Journal articles on the topic 'School policy'
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1
Collins, Jonathan E. "Policy Solutions: The policy of school policing." Phi Delta Kappan 104, no. 4 (November 28, 2022): 62–63. http://dx.doi.org/10.1177/00317217221142989.
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More than half of U.S. schools have no police presence on their campuses. Jonathan E. Collins proposes that all school buildings be free of police. School resource officers (SROs), he writes, do more harm than good. An alternate policy that would remove SROs from schools involves the framework of the community policing model. This model focuses on engaging students in full and deep discussions and problem-solving that reveals what students think of school safety and the root cause of school violence.
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Jeongho [John], Lee, and Choi Young Hoon. "Local Charter School Policy Implementation: Do Policy Networks Matter?" Korean Journal of Policy Studies 30, no. 1 (April 30, 2015): 185–206. http://dx.doi.org/10.52372/kjps30107.
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This article draws on research focusing on implementation of local charter school policy in the United States. Since Colorado passed charter school law in 1993, charter school policy has spread very fast and many charter schools have been operating across Colorado. However, there is the variation in the implementation of each school district's state charter school policy. Some school districts implement the state's charter school law very actively through providing their students with charter school services while other school districts do not. The primary research question of the study is to examine why the uneven implementation of charter school policy emerges among Colorado's school districts. The statistical results reveal that the policy network factor is the most persuasive evidence in answering the research question.
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McGuinn, Patrick. "Swing Issues and Policy Regimes: Federal Education Policy and the Politics of Policy Change." Journal of Policy History 18, no. 2 (April 2006): 205–40. http://dx.doi.org/10.1353/jph.2006.0005.
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Political scientists have long debated the nature of the American political system, particularly the degree to which the federal government is amenable to major policy initiation and reform. There are two basic schools of thought on this question. One school—which I will call the stasis school—argues that the system is highly resistant to major change. The other school of policymaking—which I will call the dynamic school—emphasizes the openness and responsiveness of America's political system and the relative ease of generating reform at the national level. While the stasis and dynamic schools are helpful in explaining systemic tendencies and the influence of particular forces on the policy process, they are less useful in illuminating the evolution of governmental policymaking in a single issue area over time.
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Fuad, Nurhattati, Choirul Fuad Yusuf, and Rihlah Nur Aulia. "School Autonomy Policy Implementation in Emerging Country." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 210–24. http://dx.doi.org/10.9756/int-jecse/v14i1.221026.
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The purpose of this study was to analyze how school autonomy was implemented in Jakarta's Special Capital Region, which administratively serves as a barometer for the successful implementation of policies in Indonesia and emerging economies. The research examined how school autonomy has been applied at the school level in terms of program and budget management, curriculum creation, teacher development, and community development. The topics were administrators, teachers, school leaders, and school committee members from 313 Jakarta public primary schools. Data were gathered utilizing a combination of qualitative and quantitative methods, including surveys, interviews, focus groups, and documentary studies. The research indicated that the implementation of school autonomy in Jakarta varies in terms of success, and is contingent on the school's competence and innovation in utilizing its authority and responsibility to grow the institution. Additionally, it is discovered that the weaknesses that must be addressed in order for autonomy to be effective are related to the low quality of leadership demonstrated by school principals, teachers, and school committee participation in management, all of which contribute to the ineffective implementation of school autonomy.
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Lounsbery, Monica A. F., Thomas L. McKenzie, James R. Morrow, Kathryn A. Holt, and Ronald G. Budnar. "School Physical Activity Policy Assessment." Journal of Physical Activity and Health 10, no. 4 (May 2013): 496–503. http://dx.doi.org/10.1123/jpah.10.4.496.
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Background:Physical activity (PA) levels in schools vary widely, and there is interest in studying how student PA accrual relates to school policy and environmental conditions. School PA policy research, however, is in its infancy and generalizable measurement tools do not exist. We developed and assessed reliability of items on the School Physical Activity Policy Assessment (S-PAPA), an instrument designed to assess school PA policy related to physical education (PE), recess, and other opportunities.Methods:To develop items, we perused associated literature, examined existing instruments, and consulted school policy makers. For test-retest reliability assessment, 31 elementary school PE teachers completed the survey twice, 14 days apart.Results:S-PAPA uses open-ended, dichotomous, multichotomous, and checklist formatting and has 3 modules: 1) Physical Education (47 items), 2) Recess (27 items), and 3) Other Before, During, and After School Programs (15 items). Responses to more than 95% of items were highly related between Times 1 and 2. Generally, physical education and recess items had fair to substantial levels of agreement, and items about other school PA programs had fair to perfect agreement.Conclusions:Test-retest results suggest S-PAPA items are reliable and useful in assessing PA policies in elementary schools.
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Jensen, Chad D., Amy F. Sato, C. Meghan McMurtry, Chantelle N. Hart, and Elissa Jelalian. "School Nutrition Policy." ICAN: Infant, Child, & Adolescent Nutrition 4, no. 5 (August 24, 2012): 276–82. http://dx.doi.org/10.1177/1941406412458314.
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Background. School policies limiting the availability of sweetened beverages are often considered to be effective interventions for improving children’s diet and weight-related health. This study was designed to examine the effectiveness of the Rhode Island Healthier Beverage Policy in reducing consumption of unhealthy beverages and in producing changes in children’s weight status. Method. Students in 2 public middle schools in Rhode Island completed self-reported measures of dietary intake and were measured for height and weight prior to and 1 year following the implementation of a state-mandated healthier beverage policy. An inventory of beverages available in vending machines after the beverage policy was implemented provided a measure of adherence with the statewide policy. Results. Both surveyed schools demonstrated compliance with the beverage policy (ie, greater than 70% of available beverages complied). Self-reported consumption of sweetened beverages did not change significantly following policy implementation. Neither average BMI percentile for age and gender nor frequency of children in each weight category changed significantly 1 year after the policy was implemented. Conclusions. Although the healthier beverage policy was effectively implemented, it did not result in changes in self-reported sweetened beverage consumption or weight status 1 year later. Additional school policy and individual-level changes appear to be necessary to effect change in weight and dietary outcomes for children.
