Relevant bibliographies by topics / School policy development

Contents

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

Academic literature on the topic 'School policy development'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "School policy development"

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Stout, Robert T. "Staff Development Policy." education policy analysis archives 4 (February 17, 1996): 2. http://dx.doi.org/10.14507/epaa.v4n2.1996.

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It is argued here that staff development in the public elementary and secondary schools of the United States is misguided in both policy and practice. In its current form it represents an imperfect consumer market in which "proof of purchase" substitutes for investment in either school improvement or individual development. A policy model based on investment in school improvement is shown, in which different assumptions about how to improve schools are linked to different alternatives for the design and implementation of staff development. These are argued to be based on an investment rather than consumption model.
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Craven, T., T. Young, D. Markenson, and C. Gibson. "School Wellness Policy Development." Journal of the Academy of Nutrition and Dietetics 117, no. 9 (September 2017): A48. http://dx.doi.org/10.1016/j.jand.2017.06.133.

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Hopkins, David, and Benjamin Levin. "Government Policy and School Development." School Leadership & Management 20, no. 1 (February 2000): 15–30. http://dx.doi.org/10.1080/13632430068851.

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Heck, Ronald H. "Principals’ Instructional Leadership and School Performance: Implications for Policy Development." Educational Evaluation and Policy Analysis 14, no. 1 (March 1992): 21–34. http://dx.doi.org/10.3102/01623737014001021.

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Currently, many districts and states are pursuing reforms that focus on holding principals accountable for school performance. While effective schools research has established that strong principal leadership affects school academic achievement at least indirectly, this relationship is more complex than originally thought. Personnel decisions about principal effectiveness made by educational policymakers or lay-controlled school site councils should be made only after careful consideration of research on the relationship between principal instructional leadership and school outcomes. This article presents data from a study to determine whether principal instructional leadership is predictive of school outcomes and discusses the implications of the research for developing school improvement strategies.
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Mojapelo, Samuel, and Luyanda Dube. "SCHOOL LIBRARY DEVELOPMENT VS POLICY PROVISION: DIVERGENCE OR CONVERGENCE?" Mousaion: South African Journal of Information Studies 32, no. 4 (September 29, 2016): 1–12. http://dx.doi.org/10.25159/0027-2639/1646.

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A policy and legal framework for school libraries is a guiding framework for the provision, development and management of school libraries. Similarly, it is a lever that standardises school library development, management and practice. Although the existence of a policy does not guarantee the development of efficient and functional school libraries, its inherent value cannot be overemphasised. It is widely documented that in South Africa, only 7.2 per cent of public schools have functional school libraries, which are crucial to enrich the quality of teaching and learning and support learners and teachers. The aim of this study was, firstly, to analyse the legal and policy provision for school libraries in South Africa; and secondly, to examine the state of school libraries in Limpopo province, South Africa. The study further sought to establish whether there is divergence or convergence between policy provision and the status of school libraries in Limpopo. The study adopted a quantitative research paradigm and triangulated utilising questionnaires and document analysis as instruments to collect data. The study established that there is a regime of policies related to school libraries, most of which are still in draft form. Furthermore, the study confirmed that provision of policy does not necessarily translate into an efficient school library system. The distinct divergence means that there is no correlation between policy provision and practice. The study recommends that the existing school library policies should be streamlined, adopted and implemented to scale up the development of efficient and functional school libraries in Limpopo.
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Wambugu, Jedidah, and Sello Mokoena. "The Effect of Cost-sharing Policy on the Dropout Rates of Public Secondary School Students in Limuru District, Kenya." Journal of Asian and African Studies 52, no. 7 (March 16, 2016): 1011–21. http://dx.doi.org/10.1177/0021909616630566.

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The qualitative case study explores the effect of cost-sharing policy on the dropout rates of students in public secondary schools in the Limuru district, Kenya. Interviews were conducted with students who returned to school after they had raised money for tuition, teachers serving on the school district committee and the head teachers. The cost-sharing policy was viewed as a burden that has increased dropout, repetition and absenteeism in schools. Children from poor backgrounds continue to be marginalised as some national schools charge exorbitant school fees. Based on the findings the study offers some recommendations for policy-makers to consider.
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Kaewkumkong, Ampa. "Analyzing Thai Border School Policy Formation in the ASEAN Community Era." IKAT : The Indonesian Journal of Southeast Asian Studies 2, no. 2 (January 17, 2019): 181. http://dx.doi.org/10.22146/ikat.v2i2.38632.

