Journal articles on the topic 'School: School of Design'
To see the other types of publications on this topic, follow the link: School: School of Design.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'School: School of Design.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Abdulkadiroglu, Atila, Joshua D. Angrist, Yusuke Narita, and Parag Pathak. "Breaking Ties: Regression Discontinuity Design Meets Market Design." Econometrica 90, no. 1 (2022): 117–51. http://dx.doi.org/10.3982/ecta17125.
Full textAbstract:
Many schools in large urban districts have more applicants than seats. Centralized school assignment algorithms ration seats at over‐subscribed schools using randomly assigned lottery numbers, non‐lottery tie‐breakers like test scores, or both. The New York City public high school match illustrates the latter, using test scores and other criteria to rank applicants at the city's screened schools, combined with lottery tie‐breaking at the rest. We show how to identify causal effects of school attendance in such settings. Our approach generalizes regression discontinuity methods to allow for multiple treatments and multiple running variables, some of which are randomly assigned. The key to this generalization is a local propensity score that quantifies the school assignment probabilities induced by lottery and non‐lottery tie‐breakers. The utility of the local propensity score is demonstrated in an assessment of the predictive value of New York City's school report cards. Schools that earn the highest report card grade indeed improve SAT math scores and increase graduation rates, though by much less than OLS estimates suggest. Selection bias in OLS estimates of grade effects is egregious for screened schools.
2
Cohen, Deborah, Molly Scott, Frank Zhen Wang, Thomas L. McKenzie, and Dwayne Porter. "School Design and Physical Activity Among Middle School Girls." Journal of Physical Activity and Health 5, no. 5 (September 2008): 719–31. http://dx.doi.org/10.1123/jpah.5.5.719.
Full textAbstract:
Building design and grounds might contribute to physical activity, and youth spend much of their daylight hours at school. We examined the associations among school building footprints, the size of school grounds, and in-school physical activity of 1566 sixth-grade girls from medium to large middle schools enrolled in the Trial of Activity for Adolescent Girls (TAAG). The school building footprint and the number of active outdoor amenities were associated with physical activity among adolescent girls. On average, the school footprint size accounted for 4% of all light physical activity and 16% of all MET-weight moderate-to-vigorous physical activity (MW-MVPA) during school hours. Active outdoor amenities accounted for 29% of all MW-MVPA during school. School design appears to be associated with physical activity, but it is likely that programming (eg, physical education, intramurals, club sports), social factors, and school siting are more important determinants of total physical activity.
3
Bálint, Krisztián. "Design of a Horizontal Anaerobic Reactor." Műszaki Tudományos Közlemények 9, no. 1 (October 1, 2018): 43–46. http://dx.doi.org/10.33894/mtk-2018.09.06.
Full textAbstract:
Abstract Adequate security measures at schools are essential, not only in Vojvodina but in all secondary schools. This work outlines the opinion of secondary school teachers concerning the mechanical and electronic protection of secondary school institutions. The present research aims to shed light on the significance of school security, and problems caused by its lack, as well as to offer suggestions towards increased security and protection.
4
Ponomarev, Roman, Nina Buzalo, and Maksim Klimenko. "DESIGN SOLUTIONS OF MODERN SCHOOL BUILDINGS." Construction and Architecture 9, no. 1 (January 2, 2021): 61–65. http://dx.doi.org/10.29039/2308-0191-2021-9-1-61-65.
Full textAbstract:
The article is devoted to the development of the school education system in Russia and planning decisions of school buildings from the beginning of the 19th century to the present. The issues of urban planning policy and the development of trends in the design of school buildings are touched upon. The advantages, expediency and prospects of using the design solutions adopted in Finland for secondary schools are considered. The influence of foreign design solutions on the development of school buildings in Russia is shown. The factors that should be taken into account when assessing the architectural and planning solutions of modern school buildings are considered.
5
Yusof, Yusnidar. "School Design Together." Fabrications 25, no. 2 (May 4, 2015): 297–99. http://dx.doi.org/10.1080/10331867.2015.1032485.
Full text
6
Ellis, Anthony. "School Design Discussions." Journal of Christian Education os-31, no. 1 (April 1988): 19–25. http://dx.doi.org/10.1177/002196578803100104.
