Relevant bibliographies by topics / School responsibility

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

Academic literature on the topic 'School responsibility'

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Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "School responsibility"

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Neufeld, Patricia J. "School Violence—Family Responsibility." Family Journal 10, no. 2 (April 2002): 207–9. http://dx.doi.org/10.1177/1066480702102011.

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Allen, Ann, and Michael Mintrom. "Responsibility and School Governance." Educational Policy 24, no. 3 (May 21, 2009): 439–64. http://dx.doi.org/10.1177/0895904808330172.

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Sewall, Angela Maynard, and Kathy Balkman. "DNR Orders and School Responsibility." Remedial and Special Education 23, no. 1 (January 2002): 7–14. http://dx.doi.org/10.1177/074193250202300102.

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Thanassoulis, Emmanuel, Maria Da Conceição, and A. Silva Portela. "School Outcomes: Sharing the Responsibility Between Pupil and School1." Education Economics 10, no. 2 (August 1, 2002): 183–207. http://dx.doi.org/10.1080/09645290210126913.

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Suyidno, Suyidno, Eko Susilowati, Muhammad Arifuddin, Misbah Misbah, Titin Sunarti, and Dwikoranto Dwikoranto. "Increasing Students’ Responsibility and Scientific Creativity through Creative Responsibility Based Learning." Jurnal Penelitian Fisika dan Aplikasinya (JPFA) 9, no. 2 (December 31, 2019): 178. http://dx.doi.org/10.26740/jpfa.v9n2.p147-157.

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Scientific creativity and responsibility are believed to be key factors for overcoming increasingly complex real-life problems faced by students; but both competencies are not trained in school. Therefore, this research aims to describe the effectiveness of creative responsibility based learning (CRBL) to increase student’s responsibility and scientific creativity on physics learning in senior high school. This research used one group pretest-posttest design involving 66 students of two senior high schools in Banjarmasin, South Kalimantan, Indonesia. The data collection was conducted by using responsibility observation emphasizing on participatory, cooperation, delivering an opinion, and leadership. Additionally, data were gained through scientific creativity test emphasizing on problem finding, product improvement, scientific imagination, scientific problem solving, and creative product design. The data analysis was done through qualitative descriptive, n-gain, and paired t-test. The results showed (1) student’s responsibility for each meeting is in good criteria, and (2) there is a significant increase on students’ scientific creativity at α = 5 %, with n-gain constitutes moderate category. Thus, the CRBL is believed to be effective to increase student’s responsibility and scientific creativity in physics learning
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Helal, Houaida, Dema Al Hudaifi, Mervat Bajoudah, and Ghida Almaggrby. "Role of the School Nurse as perceived by school children Parent in Jeddah." International Journal for Innovation Education and Research 3, no. 11 (November 30, 2015): 101–9. http://dx.doi.org/10.31686/ijier.vol3.iss11.473.

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Descriptive research design was used to determine the school nurse role as perceived by the school children’ parents in Jeddah. A convenience sample was recruited for the study. The estimated number was 200 school children’parents living in Jeddah.The study was conducted at different public places in Jeddah. The study questionnaire included three parts. First, Socio-demographic data, second, a list of responsibilities of school nurse classified according to the school health program components and third, open-ended questions regarding the most important responsibility of the school nurse and the most important health education topic as perceived by the parents. The results of this study revealed that 82.5 % of the study subjects were mothers. The majority of schools don’t have the school nurse, and 6 % have a school nurse, and all the parents prefer hiring a school nurse for their children schools. Regarding the most important responsibility of the school nurse as perceived by the parents, screening was considered her first responsibility by nearly a quarter of parents, while 22 % of the parents agreed that prevention and control of communicable diseases was the first important health education topic. Recommendation: The Ministry of Education should recruit a nurse for each school with at least a higher nursing graduation and provide her with enough equipment and facilities.
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Novieyana, Syarifah, Evi Sofiana, and Tri Wahyuarini. "EFEKTIVITAS PEMBELAJARAN POLA PENDIDIKAN SISTEM GANDA PADA SEKOLAH KEJURUAN DI KOTA PONTIANAK." Inovbiz: Jurnal Inovasi Bisnis 6, no. 1 (July 31, 2018): 56. http://dx.doi.org/10.35314/inovbiz.v6i1.400.