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During the 1990s, Thailand’s border areas became more open as a result of improved political relations in the region, especially in regards to the promotion of border trade and transnational trade among Indochinese countries under the“From a Battlefield to a Marketplace” policy. In terms of education development,the nature of border schools in general has been gradually evolving over the past 60 years, and Thai border schools have improved considerably over this period.The first initiative undertaken in regards to border schools in Thailand was the official establishment of the “Border Patrol Police (BPP) School” in 1956. Inmore recent years, education development policy in border areas has repeatedlybeen modified, particularly since Thailand’s agreement to further integrate withother Southeast Asian countries as a part of the ASEAN Community 2015. In 2010, Thailand’s commitment to developing its border schools increased whenit began development of the “Buffer School” program as part of a strategic plan to improve educational institutions under the ASEAN “Spirit of ASEAN” policy.This policy aimed to promote education development and cooperation within the ASEAN through a range of initiatives, including ones pertaining to border areas. This paper thus aims to 1) review the substance of the Buffer School program as it pertains to emerging Thai border school policy in the ASEAN Community era, as well as the structure of its enforcement, then, 2) analyze the background and rationale of policymaking that has occurred from agenda-setting and policy formulation up until policy enactment corresponding to ASEAN frameworks derived from the ASEAN charter and Work Plan on Education.
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Johnston, Joseph B. "Educational Ecosystems and Charter Policy Development in the United States." Sociological Perspectives 60, no. 4 (December 17, 2016): 768–85. http://dx.doi.org/10.1177/0731121416683161.

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Why have charter schools been embraced as an urban educational solution in many metropolitan areas, but not in others? I develop a theoretical framework whereby the “educational ecosystem” of metropolitan areas—formed through the social geography of school district boundaries and school integration plans—supplement existing perspectives, thereby aiding in the understanding of policy adoption variability. I provide an initial test to the theoretical framework through a case study of a metropolitan hub that continues to have no charter schools: Louisville, Kentucky. I demonstrate how Louisville’s particular urban educational ecosystem, which diverges from the overall national pattern of racially and socioeconomically isolated urban systems, transformed the perceptions of the urban district and shaped the battles over an otherwise nationally popular school reform.
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Mynbayeva, A., and Z. Yelbayeva. "School Policy: Definition of Structure and Development." Journal of Educational Sciences 54, no. 1 (2018): 12–21. http://dx.doi.org/10.26577/jes-2018-1-485.

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Reed, Cynthia J., and Frances K. Kochan. "Educating Leaders for Proactive Involvement in Policy Development." Journal of School Leadership 11, no. 4 (July 2001): 264–78. http://dx.doi.org/10.1177/105268460101100401.

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Schools and education in general face intense scrutiny, particularly as states enact high stakes accountability legislation that measures and judges performance. This has led to increased stress for school administrators who have typically had little voice in framing these policies but who are responsible for meeting state mandated standards. This article describes the steps taken in a university educational leadership program to foster the proactive engagement of educational leaders in the policy arena.
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Dissertations / Theses on the topic "School policy development"

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Cothern, Thomas Lynn. "Professional development of school principals and policy implementation." Thesis, Southeastern Louisiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616991.

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Effective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana.

This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban.

The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined.

The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated.

The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.

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Sellars, Desmond. "School discipline theory and practice : implications for policy development in an isolated, rural school setting /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0035/MQ47475.pdf.

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Fumba, Zamumzi Norman. "Development of a language policy in a rural school." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1007798.