Full text
7
Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (September 4, 2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.
Full textAbstract:
Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.
8
Leechman, Gareth, Norman McCulla, and Laurie Field. "Local school governance and school leadership: practices, processes and pillars." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1641–52. http://dx.doi.org/10.1108/ijem-12-2018-0401.
Full textAbstract:
Purpose The purpose of this paper is to investigate the processes and relationships between school councils and school leadership teams in the local governance of 18 independent, faith-based schools in New South Wales, Australia. Design/methodology/approach A three-phase, mixed-method research design was used incorporating development of a conceptual framework for local school governance drawn from current literature, face-to face interviews with chairs of school councils and principals, and a subsequent survey of school council members and within-school leadership teams. Findings Noting a lack of research into the practices and processes of school council operations and their interface with school leadership, the study identified five key areas that were seen to be foundational to the effectiveness of local governance. Research limitations/implications The study contributes an Australian perspective to an international need to better understand local governance arrangements in school leadership and management. Practical implications At a practical level, the study provides valuable insights to principals, and to those aspiring to the role, on the nature of the relationship between the school council and school leadership teams. Social implications The study responds to a marked increase internationally in local governance arrangements for schools by way of school councils or boards. Originality/value A review of literature reveals that, somewhat surprisingly, there has been relatively little research undertaken in this key area of leading and managing schools.
9
Nik Azhari, Nik Farhanah, and Fiona McLachlan. "Flexible Schools? A Review of School Design in Scotland." Environment-Behaviour Proceedings Journal 1, no. 4 (August 20, 2016): 56. http://dx.doi.org/10.21834/e-bpj.v1i4.386.
Full textAbstract:
Flexible is a common term used in the built environment, especially relating to current and future design. However, individuals will define the term in different ways in relation to their context. In school design, there are various interpretations and applications of ‘flexible’ terminology. The objective of this paper is to scrutinize the term flexible by reviewing its application primarily in Scottish Government publications relating to school design. This paper aims to generate constructive reflection for those involved in school design, directly and indirectly, so they can respond effectively to the question: What does ‘flexible’ mean in a school design context?
10
Hatfield, John William, Fuhito Kojima, and Yusuke Narita. "Improving schools through school choice: A market design approach." Journal of Economic Theory 166 (November 2016): 186–211. http://dx.doi.org/10.1016/j.jet.2016.07.001.
Full text
11
Coelho, Carolina, António Cordeiro, Luís Alcoforado, and Gonçalo Canto Moniz. "Survey on Student School Spaces: An Inclusive Design Tool for a Better School." Buildings 12, no. 4 (March 22, 2022): 392. http://dx.doi.org/10.3390/buildings12040392.
Full textAbstract:
This paper presents interdisciplinary research focused on the collaborative redesign in schools, in which an inclusive design tool was created for assessing student feedback on their school spaces and considering it as input for creating a better learning environment. It was developed by a research team using a participatory approach in schools drawn from architecture, geography, and educational sciences, to provide a comprehensive and intertwined approach to school spaces, communities and learning activities. The “Survey on Student School Spaces” (S3S) tool and its methodology are described here, which is a combination of two procedures: a questionnaire and a walkthrough. The first engages a far-reaching sample of participants and makes use of an online platform, while the latter details and justifies those outputs and involves visiting the school with the participants. The S3S pilot study was implemented in two partner schools, which act as the first project case studies. The data provided by this tool acted as the basis for the design proposal for one of the case studies, which included the students’ feedback and involved all the community in the school’s refurbishment. Finally, a discussion was held on the outputs achieved that may contribute towards a participatory design approach in other schools, the validation of the tool per se, and its potential future development and application.
12
Zulkarnain, Adnan. "Penerapan Mobile-First Design pada Antarmuka Website Profil Sekolah Menggunakan Metode Human-Centred Design (Studi Kasus: SMPN 21 Malang)." Jurnal Ilmiah Teknologi Informasi Asia 13, no. 2 (September 27, 2019): 125. http://dx.doi.org/10.32815/jitika.v13i2.408.