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One of Indonesian Goverment policies in Educational sectors is to reinforce vocational education pattern policy named Vocational High School with Dual Responsibiluty System. Current research is learning effectiveness of Dual Resposbility Sustem at Vocational schools located in Pontianak, which aimed at investigates empirically all the variables affect Dual Responsiility System partially and also to find out the determinate factors on Dual Responsibility System. Survey with questionnaire is deployed for data collecting with 135 respondents valid for further analyzed. Validity, reliabilty and classic assumption were used for measurement and Likert Scale for variable measurement as well. Data analysis and variable analyzes, current study highlights that teachers competency andlearning facility shows a significant impact on Dual Responsibility System. In another hands, the finding shows also showed that exogent variable has asignificant impact on endogen with R Square 52,6%, 0,430. This research suggests that each vocational schools to apply ARCS in motivating the students as well as the innovation, maintenance of learning facilities usage. Moreover, it’s also suggest that goverment especially Educational Department of Pontianak to evaluate the effectiveness of Dual Responsibilty System Implementation in Vocational High Schools in Pontianak.
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Richards, Simon. "The School Budget, Power and Responsibility in Grant-maintained Schools." Educational Management & Administration 20, no. 4 (January 1992): 249–57. http://dx.doi.org/10.1177/174114329202000407.

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Prakash, Chinmaya, and Shubha Chandra Shubha Chandra. "School Management’s Perception of Corporate Social Responsibility (CSR): An Exploratory Study." Issues and Ideas in Education 8, no. 2 (October 21, 2020): 67–76. http://dx.doi.org/10.15415/iie.2020.82007.

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Background: In recent years, the importance of school as a stake-holder in CSR activities is gaining recognition. Companies channel financial and human resources into developing schools. School Development and Monitoring Committee (SDMC) plays an important part in the management of Primary schools in Karnataka and as such should have a role in CSR activities. Purpose: This exploratory study attempted to answer the following questions- (1) How aware are SDMC members of CSR and its role in schools (2) what is their perception of CSR in their schools? (3) Do rural and urban SDMC members differ in their perception of CSR Methods: Sample consisted of SDMC members from 50 rural and 50 urban Government run primary schools in Bangalore Educational districts. 100 SDMC members, one from each school, were interviewed using a semi structured information schedule developed for this study. Results: Management is not very clear about the nature of CSR support . However, 75% of them perceive CSR as beneficial to their schools. Rural subjects have a more favourable perception of CSR impact and they differ significantly from urban counterparts in rating ‘ how CSR has benefited students’ (t = 2.052).Conclusions: SDMC members do not clearly distinguish between support provided under CSR and support received from other sources. Overall, CSR is seen as beneficial to school by supplementing government support and helping the management. Rural schools seem to benefit more from CSR support. Though SDMC is supposed to monitor the developmental activities of the school, they are not often consulted by companies about the requirements for the school. Involving SDMC in planning, executing and monitoring would enhance the efficacy of CSR programmes.
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Ismara, K. Ima, Arie W. Khurniawan, Soeharto Soeharto, Sri Andayani, Didi Supriadi, and Eko Prianto. "Improving the Vocational School Performance Through the Good School Governance." International Education Studies 13, no. 5 (April 18, 2020): 57. http://dx.doi.org/10.5539/ies.v13n5p57.

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The study aims to analyze the implementation of Good School Governance in vocational schools in Indonesia as a response of the high number of inappropriate employment to the vocational graduates’ competencies. This present quantitative descriptive study applies the purposive sampling technique by picking up 852 vocational school principals and teachers from 34 provinces in Indonesia. The researcher found a model for improving the vocational school performance based on good school governance in Indonesia covering Transparency, Accountability, Responsibility, Autonomy, Fairness, Participation, Effectiveness and Efficiency, and Consensus-Oriented principles. Among these eight factors, Responsibility is assessed the highest with the Mean score of 3.25, while both Consensus-Oriented and Participation are labelled as “Not Good” with the Mean scores of 2.93 and 2.82 respectively. However, the results of the recent study need to be legitimated in order to formally applied in all vocational schools in Indonesia.
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Dissertations / Theses on the topic "School responsibility"

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Samaniego, Ponce Ernest. "Analytics for strategic corporate social responsibility." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127073.

