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Journal articles on the topic 'School responsibility'

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Published: 4 June 2021
Last updated: 13 February 2022

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1

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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2

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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3

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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4

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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7

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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8

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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9

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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10

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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11

Colburn, Ben. "Responsibility and School Choice in Education." Journal of Philosophy of Education 46, no. 2 (March 22, 2012): 207–22. http://dx.doi.org/10.1111/j.1467-9752.2012.00848.x.

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12

Rich, John Martin. "The Responsibility of Local School Boards." Urban Education 23, no. 1 (April 1988): 3–11. http://dx.doi.org/10.1177/0042085988023001001.

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13

Rohsulina, Pranichayudha, Muhamad Husyain Rifai, and Meidawati Suswandari. "PENANAMAN KESADARAN DAN TANGGUNGJAWAB TERHADAP LINGKUNGAN HIDUP MELALUI GREEN SCHOOL DI SD NEGERI DEMAKAN 02 TAHUN PELAJARAN 2014/2015." E-DIMAS 6, no. 2 (September 1, 2015): 46. http://dx.doi.org/10.26877/e-dimas.v6i2.961.

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Abstract This devotion aims to instill awareness and responsibility towards the environment in elementary school students. This activity was conducted in 02 primary schools with class participants Demakan 3, 4, and 5 in groups. Service activities is carried out through four stages, includes the extension (socialization), implementation, monitoring, and evaluation of results. Results devotion shows that primary school Demakan 02 Sukoharjo related to green school in the school can be taken several conclusions are: 1) There is the awareness and responsibility of environmental awareness green in SD N Demakan 02 Sukoharjo. 2) Farming with students of all ages to encourage their interest in nature and enthusiasm early in life. 3) This devotion succeeded yield as much as 110 pot polybag. Keywords: green school, awareness, responsibilityAbstract This devotion aims to instill awareness and responsibility towards the environment in elementary school students. This activity was conducted in 02 primary schools with class participants Demakan 3, 4, and 5 in groups. Service activities is carried out through four stages, includes the extension (socialization), implementation, monitoring, and evaluation of results. Results devotion shows that primary school Demakan 02 Sukoharjo related to green school in the school can be taken several conclusions are: 1) There is the awareness and responsibility of environmental awareness green in SD N Demakan 02 Sukoharjo. 2) Farming with students of all ages to encourage their interest in nature and enthusiasm early in life. 3) This devotion succeeded yield as much as 110 pot polybag. Keywords: green school, awareness, responsibility
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14

Grinshtain, Yael, and Dan Gibton. "Responsibility, authority, and accountability in school-based and non-school-based management." Journal of Educational Administration 56, no. 1 (February 5, 2018): 2–17. http://dx.doi.org/10.1108/jea-01-2017-0005.

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Purpose The purpose of this paper is to understand how primary school principals in Israel cope with the gaps between authority and responsibility in their work, deriving from partially implemented decentralization processes, and how this relates to school-based management (SBM) and accountability principles. Design/methodology/approach Using the qualitative method, 20 semi-structured interviews were conducted with school principals from one district in Israel. Thematic analysis was used in order to identify themes in the interviews that enable creating codes for the characteristics of authority and responsibility and for the principals’ strategies. Findings Gaps were found between authority and responsibility, with particularly low levels of authority alongside high levels of responsibility. Coupled with the demand for accountability, those gaps led principals to adopt three strategies – active, partly active, and passive – to help reduce the tension resulting from them. The SBM definition has links to the specific strategy that principals used. Originality/value The results indicate the importance of clear definitions of authority and responsibility in principals’ work. The current study deepens the understanding of the gaps between these concepts as key for understanding accountability at decentralized schools; tensions that principals cope with as a result of those gaps; and the strategies that enable principals to ease the tension for the benefit of all those involved in the principals’ work.
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15

Abduganiyevich, Uzakov Ibodullo. "Possibilities of Educating a Sense of Responsibility in Primary School Students." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 7334–40. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020550.