Full textAbstract:
Schools can use technological advances by creating a school profile website. The school profile website can be used by schools as a promotional media and provide information. All this time, the website profile of SMPN21 Malang's school profile has been made improperly, its appearance is not attractive, and its access speed is so slow. The appearance of an unattractive school profile website and slow access speeds give the impression that SMPN21 Malang is not serious about using technology. From the problems that are owned by SMPN21 Malang, it is necessary to change the website profile of the school they have. In this research, the application of mobile-first interface design for the SMPN21 Malang school profile website was implemented using the interface development method, Human-Centered Design. Usability testing results show the usability of the prototype interface design that has been made has an average of 86.66%. While the results of testing the average access speed is 2.66 seconds.
13
Smith, Thomas M., Marisa Cannata, Lora Cohen-Vogel, and Stacey A. Rutledge. "Design and Implementation of High School Reform: Perspectives from Research and Practice." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–18. http://dx.doi.org/10.1177/016146811611801303.
Full textAbstract:
There has been a proliferation of high school reform models and interventions over the past few decades aimed at improving the nation's high schools, including increasing graduation requirements, introducing technology to classrooms, grouping ninth-grade students into their own “academies,” reorienting the curriculum toward particular career themes, and implementing radical turnaround school models. But there have been few systematic efforts to map the high school reform landscape. The goal of this volume is to do just that—map the reform landscape in high schools. The purpose of this article is to provide an overview of the entire volume. After describing the challenges facing recent high school reform, we outline the four sections of this volume: Section 1: Context for understanding high school reform; Section 2: Understanding programs and interventions in high school improvement efforts; Section 3: The processes and conditions that support or inhibit effective implementation in high schools; and Section 4: What do we know about organizations that drive new initiatives in high school improvement?
14
Stephenson, Flora F., J. Cyne Johnston, Theresa Riege, Farah Bandali, and Deborah A. McNeil. "Healthy Eating Guidelines for a School Jurisdiction: Collaborative Design and Implementation." Canadian Journal of Dietetic Practice and Research 74, no. 4 (December 2013): 193–97. http://dx.doi.org/10.3148/74.4.2013.193.
Full textAbstract:
Purpose: Healthy eating is a determinant of optimal growth, and schools provide an ideal setting in which to influence students’ diets. The Healthy Eating Guidelines Initiative (HEGI) was a partnership among education, health, and community stakeholders to develop and implement healthy eating guidelines across a school jurisdiction. An evaluation was conducted to examine the potential impact of the HEGI on the school food environment and students’ self-reported diets. Methods: All schools in the jurisdiction were invited to participate in the evaluation. Participating schools included elementary, middle, high, and mixed grades schools. A school environment assessment and a student questionnaire were used to collect data before and after the HEGI. Results: Twenty-two (71%) of 31 schools participated in the evaluation. The guidelines were successfully implemented in 17 of these 22 schools. Overall, a greater proportion of students reported healthier eating behaviours at the conclusion of the HEGI. In particular, a greater proportion of students in schools with cafeteria-style food service showed significantly improved self-reported dietary behaviours. These changes were not seen among students at schools with limited or no on-site food service. Conclusions: The findings are consistent with those of previous studies, and indicate that guidelines for a school jurisdiction can have a positive impact on the school food environment and students’ food intake. The HEGI shows promise as a strategy to promote healthy eating among students.
15
Pozdnyakov, A. L., E. V. Pozdnyakova, J. V. Skripkina, and T. A. Efanova. "PRINCIPLES AND DESIGN TRENDS OF MODERN EDUCATIONAL SCHOOLS." Proceedings of the Southwest State University 22, no. 6 (March 27, 2019): 72–80. http://dx.doi.org/10.21869/2223-1560-2018-22-6-72-80.
