Relevant bibliographies by topics / School Performance Review and Development

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

Academic literature on the topic 'School Performance Review and Development'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "School Performance Review and Development"

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Waters, Lea. "A Review of School-Based Positive Psychology Interventions." Australian Educational and Developmental Psychologist 28, no. 2 (December 1, 2011): 75–90. http://dx.doi.org/10.1375/aedp.28.2.75.

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The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.
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Hendon, Claude. "Workforce Development Programs in Florida: Varied Purposes and Varied Performance." Practicing Anthropology 22, no. 1 (January 1, 2000): 14–19. http://dx.doi.org/10.17730/praa.22.1.t518g50888w78lp6.

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In preparation for welfare reform, the Florida Legislature's Office of Program Policy Analysis & Government Accountability reviewed its workforce development programs. The review identified the eight largest programs, including four primarily federally funded programs: (1) Job Training Partnership Title IIA (JTPA IIA) program for economically disadvantaged adults, (2) the Job Training Partnership Title III (JTPA III) program for displaced workers, (3) Project Independence, the state's old welfare to work program, and (4) Vocational Rehabilitation, the employment training program for persons with disabilities. The review also examined the vocational education programs provided by local school districts to adults through vocational-technical schools and community colleges.
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Sharma, Bhaugeerutty Vinod. "Educators Performance Management in Secondary Schools in Mauritius." International Journal of Human Resource Studies 6, no. 4 (December 20, 2016): 129. http://dx.doi.org/10.5296/ijhrs.v6i4.10476.

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In line with the recommendations of the Task Force on Performance Management, the Pay Research Bureau (PRB) report 2008 recommended, inter alia, that all Ministries/Departments should evaluate and review periodically their performance in relation to established targets. The Education Commission of 2008recommended that all schools should put in place school-based management (SBM) by the year 2010. The SBM should comprise a number of key elements, of which the development of formal procedures and resources for educator’s appraisal and development. Schools have been advised, and in fact they all pledged, to establish an educator performance system by the end of 2010.
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Davis, Keith, Deborah Rogers, and Martin Harrigan. "A review of state policies on principal professional development." education policy analysis archives 28 (February 10, 2020): 24. http://dx.doi.org/10.14507/epaa.28.4421.

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Although principal professional development (PPD) has been proven to improve school performance at various levels, professional development (PD) for teachers receives more time, resources, and attention at both district and state level. When PPD is provided it often does not meet research-based recommendations. The literature was reviewed and five criteria areas with multiple indicators for effective PPD outlined; these were subsequently revised and validated by experts in the field. The PPD certification policies of each U.S. state that made this information publicly accessible was examined through Department of Education websites, with clarification by phone when necessary. This study revealed that only one state met all indicators, and that most states did not have comprehensive, research-based PPD policies. Given the significant effect school leadership has on student achievement and school improvement, further research on PPD implementation should be prioritized.
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Hassan, Lubna. "Myths and Realities of Long-run Development: A Look at Deeper Determinants." Pakistan Development Review 46, no. 1 (March 1, 2007): 19–44. http://dx.doi.org/10.30541/v46i1pp.19-44.

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It has long been realised that factor accumulation and technological development are only proximate causes of economic development, and the focus has now shifted to investigating the ‘deeper determinants’ of economic growth. Two such forces are highlighted in the literature: institutions and geography. However, it remains controversial as to which of these two is the more important. The “institutions school” assigns primal importance to institutions, whereas the “geography school” considers geographical factors as the primary determinant of the economic performance of countries. This paper reviews the debate surrounding these “deeper determinants” of economic performance. It reviews the work of these two schools of thought and their interpretation of the long-run development. The paper then examines the evidence provided by the respective schools in favour of their hypotheses. It concludes in favour of the Institutions hypothesis as the Geography school does not provide a consistent story of long-run development.
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Moreira, Rafaela S., Lívia C. Magalhães, and Claudia R. L. Alves. "Effect of preterm birth on motor development, behavior, and school performance of school-age children: a systematic review." Jornal de Pediatria (Versão em Português) 90, no. 2 (March 2014): 119–34. http://dx.doi.org/10.1016/j.jpedp.2013.05.009.