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Lambdin, Dolly, and Heather Erwin. "School Wellness Policy." Journal of Physical Education, Recreation & Dance 78, no. 6 (August 2007): 29–32. http://dx.doi.org/10.1080/07303084.2007.10598038.
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Lounsbery, Monica A. F. "School Physical Activity: Policy Matters." Kinesiology Review 6, no. 1 (February 2017): 51–59. http://dx.doi.org/10.1123/kr.2016-0038.
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For children, schools play an important role in providing and promoting physical activity, yet growing school pressure to produce academic achievement gains have limited the priority of physical activity producing programs. The Institute of Medicine, the Centers for Disease Control and Prevention, the American Heart Association, and others have developed recommendations for school physical activity policy and there is growing interest in examining the relationship between existing school physical activity policies, school practices, and physical activity. Given that research on school physical activity policy is in its infancy, my goal in writing this paper is to introduce readers to key aspects of school physical activity policy while simultaneously outlining existing research efforts and highlighting the many critical research gaps that still exist. I conclude the paper by linking policy to advocacy and outlining considerations for formulating effective advocacy efforts while emphasizing the need for advocacy research.
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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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Pont, Beatriz. "School leadership: from practice to policy." International Journal of Educational Leadership and Management 2, no. 1 (January 16, 2014): 4–28. http://dx.doi.org/10.4471/ijelm.2014.07.
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Across many OECD countries, until recently, one of the few requirements for becoming a school leader was to be a teacher for a minimum amount of years, without any specific kind of training or support beyond that required for teaching. Yet, school leaders’ tasks have become increasingly complex, as a result of globalisation, a shift towards knowledge based economies, greater student diversity and an increased government focus on education policy reforms targeting and affecting schools. The role of school principals has moved from administrative leadership towards focusing on student outcomes, with more autonomy and accountability, and increased responsibilities for implementing policy reforms in schools and classrooms. This article focuses on how policies can ensure that school leaders contribute to school improvement. It builds on an international OECD study on school leadership which analysed practices across 22 education systems in 2008 and explores developments since to propose policy options that can contribute to support the professionalization of school leadership. Among the key strategies suggested that many countries have been taking up are clarifying the role of school leaders based on the tasks that make most difference on school outcomes, ensuring there is specialised training and development, that working conditions are attractive to ensure that there are quality professionals in exercise and to make it a sustainable profession that is well supported.
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Magier, Megan, Karen A. Patte, Katelyn Battista, Adam G. Cole, and Scott T. Leatherdale. "Are School Substance Use Policy Violation Disciplinary Consequences Associated with Student Engagement in Cannabis?" International Journal of Environmental Research and Public Health 17, no. 15 (July 31, 2020): 5549. http://dx.doi.org/10.3390/ijerph17155549.
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Schools are increasingly concerned about student cannabis use with the recent legalization in Canada; however, little is known about how to effectively intervene when students violate school substance use policies. The purpose of this study is to assess the disciplinary approaches present in secondary schools prior to cannabis legalization and examine associations with youth cannabis use. This study used Year 6 (2017/2018) data from the COMPASS (Cannabis use, Obesity, Mental Health, Physical Activity, Alcohol use, Smoking, Sedentary behavior) study including 66,434 students in grades 9 through 12 and the 122 secondary schools they attend in British Columbia, Alberta, Ontario, and Quebec. Student questionnaires assessed youth cannabis use and school administrator surveys assessed potential use of 14 cannabis use policy violation disciplinary consequences through a (“check all that apply”) question. Regression models tested the association between school disciplinary approaches and student cannabis use with student- (grade, sex, ethnicity, tobacco use, binge drinking) and school-level covariates (province, school area household median income). For first-offence violations of school cannabis policies, the vast majority of schools selected confiscating the product (93%), informing parents (93%), alerting police (80%), and suspending students from school (85%), among their disciplinary response options. Few schools indicated requiring students to help around the school (5%), issuing a fine (7%), or assigning additional class work (8%) as potential consequences. The mean number of total first-offence consequences selected by schools was 7.23 (SD = 2.14). Overall, 92% of schools reported always using a progressive disciplinary approach in which sanctions get stronger with subsequent violations. Students were less likely to report current cannabis use if they attended schools that indicated assigning additional class work (OR 0.57, 95% CI (0.38, 0.84)) or alerting the police (OR 0.81, 95% CI (0.67, 0.98)) among their potential first-offence consequences, or reported always using the progressive discipline approach (OR 0.77, 95% CI (0.62, 0.96)) for subsequent cannabis policy violations. In conclusion, results reveal the school disciplinary context in regard to cannabis policy violations in the year immediately preceding legalization. Various consequences for cannabis policy violations were being used by schools, yet negligible association resulted between the type of first-offence consequences included in a school’s range of disciplinary approaches and student cannabis use.
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Crawford, Charles, and Ronald Burns. "Preventing school violence: assessing armed guardians, school policy, and context." Policing: An International Journal of Police Strategies & Management 38, no. 4 (November 16, 2015): 631–47. http://dx.doi.org/10.1108/pijpsm-01-2015-0002.
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Purpose – Recent highly publicized acts of violence and shootings on campus have prompted numerous crime prevention suggestions including having an armed presence in the schools. The purpose of this paper is to assess the impact of protective measures, policies, and school/neighborhood characteristics on school violence. Design/methodology/approach – The data used in this study were part of the School Survey on Crime and Safety collected in 2006. The dependent measures of school violence include reports of violence, threatened attack with a weapon, attack with weapon, and gun possession. The sample was divided into high schools and all other grades to consider differences in levels of school violence among grade levels in relation to various law enforcement security measures, school security measures, and school characteristics. Findings – Findings revealed mixed and often counterproductive results for law enforcement and school security efforts to control school violence. School characteristics, such as reports of bullying, location, and gang activity yielded numerous statistically significant findings. Policy recommendations and suggestions for future research are provided. Originality/value – This study differs from much of the previous literature, which typically examines student and administrator attitudes about victimization and crime prevention. The current study examines detailed information on the actual effects of school violence prevention efforts. Furthermore, this study moves beyond most other works (that typically focus on high schools) as it considers school safety approaches by different grade levels.