Full textAbstract:
The article talks about the practice of designing and building modern secondary schools, as well as the need to rethink the material component of this process, a new look at the adoption of space-planning decisions of similar institutions, based on modern urban planning and typological requirements for the organization of educational work, including the existing level of architectural and urban science. The aim of the study is to analyze the principles and recommendations on the architectural and planning formation of secondary schools that correspond to the specifics of the modern educational process. The study examines the formation of architectural-planning and functional solutions for school buildings based on the search for new approaches in design. The analysis of the modern system of the educational process and its requirements in the development of a new spatial organization of the school environment. In addition to this, the existing structure of education in modern schools is considered, which may further affect the design, change the architectural quality and improve school buildings. It explains how the school space can make an educational sense and what it should be for it to become. The article deals with the problem of reforming the modern Russian school architecture, which stopped in its development at the Soviet stage, which includes most of the school buildings of standard construction. As a result, trends in the design of general education spaces were studied and the main problems encountered in the development of new plans in schools were identified and methods for their solutions were proposed. The necessity of introduction of the modular principle of designing schools with a fundamental difference from the standard building is shown. Each specific project may contain individuality both in visual perception and in the layout of the modules, functional meaning, scale.
16
Jain, Sonia, Alison K. Cohen, Kevin Huang, Thomas L. Hanson, and Gregory Austin. "Inequalities in school climate in California." Journal of Educational Administration 53, no. 2 (April 13, 2015): 237–61. http://dx.doi.org/10.1108/jea-07-2013-0075.
Full textAbstract:
Purpose – School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue. Design/methodology/approach – The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey. Findings – Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends. Originality/value – The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.
17
Ismara, Ketut Ima, Bayu Rahmat Setiadi, Arie Wibowo Khurniawan, and Didi Supriadi. "Rearranging Laboratory Design towards Good Vocational School Governance." Journal of Advanced Research in Dynamical and Control Systems 11, no. 12-SPECIAL ISSUE (December 31, 2019): 301–5. http://dx.doi.org/10.5373/jardcs/v11sp12/20193225.
Full text
18
E. Nir, Adam, and Lior Hameiri. "School principals’ leadership style and school outcomes." Journal of Educational Administration 52, no. 2 (April 29, 2014): 210–27. http://dx.doi.org/10.1108/jea-01-2013-0007.
Full textAbstract:
Purpose – While the significance of principals for the organizational behavior of schools is crucial, school leaders’ influence on school outcomes is indirect and mediated through various means that leaders employ in order to increase the productivity of their school. Although the exercise of power is viewed among the main factors explaining followers’ willingness to comply with leaders’ demands and means to promote school effectiveness, it is rather surprising that the educational administration literature lacks substantial evidence testifying to the mediating effect that principals’ use of various powerbases has on school effectiveness. The purpose of this paper is to make an attempt to fill this gap. Design/methodology/approach – Questionnaires were administered to 954 teachers coming from 191 randomly sampled public elementary schools. Findings – Evidence testifying to the relation between leadership styles and use of powerbases suggests that the transformational leadership style is positively related to the use of soft powerbases and negatively related to the use of harsh powerbases. Findings also show that leadership style and powerbase utilization differentiate effective and ineffective schools. Finally, it is evident that soft powerbases such as expertise, personal reward and referent powerbases partially mediate the relation between the transformational leadership style and school effectiveness, moderating the negative relation found between the passive leadership style and school effectiveness. Originality/value – These findings confirm that powerbases are in fact a mechanism through which school leaders influence school effectiveness. Implications are further discussed.
19
Gaspar, Erriz S. "Correlates Transformational Management Styles and School-Based Management (SBM) Practices of School Heads." American Journal of Interdisciplinary Research and Innovation 1, no. 1 (August 15, 2022): 86–97. http://dx.doi.org/10.54536/ajiri.v1i1.474.
Full textAbstract:
Transformational Management Style is a leadership style that School Heads may use to lead and manage the school. Whereas, School-Based Management, also known as SBM, is a hot topic among public schools nowadays. The study aimed to determine the correlations between transformational management styles and school-based management (SBM) practices of school heads in Congressional District I-B of the Schools Division of Nueva Ecija. The 174 school heads were selected using total enumeration sampling, while 318 teachers were selected using a stratified sampling design. The descriptive correlational research design was utilized in satisfaction with the objectives of the study. On the school-based management practices of school heads in Congressional, District I-B have the same point of view and were strongly agreed that School Heads were evidently practiced and performed well in the school operations and management. Furthermore, the school heads’ number of training and seminars attended in national, regional, division, district, and schools found a positive correlation between transformational management styles in all areas-individual considerations, intellectual stimulation, inspirational motivation, and idealized influence. Moreover, the highest educational attainment found a positive correlation between school-based management and the management of resources. Trainings and seminars attended by the School Heads in regional, division and district level have a significant relationship to their SBM ratings. Furthermore, School Heads’ Intellectual Stimulation and Idealized Influence have significant relationship to their SBM ratings. School heads’ and teachers' assessments found a low level of significance based on the assessments of school heads' transformational management styles and school-based management practices.