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16

Mergler, Amanda Gay, Fiona H. Spencer, and Wendy Patton. "Personal Responsibility: The creation, implementation and evaluation." Journal of Student Wellbeing 2, no. 1 (October 24, 2008): 35. http://dx.doi.org/10.21913/jsw.v2i1.167.

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The purpose of the present study was to create, implement and evaluate a Personal Responsibility education program for high-school students. Using a constructivist framework, a five-lesson program was developed around key themes identified by adolescents in focus groups. This program was implemented in one term at a public high school in urban Queensland, with students examining and discussing notions of choices, consequences, emotional awareness, personal responsibilities and social responsibilities. Feedback from students and teachers showed the program to be interesting, relevant and informative for students, and to have strengthened relationships between students within a class and between students and teachers. As such, the program offers high schools the opportunity to enhance adolescents’ personal, emotional and social development.
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17

Dahliar, Dahliar. "The Implementation of VCT (Value Clarification Technique) Model in Improving Students’ Responsibility Character on Environment in Indonesia." Sumatra Journal of Disaster, Geography and Geography Education 1, no. 2 (December 19, 2017): 293. http://dx.doi.org/10.24036/sjdgge.v1i2.62.

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The purpose of this research was to develop students’ responsibility character through the implementation of VCT learning and study its effect on students’concern towards enviromental hygiene in state senior high school of Solek Regency. This research employed mixed method research. The data was collected through observation, interview and documentation. To analyze the data, the researcher used simple percentage analysis followed by data reduction, interpretation and conclusion. The result of the study showed that the implementation of learning by using VCT learning model in developing the character of responsibility has been going well. In State Senior High School 1 of Pantai Cermin, students’ responsibility character was going into “start to develop” criteria while in State Senior High School 1 of Lembah Gumanti it was categorized as “Culturized”. The development of resposibility character in both schools was affected by schools’ condition and location.
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18

Mohd Nor, Noraniza, Syed Mohamad Syed Abdullah, and Siti Nur Hadis A Rahman. "Islamic Counseling Approach by Abdullah Nasih Ulwan for Preventing Aggressive Behaviour Among School Students." Malaysian Journal of Social Sciences and Humanities (MJSSH) 4, no. 7 (November 24, 2019): 1–10. http://dx.doi.org/10.47405/mjssh.v4i7.302.

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The issue of aggressive behaviour is often the subject of serious discussion amongst discipline teachers and school counselors. From the Islamic perspective, aggressive behaviour is caused by the lack of Islamic values in aspects of student interaction at schools. Thus, the readiness of discipline teachers and school counselors to tap into the skills and knowledge of counseling using the Islamic approach is crucial in realizing the outlined educational development plan. This concept paper aims to enhance the effectiveness of Islamic counseling based on Abdullah Nasih Ulwan’s views in addressing aggressive behaviour among school students. The methodology of the study is in the form of literature reviews by examining books, journals and previous studies related to the topic of discussion. The study has found that there are 4 ways of dealing with aggressive behaviours among secondary school students based on Abdullah Nasih Ulwan’s view which are the responsibility of faith education, the responsibility of educating the mind, the responsibility of educating the mind awareness and the responsibility of educating the soul. The guidelines above should be utilized by school counselors in handling the issue of aggressive behaviours amongst school students.
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19

배성호. "The Responsibility of School Accident Between Students." Lawyers Association Journal 56, no. 8 (August 2007): 43–71. http://dx.doi.org/10.17007/klaj.2007.56.8.002.

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20

Futrell, Mary Hatwood. "Education About Religions: A Public School Responsibility?" Religion & Public Education 13, no. 4 (October 1986): 78–80. http://dx.doi.org/10.1080/10567224.1986.11487948.

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21

Mencin Čeplak, Metka. "The Individualisation of Responsibility and School Achievement." Czech Sociological Review 48, no. 6 (December 1, 2012): 1093–114. http://dx.doi.org/10.13060/00380288.2012.48.6.04.

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22

Spillane, James P., and Linda C. Lee. "Novice School Principals’ Sense of Ultimate Responsibility." Educational Administration Quarterly 50, no. 3 (October 17, 2013): 431–65. http://dx.doi.org/10.1177/0013161x13505290.