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Lamb, Ciara. "Reviewing your school uniform policy." Headteacher Update 2022, no. 1 (January 2, 2022): 36–37. http://dx.doi.org/10.12968/htup.2022.1.36.
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New statutory rules on school uniform require schools to review their uniform policies, keep branding to a minimum, and ensure best value for money. Ciara Lamb advises how to develop a policy in line with the new guidance
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Kristiana, Maria Dita. "Politics of Law on School Days Policy: Legal Reform on Indonesian Education Policy." Journal of Law and Legal Reform 1, no. 1 (October 15, 2019): 5–24. http://dx.doi.org/10.15294/jllr.v1i1.35405.
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The research is aimed to identify, analyze, and examine concerning to: (1) what is Permendikbud Law No. 23 of 2017 on the political politics of School Days? And (2) how is the implementation of Permendikbud Number 23 of 2017 concerning School Days in Semarang City? The method of this research is qualitative with the type of sociological juridical legal research. The research explored some information through interviews and observation in some schools in Semarang as well as Education Unit in Semarang Government. The research highlighted that the law politics of School Day in Semarang City included the substance of Permendikbud Number 23 of 2017, namely the strengthening of character education at the high school level, provisions on school days and hours, and implementation of school day provisions. The philosophical reasons for five days of schooling are come up from Pancasila values and the opening of the 1945 Constitution to strengthen character or character as the spirit of the national spirit. Juridical purposes for the five-day school policy are sourced from laws and regulations that every child has the right to education, the provision of learning that is democratic and fair and non-discriminatory, as well as the fulfillment of the obligation to total teaching hours for teachers as employees of the state civil apparatus. The research concluded that the implementation of Minister of Education and Culture Regulation No. 23 of 2017 concerning School Days by State High Schools in the City of Semarang is supported by four aspects of communication, disposition, human resources, and bureaucracy.
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Cygan, Heide, Carly Tribbia, and Jamie Tully. "School Health Policy Implementation: Facilitators and Challenges." Journal of School Nursing 36, no. 5 (April 29, 2019): 330–38. http://dx.doi.org/10.1177/1059840519846089.
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Schools are uniquely positioned to impact student health and academic outcomes through health and wellness policies. The purpose of this study was to describe factors influencing implementation of school health and wellness policies, specifically those focused on physical activity and nutrition. In-depth, stakeholder interviews were conducted with key informants at eight Chicago Public Schools (K–eighth grade). Data were analyzed using summative content analysis. Two themes were identified, facilitators and challenges to policy implementation. Facilitators included district support and motivation (internal and external). Challenges included limited school nurse availability, breaking tradition and budget. The external community and wellness team composition fell within both themes. Specific strategies are suggested to build upon policy implementation facilitators and overcome challenges. While school nurses play an integral role in student health and wellness, further research is needed to understand school nurse impact on student health and academic outcomes through school health policy.
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Escobedo, Diana. "Native American Boarding School Policy." Toro Historical Review 11, no. 1 (October 20, 2021): 1–21. http://dx.doi.org/10.46787/tthr.v11i1.2576.
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This study examines how anti-Catholic sentiment, and nativist views during the nineteenth century influenced Progressive policy makers during the Native American boarding school era to impose a militarized and patriotic system of education onto Native children. In an attempt to prove their loyalty to the United States, Catholic church policy makers adopted the federal government’s model of educating Native Children. This system unintentionally hurt the Native population because Catholic Priests and Nuns shifted their philosophy of respecting Native values to imposing patriotic values onto Native children. The federal government’s role in the boarding school era often overshadows the role of religious denominations, specifically the influence of Catholic Indian schools. The point of this study is to examine and recognize how the social environment in the U.S. during the nineteenth century influenced Native American policy and gives anyone interested in the boarding school era a more nuanced understanding as to why Progressives sought to assimilate Native children into the American mainstream.
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Sudaryono, Sudaryono, and Ine Kusuma Aryani. "School Policy in Improving Discipline Character of Elementary School Students." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (September 22, 2021): 101. http://dx.doi.org/10.30595/dinamika.v13i2.11554.
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This research was conducted to find out, explore, study, and describe the implementation of disciplinary character education in elementary schools and expected to help find the right policies to support the successful implementation of character education. The type of data used is secondary data. This research uses the literature study method. The data obtained were collected, analyzed, and concluded obtain conclusions about the literature study. Based on the research results, literature studies from several research results and journal articles indicate that implementation school policies by establishing good cooperation between all school residents and school committees can increase the success of the implementation of character education in elementary schools.
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Febyola, Velerisa, Rizki Ananda, Alta Feros, and Citra Wulandari. "Policy Analysis of Principals' Competency in Primary Schools." Edunesia: Jurnal Ilmiah Pendidikan 4, no. 3 (June 12, 2023): 1109–21. http://dx.doi.org/10.51276/edu.v4i3.527.
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Education is one of the most important aspects of the continuity of human life. The role of school principals in educational institutions is crucial and is connected with implementing various elements in carrying out their duties. Various policies under the control of school principals determine the level of educational quality success, which also depends on the school principal's policies. Problems arise when it is known that several school principals throughout the provinces of Indonesia need more competence. The purpose of this research is to investigate the implementation of school principal competency policies in elementary schools. This article is written using a qualitative approach. The results show that a school principal must fulfil and possess comprehensive skills in competency policies, especially at the elementary school level. The school principal must first understand the job description based on competency standards. Each school has its unique vision and mission compared to other schools. The determination of the vision and mission is adjusted to the school principal's goals in directing the school towards specific areas driven and supported by the surrounding school environment factors. The conclusion drawn from the conducted research is that the school principal's competency policies include social competence, supervision, entrepreneurship, managerial skills, and personality.