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Moreira, Rafaela S., Lívia C. Magalhães, and Claudia R. L. Alves. "Effect of preterm birth on motor development, behavior, and school performance of school‐age children: a systematic review." Jornal de Pediatria 90, no. 2 (March 2014): 119–34. http://dx.doi.org/10.1016/j.jped.2013.05.010.

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Ensour, Waed. "Human resource development in Arab writing." Problems and Perspectives in Management 16, no. 4 (December 24, 2018): 408–16. http://dx.doi.org/10.21511/ppm.16(4).2018.34.

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This study is a systematic review of the existing Arab literature on human resource development (HRD). A review of Arab HRD’s theoretical and empirical articles during the period 1964–2016 in peer-reviewed journals was conducted. Content analysis was utilized to examine how HRD is conceptualized, what purposes are attached to HRD and what activities HRD encompasses in Arab literature.It was found that the basic construct of HRD is employee development, targeted toward “individuals” and encompassing training, education and learning. Arab HRD has a strong performance orientation, and tends to emphasize utilitarian outlooks, as the role of HRD is perceived to be “instrumental” and “outcome focused”. HRD in Arab literature falls under the traditional functionalist school within the managerialist perspective and is essentially based on the principles of human capital theory. The issues of social justice, power, diversity and equity are rare in Arab HRD literature. Although the Arab view of HRD has been influenced by the American school, it is still in an early stage of growth, lacks a clear disposition and is still confined within the stance of traditional training.
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Mwamwenda, Tuntufye S. "Predicting African Children's Performance at School from Their Acquisition of Piagetian Concepts." Perceptual and Motor Skills 74, no. 1 (February 1992): 60–62. http://dx.doi.org/10.2466/pms.1992.74.1.60.

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While the development of cognition among African children has been studied, in this short review in only six studies was the relation between cognitive development and performance by subjects of school age assessed. Evidence shows that the attainment of certain cognitive concepts is associated weakly with successful performance in school ( rs < .36).
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Karunakaran, Sivasanghari, and Renuga Verayiah. "Framework for Green School Model Development in Malaysia." International Journal of Engineering & Technology 7, no. 4.35 (November 30, 2018): 442. http://dx.doi.org/10.14419/ijet.v7i4.35.22859.

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In parallel to global modernization especially in developing country like Malaysia, the urging for energy consumption conservation unwaveringly increases. The initiative of implementing the green building concept and practices is being developed to promote the sustainable development of global society at many levels. Green school model is among the initiatives being explored in this paper. In Malaysia, currently there is no significant studies or guidelines have been developed for green school model development. Thus, the aim of this paper is to review and analyze the requirement for green school model establishment which ultimately will act as a guideline for the implementation of green school model in Malaysia. To achieve this, study on general rules adopted to assess the green school model development by various countries is ventured. In particular, the focus is based on the energy efficiency, water efficiency, thermal comfort, indoor air quality, lighting efficiency, visual health, acoustics, and space utilization. The challenges for the development of green school model in Malaysia is also highlighted. Detailed review on the recent Malaysia’s policies and energy development plan is presented. The outcome of this study is a framework for green school model development in Malaysia addressing one of the prime key subject which is the lighting efficiency and its impact towards students’ performance.
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Dissertations / Theses on the topic "School Performance Review and Development"

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Greene, Andrea Paige. "A Review of LEAD PD Writing in the Content Areas: Measures of Teacher Self-Efficacy and Student Performance." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1929.

