como objeto de estudo a análise dos fatores intraescolares e suas influências sobre o desempenho dos alunos. A investigação foi desenvolvida em uma escola pública do Rio de Janeiro que apresentou melhorias nos resultados escolares, a partir dos dados do IDEB (índice de desenvolvimento da Educação Básica), entre os anos de 2005 e 2007. Visando integrar os dados quantitativos, trazidos pelas estatísticas das avaliações externas (Prova Brasil), com os dados qualitativos do cotidiano da escola, se adotou como metodologia a abordagem etnográfica. O pesquisador permaneceu imerso no campo por seis meses reunindo os dados, através da observação participante, entrevistas com os diretores, coordenadores, funcionários e professores, além de desenvolver atividades nas salas de aulas com os alunos e analisar os documentos da escola. Adotou-se como referencial teórico os estudos da sociologia dos estabelecimentos escolares, a partir de Rui Canário e João Barroso, além das pesquisas sobre escolas eficazes no Brasil, Estados Unidos e Inglaterra. As análises evidenciam a predominância do efeito-institucional sobre os resultados escolares, caracterizado pela interdependência dos fatores intraescolares. No entanto, há forte influência da gestão e dos aspectos organizacionais na definição do clima escolar e, consequentemente, no bom desempenho dos alunos. Sugere-se que as políticas educacionais invistam na descentralização dos recursos, na construção da autonomia das escolas, tanto pedagógica quanto administrativa, na formação centrada na prática para os professores, na profissionalização da gestão e nas boas condições ecológicas das escolas.
This paper is part of a master’s essay on Brazilian Education and has as its focus the analysis of intra-school factors and their influence on students’ development. The study was carried out in a public school in Rio de Janeiro which presented improvement on school results, based on IDEB’s data (Elementary to High School levels development rate ), between 2005 and 2007. Aiming to integrate, quantitative data brought by external evaluation statistics of school’s daily routine, an ethnographic approach was applied as its methodology. The researcher remained completed involved in work field for six months, collecting data through observation, interviewing directors, coordinators, teachers and staff, performing activities with students in the classroom and analyzing school papers. Studies of sociology of schools by Rui Canário and João Barroso and also researches on effective schools in Brazil, the United States and England were all used as a theoretical background. Analyses show the predominance of institution effect on school results characterized by the interdependence of intraschool factors. However, there is a strong influence of the management and organizational aspect on school atmosphere’s definition and, consequently, on students performance. It is suggested that educational policy invest in resources’ decentralization, in constructing schools’ pedagogical and administrative autonomy, in training focused on teacher’s practice, in professionalizing management and in school’s good ecological conditions.
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Mwaba, Sidney Office Chiluba. "Paternal behaviours and children's school performance." Thesis, University of Strathclyde, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362089.

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Wan, Blanc Chun Pong. "Contemporary Russian piano school : pedagogy and performance." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/contemporary-russian-piano-school(4f66a698-3d93-472c-9e80-6c0a1670fce5).html.

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This research identifies primarily the characteristics of modern Russian pianism. In the process of exploring performance practice, this study throws light on the inter-locking relationship between pedagogy and performance. Further, it will take the opportunity to expand on the ‘Russian Piano School’ ideology and to examine how this ideology has affected the interpretation of Russian pianists. This thesis uses written documentary sources, observations, interviews as well as sound recordings to form its conclusions. Chapter one takes the opportunity to examine the current scholarship and aims to demonstrate the relative depth of this thesis. The second chapter focuses on the contemporary idea of the ‘Russian Piano School’ and sets the scope of the discussion for this research. The term Russian School or Tradition – occurs throughout the last century and has been widely used in association with a particular style of performance. This chapter, however, disputes the implication of the term and its connection with performance style, and provides another perspective to current scholarship. Chapter three embarks on further investigation of Russian piano pedagogy at present, and expands the subject-matter with reference to three distinctive principles of the Russian School of playing: the idea of a long melodic line, a cantabile singing tone and a solid technical foundation. This section reveals some particularly striking observations. It should be of interest to note that globalisation has already made a significate impact on the Russian pedagogical approach. The fourth, fifth and sixth chapters present the three characteristics of Russian pianism separately. Chapter four places the spotlight on the technical foundation. In contrast to other schools, Russian pianists pay heavy attention to technique at an early age. This chapter aims to deconstruct their current curriculum for technical exams, and analyses a number of études and technical excises. It should be of interest to note that this section considers the tutor books used throughout the student period, leading to the solid technical foundation with which generations of Russian pianists seem to have been equipped. Chapter five looks closely at the long melodic line in the performance of Russian pianists and explores the effectiveness of long lines in Romantic music. It does, however, suggest this particular feature has been ‘embedded’ into their playing unconsciously, which has influenced some of their performance decisions. The sixth chapter, as its title suggests, focuses on the cantabile sound quality in Russian performances – another noticeable feature of the Russian musical aesthetics. The ways in which Russian pianists construct their tonal layers at different levels can be studied in depth and can be examined from a number of different angles. It proves helpful to use Tchaikovsky’s B flat minor Piano Concerto, Op. 23, and Mozart’s Piano Sonata in F major KV 332, as case studies to furnish examples. Finally, a concluding chapter draws together the strands of the preceding discussion. In sum, the thesis reconsiders the modern ‘Russian Piano School’ in relation to the globalisation of teaching and practice, and concludes with suggestions for further study.
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Warrington, Charlene Gay. "Gender matters : an investigation of the factors influencing mothers' and fathers' grading of public school performance." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/735.