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Collins, Jonathan E. "Policy Solutions: Was the LeBron James school a false promise?" Phi Delta Kappan 105, no. 2 (October 2023): 62–63. http://dx.doi.org/10.1177/00317217231205946.
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LeBron James’ I Promise School in Akron, Ohio, attracted attention recently for its low test scores for 8th-grade students. Unlike other philanthropic schools. I Promise is neither a private school nor a charter school. Instead, it is part of the Akron Public Schools system and is governed by the school board. Columnist Jonathan E. Collins writes that I Promise is part of the school system and can’t be separated from it. While flawed, school boards are the best way to create a strong and equitable education system and make democracy better. School boards and the districts they govern allow for school improvement at a structural level. They also allow for the public to have a say in the school system, through elections and opportunities for dialogue around how to improve individual schools as parts of a larger system.
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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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Collins, Jonathan E. "Policy Solutions: We need a school board election holiday." Phi Delta Kappan 105, no. 6 (March 2024): 60–61. http://dx.doi.org/10.1177/00317217241238112.
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Voter turnout for school board elections is historically low, with tiny percentages deciding who governs schools. Columnist Jonathan E. Collins proposes a new federal holiday, School Board Election Day, to increase voter turnout and public involvement and interest in public schools. School board elections would be held on the same day nationally, and voters would be encouraged to visit schools not only to vote but to participate in forums and projects to benefit schools.
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Chan, Camelina, Foong Ming Moy, Jennifer N. W. Lim, and Maznah Dahlui. "Awareness, Facilitators, and Barriers to Policy Implementation Related to Obesity Prevention for Primary School Children in Malaysia." American Journal of Health Promotion 32, no. 3 (March 9, 2017): 806–11. http://dx.doi.org/10.1177/0890117117695888.
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Purpose: To assess the awareness, facilitators, and barriers to policy implementation related to obesity prevention for primary school children. Design: A cross-sectional study administered using an online questionnaire. Setting: Conducted in 447 primary schools in a state in Malaysia. Participants: One school administrator from each school served as a participant. Measures: The questionnaires consisted of 32 items on awareness, policy implementation, and facilitators and barriers to policy implementation. Analysis: Descriptive analysis was used to describe the awareness, facilitators, and barriers of policies implementation. Association between schools’ characteristics and policy implementation was assessed using logistic regression. Results: The majority (90%) of school administrators were aware of the policies. However, only 50% to 70% of schools had implemented the policies fully. Reported barriers were lack of equipment, insufficient training, and limited time to complete implementation. Facilitators of policy implementation were commitment from the schools, staff members, students, and canteen operators. Policy implementation was comparable in all school types and locality; except the policy on “Food and Drinks sold at the school canteens” was implemented by more rural schools compared to urban schools (odds ratio: 1.74, 95% confidence interval: 1.13-2.69). Conclusion: Majority of the school administrators were aware of the existing policies; however, the implementation was only satisfactory. The identified barriers to policy implementation were modifiable and thus, the stakeholders should consider restrategizing plans in overcoming them.
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Lounsbery, Monica A. F., Thomas L. McKenzie, and Nicole J. Smith. "School Physical Activity Policy." Translational Journal of the American College of Sports Medicine 4, no. 17 (September 1, 2019): 173–78. http://dx.doi.org/10.1249/tjx.0000000000000103.
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Sánchez, Victoria, Ron Hale, Mark Andrews, Yolanda Cruz, Vonnell Bettencourt, Perdita Wexler, and Corazon Halasan. "School Wellness Policy Implementation." Health Promotion Practice 15, no. 3 (September 17, 2012): 340–48. http://dx.doi.org/10.1177/1524839912450878.
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Berne, Robert, Michele Moser, and Leanna Stiefel. "Social policy: school finance." Journal of Management History (Archive) 5, no. 3 (May 1999): 165–79. http://dx.doi.org/10.1108/13552529910271341.
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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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Masekela, Ngoako Alfred, Elias Tsakane Ngobeni, and Percy Sepeng. "Implementation of School Safety Policy in Primary and Secondary Schools." Research in Educational Policy and Management 6, no. 1 (February 28, 2024): 11–31. http://dx.doi.org/10.46303/repam.2024.2.
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The educational environment within schools serves as a conduit for achieving the educational goals and objectives of each country. Research conducted over a period suggests that effective teaching and learning can only occur in a safe and secure environment. Yet, even with existing laws, policies, regulations, and programs on school safety, teachers and learners face persistent threats to their safety both inside and outside the school grounds in Naboomspruit Circuit Schools. This study examined the implementation of school safety policies in primary and secondary schools within the Naboomspruit circuit in the Waterberg District in Limpopo Province. The study population consisted of principals, teachers, school governing body members, and learners from five (5) schools within Naboomspruit circuit. Participants were selected using purposive sampling, including two schools from quintiles 1 to 3 (representing poor communities), two schools from quintiles 4 to 5 (representing affluent communities), and one combined school covering grades 1 to 12. The study's key features encompassed evidence-based practices to address school safety challenges. Codes were employed to protect the identities of participants and schools involved in the study. The study's trustworthiness was assessed through criteria like credibility, transferability, dependability, and confirmability. The study findings revealed that schools partially implemented school safety policies, often without communicating them to learners and/or stakeholders. The study concluded by offering recommendations for addressing school safety challenges, grounded in contextual factors. The findings and recommendations are relevant to education managers, NGOs, parents and stakeholders who possess full or partial interest in the field of education or school safety.