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Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, May, 2020
Cataloged from the official PDF of thesis.
Includes bibliographical references (pages 27-28).
Often organized as disconnected philanthropic activities independent from core corporate strategy, the potential that Corporate Social Responsibility (CSR) can play in gaining competitive advantage for firms have largely been untapped. One of the challenges in unlocking the strategic advantages of CSR lies in measuring results and connecting outcomes to key business priorities. The application of data analytics can support CSR practitioners in overcoming this challenge. By adopting CSR analytics, practitioners can more transparently measure the impact of their activities, identify underlying relationships with business goals, and utilize data to make strategic choices that contribute to corporate strategy. This research focuses on the case of Wayfair, one of the largest e-commerce companies in the world. In support of the firm's corporate goal of improving human resource outcomes, analytics strategies have been developed to describe, predict, and prescribe CSR interventions. These strategies impact the five dimensions of employee engagement: employee satisfaction, employee identification, employee commitment, and employee loyalty. This research study aims to encourage firms to increase focus and investments on the adoption of analytics in CSR. By doing so, firms can achieve business goals and contribute to sustainable development.
by Ponce Ernest Samaniego.
S.M. in Management Studies
S.M.inManagementStudies Massachusetts Institute of Technology, Sloan School of Management
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Baghaei, Mojdeh. "Parents' perceptions of social responsibility: a case study of social responsibility in one elementary school /." Burnaby B.C. : Simon Fraser University, 2005. http://ir.lib.sfu.ca/handle/1892/2299.

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Boychuk, Tuutalik. "Homework and inequality : school responsibility and enabling student achievement in the school." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111611.

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In this conceptual inquiry, I argue how and why homework contributes to inequality. Homework contributes to inequality systemically, as schools continue to rely heavily on it. Homework continues to contribute to inequality discursively and psychologically, as parents and educators encourage homework without fully realizing the consequences of homework for those students who have difficulty completing school tasks at home. The inequalities maintained by homework often persist unnoticed. This persistence is an example of a broader persistence of sociological problems even as technological advances are made. This imbalance in the two domains of society and technology is due partly to the differences in the nature of the knowledge content. Therefore, educators and policy makers must be vigilant against tendencies to be blind to possibilities for improvement. One such improvement is a ban on mandatory homework, which implies more school responsibility to enable student achievement in the school.
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Ivarsson, Daniel, and Fredrik Pihl. "Learner responsibility in the English classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35831.

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This paper is the result of a case study of learner responsibility in English language teaching at an upper secondary school. With the implementation of Gy11, the new curriculum for the upper secondary school in Sweden, learner responsibility has been introduced as an obligatory goal. However, in the steering documents the concept is not clearly defined. As a result the implementation of learner responsibility is dependent on the interpretation done by the schools. The purpose of this project was to explore how some students, teachers and head teachers perceive learner responsibility in relation to teaching and learning. The empirical study consists of observations and interviews with two head teachers, two teachers and eight students. Our results show that both students and teachers are happy with the opportunities for learner responsibility provided.Furthermore, they highlight it as something important. Both the head teachers and theteachers emphasise the importance to view the implementation of learner responsibility as an on-going process which the teachers are responsible for. In addition the students express that they are more motivated in their English studies as a result of being allowed more influence over their learning process. Lastly, the head teachers highlightmotivation and understanding as key factors for learner responsibility.
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Valdés, León (León Matias Valdés Saavedra). "Supply chain transparency and social responsibility : investigating consumer and firm perspectives." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113954.