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23

Manzano-Sánchez, David, Alberto Gómez-Marmol, José Francisco Jiménez-Parra, Isabel Gil Bohórquez, and Alfonso Valero-Valenzuela. "Motivational profiles and their relationship with responsibility, school social climate and resilience in high school students." PLOS ONE 16, no. 8 (August 25, 2021): e0256293. http://dx.doi.org/10.1371/journal.pone.0256293.

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The aim of this study was to assess the relationships among motivational profiles, their responsibility levels, the school social climate and resilience, and the differences according to gender and age of students from different secondary schools in Spain. A sample of 768 students (mean age of 13.84 years), 314 boys (46.1%) and 354 girls (53.9%) was used. The measurements taken concerned: personal and social responsibility, basic psychological need satisfaction, motivation, resilience and school social climate. Bivariate correlation, cluster and multivariate analyses were carried out. The cluster analysis was made using the Motivation toward Education Scale with its different variables (intrinsic, identified, introjected, external motivation and amotivation), revealing four profiles: low quality (1, low values in all motivational variables except in amotivation), low quantity (2, low values), high quantity (3, high values), and high quality (4, high values except in amotivation). The contrast in comparisons shows differences in resilience, personal and social responsibility, teacher climate and school climate (p < .001). The group with the highest values in resilience, basic psychological needs, responsibility and school social climate was that with a high quality profile. There were statistical differences in all variables with respect to the low quantity and low quality groups (p < .001), while the high quantity group showed statistical differences only in personal and social responsibility (p < .001). The low quality group had the lowest values among all the variables, with statistical differences with respect to all groups (p < .001). On the other hand, there were more boys than girls associated with high quantity, without differences in their age. In conclusion, high quality motivation profiles (those with high or low amotivation values and high values in autonomous and controlling motivation), also have a higher satisfaction of basic psychological needs. Moreover, these students are more resilient, show more responsibility and enhance the school/teaching social climate, while low quality and /or quantity motivation, influence negatively on these variables.
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Mergler, Amanda G., and Rebecca Spooner-Lane. "Assessing the Personal and Emotional Developmental Outcomes of High-School Students." Australian Educational and Developmental Psychologist 25, no. 2 (October 1, 2008): 4–16. http://dx.doi.org/10.1375/aedp.25.2.4.

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AbstractAn examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis & Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all participants demonstrated high levels of personal responsibility and emotional intelligence, with no significant differences between the public and private school. Public and private school participants significantly differed on self-esteem, with private school participants reporting high levels of self-esteem (M = 30.36) and public school participants (M = 26.92) reporting moderate levels of self-esteem. It is sometimes assumed that private schools facilitate better developmental outcomes among students than public schools. Whilst findings are limited to results obtained from one public and one private school, the current study did not find evidence to support that the personal and emotional development of students is hindered in a public school environment.
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Lyons, James E. "Perceptions of Beginning Public School Principals." Journal of School Leadership 3, no. 2 (March 1993): 186–202. http://dx.doi.org/10.1177/105268469300300207.

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This study was designed to determine the level of competency that beginning principals perceived they had in their primary areas of responsibility when appointed to the position. Secondarily, the study determined what beginning principals perceived to be their greatest challenges and frustrations, most familiar and most unfamiliar areas of responsibility, and who was most and least helpful to them as new principals. The findings indicated that beginning principals are challenged by the following: delegating responsibilities and becoming familiar with the principal's role, the local school, and school operations. Their major frustrations were role adjustment, the (large) amount of responsibility, and time management.
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Anderson, Jeffrey Alvin, Rama Cousik, and Mary Jo Dare. "Taking Responsibility: Supporting Schools to Support Children in Foster Care and State Custody." Journal of Family Diversity in Education 2, no. 2 (December 5, 2016): 82–99. http://dx.doi.org/10.53956/jfde.2016.89.