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This study set out to examine the relative influence of personal and school-based characteristics and parental involvement on mothers’ and fathers’ perceptions of public school performance. A national and representative sample of parents of school-aged children (N= 2008) were asked to award a grade (A, B, C, D or F) to their community school. There is a significant lack of empirical study of the factors influencing parents’ perceptions of school performance. The present study controlled for the socioeconomic status of parents and the community school being graded. Parental involvement in schools and assisting with homework are elements of parents’ relations with schools and were controlled for in the multivariate analysis. It was found that mothers and fathers are differentially influenced by personal and school-based characteristics; and, of import, there is a negative and significant association between participation in school-based activities and a father’s perception of school performance. The opposite association with participation in school-based activities was observed for mothers. Further, perceptions of “Failing” schools are influenced to a greater extent by the socioeconomic status of the parent and of the school. The results are interpreted by gendering the relations between parents and schools, and drawing from feminist standpoint theory. Particular focus is brought to the discordant association of parental involvement and the grades awarded to schools by mothers and fathers.
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Books on the topic "School performance"

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Ireland, Great Britain Department of Education for Northern. School performance tables. Bangor: Department of Education for Northern Ireland, 1999.

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Ireland, Great Britain Department of Education for Northern. School performance information. Bangor: Department of Education for Northern Ireland, 1996.

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Ireland, Great Britain Department of Education for Northern. School performance information. Bangor: Department of Education for Northern Ireland, 1997.

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Great Britain. Department of Education for Northern Ireland., ed. School performance tables. Bangor: DENI, 2000.

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Great Britain. Department of Education for Northern Ireland., ed. School performance information. Bangor: Department of Education for Northern Ireland, 1993.

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Employment, Great Britain Department for Education and. Secondary school performance tables. London: DFEE, 1999.

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Education, Great Britain Department for. Secondary school performance tables. London: Department for Education, 1996.

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Great Britain. Department for Education and Employment. Primary school performance tables. London: DfEE, 1997.

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Bosworth, Derek L. Truancy and school performance. Coventry: University of Warwick,Institute for Employment Research, 1992.

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Great Britain. Department for Education. Secondary school performance tables. London: Department for Education, 1994.

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Book chapters on the topic "School performance"

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Zhao, Decheng. "Performance-Based Pay." In School Improvement, 83–97. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003303305-9.

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Demetriou, Andreas, George Spanoudis, Samuel Greiff, Rita Panaoura, Mari-Pauliina Vainikainen, Smaragda Kazi, and Nikolaos Makris. "Predicting School Performance." In Educating the Developing Mind, 98–110. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003187486-7.

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Little, Steven G., Angeleque Akin-Little, and Keryn Lloyd. "School Performance in Adolescence." In Handbook of Adolescent Health Psychology, 223–34. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-6633-8_16.

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Quantz, Richard A., Terry O’Connor, and Peter Magolda. "School Ritual as Performance." In Rituals and Student Identity in Education, 21–44. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230117167_2.

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von Tetzchner, Stephen. "School Performance and Intelligence." In Typical and Atypical Child and Adolescent Development 4, 217. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003292500-41.

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Ning, Bo. "School climate and reading performance." In School Climate Matters, 37–55. New York : Routledge, [2021] | Series: Routledge series on schools and schooling in Asia: Routledge, 2020. http://dx.doi.org/10.4324/9781003049821-2.

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Smith, Barbara. "Leadership Performance Review." In A Charter School Principal’s Story, 179–84. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-218-3_38.

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Wick, John W. "Self-Report and Typical Performance Measures." In School-Based Evaluation, 239–59. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_10.

