Journal articles: '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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Rohman, Arif. "Elementary School Teacher Development Policy in Yogyakarta City." International Journal of Learning, Teaching and Educational Research 18, no. 6 (June 30, 2019): 236–46. http://dx.doi.org/10.26803/ijlter.18.6.14.

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Magara, Elisam, and Joyce Bukirwa Nyumba. "Towards a school library development policy for Uganda." Library Review 53, no. 6 (August 2004): 313–22. http://dx.doi.org/10.1108/00242530410544402.

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Brock, Stephen E. "Development of a School District Crisis Intervention Policy." California School Psychologist 5, no. 1 (January 2000): 53–64. http://dx.doi.org/10.1007/bf03340876.

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Nutbeam, Don, Jo Clarkson, Karin Phillips, Vince Everett, Anne Hill, and John Catford. "The health-promoting school: organisation and policy development in Welsh secondary schools." Health Education Journal 46, no. 3 (September 1987): 109–15. http://dx.doi.org/10.1177/001789698704600308.

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Mukan, Nataliya, Margaryta Noskova, and Iryna Zinchuk. "Teachers’ Digital Competence Development: Estonian State Policy in the Field." Comparative Professional Pedagogy 9, no. 1 (March 1, 2019): 26–32. http://dx.doi.org/10.2478/rpp-2019-0003.

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AbstractThe article reveals the results of the content analysis of Estonian legislative and normative documents, which define the state educational policy regarding the development of both professional and digital competences of school teachers at the current stage of the education reforming of the country. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the main features of Estonian legislative framework for professional development of public school teachers, especially in the field of digital competence formation. Teachers’ professional development has been studied by foreign and Ukrainian scientists: L. Chance, A. Hollingsworth, N. Klokar, N. Mukan, V. Oliynyk, D. Ross, E. Villegas-Reimers etc. The paper, in particular, focuses on the provisions of the National Strategy for Continuing Education 2014–2020, the Professional Standards of the Teacher; The Law on Basic Schools and Secondary Schools, the State Program of Competent and Motivated Teachers and School Principals, which regulate goals, content and expected result of the development of the teacher’s digital competence and its importance for the development of education and the state. The analytical references and results of the research of the Organization for Economic Development and Cooperation, dedicated to Estonian education, have been summarized. The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis), and applied (observations, questioning and interviewing) methods. The analysis has been carried out through the prism of expediency of borrowing the Estonian positive experience for the educational system of Ukraine, in particular, in the field of public school teachers professional development. The research results have been presented.

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Ransom, Bradley, and Dimitrios Vlachopoulos. "The Meaning of Mission Statements to School Practice and Professional Development: An Interpretative Phenomenological Analysis." Educar 57, no. 1 (January 29, 2021): 49–63. http://dx.doi.org/10.5565/rev/educar.1126.

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While mission statements (MSs) are included in schools often due to governing policy, evidence suggests they remain underutilized by leaders. Scant research is undertaken with regard to school mission statements and how these affects daily practice. This qualitative phenomenological study explores the extent to which school MSs influence daily practice, as well as professional development for school leaders and teachers. This study draws upon interviews with six individuals who lead or teach at two different international schools. The findings provide valuable insight into how MSs are experienced by leaders and teachers. The paper concludes with a discussion around the potential implications for policy makers and school leaders who wish to shape school culture and professional development.

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Simelane, Qand’elihle G. S. N., S’lungile Kindness Thwala, and Thuli Mamba. "AN ASSESSMENT OF THE IMPLEMENTATION OF THE RE-ENTRY POLICY FOR GIRLS IN SWAZILAND: SCHOOL PRACTICES AND IMPLICATIONS FOR POLICY DEVELOPMENT." Problems of Education in the 21st Century 56, no. 1 (November 25, 2013): 115–27. http://dx.doi.org/10.33225/pec/13.56.115.