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For public schools that serve large percentages of young people who are at risk for school failure, the ability to fully engage families is widely considered a best practice. Recent research in the area of family-school partnerships indicates that increased family engagement has been associated with improvements in school outcomes such as academic performance. Although the term family is conceptually universal, its concise definition can be elusive because of the many meanings the word can connote. This paper examines conceptions of family for children who are in foster care. Additionally, suggestions are provided for community agencies and schools to work together to better support this population of young people. For a variety of reasons, children may be living away from their biological parents, in short or long-term living arrangements. During a given school year, children may live in one or more foster homes or residential facilities. The ability of schools to adequately support these students appears to be associated with educators’ willingness to work closely with both children who are in foster care and their service teams. We argue that comprehensive approaches for supporting these young people to succeed educationally requires effective interagency collaboration among schools and the community-based agencies that serve children and families. Partnerships such as those found in Full Service Community Schools and systems of care are described as possible methods for implementing interagency collaboration in schools.
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Haisch, Mary Ann, and Nora L. Cromley. "Mentoring: A Professional Responsibility." Journal of Contemporary Dental Practice 3, no. 3 (2002): 36–45. http://dx.doi.org/10.5005/jcdp-3-3-36.

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Abstract Dental and dental hygiene students were surveyed to determine how many students had participated in high school or college career exploration courses sponsored/supported by Oregon Health & Science University (OHSU) School of Dentistry. The participants were asked to identify which aspects of the programs were the most influential in shaping their exploration of a dental or dental hygiene career and why they decided to apply to the dental or dental hygiene program. These aspects included the availability and the cost of the courses, lecture content, hands-on activities in the laboratory, observations in dental offices, mentoring activities of dentists, dental hygienists, dental/dental hygiene students, and perceived value for applicant competitiveness. The faculty evaluated their level of participation in relation to teaching responsibilities and time commitment. An analysis of the direct and indirect costs to the school was examined. Results of the surveys indicated that between 20-42% of the entering classes had participated in one or more career exploration activities or programs. Participants identified mentoring relationships with their current dentist and dental hygienist as the most important factor in determining their decision to choose dentistry or dental hygiene as a career. Observations in dental offices, encouragement from a dental and/or dental hygiene student, hands-on activities, and repetitive positive career experiences were also significant factors. Citation Cromley NL, Haisch MA. Mentoring: A Professional Responsibility. J Contemp Dent Pract 2002 August;(3)3: 036-045.
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ECHATARINA, PUTRI, and MARTIN ROESTAMY. "TAX DEDUCTIBLE SEBAGAI KOMPENSASI KEGIATAN SOCIAL RESPONSIBILITY LEMBAGA NOTARIS DALAM PENGESAHAN BADAN HUKUM YAYASAN PONDOK PESANTREN." JURNAL ILMIAH LIVING LAW 10, no. 1 (January 30, 2018): 23. http://dx.doi.org/10.30997/jill.v10i1.1491.

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The Foundation is a body that perform various non commercial activities (non-profit) and engaged in social, religious or educational one boarding school. Boarding School can be said to have a role as well as educate the nation's children because schools have a main function of the students can study and master the knowledge of Islam more deeply. Identification of this research are: 1) How is social responsibility in implementing the notary profession and professional public service to educational institutions and religious boarding school? 2) How is the implementation of income tax from the practice of social responsibility in relation to the obligation to pay income tax on any notary deed? 3) Are there policies about tax deductible to the practice of social responsibility that does not charge the notary deed or honorarium from clients who set up a foundation online boarding school?. The method used in this research is normative juridical approach, the law conceived as norms, rules, principles or dogmas/jurisprudence.
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Gursky, Beverly S., and Barbara J. Ryser. "A Training Program for Unlicensed Assistive Personnel." Journal of School Nursing 23, no. 2 (April 2007): 92–97. http://dx.doi.org/10.1177/10598405070230020601.

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In many school districts, school nurses are assigned multiple schools with responsibility for the health care needs of all students at those schools. Because they cannot be physically present at all sites simultaneously, it is necessary to delegate tasks to unlicensed assistive personnel (UAP). Educating and supervising UAP are critical steps in the delegation process. This article shows how one school district developed and implemented a training program for UAP using its school nursing staff.
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Malinic, Dusica. "Grade repetition in primary school from teachers’ perspective." Zbornik Instituta za pedagoska istrazivanja 43, no. 2 (2011): 239–53. http://dx.doi.org/10.2298/zipi1102239m.