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Jeongho [John], Lee, and Jeong Jin Woo. "Explanatory Factors for the Uneven Implementation of Charter School Policy." Korean Journal of Policy Studies 27, no. 1 (April 30, 2012): 153–72. http://dx.doi.org/10.52372/kjps27108.
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Charter schools are regarded as the fastest growing and most impressive innovative institution in public education in Colorado. However, a charter school policy has been unevenly implemented across Colorado school districts. This study aims to clarify what conditions lead to this uneven implementation. To examine the efforts of Colorado school districts to innovate within the conventional public school system, it analyzes several hypotheses based on the diffusion model and socioeconomic factors with an ordinary least squares regression model. Statistical analysis demonstrates that three predictor variables-diffusion, educational level, and alternative innovation-positively influence the social phenomenon that each Colorado school district shows different efforts in the implementation of charter school policy. Among them, the number of alternative schools is the strongest regressor, and the existence of neighboring school districts with charter schools is the second strongest regressor that exerts powerful effects to account for the wide variance in the implementation of Colorado school districts` charter school policy.
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Kim, Jae-yun. "A Literature Review on Policy to Invigorate Small Schools: Focusing on the Organization and Implementation of Small School Characteristic Curriculum." Korea Society Of The Politics Of Education 30, no. 4 (December 31, 2023): 175–209. http://dx.doi.org/10.52183/kspe.2023.30.4.175.
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This study was conducted for the purpose of conducting in-depth discussions on policy to invigorate small school, focusing on the organization and implementation of school characteristic curriculum. In order to achieve the purpose of this study, this study theoretically examined policies on small school and focused on understanding small school characteristic curriculum organization and implementation plans to invigorate small schools. In this study, policy to invigorate small school were identified by examining small school policy flows, and furthermore, small school characteristic curriculum as a policy to invigorate small school was reviewed overall. Based on this, we considered the operation of the characteristic curriculum that is being attempted to invigorate small school. In revitalizing the operation and implementation of small school characteristic curriculums to enhance the educational power of small school, it is necessary to shift the policy approach to small schools from the administrative and financial level to the curriculum policy level. In addition, various and careful support is required at the policy level so that the unique curriculum of small school can be operated to enhance and revitalize the educational power of small school.
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Chriqui, Jamie F., Julien Leider, Lindsey Turner, Elizabeth Piekarz-Porter, and Marlene B. Schwartz. "State Wellness Policy Requirement Laws Matter for District Wellness Policy Comprehensiveness and Wellness Policy Implementation in the United States." Nutrients 13, no. 1 (January 9, 2021): 188. http://dx.doi.org/10.3390/nu13010188.
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Beginning with the school year 2006–2007, U.S. school districts participating in the federal Child Nutrition Programs were required to adopt and implement a local wellness policy (LWP) that included goals and/or standards for nutrition education, school meals, other foods sold or served in schools, and physical activity. A primary challenge with LWPs has been inconsistent implementation. This study examined whether state wellness policy requirement laws and district LWP comprehensiveness influence district level implementation, using law/policy data from the National Wellness Policy Study and school food authority (SFA)-reported district LWP implementation from the School Nutrition and Meal Cost Study. Generalized linear and structural equation models were used, controlling for SFA and district characteristics. SFAs in states with wellness policy requirement laws (vs. those in states without) reported implementing significantly more practices (59.56% vs. 44.57%, p < 0.01). State wellness policy requirement laws were associated with district LWP comprehensiveness (coeff.: 0.463; 95% CI: 0.123, 0.803) and district-level implementation (coeff.: 1.392; 95% CI: 0.299, 2.485). District LWP comprehensiveness was associated with district implementation (coeff.: 0.562; 95% CI: 0.072, 1.053), but did not mediate the state law–district implementation relationship. This study highlights the important role that state laws and district LWPs can play in facilitating wellness policy implementation.
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Chriqui, Jamie F., Julien Leider, Lindsey Turner, Elizabeth Piekarz-Porter, and Marlene B. Schwartz. "State Wellness Policy Requirement Laws Matter for District Wellness Policy Comprehensiveness and Wellness Policy Implementation in the United States." Nutrients 13, no. 1 (January 9, 2021): 188. http://dx.doi.org/10.3390/nu13010188.
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Beginning with the school year 2006–2007, U.S. school districts participating in the federal Child Nutrition Programs were required to adopt and implement a local wellness policy (LWP) that included goals and/or standards for nutrition education, school meals, other foods sold or served in schools, and physical activity. A primary challenge with LWPs has been inconsistent implementation. This study examined whether state wellness policy requirement laws and district LWP comprehensiveness influence district level implementation, using law/policy data from the National Wellness Policy Study and school food authority (SFA)-reported district LWP implementation from the School Nutrition and Meal Cost Study. Generalized linear and structural equation models were used, controlling for SFA and district characteristics. SFAs in states with wellness policy requirement laws (vs. those in states without) reported implementing significantly more practices (59.56% vs. 44.57%, p < 0.01). State wellness policy requirement laws were associated with district LWP comprehensiveness (coeff.: 0.463; 95% CI: 0.123, 0.803) and district-level implementation (coeff.: 1.392; 95% CI: 0.299, 2.485). District LWP comprehensiveness was associated with district implementation (coeff.: 0.562; 95% CI: 0.072, 1.053), but did not mediate the state law–district implementation relationship. This study highlights the important role that state laws and district LWPs can play in facilitating wellness policy implementation.
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McIsaac, Jessie-Lee D., Julia C. H. Kontak, and Sara F. L. Kirk. "Moving from Policy to Practice: A Report of School Nutrition Policy Adherence in Nova Scotia." Canadian Journal of Dietetic Practice and Research 79, no. 4 (December 1, 2018): 196–99. http://dx.doi.org/10.3148/cjdpr-2018-017.