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Wick, John W. "Instructional Monitoring with Maximum Performance Tests." In School-Based Evaluation, 203–38. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-009-4221-9_9.

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Larneby, Marie. "School Sport Education and Sustainability." In Sport, Performance and Sustainability, 130–47. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003283324-11.

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Conference papers on the topic "School performance"

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Walton, Ebony. "Private School Performance." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1893684.

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Tikerperi, Mari-Liis. "From Distant Target Groups to Involved Stakeholders: Developing Dialogic School Communication." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.15.

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Knowingly planned communication activities are an essential asset in the performance of organisations, including public schools. In this paper, the core premise is that communication management in general education schools is an important field which currently lacks scholarly attention as well as practical guidance for school management. Numerous communication management definitions and models have been proposed following different paradigms and perspectives. Still, they all have one aspect in common: the audience to whom the messages are directed. Some theorists suggest that communication does not exist without the recipient, and effectively planned communication should be based on their interests or, moreover, involving them for the institution’s success. Thus, it is crucial to map schools’ target groups and stakeholders to explain the nature of school communication in general. In this qualitative study, in-depth interviews were conducted with 19 Estonian school principals to understand their views about the role various target groups and stakeholders have on public elementary and high school communication. By applying a targeted sampling strategy, the most diverse representation of participants was ensured based on the profiles of both schools and school leaders. During the interviews, a projective technique was used enabling the principals to schematically position school’s stakeholders in accordance to social circles, importance, and communication intensity. The results showed that although the stakeholders of the schools are similar, the positioning of the stakeholders may differ even in between similar school types. School principals’ assessments of the intensity, importance, or quality of relationships depend on the school’s organisational culture, goals, current issues (e.g., school renovation), or sometimes the principal’s personal contacts. In addition, communication practices are influenced by the initiative and attitudes of external stakeholders towards the school.
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Bafadal, Ibrahim, Ahmad Nurabadi, Yerry Soepriyanto, and Imam Gunawan. "Primary School Principal Performance Measurement." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.004.

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Jumakir, Sri Milfayetty, and Ibnu Hajar. "The Effect of Transformational Leadership of School Principles, School Committee Participation, Teacher Performance, and School Culture on Children-Friendly School Performance at Public Primary School in Deli Serdang Regency." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.155.

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Kimbell, Richard. "Sharing and securing learners’ performance standards across schools." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-6.

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Assessing learners’ performance makes very different demands upon teachers depending on the purpose and the context of the assessment. But common to all assessment is some sense of what ‘quality’ looks like. Most often teachers engage in formative assessments in the classroom, and the familiar standards of the classroom are adequate for this purpose. However if teachers are to undertake external, nationally regulated assessment then some sense of a national standard of quality is required. But there are very limited mechanisms by which teachers can acquire this understanding, so they use their best judgement, and standards vary from school to school not because anyone is attempting to cheat the system but simply because they cannot know what the real national standard is. It is for this reason that regulated examination bodies follow some process such as the following from the State Examinations Commission (SEC) in Ireland. ‘… teacher estimated marks will be subjected to an in-school alignment process and later a national standardisation process’. (SEC, 2021). How much simpler it would all be if teachers had – as a matter of normal practice – access to, and familiarity with, work from a national sample of schools, not just their own classroom. Adaptive Comparative Judgement (ACJ) is an online assessment tool that has been used for some years, principally as a formative tool for learners (e.g. Bartholomew et al., 2018; 2019). This presentation reports on a study of the new ACJ Steady State tool from the same stable. The purpose of the new tool is to solve the problem of variable standards across schools by enabling teachers to make paired judgements of work from multiple schools and thereby evolve and agree standards of performance beyond their own school. The current study is operating in Ireland with a group of schools, a university, and the SEC. The anticipated outcomes include 1) better consistency of performance standards across schools in the research group and 2) greater understanding of and confidence in assessment judgements by the teachers. If ACJ has proved to be a powerful formative assessment tool for learners, ACJ Steady State is designed to be a formative assessment tool for teachers, helping to inform and support their assessment judgements.
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Alves, Ediane, and Paulo Prado. "DOMESTIC VIOLENCE AGAINST WOMEN AND ITS IMPACT ON CHILDREN'S SCHOOL PERFORMANCE." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact030.