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School underachievement is exhibited gradually, in different forms, while grade repetition figures as one of the most prominent forms of underachievement. In order to observe this phenomenon from different perspectives, we conducted a research aimed at identifying teacher attitudes towards grade repetition and grade repeaters in primary school, based on their perceptions of: (a) the cause of grade repetition; (b) the responsibility for grade repetition and (c) grade repetition as an educational measure. The administered questionnaire was constructed for the purposes of the research, descriptive statistics was used, and data were obtained on the sample of 136 teachers from 31 primary schools from the territory of the City of Belgrade. The results point out to the conclusion that teachers perceive grade repetition as, first and foremost, the consequence of students? lack of interest in school and learning and undisciplined behavior in class. By treating student underachievement mainly as a consequence of laziness, lack of motivation and insufficient effort, teachers transfer responsibility to others, assessing that the personal degree of responsibility for the underachievement of their students is very low. The responsibility for underachievement is perceived more as a problem of the student, his/her family, peer group, than as the problem of teachers themselves. The concluding part points out to certain teaching procedures and methods that have proved to be useful in the prevention of student underachievement.
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Darsimah, Darsimah. "Implementasi SPMI di SDN Wonotingal dapat Menumbuhkan Penguatan Karakter Pendidik dan Peserta Didik." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 14, no. 2 (December 25, 2020): 141–43. http://dx.doi.org/10.26877/mpp.v14i2.5726.

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Implementation of an internal quality assurance system, schools are encouraged to make improvements internally by involving various related parties so that there are participation and responsibility of each party. Improving the quality of schools is carried out systemically, planned, measured, and sustainable. Quality is everyone's business, not only the responsibility of the principal or a certain group. All parties work together to realize the vision and mission of the school through their respective roles. In addition, school activities to strengthen character education through heart training (ethics), fitness (aesthetics), mind thinking (literacy), and sports (kinesthetic) with public support and collaboration between schools, families, communities that become government programs of the National Movement Mental Revolution.
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Brown, Carleton H. "Perceptions of School Counselors Surviving a School Shooting." Professional School Counseling 22, no. 1 (January 2018): 2156759X1985325. http://dx.doi.org/10.1177/2156759x19853250.

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School counselors have an ethical and professional responsibility to offer counseling services during crises such as a school shooting. Limited research has explored the lived experiences and practices of school counselors who have experienced a school shooting. This article discusses a qualitative case study investigating school counselors’ experiences related to school shootings and presents implications for school counselors.
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Erez, Ronny. "Excellence and Social Responsibility." Gifted Education International 20, no. 2 (October 2005): 246–55. http://dx.doi.org/10.1177/026142940502000213.

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Excellence is generally perceived as an individualist value, which stands in opposition to social values. This contrast is included in the framework of the much broader discussion of the relationship between knowledge and value. The ancient debate between Socrates and Protagoras raises this argument in a manner still relevant today. This paper attempts to present the problem from an historical viewpoint and to show how the curriculum of the Israel Arts and Science Academy assumes the challenge of integrating education for excellence with social value-oriented commitment. The Israel Arts and Science Academy is defined as a school for excelling students, yet it simultaneously aspires to ensure that it will graduate students socially involved in their community. In that light, the school academically addresses questions concerning the knowledge-value relationship, the relationship between pluralism and personal identity and questions of ethics in science. It also creates a framework in which its students actually experience social action and contribution.
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Yeşil, Rüştü. "School Learning Responsibility Scale’s Validity and Reliability Study (For Primary School Students)." Mevlana International Journal of Education 3, no. 4 (December 1, 2013): 1–14. http://dx.doi.org/10.13054/mije.13.40.3.4.

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35

Reuterswärd, Marina, and Ingrid Hylander. "Shared responsibility: school nurses' experience of collaborating in school-based interprofessional teams." Scandinavian Journal of Caring Sciences 31, no. 2 (July 21, 2016): 253–62. http://dx.doi.org/10.1111/scs.12337.