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Purpose: School food and nutrition policies have the potential to encourage healthier eating among children and youth to address rising concerns of poor diet quality. Despite their widespread implementation, there is little reported monitoring of policy adherence. This short report describes adherence to the provincial school food and nutrition policy in Nova Scotia (NS) that was implemented in 2006. Methods: An online survey was distributed to NS public schools in 2014–2015 to assess adherence to the directives and guidelines of the policy. Descriptive information was obtained for schools and indicators for policy adherence were explored. Results: A total of 242 schools completed the survey (73% response rate) and policy adherence was variable across the different components. Few schools adhered to the policy standard related to the sale of unhealthy foods and there was inconsistency in school adherence reported for other policy indicators. Conclusions: This research suggests that further action is need to ensure “minimum nutrition” food and beverages are not available in schools and that healthy eating is reinforced through prioritizing key policy actions like pricing strategies, discontinuing fundraising with unhealthy food, and ensuring food programs are available in a nonstigmatizing manner.
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Trisnowati, Heni, and Utari Marlinawati. "Monitoring Kepatuhan Peraturan Kawasan Tanpa Rokok di Lingkungan Sekolah Kota Yogyakarta." Disease Prevention and Public Health Journal 14, no. 1 (February 20, 2020): 6. http://dx.doi.org/10.12928/dpphj.v14i1.1802.
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Background: Smoke-Free School (SFS) policy have been implemented since 2015. These regulations include elementary schools, junior high schools, senior high schools and vocational high schools both private and public. SFS policy aims to create a clean, healthy and smoke-free school environment. Beside, SFS policy is the only effective way to protect the community (school residents) from the dangers of smoke, but the regulation has not been fully implemented by schools in the city of Yogyakarta. This study aims to describe the compliance of SFSP in schools throughout the city of Yogyakarta and the challenges of implementing these regulations. Method: This study used a quantitative method with cross-sectional survey design and observation. The population in this study were all schools in the city of Yogyakarta including elementary, middle and high school or vocational schools. Total samples were 162 schools. The sampling technique used the Proportional Stratified Random Sampling method. Data was collected through one survey and analyzed descriptively using a computer system. Results: input indicators of SFS policy: 89.5% of schools in the Yogyakarta city already have a written policy; 88.3% of schools already have promotional media about smoking bans, 66% of schools already have personnel who monitor SFS policy; Process indicators of SFS policy: 88.9% had already received SFP socialization directly. Output indicator of SFP: there are 146 (90.1%) smoke-free schools in Yogyakarta. Barriers to the implementation of SFS policy include smoking behaviour of school residents, lack of ability to conduct assertiveness, environment and school policies have not to support SFS. Conclusion: The level of school compliance with SFS in the city of Yogyakarta is high. Socialization of SFS needs to be carried out continuously, especially for pickers (parents) and giving a strict sanction for those who violate SFS policy.
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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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Bennett, Peter Lloyd, and Richard Gamman. "Whole school behaviour policy reviews and projects." Educational and Child Psychology 17, no. 1 (2000): 20–32. http://dx.doi.org/10.53841/bpsecp.2000.17.1.20.
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Whole school behaviour policy reviews and projects were carried out by educational psychologists in four primary schools. The purpose of the behaviour projects was to help generate a defensible behaviour policy and to investigate the possible gap between policy and practice by taking an ecosystemic approach to children’s behaviour. The projects contained three phases: joint review of the school behaviour policy; gathering data through observations, interviews and questionnaires; feedback and evaluation. The project reported contains details which provide a representative example of all the school projects carried out.
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Linick, Matthew Allen. "Examining charter school policy and public school district resource allocation in Ohio." education policy analysis archives 24 (February 15, 2016): 19. http://dx.doi.org/10.14507/epaa.24.2178.
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This project focuses on the competitive pressure, or the threat of competitive pressure, generated by charter school policy. This paper uses longitudinal district-level data and multiple quasi-experimental designs to examine the relationship between two Ohio charter school policies and changes in public school district instructional resource allocation. Some believe that the competitive pressure created by charter schools will improve efficiency in district-run public schools; however, the findings from this study do not reliably demonstrate that charter school policy will induce a public school district to increase the level of instructional resource allocation. The findings do provide evidence that some charter policies are linked to changes in resource allocation at certain school districts. This study suggests that additional, multiple method investigations are needed to study how public school districts respond to competition and policies designed to change the levels of competition in the public school system.
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Bela Safira, Eri Yusnita Arvianti, and Cahyo Sasmito. "EDUCATION CITY POLICY IN HANDLING CHILDREN WITHOUT SCHOOL." Awang Long Law Review 5, no. 2 (May 31, 2023): 458–63. http://dx.doi.org/10.56301/awl.v5i2.730.
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The purpose of this research is to find out and analyze government policies as well as supporting and inhibiting factors to minimize children who do not go to school. The method in this research is qualitative research that focuses on city education policies. Data collection techniques with interviews, observation and documentation. and Conclusion The results of the study show that the government has a program to prevent children from dropping out of school, namely free elementary-junior high schools, a zoning system for new schools. students, free uniforms for underprivileged people, package A, B and C systems, and school buses. However, the fact is that the programs implemented have not been on target and there are still children who drop out of school in Malang City or the City of Education.
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Bernstein, Lawrence. "Notes: Where Is Reform Taking Place? An Analysis of Policy Changes and School Climate." Educational Evaluation and Policy Analysis 14, no. 3 (September 1992): 297–302. http://dx.doi.org/10.3102/01623737014003297.
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This study analyzes the 1987–1988 NAEP School Questionnaire administered at the 4th-, 8th-, and 12th-grade levels. Relationships between policy changes and school climate, and individual grouping variables defining school poverty, school size, community type, and ethnicity were investigated. The results showed a fairly consistent pattern across all three grade levels in how schools ranked on the various grouping dimensions in their reporting of policy changes and school-related problems. Large, urban disadvantaged schools with predominantly non-White populations tended to report the most policy changes and school-related problems, suggesting that reform is taking place in those schools where it is most needed.