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Data from recent college and career readiness measures indicate an alarming number of students are beginning college courses unequipped with the necessary writing skills to meet the demands of these courses. This, in addition to the Common Core State Standards, leave many teachers feeling underprepared to effectively teach writing. The current study sought to evaluate the effectiveness of LEAD PD: Writing in the Content Areas, a writing professional development initiative for teachers grounded in the writing standards and best practices of writing instruction. In partnership with a university of higher education, teachers from a local middle school were trained to Learn new information, Embed it into their instruction, Assess the effectiveness of instruction, and Disseminate their findings. The LEAD PD model was evaluated through ratings of teacher self-efficacy related to writing using the Teacher Personal Efficacy Survey and the Teacher Professional Efficacy Survey. Student writing performance was measured through the use of the Kentucky Online Testing (KYOTE) Writing Assessment Rubric. Results of this study indicated that teacher attitudes towards personal writing abilities did not change as a result of the LEAD PD training. However, increases in overall feelings of self-efficacy towards professional writing instruction were observed. Additionally, increases and/or changes were not always observed in teacher actions such as frequency of student engagement in writing tasks and effective feedback. Finally, significant increases were noted from pre/post scores on student writing samples.
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Orreill, Anthony John, and n/a. "Selected effects of a school performance review and development process (SPRAD) on parent participation in a school and parent/teacher relationships : a single site case study." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060823.160212.

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School Performance Review and Development (SPRAD) was a major innovation in school evaluation in the Australian Capital Territory. One of its aims was to encourage teachers and parents to work together in evaluating and developing policy across all areas of school life: Administration and Management, Finances, Curriculum and Assessment, Staff and Student Welfare and overall School Climate. SPRAD is different from other forms of school review in that it is system-initiated but kept under the control of the participants. The ACT Department of Education and Training supplies the resourcing and consultative assistance. One of the hopes for SPRAD was that, in bringing teachers and parents closer together, it would create a greater understanding of where each group stood in relation to the other and strengthen parent/teacher relationships. The focus areas for this study were parent participation in classroom and related activities, the various channels of information employed within the school such as school newsletters, reports and interviews, specific notices and letters relaying matters peculiar to class groups and school sectors, parent/teacher information-sharing sessions, parent/teacher involvement in board and P & C activities, and other forms of formal and informal contact. The study highlights the differences and similarities between teachers and parents in relation to "professionalism" and "partnership", and areas of conflict highlighted by Beacham & Hoadley (1979) who discuss the Fortress Model of Schooling, and Darland (lanni et al: 1975) who writes of the "anyone can teach attitude" displayed by many members of the public, i.e. the attitude that because all people have had some experience of schooling, then their opinions on education carry as much weight as those of the professionals; the feeling that what was good for them is good for their children, because they have "been there, done that" and teachers do not really know very much more than they (the public) do. SPRAD was seen to be a helpful factor in developing some aspects of parent/teacher relationships. Satisfaction with parent participation in classroom activities had increased overall despite some drops in actual parent presence at the activities because of the movement of children into the Senior areas of the school. Another example was the lessening of the degree of dissatisfaction with teachers' professional development programmes, especially pupil-free school development days.
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White, Loriann M. "A middle school under review a study on the effectiveness of two implementation models of the Read 180 program on special education students' reading performance /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 117 p, 2008. http://proquest.umi.com/pqdweb?did=1475171001&sid=22&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Roch, Sylvia G., and Charles Allen Gorman. "The Demise of the Performance Review: Is Performance Rating Research Irrelevant?" Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/417.

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Historically researchers have focused much attention on performance appraisal practices, such as the rating form and rater training. However, there is a growing movement to eliminate not only annual performance reviews but to eliminate all formal employee ratings. This conversation hour will focus on the future of performance rating research.
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Snyder, Teri S. "Applying the National Performance Review procurement reform initiatives at the Naval Postgraduate School." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA283563.

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潘安妮 and On-ni Anny Poon. "Evaluating HKU's performance review and staff development system: a principal-agent perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41012902.

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Poon, On-ni Anny. "Evaluating HKU's performance review and staff development system a principal-agent perspective /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41012902.

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Devlin-McGarvey, Marie Elizabeth. "SDPR : a vehicle for staff development?" Thesis, University of Ulster, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251912.