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36

Böök, Marja Leena, and Satu Perälä-Littunen. "Responsibility in Home-School Relations - Finnish Parents' Views." Children & Society 29, no. 6 (September 15, 2014): 615–25. http://dx.doi.org/10.1111/chso.12099.

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37

Burns, Elizabeth. "Ensuring SEND education is a whole-school responsibility." SecEd 2017, no. 2 (January 12, 2017): 13. http://dx.doi.org/10.12968/sece.2017.2.13.

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38

Farrand, John. "Mexican Primary School Teachers' Sense of Professional Responsibility." Comparative Education 24, no. 1 (January 1988): 103–24. http://dx.doi.org/10.1080/0305006880240109.

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39

Mashar, Riana, and Juntika Nurihsan. "Metaphor Counseling and Students Responsibility on Elementary School." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 7, no. 2 (November 10, 2017): 140. http://dx.doi.org/10.24127/gdn.v7i2.820.

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The research aimed to figure out the effect of metaphor counseling in STAR KIDS (Story Teach Responsibility for Kids) module toward the responsibility of 6-7-year-old students of the first grade of elementary school. The research used untreated control group design by providing pretest and posttest sample design. The research subject consisted of 21 students in the experimental group and 26 students as the control group. The responsibility data collection performed by using observation guideline checklist, which quantified in the interval scale. SPM Raven scale measured the children's bits of intelligence. The STAR KIDS treatment is given in 15 meetings. The results of the pretest and posttest were analyzed by using Anacova analysis technique through SPSS 17 for Windows. The research result showed that (1) students of experiment group who received STAR KIDS metaphor counseling showed higher responsibility increase rather than students of a control group who did not receive the treatment, (2) The intelligence of the students did not show the effect on the effectiveness of counseling metaphor.
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40

Swymer, Stephen. "Creating a Positive School Atmosphere— The Principal's Responsibility." NASSP Bulletin 70, no. 493 (November 1986): 89–91. http://dx.doi.org/10.1177/019263658607049322.

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41

AlRuwaili, Ayed Ayidh. "Professional Responsibility among Primary School Teachers of Mathematics." International Journal of Educational Sciences 18, no. 1-3 (September 2, 2017): 29–35. http://dx.doi.org/10.1080/09751122.2017.1340103.

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42

Löfgren, Håkan, Ragnhild Löfgren, and Héctor Pérez Prieto. "Pupils’ enactments of a policy for equivalence: Stories about different conditions when preparing for national tests." European Educational Research Journal 17, no. 5 (February 22, 2018): 676–95. http://dx.doi.org/10.1177/1474904118757238.

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This article revolves around the educational policy introduced in Swedish schools that has extended national testing to younger pupils. The policy is intended to support equal assessment and grading. With the exception of short-term preparations for the tests focused on here, the testing routines are regulated by the state. The paper aims to examine how the policy of national testing in grade six is enacted in different school contexts from a pupil’s point of view, and how this affects equivalence in school. A narrative analysis was conducted of pupils’ ( n = 150) stories about preparing for national tests in 11 schools. Three forms of enactments were distinguished according to how responsibility for test preparations was allocated in each school. In some schools, teachers invited the pupils systematically to the translation process. In other schools, pupils were given most of the responsibility for preparation and were left alone as actors vis-a-vis the policy. Finally, in schools that applied ad hoc preparations, the pupils’ position as actors became less secure and more multifaceted. This variety regarding the pupils’ test preparations in school stress that the different enactments of this policy of national testing have implications for the interpretation of equivalence in school.
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Güngör, Semra Kiranli, and Deniz Bostan Güzel. "The Education of Developing Responsibility Value." Journal of Education and Training Studies 5, no. 2 (January 17, 2017): 167. http://dx.doi.org/10.11114/jets.v5i2.1361.