20
Masschelein, Jan, and Maarten Simons. "Schools as Architecture for Newcomers and Strangers: The Perfect School as Public School?" Teachers College Record: The Voice of Scholarship in Education 112, no. 2 (February 2010): 533–55. http://dx.doi.org/10.1177/016146811011200209.
Full textAbstract:
Background/Context The article reflects on the public role of education on the occasion of the 50th anniversary of the publication of Hannah Arendt's essay, “The Crisis in Education” and in facing the current transformation of public policy into “new public management.” Purpose/Objective/Research Question/Focus of Study Based on Arendt's essay, “The Crisis in Education,” the article explores that peculiar setting and architecture between family and world that is called school. The leading concern for this investigation is the school's public meaning. The point of departure is that today, the public role of education is an urgent concern, that is, the school's public role is questioned in view of the current processes of privatization, and what is critically described as the “capitalization of life.” In this contribution, based on a reading of Arendt's essay and relying on the analysis of a specific school design by the architect Wim Cuyvers, two different ways of thinking the public meaning of school education are explored. One way of thinking takes the school as an infrastructure of “intro-duction,” while the other way of thinking regards the school as an infrastructure of “e-duc(a)tion.” Research Design This article is an analytic essay. Conclusions/Recommendations The article shows that it is impossible to think “a new beginning in our world” without thinking the school as public space. Drawing on some thoughts of Agamben and the school architecture of Cuyvers, the article offers an outline for elaborating the Arendtian thinking of the “perfect school.” This school is conceived of as a space where people are exposed to things, and being exposed could be regarded as being drawn outside (or as e-ducation), that is, into public space. Public space is a “free space” or the space of “free time.” This free time is precisely the sense that the Greek “scholé” seemed to indicate—a space where (economic, social, cultural, political, private …) time is suspended and where people have time at their disposal for “a new beginning.” Whereas the museum is the setting that accumulates time, the school could be seen as the setting for suspending time. The school as “public architecture,” then, is not a space/time of “intro-duction” and “in-between,” but a space/time of “suspension” and “e-ducation.”
21
Kazem, Hiba Abdul Jalil, and Dhuha A. Al-Kazzaz. "Design Guidelines and Standards for Iraqi Schools - The Future Prospects." International Journal of Sustainable Development and Planning 17, no. 7 (November 30, 2022): 2287–95. http://dx.doi.org/10.18280/ijsdp.170730.
Full textAbstract:
Educational facilities are among the critical functional types because of their role in preparing future generations to advance the wheel of progress. If these facilities are not qualified to perform their functions, then the educational process is negatively affected. Schools in Iraq suffer from many problems due to the inadequacy of educational facilities to meet the student’s needs as a result of the absence of comprehensive standards and guidelines for school designs. According to that, this paper aims to identify the deficiencies in the Iraqi standards of public schools. The paper relied in its methodology on a comprehensive comparison between Iraqi standards and a number of international standards and guidance of schools, then the analyses and assessment of some design criteria in a sample of Iraqi schools to show their compatibility with both Iraqi and international standards. The results of comparative analyses between global and local standards and guidelines revealed the limitation and shortcomings in the Iraqi standards. The paper found a wide range of design specifications the Iraqi school standards lack such as the norms of sustainability, safety, flexibility, comfort parameters, special needs, etc. The investigation of existing Iraqi public schools revealed their incompatibility with both Iraqi and international standards. The contribution of this paper is to provide a future vision to develop Iraqi school designs to meet the common requirements of international standards and guidelines for school designs during the conceptual design and building life cycle.