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Morrison, Keith. "Developing a Whole-school Behaviour Policy in Primary Schools." Pastoral Care in Education 14, no. 1 (March 1996): 22–30. http://dx.doi.org/10.1080/02643949609470951.
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Teutsch, Friedrich, and Lisa Gugglberger. "Analysis of whole-school policy changes in Austrian schools." Health Promotion International 35, no. 2 (February 21, 2019): 331–39. http://dx.doi.org/10.1093/heapro/daz006.
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Abstract Health Policies with school-wide effects have been shown to improve the health of students and school staff, but in practice, schools struggle with this approach. Ten Austrian schools which had recently adopted new time structure policies were investigated: On the basis of 19 interviews with school staff, we used thematic analysis to identify facilitating and hindering factors for the implementation processes. Furthermore, agency analysis was applied, in which the interviewees’ use of language was interpreted to estimate their perception of their own agency in the context of policy change. We found that in schools where policy changes were perceived as successfully implemented, staff was convinced of the benefits. In these schools, time structures were understood to directly influence learning and teaching processes and staff members showed a strong feeling of agency. On the other hand, schools were confronted with hindering factors similar to those known from the implementation of other health policies. The results are discussed in the light of current implementation practices, and conclusions for practitioners are drawn.
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Mavrogordato, Madeline, and Rachel S. White. "Leveraging Policy Implementation for Social Justice: How School Leaders Shape Educational Opportunity When Implementing Policy for English Learners." Educational Administration Quarterly 56, no. 1 (January 28, 2019): 3–45. http://dx.doi.org/10.1177/0013161x18821364.
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Purpose: School leaders become arbiters of educational opportunity by shaping how policies are implemented within their buildings. Yet the role that school leaders play in enacting policies designed to expand equity for historically marginalized groups of students such as English learners (ELs) has received little attention in the research literature. This study examines the role that school leaders play in enabling or obstructing social justice by examining how leaders implement one policy, that which dictates the process of exiting students from EL status and reclassifying them as English proficient. Research Method: We conducted qualitative case studies of eight elementary schools across four districts in Texas, each of which included an observation of the year-end meetings when committees review EL students’ files and make reclassification decisions, as well as a semistructured focus group interview. Findings: School leaders both enable and obstruct practices that reflect social justice leadership while implementing reclassification policy, but lack awareness that they are doing so. Policy understanding and approach to implementation mediated the ways in which school leaders were able to leverage policy implementation to enable social justice and promote equity. Implications: We draw upon research findings to provide a framework for helping school leaders leverage policy implementation to enact social justice in their schools.
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Garn, Gregg A. "Solving the Policy Implementation Problem." education policy analysis archives 7 (August 29, 1999): 26. http://dx.doi.org/10.14507/epaa.v7n26.1999.
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When Republican legislators in Arizona failed to approve educational vouchers in four consecutive legislative sessions, a charter school program was approved as a compromise. The charter school policy was written during a special summer session and within three years, over 30,000 students were enrolled in 260 charter schools across the state. Republican policy makers, who failed to enact voucher legislation, proclaimed the charter school program to be an overwhelming success and protected it from amendments by Democrats and potential actions of bureaucrats that could have altered the policy intent. Research on the implementation of policy indicates that state and local implementors frequently undermine or alter legislative intentions. However, when Arizona policy makers approved the charter school policy, they overcame this persistent implementation phenomenon and, in fact, succeeded in preserving the legislative intentions in the working program. This policy study analyzes how they were able to achieve this elusive result. Key policy makers attended to four significant features of policy implementation in creating the charter school policy: communication, financial resources, implementor attitudes, and bureaucratic structure. Manipulating these key variables allowed policy makers to reduce implementation slippage.
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Wekesa, Nyongesa Jacob, Prof Carolyne Omulando, and Dr David Wanyonyi. "The Motivation, Structure and Enforcement of the School Language Policy: Use of Kiswahili language within the school setting." East African Scholars Journal of Education, Humanities and Literature 5, no. 3 (March 10, 2022): 76–81. http://dx.doi.org/10.36349/easjehl.2022.v05i03.002.
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Kiswahili is a very important language in Kenya. It is both a national and official language in the republic of Kenya. However, there are concerns that the poor performance in Kiswahili in national examinations is partially attributed to the laxity in the enforcement of the school language policy. The objective of the study was to assess how the motivation, structure and enforcement of the school language policy impacts on the use of Kiswahili within the school setting, The study was conducted in 30 out of 300 public secondary schools found in Bungoma County. The respondents were 360 form three students, 90 teachers of Kiswahili and 30 principals. Stratified, purposive and simple random sampling techniques were used to sample the target groups. The questionnaire, FGD guide and document analysis guide were used to collect data. The data was analyzed using descriptive statistics which included the use of frequencies, percentages and narrations. The study established that the sampled schools had language policy in place although it varied. Some schools had structured language policy while others had unstructured language policy. It was found out that motivation and punishment had an impact on the enforcement of school language policy. In view of the above findings, it was recommended all teachers regardless of the subject they teach should participate in the enforcement of the school language policy. The school administrators should ensure that their respective language policies should be fully enforced in order to meet its intended purpose and the school language policies should be well structured. It is hoped the finding of this study would help MOEST, principals of schools and teachers in formulating school language policy that aim at enhancing students achievements in languages offered in the curriculum.
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Zverev, Kirill A. "LATVIAN POLICY REGARDING RUSSIAN-LANGUAGE EDUCATION." RSUH/RGGU Bulletin. Series Political Sciences. History. International Relations, no. 3 (2021): 134–46. http://dx.doi.org/10.28995/2073-6339-2021-3-134-146.