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Swaziland has no stand-alone re-entry policy. Practices vary from school to school, but generally a pregnant adolescent girl has to drop out of school although those who become pregnant may be allowed to return to write their exams at the same school or they may be advised to find another examination centre. The Swaziland Education and Training Sector Policy of 2011 (EDSEC) explicitly states that ‘every child, irrespective of their life circumstances… has the right to be re-integrated into the same institution that the girl was previously attending.’ The study documents school practices that appear to be informed by ignorance of the provisions of the EDSEC Policy of 2011 and historical developments in national policy; international conventions and declarations the country is signatory to, with missed opportunities. Schools are not coping with the evolving and expanding role in helping children develop. The study concludes that there is need for awareness raising as well as legislation which will compel schools not to expel such pupils but that they are given time to deliver their babies and be allowed to re-join the school. It is thought that institutionalising and publicising the EDSEC policy should lead to more and better reporting, more re-entry, and fewer abortions. There is necessity for awareness development among stakeholders, rigorous and vigorous campaigns and preparedness to tackle strong resistance which has been shown through the practices reported in this study to be hypocritical. Key words: counselling, policy, practice, pregnancy, re-entry, Swaziland.

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Cliffe, Joanne, Kay Fuller, and Pontso Moorosi. "Secondary school leadership preparation and development." Management in Education 32, no. 2 (March 21, 2018): 85–91. http://dx.doi.org/10.1177/0892020618762714.

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In England, school leadership preparation has shifted from the National College and local authorities to teaching schools, their alliances and multi-academy trusts. Against this changing educational landscape, we investigate opportunities presented to men and women in secondary school leadership teams (SLTs). Drawing on interview data from a British Educational Leadership, Management and Administration Society funded investigation, we report on leadership preparation and development opportunities, aspiration to headship, headteachers’ support of ‘in house’, regional and national preparation programmes, coaching and mentoring involvement as well as access to formal and informal networks. Our analysis of SLTs as sites of potential for headship demonstrated some variability in women’s and men’s reported experiences. Accredited courses, higher degrees and workplace-based preparation provided access to leadership preparation and development opportunities; access was not transferrable from school to school. We identified a fragmented system and suggest policy and cultural changes to allow SLTs to offer inclusive and sustainable opportunities for succession planning.

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Mojapelo, Maredi Samuel. "A LEGISLATED SCHOOL LIBRARY POLICY: CAN FUNCTIONAL SCHOOL LIBRARIES BE ENVISIONED WITHOUT ONE?" Mousaion: South African Journal of Information Studies 33, no. 2 (November 18, 2015): 36–55. http://dx.doi.org/10.25159/0027-2639/154.

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Although school libraries are important resource centres that support curriculum delivery and important pedagogical matters, it is disturbing that, in South Africa, only a minority (7.2%) of schools have well-stocked functional school libraries. A legislated school library policy is crucial for a country to roll out effective school library and information services (LIS). This is particularly true in South African schools, which are characterised by enormous disparities in the provision of resources because of the legacy of apartheid. Grounded in the literature review, the fact that the national Department of Basic Education (DBE) does not have a legislated and approved school library policy is a stumbling block to developing and sustaining an active and dynamic school library service for all public schools in South Africa. The purpose of this article is to help relevant stakeholders understand the importance of a legislated school library policy in championing the establishment and development of an active, vibrant and dynamic functional school library service to support the progressive, constructivist and resource based curriculum in the country. The study recommends that the National Guidelines for School Library and Information Services (SA DBE 2012) be amended to a legislated school library policy to resuscitate indeterminate and non-functional libraries in the majority of schools.Â

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Gliksman, Louis, Kenneth Allison, Edward Adlaf, and Brenda Newton-Taylor. "Toward Comprehensive School Drug Policy in Ontario." Journal of Drug Education 25, no. 2 (June 1995): 129–38. http://dx.doi.org/10.2190/4vr4-bcvx-13we-584e.

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The study reported here examines the development and implementation of School Drug Policy in Ontario Boards of Education, the components of these policies, and the composition of policy development committees. Data from 125 Boards of Education were obtained from responses to a questionnaire administered in the Fall of 1991. Findings from the study indicate that school drug policies are increasingly comprehensive—including not only disciplinary measures, but also a preventive curriculum and early intervention component. The composition of policy development working groups normally consisted of such groups as board personnel, teachers, and practitioners from other fields. Students were not often included in the process of policy development. Thus, the development and implementation of school drug policy in Ontario indicates a “top down” rather than “bottom up” approach.