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Staff Development and Performance Review (SDPR) was introduced in Northern Ireland in 1992, in compliance with the Education (School Teacher Appraisal) Regulations (1991) in England and Wales. This qualitative study examined issues relating to SDPR and staff development. Qualitative research was chosen because the research involved an in-depth examination of social processes and the researcher would be closely associated with the research, the findings of which would have direct implications for her professional practice. The research involved four case studies, each conducted in four post-primary schools in Northern Ireland, a voluntary grammar school, an integrated school, a maintained school and a controlled school. Twenty-five semi-structured interviews were carried out. Findings showed that there is a close relationship between the management of SDPR and the perceptions held of it. When the principal for example embraced SDPR in a positive light, other teachers in the school did likewise. Constraints to SDPR included: lack of time; SDPR being perceived as appraisal; the difficulty of choosing a suitable focus for review; concerns about writing up the report following the review; and inadequate training. Personal professional development was being encouraged and supported in all four schools. Two of the schools offered funding for in-service degree courses. The other two did not. This highlighted inequity in relation to financial support for teachers undertaking part-time degree courses. A number of respondents thought that the introduction of performance related pay (PRP) would have a positive effect on the staff development aspect of the SDPR process. Others believed that if performance related pay and SDPR were to be linked, the purpose of SDPR would be defeated. The study refers to a number of recommendations. These include the fact that money should be held centrally by the Department of Education in Northern Ireland for the purpose of supporting personal professional development.
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Shakeela, Afeefa. "The purposes and processes of self-review in schools." The University of Waikato, 2007. http://hdl.handle.net/10289/2443.

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In 1993, the New Zealand Government mandated the requirement that all schools must have in place an ongoing programme of school self-review (Education Review Office, 2000). This thesis identifies the purposes and processes of self-review used in six primary schools in New Zealand. The study also identifies the roles that leaders play in the self-review process and also highlights the impact of teacher research on the process. The research questions are: 1. What are the processes and purposes of self-review in schools and what roles do leaders play in the process? 2. What aspects of teachers' practice have an impact on the self-review process? This research study adopted a qualitative research methodology with semi-structured interviews as the research tool. The qualitative information gathered from the six schools was analysed and written up as a case study. For the purpose of this thesis, self-review is identified as the process of review of all school practices with the intention of improving student achievement. The findings indicated that the main purposes of conducting school self-review were to enhance student achievement, to review school policies and programmes and also to ensure accountability. This study also indicated that through a well-planned process of self-review schools can achieve their goals and fulfill the aims stated in their school charter. Another aspect which participants revealed was that self-reviews result in change and therefore leaders and school staff should have the necessary skills and competencies to deal with and manage such change. This was also identified as an issue of self-review. Participants believed that effective leadership is essential to conduct self-reviews which result in positive outcomes. This study found that the failure to achieve school improvement through self-review, is in part due to the structure of many current self-review programmes. At present, schools perceive self-review as the need to review everything that takes place. This perception may mean that valuable time and money is spent on something that the school does not deem significant. Rather, the findings of this study suggest that concentrating on particular areas for a certain period of time results in a better performance of the whole school. In conclusion, this thesis found that school development and improvement cannot happen without enhancing and focusing on student achievement. For self-review to be successful, it should be carried out in a collaborative school climate of open and honest communication, mutual support and mutual responsibility. For it to be successful, self-review should also be planned, systematic, and ongoing. Data collection for self-review should be done through illuminative, participatory and responsive inquiry methods. Finally, I recommend that further research is needed in the area of self-review and perhaps an exploration of the possible links between a school's decile level and its self-review process.
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Vergopia, Catherine. "PROJECT REVIEW MATURITY AND PROJECT PERFORMANCE: AN EMPIRICAL CASE STUDY." Doctoral diss., Orlando, Fla. : University of Central Florida, 2008. http://purl.fcla.edu/fcla/etd/CFE0002401.

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Books on the topic "School Performance Review and Development"

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Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A management and performance review of the South Carolina Jobs-Economic Development Authority. [Columbia, S.C.] (620 Bankers Trust Tower, Columbia 29201): The Council, 1995.

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Council, South Carolina General Assembly Legislative Audit. Report to the General Assembly: A review of the higher education performance funding process. Columbia, S.C: Legislative Audit Council, 2001.

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Great Britain. Northern Ireland Audit Office. Local Enterprise Development Unit: Review of performance. London: HMSO, 1992.

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Education, Alberta Alberta, Stevenson Kellogg Ernst and Whinney Management Consultants, and Ernst and Whinney International, eds. Review development project phase 1 : system review: Project report. Edmonton, Alta: Alberta Education, 1986.