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The article considers the development of Russian-language school education in independent Latvia from 1992 to 2020, as well as the process of reforming the system by official authorities. At the time of declaration of indepen- dence and withdrawal from the USSR, a bilingual education system which was formed in Latvia, made it possible to get education at all levels (from kindergarten to technical school and university) in both Latvian and Russian languages. The rise to power in the 1990s of nationalist politicians and the perception of the Soviet period as a period of “occupation”, made it impossible to keep the Russian- speaking school unchanged. The transformations were not long in coming – al - ready in 1995 amendments to the law on the primary school and gymnasium were adopted, proclaiming the need to introduce several subjects teaching in the Lat- vian language in schools for national minorities. The largest reforms were carried out in 2004, when high school link in Russian-language schools (grades 10–12) was required to study in a 60/40 ratio — at least 60% of subjects in Latvian and no more than 40% in Russian. The second set of reforms began to be implemented in 2017, when the high school (of national minorities) completely switched to the Latvian language of instruction, and the secondary school was only partly switched to the Latvian language. The Latvian authorities explain the need for these reforms by the desire to increase the level of knowledge of the state language among national minorities, primarily Russian-speaking. The reform continues and will be completed only in 2021. The article is the first attempt at understand- ing the reform of the Russian school of Latvia with taking into account the latest transformations. The work uses statistical data from public organizations and the Ministry of Education of Latvia, as well as sources in the Latvian language, which are introduced into scientific circulation for the first time.
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Braun, Annette, Meg Maguire, and Stephen J. Ball. "Policy enactments in the UK secondary school: examining policy, practice and school positioning." Journal of Education Policy 25, no. 4 (July 2010): 547–60. http://dx.doi.org/10.1080/02680931003698544.
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Taylor, Jennifer P., Debbie MacLellan, Jane Mary Caiger, Kimberley Hernandez, Mary McKenna, Bob Gray, and Paul Veugelers. "Implementing Elementary School Nutrition Policy: Principals’ Perspectives." Canadian Journal of Dietetic Practice and Research 72, no. 4 (December 2011): e205-e211. http://dx.doi.org/10.3148/72.4.2011.e205.
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Purpose: We assessed principals’ perceptions about the level of school nutrition policy (SNP) implementation in Prince Edward Island elementary schools, objectively evaluated how closely elementary schools are following SNP regulations for types and frequency of foods offered at school, and explored principals’ beliefs about the key enablers and barriers to SNP implementation. Methods: Phase I involved a cross-sectional survey of principals’ assessment of perceived and actual adherence to SNP components. Phase II included in-depth interviews to explore principals’ perceptions about factors influencing policy adherence. Descriptive statistics were generated. Thematic content analysis was used to identify themes. Results: Forty-one (93%) principals participated in Phase I, and nine of these participated in Phase II. The level of implementation of SNP components varied. Seventy-four percent of all foods sold were categorized as allowed by the SNP; 68% of schools sold at least one “not allowed” food. Key barriers included lost revenue, a higher cost of healthy foods, and limited availability of policy-allowed foods. Enablers were a high level of community support, ready access to food suppliers, and active parent volunteers. Conclusions: While schools are making progress in implementing the SNP, challenges remain. Identifying and communicating strategies for healthy fundraising activities and finding ways to involve parents in SNP implementation are recommended.
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Knight, David S., and Laurence A. Toenjes. "Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools." education policy analysis archives 28 (March 30, 2020): 51. http://dx.doi.org/10.14507/epaa.28.4438.
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U.S. charter schools are publicly funded through state school finance formulas that often mirror the traditional public school finance systems. While charter school advocates and critics disagree over whether charters receive an equitable share of funding, few discussions are based on rigorous analyses of funding and expenditures. Most prior analyses, especially those presented in policy briefs or white papers, examine average funding differences without exploring underlying cost factors between the two sectors. Our purpose is to demonstrate how careful analysis of charter school funding with appropriate methodological approaches can shed light on disagreements about charter school finance policy. Using detailed school finance data from Texas as a case study, we find that after accounting for differences in accounting structures and cost factors, charter schools receive significantly more state and local funding compared to traditional public schools with similar structural characteristics and student demographics. However, many small charter schools are actually underfunded relative to their traditional public school counterparts. Policy simulations demonstrate that on average, each student who transfers to a charter school increases the cost to the state by $1,500. We discuss the implications of these findings for both school finance policy in Texas and nationally.
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Jankovic, Bojan, Vladimir M. Cvetkovic, Zvonimir Ivanovic, Aleksandar Ivanov, Svetlana Jovanovic, and Bozidar Otasevic. "SUSTAINABLE DEVELOPMENT OF TRUST AND POLICE PRESENCE IN SCHOOLS: IMPLICATIONS FOR SCHOOL SAFETY POLICY." Journal of Liberty and International Affairs, Institute for Research and European Studies - Bitola 9, no. 3 (2023): 22–40. http://dx.doi.org/10.47305/jlia2393022j.
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Corcoran, Sean P., and Christiana Stoddard. "Local Demand for a School Choice Policy: Evidence from the Washington Charter School Referenda." Education Finance and Policy 6, no. 3 (July 2011): 323–53. http://dx.doi.org/10.1162/edfp_a_00038.
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The expansion of charter schools—publicly funded, yet in direct competition with traditional public schools—has emerged as a favored response to poor performance in the education sector. While a large and growing literature has sought to estimate the impact of these schools on student achievement, comparatively little is known about demand for the policy itself. Using election returns from three consecutive referenda on charter schools in Washington State, we weigh the relative importance of school quality, community and school demographics, and partisanship in explaining voter support for greater school choice. We find that low school quality—as measured by standardized tests—is a consistent and modestly strong predictor of support for charters. However, variation in performance between school districts is more predictive of charter support than variation within them. At the local precinct level, school resources, union membership, student heterogeneity, and the Republican vote share are often stronger predictors of charter support than standardized test results.
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Ricketts, Thomas C., and Christine Nielsen. "Policy Forum: School Health Policy in North Carolina." North Carolina Medical Journal 69, no. 6 (November 2008): 460. http://dx.doi.org/10.18043/ncm.69.6.460.
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