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"This research addressed the issue of domestic violence investigating whether and how it affects the school performance of the child who witnesses episodes of violence against the mother in the home. Personal characteristics and other environments in which these children and adolescents are inserted in, such as family, school and community interact with each other and can influence their school performance. Because the school is the second most common space for children, it is in it where family environment is expressed. The main objective of this study was to analyze whether and how domestic violence experienced by children affects their school performance. The data were collected throughout documentary research, one analyzing the information recorded in the files of the Reference and Service Center for Women (CRAM in Portuguese) and the Municipal Education Secretariat (SME). Records were selected from 20 children regularly enrolled in elementary public schools, whose mothers sought the services of CRAM. The dependent variable was school grades, which were analyzed according to a repeated measures design: during the occurrence of domestic violence episodes and after these episodes have ceased. Analyzes were also conducted with the aim of verifying possible effects of other variables, such as school attendance, family socioeconomic status and mothers education level. The results showed that the students had lower school performance after the end of the episodes of violence. No effects of other variables were observed. Factors related to the phenomenon are discussed as possible causes: separation from the father, change of address, custody’s change and others. Considering that the casuistry of this study was composed of students from low-income families, the results point to a kind of ""Matthew effect"", that is, a relationship between violence, poverty and ignorance in which everyone feeds each other forming a cycle quite hard to break. Therefore, it is necessary that public policies be formulated in the scope of education so that students who experience domestic violence receive specialized attention aiming at realizing their learning potential."
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Prawira, Budi Yuda, and Rahmat Setiawan. "Intellectual Capital and Firm Performance - Evidence from Indonesia." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007554609510956.

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PÎRVAN, Mariana. "Improving school performance in visual deficiency students." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p134-137.

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The school environment has an important educational impact, being a factor that can essentially influence school performance. School performance in visually impaired students is often poor, presents with difficulties due to deficiency and can develop inhibited attitudes, passive, poor mobilization in cognitive tasks. A stimulating environment, mediated by wealthy adults, which encourages the involvement of children in cognitive tasks, has an equalizing effect on the cognitive and educational level. The qualities of the families of the students' backgrounds, including their investment in meditations and the induction in the children of the interest towards the school contribute the most to the increase of the performances. The evaluation of performance must be as continuous as it is significant in its final or summative form.
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Bujorean, Elena. "School Motivation, Cognitive Strategies And Test Anxiety In The School Performance." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.140.

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Haq, Mohammad S., and Bayuk N. A’yun. "The Influence of Teacher Performance and School Culture on School Quality." In International Joint Conference on Arts and Humanities (IJCAH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201201.015.

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Reports on the topic "School performance"

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Anderson, Michael, Justin Gallagher, and Elizabeth Ramirez Ritchie. School Lunch Quality and Academic Performance. Cambridge, MA: National Bureau of Economic Research, March 2017. http://dx.doi.org/10.3386/w23218.

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Weiss, Andrew. High School Graduation, Performance and Earnings. Cambridge, MA: National Bureau of Economic Research, April 1985. http://dx.doi.org/10.3386/w1595.

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Grant, Monica, and Kelly Hallman. Pregnancy-related school dropout and prior school performance in South Africa. Population Council, 2006. http://dx.doi.org/10.31899/pgy2.1042.

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Magnuson, Katherine, Christopher Ruhm, and Jane Waldfogel. Does Prekindergarten Improve School Preparation and Performance? Cambridge, MA: National Bureau of Economic Research, April 2004. http://dx.doi.org/10.3386/w10452.

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Hotz, V. Joseph, and Juan Pantano. Strategic Parenting, Birth Order and School Performance. Cambridge, MA: National Bureau of Economic Research, October 2013. http://dx.doi.org/10.3386/w19542.

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DeSimone, Jeff, and Amy Wolaver. Drinking and Academic Performance in High School. Cambridge, MA: National Bureau of Economic Research, January 2005. http://dx.doi.org/10.3386/w11035.

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Hanushek, Eric, and Margaret Raymond. Does School Accountability Lead to Improved Student Performance? Cambridge, MA: National Bureau of Economic Research, June 2004. http://dx.doi.org/10.3386/w10591.

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Austin, Wes, Garth Heutel, and Daniel Kreisman. School Bus Emissions, Student Health, and Academic Performance. Cambridge, MA: National Bureau of Economic Research, March 2019. http://dx.doi.org/10.3386/w25641.

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Asim, Minahil, and Thomas Dee. Mobile Phones, Civic Engagement, and School Performance in Pakistan. Cambridge, MA: National Bureau of Economic Research, October 2016. http://dx.doi.org/10.3386/w22764.

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Dee, Thomas, and Elise Dizon-Ross. School Performance, Accountability and Waiver Reforms: Evidence from Louisiana. Cambridge, MA: National Bureau of Economic Research, June 2017. http://dx.doi.org/10.3386/w23463.

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