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BenDavid-Hadar, Iris. "School finance policy and social justice." International Journal of Educational Development 46 (January 2016): 166–74. http://dx.doi.org/10.1016/j.ijedudev.2015.10.003.

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Mathur, Shishir. "The Myth of “Free” Public Education: Impact of School Quality on House Prices in the Fremont Unified School District, California." Journal of Planning Education and Research 37, no. 2 (June 29, 2016): 176–94. http://dx.doi.org/10.1177/0739456x16654546.

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Using the Fremont Unified School District in Fremont, California, as the study area, this study estimates the impact of school quality on house prices and finds that a one-standard-deviation increase in the quality of elementary, middle, and high schools significantly increases house prices—by 20 percent for an average-priced house. I urge urban planners and policy makers to explicitly recognize the impact of schools on residential segregation, to consider access to high-quality K–12 education when developing plans and policies, to collaborate with school districts to improve educational quality, and to provide incentives for the construction of affordable housing in neighborhoods with high-quality schools.

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Hicks, Judith. "Establishing Policy for Professional Development in the Primary School." British Journal of In-Service Education 13, no. 3 (September 1987): 182–86. http://dx.doi.org/10.1080/0305763870130314.

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Trimble, Andrew. "Managing a Staff Development Policy in the Primary School." Management in Education 7, no. 2 (May 1993): 9–10. http://dx.doi.org/10.1177/089202069300700204.

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Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.

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Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.

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Acharya, Kamal Prasad, Chitra Bahadur Budhathoki, Birgitte Bjonness, and Linda Jolly. "Policy Perspectives on Green School Guidelines: Connecting School Science with Gardens to Envision a Sustainable Future." Journal of Sustainable Development 13, no. 3 (May 28, 2020): 102. http://dx.doi.org/10.5539/jsd.v13n3p102.

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The purpose of this paper is to explore the perspectives of teacher educators and policy experts on ‘Green School Guidelines’ and ‘One Garden One School’ educational policies in Nepal. This paper also examines how these educational policies help to attain sustainable development goals through education for sustainable development. It aims to explore ways for effective implementation of these policies for activity-based science learning in the school garden. The qualitative method was used to explore the perspectives of science and environment teacher educators and central level policy experts. The data were collected from semi-structured in-depth interviews and informal conversations. The data from both these sources were analyzed thematically around the concepts of education for sustainable development, its implementation strategies and challenges, and life skills development among students through school gardening activities. The study found that teacher educators and policy experts positively view the Green School Guidelines and One Garden One School implementation strategies. Nevertheless, to achieve policy aims, local organization needs to play a major role in the effective implementation of green school guidelines. The findings from this study are expected to encourage the Nepal government, local governments, and community schools to bring central level policies into local practices.

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Gelfman, Mary H. B. "Does the School Nurse Have a Role to Play in School Discipline?" Journal of School Nursing 18, no. 1 (February 2002): 48–53. http://dx.doi.org/10.1177/10598405020180010901.

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Student discipline has become a subject of increasing concern at local, state, and national levels. This article is a discussion of current federal, state, and local school district legal requirements for student discipline in public schools with examples that illustrate several issues that could or should involve a school nurse. A brief history of the legal developments in school discipline includes key U.S. Supreme Court decisions and Acts of Congress. School district options in policy development and disciplinary procedures are discussed. Some of the discipline incidents include issues of nurse–patient confidentiality.

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Cheng, Eric C. K. "Managing school-based professional development activities." International Journal of Educational Management 31, no. 4 (May 8, 2017): 445–54. http://dx.doi.org/10.1108/ijem-02-2016-0042.