22
Chen, Wei Tong. "Design Satisfaction Measurement." International Journal of Information Technology Project Management 4, no. 2 (April 2013): 75–91. http://dx.doi.org/10.4018/jitpm.2013040105.
Full textAbstract:
This study presents a novel model for evaluating design satisfaction (DS) for primary school construction projects. The proposed model consists of three aspects including Teaching space design, Campus planning and design, and Eco-awareness oriented and 19 DS evaluation items (DSEIs). Eco-awareness oriented was the most important aspect and must be exerted during the design phase of school construction based on the DS evaluation results of 10 schools. Additionally, special attention should be paid to design of natural lighting in classroom (DSEI5), utilization of color in classroom (DSEI7) and construction scheduling and planning (DSEI11) as they are important DSEIs that received low satisfaction scores. The results of this study contribute to the efforts to improve DS and the quality of primary school construction. The framework, methodology, and analytical tools used in the study can be applied to build similar models for other aspects of construction and service performance for school construction projects.
23
Töpper, Daniel, and Fanny Isensee. "From «School Buildings» to «School Architecture» – School Technicians, Grand School Buildings and Educational Architecture in Prussia and the USA in the Nineteenth Century." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 375. http://dx.doi.org/10.5944/hme.13.2021.27537.
Full textAbstract:
The history of school buildings is commonly written as a history of architecture, focusing on outstanding architects and buildings. However, the connection between pedagogical-administrative prescriptions and educational architecture has been studied less, particularly in the nineteenth century. This article highlights the often-overlooked agency of school technicians and proposes to interpret the nineteenth-century history of building schools as a history of implementing pedagogical-administrative objectives. The design of schools followed the inner differentiation of school curricula, at the same time being affected by the growth of school sizes prompted by school management structures and their efficiency aims. We will show how in larger cities the initial one-classroom schools developed into multiple-classroom buildings, taking on their final form in “grand school buildings”. The organizational developments tried and tested here would later become the national standard, with rural schools following with a certain delay. In order to grasp the emergence of the phenomena of these “grand school buildings” we combine the Prussian and US-American cases in their transatlantic connection in order to comprehend the transnational dimension of school building norms. Being closely connected through mutual observation, the US and Prussian contexts established two decisive aspects: in the Prussian case, the division into separate classrooms as functional units of school construction was implemented, while in the United States additional school rooms such as the assembly hall and specific subject-related rooms were introduced. “Grand school buildings” initiated the interest of the architectural profession, leading to negotiations between school technicians and architects.
24
Chun Sing Ho, Maxwell, and Jiafang Lu. "School competition in Hong Kong: a battle of lifting school academic performance?" International Journal of Educational Management 33, no. 7 (November 4, 2019): 1483–500. http://dx.doi.org/10.1108/ijem-07-2018-0201.
Full textAbstract:
Purpose Under-examination of the notion of competition between schools has created a considerable asymmetry between the reality and the literature of schooling. Therefore, the purpose of this paper is to investigate the validity of school competition and verify the propositions regarding the effects of school marketing practices in literature, particularly Direct Subsidy Scheme (DSS) and aided schools in Hong Kong. Design/methodology/approach It tests the relationships between student intake and school academic performance and school marketing practices. It also compares the pattern of the relationships between the DSS and aided secondary schools. Secondary data from 441 secondary schools were retrieved from a popular secondary school admission magazine in Hong Kong and from the schools’ websites. Findings Hierarchical regression analysis revealed that the school’s academic performance was positively related to discretionary student intake. In addition, marketing school academic performance, but not marketing school features, was positively related to student intake. At last, it was found that marketing school academic performance intensified the relationship between the school’s academic performance and student intake in aided schools but not in DSS schools. The results were interpreted as demonstrating that school competition in Hong Kong is a battle of lifting academic performance. Originality/value This study is potential and worthwhile in at least two ways. First, testing the relationships of student intake with academic performance and school marketing practices helps to verify the notion of school competition in the education sector, which, in turn, can bridge the gap between the practice and literature of schooling. Second, examining school competition in Hong Kong can help to identify an important contextual reality for future scholars whose research site is located in Hong Kong.