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Thesis: Ph. D., Massachusetts Institute of Technology, Sloan School of Management, 2017.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 197-205).
Consumers increasingly expect companies to ensure that their products are made in a socially responsible manner. However, most companies do not have good visibility into their supply chains. According to a recent study, 81% of the 1,700 companies surveyed lacked full visibility into the social responsibility practices of their suppliers. Using incentivized laboratory experiments and a game-theoretic model, in this thesis we study how improved transparency about social responsibility practices in the supply chain can positively impact companies' interactions with both consumers and suppliers. In the first part of this thesis, we design an incentivized laboratory experiment to study two key questions: (i) How does visibility impact consumers' valuations of social responsibility practices in a supply chain? (ii) What roles do indirect reciprocity and prosociality play in affecting consumers' valuations under different levels of visibility? Our results demonstrate that consumers are willing to pay more for greater visibility. Also, high prosocial consumers do not exhibit indirect reciprocity. Conversely, indirect reciprocity increases low prosocial consumers' valuations under high visibility. In the second part, we study how a manufacturer can improve a supplier's social responsibility practices under incomplete visibility. We consider a game-theoretic model with information asymmetry about the supplier's practices and focus on the manufacturer's investment in the supplier's capabilities. We also consider the potential disclosure of social responsibility information to consumers by the manufacturer or a third party. We find that the manufacturer should invest a high (low) amount of resources in the supplier's capabilities if the information it observes suggests poor (good) practices. Greater visibility helps the manufacturer be more efficient with this investment. The disclosure of social responsibility information by the manufacturer leads to better supplier's practices. Finally, we conduct an incentivized laboratory experiment to investigate (i) how does visibility affect consumers' trust in companies' communications? (ii) How does visibility impact the effect that trust has on consumers' willingness-to-pay for products? Our results show that the effect of visibility on trust is highly dependent on consumers' prosociality. In particular, only low prosocial consumers trust companies more when they demonstrate greater visibility - and this translates into a greater willingness-to-pay.
by León Valdés.
Ph. D.
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Evans, Joëlle. "Moral frictions : ethics, creativity and social responsibility in stem cell science." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/77820.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2012.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 237-250).
Competing moral orders pervade markets and organizations. Previous studies of morals and markets show that organizational and occupational communities in contested areas promote one unique moral perspective in order to gain legitimacy and ensure organizational survival. In this perspective, change and innovation are only possible when distinct actors with a competing moral perspective enter a market. Yet communities do sometimes produce innovations at odds with the moral position they promote. How do they achieve this? Drawing on a 17-months ethnography of a stem cell laboratory, I explore the ways in which competing moral orders intersect in the workplace and how this collision shapes work and innovation practices. I examine two distinct moral conflicts: conflicts over safety and conflicts over bioethics. These two different types of conflicts suggest together that, far from being ethical deserts where workers conform to their organization's perspective, workplaces dealing with contested objects and technologies are spaces of intense ethical questioning and negotiation. Local moral contests are rich with creative opportunities: organizational actors innovate and shape their organizations as they seek to couple the practices and goals of their organization with their avowed personal values. This dissertation contributes to unpacking the links between morals and organizations by showing that moral legitimacy is not just a post-hoc justification of organizational products or practices but is integral to the constitution of these products and practices. This work also contributes to studies of expert work by highlighting the role of moral heterogeneity, local contests, authority over tasks, and technological innovation on the definition of social responsibility in expert communities.
by Joëlle Evans.
Ph.D.
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HOWARD, TERRY ALLEN. "THE EFFECTS OF A RESPONSIBILITY-BASED CHARACTER EDUCATION PROGRAM ON MIDDLE SCHOOL ACADEMIC ACHIEVEMENT AND SCHOOL CLIMATE AT AN INTERNATIONAL SCHOOL IN EAST AFRICA." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3685.