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The study was undertaken to observe and participate in the process and development of a language policy for a rural secondary school in Peddie in the Eastern Cape. This was done in collaboration with parents, learners, and teachers. The researcher acted as a researcher, facilitator and learner in the process that Iead to the final product. Twenty four learners were selected from Grade 8 to Grade 10. These learners formed three focus groups. A questionnaire and lesson observation were used to establish what was taking place in the school with regard to language practices and preferences by learners, teachers and parents. Lesson observations were recorded by a tape recorder. Outcomes are that Xhosa is the dominant language to which the learners are exposed. They only have the exposure to 'chunks' of English in class and when they read magazines, newspapers and listening to radio and TV. Teachers code switch. This is supported by both learners and their parents. Parents want their children to improve performance by being taught in the medium of a language they understand well enough. The study shows different perceptions about the language that should be used as LOLT. Parents in the study favour English as LOLT, while parents in general favour Xhosa. This view is also held by both teachers and learners. At a conscious level when teachers and learners talk about the language to be used as LOLT, they favour English, but when they are faced with the reality of the class they are ambivalent, hence they code switch. The study finally reports on the divergent views of the parents, on one hand, and those of the teachers and the learners on the other hand. The divergence will be resolved in a workshop, part of the broader process of school language policy research, which is beyond the scope of the research reported in the thesis. The final product, in the form of the school language policy, will then be drafted for presentation to the School Governing Body (SGB) for ratification and writing up process.
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Harper, Helen. "The role of research in policy development : school sex education policy in Scotland since devolution." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/2198/.

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This study explores the applicability of different conceptual models to two different policy sectors in Scotland; education and health, with specific reference to SHARE a specially designed school sex education programme. The study also draws on the policy network literature to understand the way in which the interaction between organisations and actors affects the value attached to research evidence. This thesis addresses three main research questions: How has school sex education policy been developed? How is research evidence used in school sex education policy development since devolution? What factors facilitate or impede the use of research evidence? To explore these issues I carried out 21 in-depth semi-structured interviews with policy makers and researchers, all of whom had insight into various aspects of sex education policy development in health and education. Using semiotics, I also analysed four policy documents. Results The development of sex education policy in the health and education sectors appears to have different underlying objectives. In the health sector it is designed to achieve immediate action, which requires speedy decision-making, while in the education sector it is designed to build consensus, achieved through cautious and careful decision-making. In health leadership of policy development for sex education can be identified at the instigation of policies with a high turnover of actors in subsequent stages; leadership within education is controlled and maintained throughout all stages of sex education policy development. As a result, common epistemic perspectives are more easily identified amongst those developing sex education within education, than within health. These perspectives affect the way research evidence has been used in the development of sex education policy. Although research evidence has been used in different ways, the intention behind its use is nearly always political. Fast decision-making militates against the use of research evidence in the health sector, while prioritising consensus overshadows the need to be evidence-based in education. The use of research in sex education policy-making is inhibited or facilitated by external contextual factors (political and organisational priorities) and internal contextual factors (modes of decision-making, the beliefs and interests of individuals, and interaction between individuals). In addition, the dynamics of power between policy-makers and researchers need to be carefully negotiated and can also be influenced by contextual factors.
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Moore, Shadrich Levale. "School Safety: Students and Weapon Carrying Behavior." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2036.

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Research shows that risk factors may be useful clues for predicting students' potential for engaging in weapon-carrying behavior. Law makers on every level-federal, state, and local- deem the presence of weapons on school grounds to be a serious problem and a violation of school policy. A large, urban school system has put forth sustained and costly efforts to prevent students from carrying weapons to school; yet students continue to carry weapons to school in this district. The purpose of this study was to use archival data collected as part of the school system's everyday practice to identify risk factors for students carrying weapons to school. Bandura's social learning theory guided this quantitative ex-post facto study. Six risk factors related to students' weapon-carrying behavior were examined: gender, prior fights, suspensions, race, academic achievement, and time of school day/year. Risk factors were compared for identified weapon carriers (n = 605) and non-weapon carriers (n = 605) using chi-square tests and a logistic regression analysis. Results showed that gender, prior fights, suspensions, and race were significant risk factors for weapon carrying. Students in this district who received 5-14 suspensions had a 1 in 4 chance of being a weapon carrier. Males as well as Black students and White students were 3 times more likely to carry a weapon to school. A pattern of fighting also correlated with an increased incidence of carrying a weapon to school. These data may help this school district and other school districts like it to provide better prevention strategies and enhance policy decisions by identifying students who are at high risk of carrying a weapon on school grounds.
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Dellar, Graham Brendon. "Organizational change for school development: a study of implementation of school-based decision-making groups." Curtin University of Technology, Department of Education, 1990. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15568.