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Purpose The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy. Design/methodology/approach This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed validity and reliability of a self-developed instrument. A Structural Equation Model (SEM) was then applied to confirm the model. Findings The result of the SEM shows that principal support has a predictive effect on CPD policy and a collaborative learning culture, while the effectiveness of a CPD plan is predicted by collaborative culture and management strategy. Originality/value This study contributes theoretically to existing literature and practically to school leaders, by supplying a model for managing teacher CPD.

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Ottesen, Eli. "Committing to School Development." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (November 7, 2018): 181–95. http://dx.doi.org/10.7577/njcie.2774.

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School leaders are faced with an unprecedented growth in school data accompanied by expectations that they use this data to improve their institutions. Current technologies enable complex processes of unifying and analysing data in personalised and accessible formats. This study investigates a tool developed by the Norwegian Directorate for Education and Training called the Point of View analysis (PoV). The PoV combines outcome-based data on achievement, data from staff surveys about current practices, and the staff’s reflections. A central tenet in Actor-Network Theory (ANT) is that material tools do not just regulate the activities of humans, but have their own agency and form relationships with their human counterparts. This analysis positions the PoV as an actor that may transform, distort, or modify meaning or elements. A content analysis of the PoV instrument is conducted, and interviews with three school principals who have used the tool are analysed. An ANT-inspired analytical approach is used to demonstrate how the PoV tool connects local practices with national policies and discourses in emerging and fluctuating networks. This analysis revealed that powerful policy discourses may be compromised by their entanglement with local and regional concerns.

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Alabi, Amos Oyetunde, and Jesujoba Oluwadara Alabi. "Duties and Responsibilities of Secondary School Principal and Teachers: Policy Implications." Journal of Studies in Education 8, no. 4 (November 27, 2018): 134. http://dx.doi.org/10.5296/jse.v8i4.13753.

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This paper discusses the duties and responsibilities of secondary school principals and teachers. The paper adopts the template of Gulick and Urwick (1937) on the functions of the chief executive of an establishment/institution to highlight the duties and responsibilities of secondary school principals and teachers. The acronym of the template is POSDCORB which means: Planning, Organising, Staffing, Directing, Coordinating, Reporting and Budgeting. Principals are the chief executives of secondary schools while the teachers are potential administrators of secondary schools as well hence the application of the template to both of them and more even at their present state/level the template is very relevant to them. If the principals and teachers understand very well their duties and responsibilities as presented in this paper and do them accordingly, there will be peaceful, harmonious relationship and coexistence within the school and outside the school communities. The schools will be conducive for academic progress of the students and for the professional development of the teachers. The schools will become ideal, perfect and desired community for everyone to live and contribute to the development of the larger community. The paper highlights some policy issues to be considered and put in place in support of the teachers and principals.

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Et. al., Joan Deocareza Rural. "Teachers’ Conceptions of Assessment Using Brown’s Four-Factor Model and DepEd Assessment Policy: Implications for Policy Review." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 5320–26. http://dx.doi.org/10.17762/turcomat.v12i3.2170.

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The study determined teachers’ conceptions on assessment which were bases in developing recommendations for policy review. The study used survey questionnaires adopted from Brown’s COA-III and an additional researcher-made questionnaire from DepEd Assessment Policy. The respondents are the 408 mathematics teachers from the different schools of National Capital Region using Cluster Sampling. Teachers “strongly agreed” that assessment held the students and school accountable, it’s for the improvement of the teaching and learning process, and they don’t believe that assessment is irrelevant. The teachers also believed that a sound assessment must be standards-based, for concept development, formative and summative. Moreover, eight variables are found to be correlated: school accountability, student accountability, improvement, standards-based, concept development, formative and summative. Assessment should be designed from classroom to national levels. Teachers’ assessments may consider the factors school accountability, student accountability, improvement, standards-based, concept development, formative, and summative. Teachers should undergo extensive training concerning classroom assessment. Teachers must see to it that in every assessment they implement in their class, it should always be aligned to the learning objectives whether the assessment is formative or summative for them to be properly informed regarding the learning development and achievement of the students.

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Kim, Youngran. "Privatization and school practices: Evidence from Seoul’s high school choice policy." International Journal of Educational Development 62 (September 2018): 322–32. http://dx.doi.org/10.1016/j.ijedudev.2018.07.007.