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The aim of this research is to improve different responsibility value education activities in pre-school value education. In Turkey, there is a yearly programme in which value should be gained in pre-school value education, but it is lack of activities and how. This research was performed with the studies in a total of 26 students aged five and six, from the beginning of February to end of March in a disadvantaged socioeconomically level school selected to teach the value of responsibility for the academic year 2013-2014 in Eskisehir. At first, the students’ parents were informed about the research. Different activities were done with the students to teach the responsibility value. This research, figured in accordance with the qualitative research processes. The content analysis method was used as the research analysis method to analyze the data and themes and subthemes. The drawings of responsibility, comments on the drawings, the notes taken during the class discussion, and comments after storytelling, the content analysis were done. The results of this study showed that the application of the value of responsibility to teaching is useful for both students and parents. Student development and student perceptions about responsibility have been evaluated. The idea that responsibility should be considered as a value should to be carried on for life, beginning from pre-school.
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44

Nikhil, M. S., and M. Bhavani. "Manufacturing Industry and Corporate Social Responsibility on the Society." International Journal of Research in Engineering, Science and Management 3, no. 11 (November 3, 2020): 1–9. http://dx.doi.org/10.47607/ijresm.2020.361.

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This research provides the overview of the major findings that was found out during the analyses of the collected and suggestions drawn using the analyzed data. The present study deals with the impact of Corporate Social Responsibility activities on beneficiaries. Corporate Social Responsibility is a boon to the growing market. The Corporate Social Responsibility strategy has made the companies contribute to the society and economic performance of the country. Corporate Social Responsibility is the latest marketing strategy and a mandatory activity adopted by the companies to create a competitive advantage and for the economic development. The researcher studied various Corporate Social Responsibility activities initiated by manufacturing sectors and concentrated on the impact those Corporate Social Responsibility activities made on the beneficiaries. The study was made on the primary data collected from the beneficiaries of Corporate Social Responsibility activity which was initiated by JK Tyres Ltd. Mysuru. As per the data collected, JK Tyres Ltd Mysuru, have met the required norms under section 135 of the Companies Act of 2013 by carrying out the various Corporate Social Responsibility activities. JK Tyres Ltd. Mysuru have adopted 5 Villages namely Mydanahalli, Buchahalli, Mudalakoppalu, Halebeedu & Devarahalli in BilikereHobli, Hunasur Taluk, Mysuru District. JK Tyres Ltd Mysuru adopted 3 Govt. schools namely Govt. Primary school, Mydanahalli, Govt. Primary School Buchahalli & Govt. High School, Hosahalli. In Mysuru disctrict Hunsur Taluk JK Tyres Ltd have helped farmers by providing them with 5000 mango tree samplings, Vermi compost unit of 15 numbers, rain water harvesting units of 3 numbers, Trench cum bunding for 253.4 hectares, 21 farm ponds, 4 tanks have been de silted and 3 bore well units have been recharged.
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Nițulescu, Lavinia-Maria, and Elena-Alina Hosu. "Corporate Social Responsibility for Education." Educatia 21, no. 19 (December 19, 2020): 42–47. http://dx.doi.org/10.24193/ed21.2020.19.05.

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The present article tackles the concept of corporate social responsibility (CSR) in the educational field, from the perspective of the projects achieved in collaboration with the educational institutions and companies and projects focused on the improvement and updating the background of the school units. The necessity to implement projects in the field of education by private companies and public firms is justified by the existence of certain financial deficits in the educational system. The study of documents and of national and international specialised materials in the CSR field reveals the requirement to consult schools in establishing the action directions but also the involvement of the business environment in the adaptation of the educational programs to the needs of the labour market. By means of an inquiry-based questionnaire, applied online to a number of 50 representatives having different levels and profiles within educational institutions in the Western area, both from the rural and the urban environment, we have gathered examples of good practice in assuming the implementation of the social responsibility projects in the field of education, in the Western area of Romania.
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Fusheini, Karim, and Hussein Salia. "The contribution of corporate social responsibility (CSR) initiatives to student enrollment and performance in Ghana." International Journal of Educational Management 35, no. 3 (January 12, 2021): 606–20. http://dx.doi.org/10.1108/ijem-07-2020-0348.