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The purpose of this research was to determine the effectiveness of a character education program on middle school student academic performance, effort and attitude about their school located in an international setting. Middle school students at the participating international school were assigned to either an experimental or control group. Those students in the experimental group classes received a series of 12 lessons focusing on the character trait of responsibility. Those students in the control group classes did not receive these lessons. Twelve responsibility-based lessons were presented to students in the experimental group. Student academic grades in six different academic subjects, effort scores in six different academic courses, and student attitude concerning school climate constituted the dependent variable. The literature review and the general results of this study indicate that there are many factors that may influence student academic performance, effort or attitude. Various character education programs which have been designed to be integrated into school curricula as part of pre-existing courses or as stand alone programs have had varying levels of success. There is limited quantitative data available to support the claims that many existing programs make related to their effectiveness. The data collected from this study were also inconclusive making it difficult to generalize the findings beyond the scope of this study. While certain middle school grade levels showed statistically significant improvement in some academic disciplines or effort improvement in some subjects it would not be appropriate to generalize the findings based on this investigation. Implications of this study and suggestions for future investigations are discussed.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education: Ph.D.
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Bava, Dennis John. "Responsibility center management: A financial paradigm and alternative to centralized budgeting." Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2559.

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Purpose . The purposes of this study were to (a) examine and describe the purpose and characteristics of responsibility center management (RCM) systems at two institutions of higher education, (b) describe the RCM system used at each institution at the school level of the organization, (c) examine and analyze the implementation of RCM at each institution, (d) identify the advantages and disadvantages of RCM systems at each institution, (e) examine and describe the impact of the RCM system on various constituencies affected by implementation of the process at each institution, and (f) provide data which may assist institutions of higher education in determining whether or not to institute a RCM model to assist administrators in the budgeting process. Procedure . The researcher conducted 12 interviews. Respondents included one provost, one chief financial officer (CFO) and one dean from each institution, and six faculty (three from each institution) who had knowledge of, in varying degrees, and/or responsibility for the school-level implementation of RCM systems. These individuals provided information regarding their perceptions of their respective RCM systems and related activities associated with the implementation process at each institution. Twelve content analyses were developed; two provost content analyses, two CFO content analyses, two dean content analyses, and six faculty content analyses. Two case studies were developed from the content analyses: one case study between the faculty and the administration at each institution. In addition, the researcher developed a cross-case summary from the case studies. Conclusions . The administrators in this study felt that RCM systems were implemented at each institution whereas; the faculty reported that this was not the case. Other significant findings included: (a) all the respondents indicated that each person or office might assume different roles depending on the stage of the RCM process however, good budget planning and performance was facilitated by stable environments; (b) ten out of the twelve respondents reported they could be responsible for their programs and accountable for fiscal integrity if they acted upon accurate and timely information; (c) four out of the six faculty pointed out that RCM implementation was more difficult at smaller institutions primarily, in increasing efficiency and reallocation of resources; (d) two administrators and six faculty raised concerns that information usually flowed downward in the authority hierarchy; (e) two administrators and six faculty indicated that tension resulted from the academic centers wanting more decentralization than the administration; (f) four out of the six faculty reported RCM implementation had occurred on paper only, without sufficient faculty input, and with insufficient information regarding the system's implications; and (g) all the respondents further indicated that they reserved judgment on the implementation of RCM systems until decentralization and autonomy for the academic centers is embedded in the institutional culture.
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Bukowski, Richard G. Laymon Ronald L. Klass Patricia Harrington. "Analysis of the importance of responsibility areas to the role and evaluation of Illinois principals." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918606.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed September 27, 2005. Dissertation Committee: Ronald L. Laymon, Patricia H. Klass (co-chairs), Mary Ann Lynn, Calvin Jackson, Thomas W. Nelson. Includes bibliographical references (leaves 126-132) and abstract. Also available in print.
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Mergler, Amanda Gay. "Personal responsibility : the creation, implementation and evaluation of a school-based program." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16382/.