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Fatimah, Meti, Sutama, and Abdullah Aly. "RELIGIOUS CULTURE DEVELOPMENT IN COMMUNITY SCHOOL: A CASE STUDY OF BOYOLALI MIDDLE SCHOOL, CENTRAL JAVA, INDONESIA." Humanities & Social Sciences Reviews 8, no. 2 (April 3, 2020): 381–88. http://dx.doi.org/10.18510/hssr.2020.8243.

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Purpose: This study aims to explore the religious culture development in the community school for public junior high schools in Boyolali, Indonesia. Methodology: This research employs a qualitative approach with interviews and observation as its main research tools for data collection. Three schools participated in this study. Namely: SMP Negeri 4 Boyolali, SMP Negeri 2 Boyolali, and SMP Negeri 6 Boyolali. Findings: This research reveals three main themes for developing a religious culture in the school community; firstly creating a systematic model of school policy; secondly, building cooperation with school leaders and citizens; and lastly, developing a religious culture through extracurricular activities. Implications of the study: The results of this study may be useful for the government in Indonesia as a reference in the development of religious culture in schools or may be useful for the development of religious cultural education in an area. Novelty: Student backgrounds greatly influence religious behavior, as well as school policies, which will also influence the development of religious culture, so the development of religious culture will affect the growth of student character. This study creates a systematic school policy model, builds cooperation between school leaders and citizens, and develops a religious culture through extracurricular activities in the school community, to be further enhanced by good management and clear regulations. The 2003 National Education System Law states that the first and foremost criteria in the formulation of these goals are people who believe in and fear of God Almighty and have good character. For religious culture to be applied in educational institutions, the importance of religion, cultural education needs to be developed.

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Williams, Sheneka M., and Richard O. Welsh. "ESSA and School Improvement: Principal1 Preparation and Professional Development in a New Era of Education Policy." Journal of School Leadership 27, no. 5 (September 2017): 701–24. http://dx.doi.org/10.1177/105268461702700505.

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School leadership, next to teacher quality, plays the largest role in improving the educational outcomes of students. As such, federal and state policies have sought to hold principals accountable for the academic success of their students. Given the renewed attention paid to school leaders and overall school improvement with the passage of the Every Student Succeeds Act (ESSA), this article examines how district and school capacity to apply for and allocate additional professional development funds provided by ESSA might vary according to school context. We utilize qualitative interview data and the literature pertaining to ESSA to interpret how the new federal education policy might affect the preparation and development of principals and how ESSA might expand the social and economic divide that exists between and within districts. We find that while flexibility and autonomy might be key components of ESSA, under-resourced districts and schools might not experience such flexibility and autonomy due to a lack of resources—both human and fiscal—and a lack of capacity. Thus, we find that vulnerable schools might continue to struggle to improve in the era of ESSA.

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Eagle, Donna L., and William J. Glenn. "Teacher Absences in the Commonwealth of Virginia." Journal of School Administration Research and Development 3, no. 1 (June 20, 2018): 32–41. http://dx.doi.org/10.32674/jsard.v3i1.1930.

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The purpose of this study was to analyze selected variables for public schools and districts in Virginia to determine the relationship of school and policy characteristics to teacher absences. This study included two research questions: What is the relationship between certain school district policy provisions and teacher absenteeism? What is the relationship between certain school characteristics and teacher absenteeism? The analysis for this study involved computing descriptive statistics, correlating continuous variables, and running multiple regressions for each dataset (school and district for each year) to determine the predictors of the dependent variable, chronically absent teachers. Although the school models were significant, neither was a particularly strong predictor of chronically absent teachers, only accounting for 15.2% of the variation (2011-2012 model with R2 = .152) and 9.6% of the variation (2013-2014 model with R2 = .096) that is predicted by the independent variables. Nevertheless, there were independent policy and school variables that were significant predictors in both school years. The most prominent variables included total leave, personal leave maximums, income protection provisions (sick leave banks, short-term disability), free and reduced lunch population percentage of a school, pupil/teacher ratio of the school, and the grade level of the school (elementary, middle, and high).