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Great Britain. Parliament. House of Commons. Committee of Public Accounts. Northern Ireland Local Enterprise Development Unit: Review of performance. London: HMSO, 1993.

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Hickcox, Edward S. Teacher performance appraisal and staff development. [Toronto, Ont.]: Dept. of Educational Administration, Ontario Institute for Studies in Education, 1989.

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Hutchinson, Nancy L. Performance assessments of career development: ERIC digest. [Greensboro, NC: ERIC Clearinghouse on Counseling and Student Services, 1995.

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United Nations. Economic Commission for Africa. The mutual review of development effectiveness in Africa: Promise & performance. [Addis Ababa]: Economic Commission for Africa, 2010.

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United Nations. Economic Commission for Africa. The mutual review of development effectiveness in Africa: Promise & performance. [Addis Ababa]: Economic Commission for Africa, 2014.

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O'Shea, A. T. Planning and implementing school development: 11-16 programme of curriculum review and development. Belfast: Department of Education for Northern Ireland, 1990.

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Book chapters on the topic "School Performance Review and Development"

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Azeem, Muhammad, Leonardo Jose Mataruna-Dos-Santos, and Rabeb Ben Abdallah. "Proposing Revised KHDA Model of School Improvement: Identification of Factors for Sustainable Performance of Dubai Private Schools." In Sustainable Development and Social Responsibility—Volume 2, 173–202. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32902-0_22.

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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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Barth, Anthony L., and Wiaan de Beer. "Performance and Development Review." In Performance Management Success, 61–76. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64936-8_7.

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Baker, Tim. "The Learning and Development Conversation." In The End of the Performance Review, 155–72. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137347503_9.

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Raoli, Elisa. "Lease Accounting Literature Review and Hypotheses Development." In IFRS 16 and Corporate Financial Performance in Italy, 39–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71633-2_3.

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Hung, Hsien-Sen, and John P. Basart. "Theoretical Development of Performance Bounds for Image Restoration." In Review of Progress in Quantitative Nondestructive Evaluation, 713–20. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4684-5772-8_89.

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Ettinger, Andrew, John Cronin, and Maggie Farrar. "Education Development Trust’s Schools Partnership Programme: A Collaborative School Improvement Movement." In School Peer Review for Educational Improvement and Accountability, 181–98. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_9.

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Mishra, S. P., and S. K. Srivastava. "Web development frameworks and its performance analysis—a review." In Smart Computing, 337–43. London: CRC Press, 2021. http://dx.doi.org/10.1201/9781003167488-39.

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Gao, Qin, Xuhui Zhang, Pei-Luen Patrick Rau, Anthony A. Maciejewski, and Howard Jay Siegel. "Performance Visualization for Large-Scale Computing Systems: A Literature Review." In Human-Computer Interaction. Design and Development Approaches, 450–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21602-2_49.

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Michek, Stanislav, Martin Chvál, and Milan Pol. "Peer Review in Czech Education: A Recognized but Somewhat Neglected Tool for School Development." In School Peer Review for Educational Improvement and Accountability, 139–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48130-8_7.

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Conference papers on the topic "School Performance Review and Development"

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Alfianto, Imam, Mohammad Sulton, Astri Anindya Sari, and Nindyawati. "Assessment of building energy performance in vocational high school building for lighting and thermal comfort: A review of two regions." In EXPLORING RESOURCES, PROCESS AND DESIGN FOR SUSTAINABLE URBAN DEVELOPMENT: Proceedings of the 5th International Conference on Engineering, Technology, and Industrial Application (ICETIA) 2018. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5112459.

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Kumpaty, Subha, Katie Reichl, and Anand Vyas. "New ABET Student Outcomes Assessment: Developing Performance Indicators and Instruments for Outcome 4." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23079.