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PurposeFinancing is a major obstacle to achieving quality education for all persons of school-going age in less-developed countries. Consequently, corporate institutions through corporate social responsibility (CSR) initiatives are increasingly becoming government partners in financing education sector projects. The effect of these CSR interventions on education funding gap, school enrollment and academic performance is yet to be adequately evaluated, hence the reason for this study.Design/methodology/approachThis study used in-depth interviews and focus group discussions on examining the contributions of CSR initiatives to school funding, enrollment and academic performance from the viewpoint of teachers, students and heads of schools. The interviews were tape-recorded, transcribed, reviewed and sorted according to key and recurrent themes.FindingsThe study shows that CSR interventions have contributed to student enrollment in beneficiary schools, improved academic and core-curricular performances of students. Funding gaps in schools have also being unraveled through this study which will inform policy decisions going forward. However, the informal financiers may have other reasons unknown to the resource recipients for investing in the education sector.Research limitations/implicationsThe research only considered the perspectives of teachers, students, pupils and heads of schools on the effect of CSR interventions on enrollment and performance. The views of CSR initiators (corporations), opinion leaders and other stakeholders of the schools are reserved for future research.Practical implicationsIt is therefore imperative that managers of school systems are cautious in establishing exchange relationship with informal financiers as there may be other hidden reasons behind the corporate support to the beneficiary schools.Originality/valueThe addition of other stakeholders' perspective on the effect of CSR initiatives on school enrollment and students' performance is a novelty.
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47

Loeb, Susanna, and Erika Byun. "Testing, Accountability, and School Improvement." ANNALS of the American Academy of Political and Social Science 683, no. 1 (May 2019): 94–109. http://dx.doi.org/10.1177/0002716219839929.

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The provision of public schooling in the United States has primarily been the states’ responsibility, but states generally lack the capacity to manage day-to-day school operations. Thus, states delegate responsibility to districts while maintaining some oversight. Forms of oversight include regulations and political and market-based accountability. However, these can only do so much in holding schools accountable for providing high-quality schooling. Administrative accountability based on student outcomes and school process measures presents an alternative to complement other accountability mechanisms. Standardized measures of performance used for administrative accountability can better align curriculum with state standards, improve quality, and signal the skills that society wishes for students to build. However, they can be counterproductive if they are not reliable, valid, or comprehensive. We suggest in this article that no measure is perfect and that the usefulness of test-based accountability depends on whether the measures enhance educational opportunities and reflect shared goals with reliability, validity, and comprehensiveness.
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48

Huinker, DeAnn. "Catalyzing Change for Elementary School." Teaching Children Mathematics 25, no. 5 (March 2019): 282–88. http://dx.doi.org/10.5951/teacchilmath.25.5.0282.

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49

Åman-Back, Susanna, and Kaj Björkqvist. "Parents' and Teachers' Attitudes regarding School Involvement in Education That Extends beyond the Traditional Academic Core." Perceptual and Motor Skills 104, no. 3 (June 2007): 1017–24. http://dx.doi.org/10.2466/pms.104.3.1017-1024.

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In a survey conducted with 1,107 parents (590 mothers, M age = 38.8 yr., SD = 5.8; 517 fathers, M age = 41.3 yr., SD = 6.0) and 123 teachers (82 women, M age = 41.1 yr., SD = 9.2; 41 men, M age = 41.3 yr., SD = 9.1) in coastal rural Southern Ostrobothnia, Finland, an assessment of the relative responsibility of the family in comparison with that of school in the teaching of various skills to children was made. Parents and teachers agreed that the school carries 30–40% of the responsibility for the teaching of socio-emotional skills, such as conflict resolution, norms and values, self-esteem, sense of justice and responsibility, and close human relations. They also agreed that school carries 50% of the responsibility for providing information about sexuality and drugs. Fathers opined that school carried a greater responsibility in teaching skills than mothers did.
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Johnson, Daphne. "Boundary Issues." Management in Education 3, no. 2 (January 1989): 4–5. http://dx.doi.org/10.1177/089202068900300202.

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