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We live in a society where the individual is prioritised over the collective. Newspaper articles abound lamenting adolescents' lack of personal responsibility and social commentators are increasingly highlighting the need to recapture and interweave an agenda of personal responsibility into the social fabric. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter, 2002). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one's situation. Despite these assertions, there is little empirical research that has attempted to define and examine personal responsibility. This dissertation is about the role of personal responsibility in the lives of adolescents. The research program was divided into three studies utilising quantitative and qualitative research methods to answer four research questions. Study 1: How do adolescents and teachers understand 'personal responsibility?' Study 2: Can a quantitative questionnaire define and measure an adolescent's level of personal responsibility? Study 3: Can a program aimed at enhancing the personal responsibility level of adolescents be taught in a high school and demonstrate measurable effect? Is there a relationship between personal responsibility, emotional intelligence and self-esteem? Study 1 used focus groups to address research question 1. Four focus groups with a total of 20 Year 11 students, and two focus groups with a total of 10 teachers were conducted. The results revealed that key components of the personal responsibility variable were choices and consequences, behavioural control, thoughts and feelings, and consideration for others. This finding complemented the definition derived from the literature review. Additionally, the focus group data served to inform Study 2, the development of the Personal Responsibility Questionnaire and Study 3, the creation, implementation and evaluation of the Personal Responsibility Program. Study 2 involved examining appropriate literature, focus group data from Study 1, and related measures to create a quantitative measure assessing personal responsibility in adolescents. A 100-item measure was created and tested on more than 500 adolescents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine a final 30-item Personal Responsibility Questionnaire with two factors (factor 1 - 'self control of emotion and thoughts' and factor 2 - 'self control of behaviour'). This measure was to serve in the evaluation of the Personal Responsibility Program. A fundamental aim of the study was to determine whether a Personal Responsibility Program could be implemented in a high school and demonstrate measurable effect. Study 3 involved the creation of the Personal Responsibility Program through examining other values-based education programs and the focus group data obtained in Study 1. Once created, the five-lesson program was implemented twice in one high school, with approximately half of the Year 11 students undertaking the first implementation (the experimental group), and the remaining Year 11 students completing the program during its second implementation (the control group). To assess whether the program had generated any changes in the adolescents' levels of personal responsibility, the Personal Responsibility Questionnaire developed in Study 2 was administered pre- and post-intervention to both the experimental and control groups. Additionally, the well-established constructs of emotional intelligence and self-esteem were assessed using the Emotional Intelligence Scale (Schutte et al., 1998) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to determine potential relationships between these variables and to provide additional construct validity for the measure. The results from Study 3 revealed no significant findings on any variable at any time (pre- or post-intervention). Despite this finding, certain data trends were apparent between males and females across the experimental and control groups. Overall, females demonstrated slightly higher mean scores on emotional intelligence and personal responsibility than males, while males had slightly higher mean scores than females on self-esteem. In order to gather additional feedback about the program and the students' learning, qualitative data were gathered from the students and the teachers by completion of a feedback sheet at the end of each lesson and a teacher focus group interview after the first implementation of the Personal Responsibility Program. In relation to student learning, the qualitative data offered by the students showed that learning in the key areas targeted had occurred, with students reflecting on their growth and changing understandings about personal responsibility. With reference to the program, the students commented that the program was fun, interesting, relevant, valuable, and enabled them to learn new things about themselves. Feedback from the teachers highlighted that the students appeared to engage with the program, and that teaching it was rewarding. This research program has contributed to the literature by providing a theoretically and empirically derived definition of personal responsibility. The focus group process highlighted that personal responsibility could be understood and considered by adolescents due to the cognitive and moral sophistication that develops early in this developmental timeframe. Study 2 generated a Personal Responsibility Questionnaire that can be used to assess personal responsibility in adolescents, and Study 3 contributed a Personal Responsibility Program which has been developed from conceptual and empirical literature. The program was designed to be "teacher friendly' and allowed the schools to gather qualitative and quantitative feedback on the success of the program's implementation. As school administrators and teachers often lament the lack of personal responsibility in their students (Lickona, 1992), this program could be used to address this concern and put the issue of personal responsibility firmly on the agenda in high schools.
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Books on the topic "School responsibility"

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Genck, Fredric H. The school board's responsibility: Effective schools through effective management. Springfield, Ill: Illinois Association of School Boards, 1991.

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Harte, Austin Joseph. Improving school attendance: Responsibility and challenge. Toronto, Ont: Canadian Education Association, 1994.

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The Indonesian school principal: Broadening responsibility. Jakarta, Indonesia: Center for Informatics, Office of Educational and Cultural Research and Development, Ministry of Education and Culture, 1992.