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This study analyses, interprets and describes the dynamics of the change process occurring as members of three secondary school communities attempted to implement a Ministry of Education initiative involving the establishment of a school-based decision-making group.A review of literature on innovation and change, organization theory and school improvement is presented as a basis for the establishment of a conceptual framework for the study. Within this framework, implementation is viewed as the interaction of the innovation with the characteristics of each adopting school. These interactions are viewed as occurring within two change environments. The first, the general change environment, is shared by all schools under study. This environment reflects the broader economic, political and educational pressures prompting change. The second environment is specific to each school. It forms the immediate context within which the implementation process occurs. Before examining the specific nature of the implementation process within each school site, attention is given to the general change environment from which the innovation emerged. This is accompanied by an analysis of the evolutionary nature of the innovation itself as it underwent progressive clarification at Ministry of Education level.To assess the influence that specific environmental characteristics have on the implementation process, schools with markedly differing setting characteristics were selected for study. An instrument to assess school organizational climate was developed, (SOCQ) and then administered to twenty three secondary schools in the Perth metropolitan area. The resulting data were analysed and used to select three schools with distinctly different organizational climate characteristics for closer study of the implementation process.For each school, detailed portrayals of the implementation ++
events were distilled in order to capture the complexities of the change. Cross-case analysis of the casestudy data was then undertaken to draw out particular issues, events and interactions that appeared to be of importance in directing the implementation process within individual schools and across all three sites.The final chapter addresses the initial set of research questions and presents a series of findings and associated recommendations stemming from this study. Of the range of findings to emerge from the study three appear to be of critical importance for our understanding of the organizational change process. The first finding is that the implementation of a policy innovation is best viewed as a process of "interactive modification" That is, a process whereby the innovation prompts modifications to be made to the adopting system and where the adopting system prompts modifications to be made to the innovation in a complex and dynamic manner. This finding goes beyond the notion of of change as "adaptation" or "evolution" to suggest more dynamic and interrelated process of change occurring to both the innovation and the adopting system. The second finding is that adopting system, the school, is best viewed as an open social system influenced by and yet exerting an influence upon the broader change environment in which it exists. Consequently the implementation of change is subject to influence by infomation, issues, events and interventions stemming from internal and external sources. The reality of the organizational change process is therefore far more complex and dynamic than previous theories and models of change suggest. A third and related finding is that secondary schools appear to be comprised of a number of sub-systems. The extent to which these sub-systems are interdependent or linked appears to influence not only the school's initial response to ++
change but also the schools capacity to undertake meaningful and significant implementation of an innovation. This finding has implications for the design of specific change strategies that focus on improving the degree of sub-system linkage within a school. Such change strategies might occur prior to or run concurrently with other strategies concerned with the implementation of specific organizational changes.It is hoped that these findings have value for several audiences. First, they should be of particular importance to Ministry and school personnel presently confronted by organizational change. Second, the findings should not only serve to inform those building change theory, but also those educators who might hold responsibility for the implementation of similar policy innovations.
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Mak, Yiu-kwong. "School-based staff development : its policy formulation and implementation : a study of two secondary schools in Hong Kong /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034761.

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Flatau, P. R. "Essays in the development, methodology and policy prescriptions of neoclassical distribution theory /." Murdoch University Digital Theses Program, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20091123.135256.

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Mak, Yiu-kwong, and 麥耀光. "School-based staff development: its policy formulation and implementation : a study of two secondary schools inHong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958138.

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Gilmore, Joan Maree, and n/a. "Rational, nonrational and mixed models of policy making in a high school change process." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060712.092715.