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Hachem, Laureen D., George Kourtis, Swapna Mylabathula, and Charles H. Tator. "Experience with Canada’s First Policy on Concussion Education and Management in Schools." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 43, no. 4 (May 4, 2016): 554–60. http://dx.doi.org/10.1017/cjn.2016.41.

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AbstractBackground: In response to the rising incidence of concussions among children and adolescents, the province of Ontario recently introduced the Ontario Policy/Program Memorandum on Concussions (PPM No. 158) requiring school boards to develop a concussion protocol. As this is the first policy of its kind in Canada, the impact of the PPM is not yet known. Methods: An electronic survey was sent to all high school principals in the Toronto District School Board 1 year after announcement of the PPM. Questions covered extent of student, parent, and staff concussion education along with concussion management protocols. Results: Of 109 high school principals contacted, 39 responded (36%). Almost all schools provided concussion education to students (92%), with most education delivered through physical education classes. Nearly all schools had return to play (92%) and return to learn (77%) protocols. Although 85% of schools educated staff on concussions, training was aimed at individuals involved in sports/physical education. Only 43.6% of schools delivered concussion education to parents, and many principals requested additional resources in this area. Conclusions: One year after announcement of the PPM, high schools in the Toronto District School Board implemented significant student concussion education programs and management protocols. Staff training and parent education required further development. A series of recommendations are provided to aid in future concussion policy development.

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Chabibi, Muhammad. "Politik Pendidikan Tentang Kebijakan Full Day School (Analisis Karakter Kebijakan Publik)." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 3, no. 2 (October 17, 2018): 98–108. http://dx.doi.org/10.31538/ndh.v3i2.9.

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Human development planning through government policy is a very important thing and needs to be considered in order to form a qualified Human Resources. Regulation of the Minister of Education and Culture No. 23 of 2017 About Full Day School is a program intended for teachers, students, education personnel and school organizers to prepare learners in the era of globalization through the restoration of character education in schools. This paper discusses human development planning through PERMENDIKBUD No. 23 of 2017 by policy actors with the perspective of policy character (Responsive, Orthodox, Paternalist). With the descriptive analysis method, this paper concludes that the policy of Full Day School is a policy of orthodox character to override the participation and public interest in the policy so that the consequences are rejection from different education observers even contrary to the public interest.

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Maskuri, Maskuri, and Minhaji Minhaji. "Analisis Kebijakan Pemerintahan Daerah Jawa Timur Tentang Pengembangan SMK Mini di Pondok Pesantren." Jurnal Pendidikan Islam Indonesia 1, no. 2 (April 2, 2017): 251–72. http://dx.doi.org/10.35316/jpii.v1i2.53.

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Islamic education in the form of boarding school, in accordance with that nature will make efforts to improve and change the condition. As an oldest educational institution in Indonesia, boarding schools get serious attention from various circles, both public and private. Currently, Islamic boarding schools in Indonesia are not putting science knowledge separated into small part. However, the leaders and managers of boarding school have unified ' science knowledge ' as an integral part of the boarding school. East Java as the province with the second largest number of boarding schools after West Java has proved itself by producing educational policies that favor the development of boarding school. Local regulation Number 9, 2014 on the Implementation of Education became the legal basis for the implementation of Mini Vocational High School (SMK Mini) development program. That is the basic idea actually appeared from the East Java Governor to respond to global competition in the business world. Education policy as a public policy necessarily born out from the political process in East Java, which involve policy actors. In the implementation phase received tremendous attention. That's will be analyze by researcher with public policy approaches, systems theory, power, and Hegelian dialectics.

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Krasnova, G. A., and E. A. Polushkina. "RURAL SCHOOL DEVELOPMENT: APPROACHES AND BEST PRACTICES." Vestnik scientific and methodological council in environmental engineering and water management, no. 19 (2020): 10–17. http://dx.doi.org/10.26897/2618-8732-2020-19-10-17.