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Abstract Milwaukee School of Engineering’s Mechanical Engineering Department, having successfully completed the accreditation of the ME program in 2018–19 under the prior a through k student outcomes, dedicated the program meetings during academic year 2019–20 to develop assessment instruments in transitioning to the new ABET Student Outcomes 1–7. By deliberately involving the entire faculty to participate in the development of instruments, a grassroots level discussion and creation ensued for each outcome. The process is showcased in this paper for Student Outcome 4 on ethics as a model to share with our engineering faculty and to highlight salient features in the developed instrument and associated rubrics. The details of performance indicators interwoven across the curriculum and the methods of data collection are provided in a tabular form for ease of expectation and implementation. How the readily available materials from the National Society of Professional Engineers could be incorporated at early years of the baccalaureate program while the outcome’s performance indicators could be assessed at a deeper level during junior and senior years are showcased in this paper. The periodic dialogue among all colleagues who were working on various outcomes ensured proper communication of what one outcome group is prescribing that we do and receive input from those who are involved with the courses in which the data needed to be collected and the performance indicators are to be assessed. The general structure of our standing committees on freshman courses, energy, mechanics, and controls also provided the cushion to review the assessment instruments and provide constructive feedback from the corresponding committee’s perspective. These details of a very interactive Student Outcomes Assessment process will be presented.
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Chiș, Alexandra. "School-Based Interventions For Developing Emotional Abilities In Adolescents: A Systematic Review." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.52.

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Amaliyah, Amaliyah. "Competency-Based: System Model Development Strategy to Increase Self-Performance." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007537000360040.

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Silva, Daniel, Maria dos Prazeres Santos, João Duarte, Ernestina Silva, and Graça Aparício. "THE FAMILY, THE SCHOOL AND THE STUDENTS: RELATIONSHIP WITH SCHOOL PERFORMANCE IN 6TH GRADE STUDENTS IN A SCHOOL IN TAQUARANA, ALAGOAS, BRAZIL." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0139.

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"Review of School Physical Education Performance from the Perspective of Public Finance." In 2017 2nd International Conference on Education & Education Research. Francis Academic Press, 2018. http://dx.doi.org/10.25236/eduer.2017.031.

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Williamson, Felipe, Eugenio Espinosa, Monica Quintana, and Rosa Alarcon. "DO COGNITIVE FACTORS PREDICT STUDENT’S ACADEMIC PERFORMANCE IN DENTAL SCHOOL?" In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0720.

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Dahal, Tanka. "IMPACT OF SCHOOL SYSTEM, TEACHING AND ASSESSMENT ON GIRL STUDENTS’ DROPOUT IN NEPAL: A SYSTEMATIC REVIEW." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0469.

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Hu, Ming. "Existing Energy Performance and The Potential of Simulation in School Buildings – A Review." In 7th International Building Physics Conference. Syracuse, New York: International Association of Building Physics (IABP), 2018. http://dx.doi.org/10.14305/ibpc.2018.ms-2.02.

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Wei, Feng, and Zhihui Xiong. "Review of Sustainable Supply Chain Performance Evaluation." In 5th International Conference on Financial Innovation and Economic Development (ICFIED 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200306.034.

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Reports on the topic "School Performance Review and Development"

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Hossain, Niamat Ullah Ibne, Raed Jaradat, Michael Hamilton, Charles Keating, and Simon Goerger. A historical perspective on development of systems engineering discipline : a review and analysis. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40259.

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Since its inception, Systems Engineering (SE) has developed as a distinctive discipline, and there has been significant progress in this field in the past two decades. Compared to other engineering disciplines, SE is not affirmed by a set of underlying fundamental propositions, instead it has emerged as a set of best practices to deal with intricacies stemming from the stochastic nature of engineering complex systems and addressing their problems. Since the existing methodologies and paradigms (dominant pat- terns of thought and concepts) of SE are very diverse and somewhat fragmented. This appears to create some confusion regarding the design, deployment, operation, and application of SE. The purpose of this paper is 1) to delineate the development of SE from 1926-2017 based on insights derived from a histogram analysis, 2) to discuss the different paradigms and school of thoughts related to SE, 3) to derive a set of fundamental attributes of SE using advanced coding techniques and analysis, and 4) to present a newly developed instrument that could assess the performance of systems engineers. More than Two hundred and fifty different sources have been reviewed in this research in order to demonstrate the development trajectory of the SE discipline based on the frequency of publication.
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Peng, Wen-Jung, and Thomas Sally. Improving Educational Evaluation and Teacher Development: Using Value Added Measures of School Performance in China. Unknown, 2012. http://dx.doi.org/10.35648/20.500.12413/11781/ii152.