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In many schools hours of energy and effort are dedicated to making decisions and developing policy. At the school level issues of curriculum, faculty groupings and structure, strategy for staff allocations and resourcing of faculties, often results in debate before being decided upon. So often valuable time and resources are wasted in argument, disagreement and political activity. This study has been designed to determine what actually happens in the decision process, with the subject of the study a single committee. The aim of the study is to determine the style of policy development that took place and what influences affected the decisions made. The study is in two parts. The first section develops a Conceptual Framework and research questions to categorise, summarise and organise data collected from policy development processes. The Conceptual framework was designed to permit analysis of the major components of the stages of Problem Structuring, Generation of Alternatives and Recommending Policy Actions. The second section in includes further Research Questions to determine whether the process applied to developing policy was Rational, Nonrational (Incremental/Political) or a Mixed Model type. The research method used was naturalistic and qualitative in nature and in the context of a case study. The main findings were that a Mixed Model of policy development was used by the Committee with elements of both Rational and Nonrational process evident from the research data.
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Books on the topic "School policy development"

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St Julie's High School, Liverpool. School development policy 1996-2000. Liverpool: The School, 1996.

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Knights, David. The Development of a common school assessment policy. Uxbridge: Brunel University, 1994.

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Hewton, Eric. School focused staff development: Guidelines for policy makers. London: Falmer, 1988.

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School focused staff development: Guidelines for policy makers. London: Falmer Press, 1988.

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Silva, Rufus De. School library resource centre policy: Guidelines for development. Aberdeen: Grampian Regional Council, Dept. of Education, Resources Centre, 1991.

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Crossley, Michael. The policy of SSCEP: Context and development. Papua New Guinea, Oceania: Educational Research Unit, University of Papua New Guinea, 1986.

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Science, University of Western Ontario School of Library and Information. SLIS collection development policy. [London, Ont: SLIS, University of Western Ontario, 1989.

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Craig, Margaret. Policy into practice: the contribution of School Development Plans. [Guildford]: [Universityof Surrey], 1991.

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School media policy development: A practical process for small districts. Littleton, Colo: Libraries Unlimited, 1986.

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Geoff, Dubber, and School Library Association, eds. Policy making and development planning for the secondary school LRC. Wanborough: School Library Association, 2003.

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Book chapters on the topic "School policy development"

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Noble, Toni, and Helen McGrath. "Policy Development for Student Wellbeing." In The PROSPER School Pathways for Student Wellbeing, 97–109. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21795-6_3.

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West, Anne. "Private Schools in Sweden: Policy Development, Inequalities and Emerging Issues." In Private Schools and School Choice in Compulsory Education, 67–79. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_5.

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Hardman, Jan. "School-Based Teacher Professional Development in East Africa." In International Handbook of Teacher Quality and Policy, 517–27. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315710068-34.

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Rynerson, Charles. "Housing Development and Enrollment Trajectories in K-12 School Districts." In Population Change and Public Policy, 357–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57069-9_18.

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Xue, Eryong, and Jian Li. "Promoting the Diversified Development of High School in China." In Creating a High-Quality Education Policy System, 107–19. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3276-1_8.

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Li, Jian, and Eryong Xue. "An Analysis of the Diversified Development of High School Education in China." In Education Policy in Chinese High Schools, 155–80. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2358-5_6.

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Moore, Audrey-Marie Schuh, Joseph DeStefano, and Elizabeth Adelman. "Time Misspent, Opportunities Lost: Use of Time in School and Learning." In Policy Debates in Comparative, International, and Development Education, 247–64. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230339361_13.

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Nonninger, Ralph, Janina Dege, Timm Wilke, and Thomas Waitz. "Nanoscience Education in School Chemistry: Perspectives for Curricular Innovations in Context of an Education for a Sustainable Development." In Science Policy Reports, 237–74. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31833-2_9.

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Postiglione, Gerard A. "Improving School to University Transitions During Mass Higher Education: A Policy Perspective." In Mass Higher Education Development in East Asia, 245–67. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-12673-9_15.

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Narwana, Kamlesh, and Angrej Singh Gill. "Making ‘Quality Education Accessible’ to All: Policy Perspective on School Education in Punjab." In Covid-19 Pandemic and Economic Development, 181–93. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4442-9_15.