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In recent years, the issue of rural development has been the focus of state policy. In 2019, the state program "integrated rural development" was adopted in accordance with the decree of the government of the Russian Federation No. 696 of may 31, 2019 "On approval of the state program of the Russian Federation "Integrated rural development". Rural development is a complex task that involves a number of areas. One of the most important, according to popular opinion, is the development of rural schools. It should be noted that the current problems of rural school development have been highlighted in a number of works by Russian researchers. At the same time, the complexity of the problem and its multidimensional nature, according to the authors of the article, require the study of successful foreign experience, which, after understanding, could be implemented on Russian soil. In the developed countries of the world, considerable experience has been accumulated in the development of rural territories in terms of social orientation and complexity of their development, in which the rural school plays a key role. In General, the European and American models of state support for rural development and rural schools differ in their approaches to state support for rural development. Perspective, according to the authors, is the following directions in development of Russian rural schools: the formation of school-based community center; the extension of the educational environment due to the public spaces of the village; the organisation of production on the basis of a rural school.

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Hajaroh, Mami, Rukiyati Rukiyati, Lusila Andriani Purwastuti, and Riana Nurhayati. "Development of the Evaluation Instrument of the Child-Friendly School Policy in Elementary Schools." International Journal of Instruction 14, no. 3 (July 1, 2021): 327–40. http://dx.doi.org/10.29333/iji.2021.14319a.

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Garbenis, Simas, and Paulina Palujanskienė. "DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN THE ASPECT OF PERSONALITY DEVELOPMENT IN THE CONTEXT OF A LEARNING ORGANIZATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 90–101. http://dx.doi.org/10.17770/sie2021vol4.6477.

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Today`s schools coexist with an environment that is constantly changing and shifting that is why modern schools should be open to new experiences, possibilities, become learning organizations. Also, educational institutions face the need for competencies in the formulation and implementation of competition policy, which in itself requires managerial knowledge based on an innovative approach. Moreover, the development of emotional intelligence integrated with the school curricula should be considered as one of the criteria for a school to become a learning school. Although some robust knowledge already exists about the positive impact of emotional intelligence development in educational settings. There is little to no research and theoretical data about the means to successfully integrate emotional intelligence development in schools as a context of learning organizations. Moreover, there is not any strong theoretical framework that links several ideas and theories on which they need for emotional intelligence development in learning schools could be based upon. Regarding this knowledge gap, this article aims to reveal the attitude of school staff about the development of emotional intelligence in the context of a school-learning organization. To achieve this goal, methods were used: scientific analysis of literature and documents and theoretical interpretations. Research results: peculiarities of emotional intelligence development in the context of personality development in the context of learning organization: how emotional intelligence is developed, its meaning and importance, possible perspectives, benefits for personality and organization-school in the context of learning organization (L. Vygotsky theoretical aspect). This justifies the need to organize personnel management and professional development processes in the development of emotional intelligence.

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Garnett, Bob, and Jack Demaine. "Education policy and the development of the school organisation committee." International Studies in Sociology of Education 10, no. 2 (July 2000): 177–90. http://dx.doi.org/10.1080/09620210000200057.

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First, Patricia F., Joan L. Curcio, and Dalton L. Young. "State full‐service school initiatives: new notions of policy development." Journal of Education Policy 8, no. 5 (September 1993): 63–73. http://dx.doi.org/10.1080/0268093930080505.

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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 (1992): 21. http://dx.doi.org/10.2307/1164525.

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Bloch, Deborah P. "Career Development and Workforce Preparation: Educational Policy Versus School Practice." Career Development Quarterly 45, no. 1 (September 1996): 20–39. http://dx.doi.org/10.1002/j.2161-0045.1996.tb00459.x.

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Reid, Donald. "Prevention of smoking among school children: recommendations for policy development." Health Education Journal 44, no. 1 (March 1985): 3–12. http://dx.doi.org/10.1177/001789698504400102.

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Priestley, Mark, Sarah Minty, and Michelle Eager. "School-based curriculum development in Scotland: curriculum policy and enactment." Pedagogy, Culture & Society 22, no. 2 (August 2013): 189–211. http://dx.doi.org/10.1080/14681366.2013.812137.