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Chachu, Daniel. Review of sub-national institutional performance in Ghana. UNU-WIDER, April 2021. http://dx.doi.org/10.35188/unu-wider/wbn/2021-1.

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While the literature on the measurement, causes, and correlates of variations in sub-national institutional governance is prominent for Europe and other regions, it is less so for sub-Saharan Africa. Emerging literature on the latter region offers scope for improved understanding of the relationship between variations in the quality of sub-national governance and Africa’s development. As a preliminary step towards contributing to this literature, this Background Note reviews Ghana’s decentralization experience and efforts to assess its outcome. It surveys the literature, including government documents, reports, and technical notes, and attempts to answer the ‘what’ and ‘how’ of measuring sub-national institutional performance in one of Africa’s shining polities since its decentralization experiment began in 1988.
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Hedge, Jerry W., Walter C. Borman, Mark J. Bourne, and Mark C. Butler. A Review of Navy Survey Data Relevant to Implementation and Evaluation of the Human Performance Feedback and Development Model. Fort Belvoir, VA: Defense Technical Information Center, September 2004. http://dx.doi.org/10.21236/ada524847.

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Ellefson, Paul V., Michael A. Kilgore, Kenneth E. Skog, and Christopher D. Risbrudt. Forest products research and development organizations in a worldwide setting: A review of structure, governance, and measures of performance of organizations outside the United States. Madison, WI: U.S. Department of Agriculture, Forest Service, Forest Products Laboratory, 2007. http://dx.doi.org/10.2737/fpl-gtr-172.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.
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Kramer, Robert. LED Street Lighting Implementation Research, Support, and Testing. Purdue University, 2020. http://dx.doi.org/10.5703/1288284317274.

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This report describes the results of technical analysis, field tests, and laboratory tests that were performed for LED highway lighting options by the Energy Efficiency and Reliability Center (EERC) at Purdue University Northwest for the Indiana Department of Transportation (INDOT). This effort was conducted over the past 3 years to evaluate and test the technology and viability of using modern highway lighting technology to enhance energy efficiency, safety, security, and economic development of communities and roadways. During the testing period there was a continuous discussion between INDOT and EERC regarding the laboratory and field testing of INDOT approved luminaires submitted by vendors. There were multiple discussions with INDOT and vendors regarding the individual details and issues for the 29 luminaires that were tested. A comparison study was conducted by EERC of the various alternatives and comparison to currently installed luminaires. Data was collected for field tests of the luminaires by EERC and INDOT personnel for the luminaires. Field data was evaluated and compared to lighting models using vendor supplied ies data files. Multiple presentations were made at 3 separate Purdue Road Schools regarding the results and procedures of the testing program by EERC in conjunction with INDOT. A total of 22 final reports, considered confidential by INDOT, for individual vendor luminaires have been prepared as part of this effort. These reports were submitted sequentially to INDOT as testing was completed during the course of this effort. A total of 29 luminaires were tested. Some luminaire testing was terminated during testing due to design issues or vendor requests. All testing was summarized in the INDOT specification sheet attached to each report. Observations regarding the consistency of the supplied test luminaire with the requirements of Section 7.2 of the INDOT test procedure “Procedure for evaluation and approval list requirements for solid state ballasted luminaires ITM 957-17P” is provided in the Appendix to the report for each luminaire. Details regarding how these tests were performed and the respective associated evaluation of performance and reliability are provided in the report. This effort included: consideration of published and vendor information; appraisal of products consistent with national industry standards; review of physical design, thermal performance; laboratory testing of photopic performance, reliability, life cycle data and characteristics, and power characteristics; technical and probabilistic risk studies; and field testing and analysis of LED light sources including comparison to currently installed conventional light sources. Assistance in preparing INDOT standards for highway lighting was provided on multiple occasions.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck, and Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, August 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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