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Gilbert, John William. Responsibility for the primary school curriculum. Wolverhampton: Wolverhampton Polytechnic, 1989.

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Vaught, Claire Cole. Guidance in middle level schools: Everyone's responsibility. Columbus, Ohio (4807 Evanswood Dr., Columbus 43229): National Middle School Association, 1988.

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Prince Edward Island. Task Force on Education. Education: A shared responsibility. Charlottetown, P.E.I: Prince Edward Island Cabinet Committee on Government Reform, 1992.

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Schooling, welfare, and parental responsibility. London: Falmer Press, 1996.

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Smith, N. Craig. Mainstreaming corporate responsibility: Cases and text for integrating corporate responsibility across the business school curriculum. Hoboken, NJ: Wiley, 2009.

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Petrie, Pat. After school and in the holidays: The responsibility for looking after school children. London: University of London Institute of Education, 1986.

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Cox, Judy. Cool cat, school cat. New York: Holiday House, 2002.

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Book chapters on the topic "School responsibility"

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Maeroff, Gene I. "Accepting Responsibility." In School Boards in America, 151–66. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230117495_11.

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Rosoff, Nancy G., and Stephanie Spencer. "Responsibility." In British and American School Stories, 1910–1960, 97–129. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05986-6_4.

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Friedmann, Viktor. "Responsibility and the English School." In The Routledge Handbook on Responsibility in International Relations, 125–36. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429266317-9.

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Mitchell, Douglas E. "Professional Paradoxes and School Reforms 1." In Professional Responsibility for Education, 118–34. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781351000673-8.

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Sugrue, Ciaran. "‘Performing’ Leadership: Professional Responsibility in a Climate of Accountability." In Unmasking School Leadership, 201–25. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9433-6_9.

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Nastasi, Bonnie Kaul. "My Professional Journey: A Privilege and A Responsibility." In Women Leaders in School Psychology, 283–99. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43543-1_13.

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Falkenstein, Mathias, and Annie Snelson-Powell. "Responsibility in Business School Accreditations and Rankings." In The SAGE Handbook of Responsible Management Learning and Education, 439–58. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526477187.n28.

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Rundshagen, Volker. "Corporate Social Responsibility an der Business School: Mythen und Erzählungen." In Management-Reihe Corporate Social Responsibility, 153–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56314-4_12.

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

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Siva Raju, S., and Khushboo Ahire. "Enhancing the Quality of Pre-school Education Through Training of Anganwadi Workers: A CSR Initiative." In Corporate Social Responsibility in India, 81–95. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3902-7_5.

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Conference papers on the topic "School responsibility"

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Syamsu, Kurniati. "The Implementation of School Literacy in Primary School." In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.36.

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Afandi, Rifki. "School Culture Shaping through School-Based Management: School Culture as the Basis of Character Building." In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.63.

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Riyono, Riyono. "The Synergy of School and Madrasah Diniyah in Implementing Full Day School." In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.50.

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Fahyuni, Eni Fariyatul, Ida Rindaningsih, and Istikomah Istikomah. "IE Comic in Primary School." In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.28.

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Nuroh, Ermawati Z., and Vevy Liansari. "Digital Age Literacy in Elementary School." In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.29.

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Sunyowati, Dina, and Annisa Firdhausy. "Responsibility and Liability of Marine Pollution by Oil - Balikpapan Bay Pollution Case." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007548706450648.

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Nurdyansyah, Nurdyansyah, and Moch Bahak Udin By Arifin. "Integration of Islamic Values in Elementary School." In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.46.

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Arifin, Moch Bahak Udin By, Nurdyansyah Nurdyansyah, and Pandi Rais. "An Evaluation of Graduate Competency in Elementary School." In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.23.

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Suciyati, Alfi, and Ratna Yulinda. "EdSA Program for Improving Creativities of Elementary School Teachers." In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.20.

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Vartanova, Irina. "Motivation And Responsibility Of Boys And Girls High School Age." In ECCE 2018 VII International Conference Early Childhood Care and Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.07.22.

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Reports on the topic "School responsibility"

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Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

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Abstract:
Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.
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