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Conference papers on the topic "School policy development"

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Koutouvela, Christina, and Thomas Babalis. "QUALITY OF SCHOOL LIFE AND SCHOOL POLICY. EMPIRICAL APPROACH." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1328.

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Zeng, Jiao. "Research on Pre-School Education Industry Policy and Development." In 2018 International Conference on Sports, Arts, Education and Management Engineering (SAEME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/saeme-18.2018.71.

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Alif Mudiono, Alif. "Scientific Approaching in Development Policy of Elementary School Curriculum." In 3rd International Conference on Education and Training (ICET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.12.

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Budiyanto, Moch Agus Krisno. "The Implementation of Daily Feeding Policy in Malang Elementary School." In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.88.

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Garzia, Meyke, Gusti Adillah, Adi Wiranata, and Khilda Wulidatin Noor. "DEVELOPMENT OF SIMULATION GAME ON SOCIAL CARE FOR MIDDLE SCHOOL STUDENTS IN GROUP GUIDANCE SERVICES." In International Conference on Educational Assessment and Policy. Kementerian Pendidikan dan Kebudayaan, 2019. http://dx.doi.org/10.26499/iceap.v0i0.201.

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Siraj, Dr, Sri Milfayetty, and Ibnu Hajar. "Implementation of Islamic School Culture Policy in Development of Teacher Professional Performance." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.155.

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URBONIENĖ, Jūratė, and Indrė KOVERIENĖ. "A COMPARATIVE INVESTIGATION OF ENGLISH LANGUAGE PROFI-CIENCY AND ACADEMIC PERFORMANCE OF CURRENT UNDERGRAD-UATE STUDENTS WITH SPECIAL REFERENCE TO GENERATION Z: RURAL VERSUS URBAN STUDENTS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.159.

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Understanding the audience is the key to successful communication. Therefore, an effective teacher has to consider manifold differences among the students in any given classroom: the characteristics of the students, the mindset of the generation, the variety of learning styles, the students’ needs and goals, and their educational background. Since Aleksandras Stulginskis University (ASU) awards the degrees in food sciences and agriculture, a sizeable part of the students come to study from rural areas. Recent educational research in the USA, UK and Lithuania have revealed a significant difference in the academic performance of the students from rural and urban areas, however, it is still an unresolved problem for the educational institutions in Lithuania. This area has an insubstantial amount of research documented. Thus, the current research aims at investigating the relationship between the location of the school, a student graduated from, and the results of the English Language Diagnostic Test as well as analysing the academic performance of the Agronomy Faculty students through the 2nd, 3rd and 4th semesters. The study focuses on our current undergraduate students - the always-connected, app-happy, smartphone-dependent, born with the Internet, technology, and social media Generation Z. The research methods involve the statistical and comparative analyses of the urban and rural student academic performance (diagnostic test results, examination grades of the 2nd, 3rd and 4th semesters) in the English language; the theoretical assumptions based on the related scientific literature and documents on educational statistics, and the investigation of motivational factors influencing the academic performance of the Generation Z students in line with the processed survey results. The research was initiated in 2015, student academic performance was monitored through the period from 2015 to 2017, and the survey was administered in 2017. The research findings indicate that students from rural schools have an inferior level of the English language compared to the students that finished schools in urban areas, whereas the examination results through the second, third and fourth semesters unveiled an unexpected tendency. Figures show that students from rural schools not only managed to catch up with their colleagues from urban schools, but also outperformed their urban-school peers by roughly increasing rates of their performance. The research evidence could aid teachers and education policy makers, providing a better understanding of Generation Z students from rural and urban areas and factors influencing students' performance.
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Hidayati, Lutfia Nurul, and Erna Setijaningrum. "The Development of Policy Instrument in the Application of the Law Number 1 of 1974 on Marriage as the Effort to Reduce Underage Marriage." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007549606850688.

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Rahayu, Siti Mardiana, Undang Rosidin, and Kartini Herlina. "Development of Collaboration and Communication Skills Assessment Tools Based on Project Based Learning in Improving High School Students the Soft Skills." In International Conference on Educational Assessment and Policy (ICEAP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.082.