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Windayani, Yuri, and Surtani Surtani. "Study on The Implementation of Environmental School Through Adiwiyata School Program on High School in The Halal Tourism Spots of East Lombok District." Sumatra Journal of Disaster, Geography and Geography Education 2, no. 1 (June 6, 2018): 136. http://dx.doi.org/10.24036/sjdgge.v2i1.128.

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This study aims to analyze the study of the application of environmental schools through adiwiyata school program in high school in district of East Lombok. This type of research is qualitative. The subjects of this study were principals, teachers, and students. Research took place at SMAN 1 Montonggading and SMAN 1 Sambelia. Technique of collecting data through interview, observation, and also documentation. Data analysis used was data reduction, data presentation (display data), and conclusion. The results of this study indicated that: (1) in the aspect of the school's environment-oriented School Policy, there is no policy from the local government that the school is eligible to be an environmentally sound school (adiwiyata). (2) on the aspect of environmental-based curriculum content at the school there is no specific subject of PLH. (3) on the aspect of participative participatory environmental protection activities, there are several activities that support the development of environmental activities in SMA of East Lombok district based on participative. (4) on the aspect of school management in environmental management, it is still not maximal, (5). in the aspect of obstacles to the application of environmentally sound schools is the lack of understanding and knowledge of school residents about environmental education, cost and community support. (6). in the aspect of policy priorities that emerged in the changes is expected to analyze the obstacles in implementing environmental schools through the program of school adiwiyata through planning of learning tools by teachers compiled into the subjects of geography by integrating the maximum environmental values, the School makes environmental education as a optional subject, Development of geography teacher's knowledge and skills in collaboration with environmental agencies on environmental schools, and given understanding to the public about the importance of environmental education.

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Vennebo, Kirsten Foshaug. "Innovative work in school development." Educational Management Administration & Leadership 45, no. 2 (July 9, 2016): 298–315. http://dx.doi.org/10.1177/1741143215617944.

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Leadership is recognised in both policy and research as a key enabler of innovation in schools. Numerous researchers have focused on how school leaders formally narrate their experiences of leading innovations including their observations of effect; however, modest attention has been paid to the processes through which leaders engage in innovative work. This study focuses on the work of project teams running Norwegian school projects that aim to advance teaching and enhance student learning using information and communication technologies. By employing cultural-historical activity theory, leadership is examined as enactment that is consequential to the directions of the work. The findings demonstrate that the locus of agentive actions change from moment to moment within sequences of interactions. Thus, leadership in this kind of work is not under the control of any of the actors involved or any specific individual: the centre does not hold. The study contributes to understanding leadership in innovative work by demonstrating how leadership is an outcome in emergent multi-voiced work processes. Moreover, the study indicates that the ‘making of newness’ involves innovative work at collective and individual levels, and suggests that projects conducted between loosely coupled partners would profit from adopting routines for the management of interactions.

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McCabe, Ellen M., and Cynthia Connolly. "From Intention to Action: Nurses as Policy Advocates for Asthma Care in Schools." NASN School Nurse 34, no. 2 (September 15, 2018): 113–16. http://dx.doi.org/10.1177/1942602x18786394.

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Nurses are familiar with policy at the federal, state, local, and institutional levels, but drafting a policy memo might be new to some. School nurses may have an interest in writing a health policy memo on their own, with colleagues, as part of a nursing organization, or with students who are interested in learning about policy development, school health, and safety. The intention of writing a policy memo is to offer a concisely written analysis of an issue, including background, landscape, and available options, along with recommendations for action to persons in authority, such as congressmen, senators, local officials, or school boards. The first section of this article serves as an exemplar of a policy memo, using the public health topic of asthma. Next, the article focuses on barriers to policy development for this condition in schools and offers selected strategies to address those barriers. While a discourse concerning barriers is not a typical component of a policy memo, this section shows how school nurses can draw on evidence to consider the best way to make positive change. To construct a sturdy argument for change, school nurses need to appreciate potential counterarguments, which is why this exemplar is included.

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Journal articles on the topic 'School policy development'

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