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Marusynets, Marianna, and Kyryl Kotun. "Strategies for Adult Education Development in the European Educational Space and International Organizations’ Activities." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/18.

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Nowadays, the development of adult education as an important lifelong learning component is conditioned not only by the dynamics of social, scientific and technological progress, changes in the scope and nature of work, increasing leisure time, and opportunities for its rational use but also by the social role of both society and personality. Non-formal youth and adult education is becoming important in the context of ensuring the sustainable and balanced development of society. For the past two decades, adult education as a component of lifelong learning has been a defining goal of education policy in developed countries at the national and international levels. Adult education is considered a social indicator of the state policy human dimension, one of the ways to achieve socio-economic well-being, and a tool for promoting the ideas of the information and knowledge society. The problem of ensuring access to lifelong learning is becoming a priority, and its solution is possible only taking into account the achievements of foreign countries, including European ones, which are reviewed in the article (Austria, Poland, Liechtenstein, France, Spain, Norway, Sweden, Finland, and Ukraine). The article outlines the European countries` experience in the field of adult education and describes a network of lifelong learning institutions; it is identified strategic directions for the development of continuing education.
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Reports on the topic "School policy development"

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Dell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.

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Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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McGee, Steven, Everett Smith, Andrew Rasmussen, and Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.4.

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A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.
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Johnson, Eric M., Robert Urquhart, and Maggie O'Neil. The Importance of Geospatial Data to Labor Market Information. RTI Press, June 2018. http://dx.doi.org/10.3768/rtipress.2018.pb.0017.1806.

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School-to-work transition data are an important component of labor market information systems (LMIS). Policy makers, researchers, and education providers benefit from knowing how long it takes work-seekers to find employment, how and where they search for employment, the quality of employment obtained, and how steady it is over time. In less-developed countries, these data are poorly collected, or not collected at all, a situation the International Labour Organization and other donors have attempted to change. However, LMIS reform efforts typically miss a critical part of the picture—the geospatial aspects of these transitions. Few LMIS systems fully consider or integrate geospatial school-to-work transition information, ignoring data critical to understanding and supporting successful and sustainable employment: employer locations; transportation infrastructure; commute time, distance, and cost; location of employment services; and other geographic barriers to employment. We provide recently collected geospatial school-to-work transition data from South Africa and Kenya to demonstrate the importance of these data and their implications for labor market and urban development policy.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Bolstad, Rachel. Opportunities for education in a changing climate: Themes from key informant interviews. New Zealand Council for Educational Research, October 2020. http://dx.doi.org/10.18296/rep.0006.

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How can education in Aotearoa New Zealand respond to climate change? This report, part of our wider education and climate change project, outlines findings from 17 in-depth interviews with individuals with a range of viewpoints about climate change and the role of education. Five priority perspectives are covered: youth (aged 16–25); educators; Māori; Pacific New Zealanders; and people with an academic, education system, or policy perspective. Key findings are: Education offers an important opportunity for diverse children and young people to engage in positive, solutions-focused climate learning and action. Interviewees shared local examples of effective climate change educational practice, but said it was often down to individual teachers, students, and schools choosing to make it a focus. Most interviewees said that climate change needs to be a more visible priority across the education system. The perspectives and examples shared suggest there is scope for growth and development in the way that schools and the wider education system in Aotearoa New Zealand respond to climate change. Interviewees’ experiences suggest that localised innovation and change is possible, particularly when young people and communities are informed about the causes and consequences of climate change, and are engaged with what they can do to make a difference. However, effective responses to climate change are affected by wider systems, societal and political structures, norms, and mindsets. Interviewee recommendations for schools, kura, and other learning settings include: Supporting diverse children and young people to develop their ideas and visions for a sustainable future, and to identify actions they can take to realise that future. Involving children and young people in collective and local approaches, and community-wide responses to climate change. Scaffolding learners to ensure that they were building key knowledge, as well as developing ethical thinking, systems thinking, and critical thinking. Focusing on new career opportunities and pathways in an economic transition to a low-carbon, changed climate future. Getting children and young people engaged and excited about what they can do, rather than disengaged, depressed, or feeling like they have no control of their future.
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