25
Ariani, Mohsen Ghasemi, and Fatemeh Mirdad. "The Effect of School Design on Student Performance." International Education Studies 9, no. 1 (December 29, 2015): 175. http://dx.doi.org/10.5539/ies.v9n1p175.
Full textAbstract:
<p class="apa">The present study aims at exploring the influence of school design on student performance. The participants consisted of 150 students who studied at two Iranian public school and private school in Mashhad City. School Design and Planning Laboratory (SDPL) model of Georgia University (and Tanner (2009)) was used as an appraisal indicator of school design and some of its design characteristics such as unrestricted and functional views, indoor and outdoor spaces, and natural life were explained to students. In addition, student performance, defined by the average of their final achievement scores, was compared to measures of school environmental characteristics. To this end, design characteristics of these schools and students’ performances have been studied. Quantitative data, subjected to a set of descriptive statistics, showed that school design was a strong factor for students of private school. In fact, the finding indicated that characteristics of physical learning space and deign of private school had fundamental effects on student performance. That is, learning space as a strong component can motivate students to study and progress.</p>
26
Pisinger, Veronica, Stine Schou Mikkelsen, Pernille Bendtsen, Kia Kejlskov Egan, and Janne Schurmann Tolstrup. "The Danish National Youth Study 2014: Study design, population characteristics and non-response analysis." Scandinavian Journal of Public Health 48, no. 2 (September 15, 2017): 224–32. http://dx.doi.org/10.1177/1403494817729283.
Full textAbstract:
Aims: This paper aims to give a description of the Danish National Youth Study 2014 in terms of study design, study population and questionnaire content. The differences between participants and non-participants regarding socioeconomic characteristics are also described. Methods: The Danish National Youth Study 2014 was a web-based survey with data collected through self-completion questionnaires administered in the classroom. There were two questionnaires: one for students, with >250 core questions; and one for school leaders on the school environment. Data collection took place at 119 high schools and 10 vocational schools. Results: A total of 75,853 students participated (70,674 high school students and 5179 vocational school students). In the participating schools, 85% of high school students and 69% of vocational school students took part in the survey. A total of 166 school leaders responded. Among the high school students, 61% were girls, and among vocational school students, 24% were girls. The average age was 17.9 years for high school students and 20.9 years for vocational school students. Participants were more likely than non-participants to be of Danish origin and to have parents with higher educational levels and a higher disposable income. Conclusions: The Danish National Youth Study 2014 contributes to knowledge on adolescent health behaviour, health and well-being. It is unique in its size, diversity of questionnaire content, high participation rate and possibility of linkage to various national registers through the Danish Civil Registration System. The study offers great opportunities for health planning and a wide range of future research projects.
27
Ghaziani, Rokhshid, Mark Lemon, and Paramita Atmodiwirjo. "Biophilic Design Patterns for Primary Schools." Sustainability 13, no. 21 (November 5, 2021): 12207. http://dx.doi.org/10.3390/su132112207.
Full textAbstract:
Existing frameworks for biophilic design have similar strategies and attributes as useful checklists for designers; however, the focus has been on adults rather than children, and there remains the need for more guidance related to school design by extension. The application of biophilia would be a design resolution in schools because of its impact on children’s health and well-being, which has been more important since the pandemic started; however, it remains quite unexplored in school design in many countries, including the UK. Biophilic design patterns can be used in school buildings and grounds for greater connectivity between spaces and nature in order to promote children’s well-being. This paper focuses on ten biophilic design patterns under two categories of ‘nature in the space’ and ‘natural analogues.’ This study presents the findings of case studies in various countries. The analysis focuses on the manifestations of biophilia to inform the application of biophilic design patterns for primary schools. Finally, this paper suggests how primary school children could be involved in a co-design process in order to evaluate biophilic design patterns.
28
Elahi, Fazal, and Muhammad Ilyas. "Quality management principles and school quality." TQM Journal 31, no. 4 (July 8, 2019): 578–99. http://dx.doi.org/10.1108/tqm-11-2018-0173.
Full textAbstract:
Purpose The purpose of this paper is to test the relationship of process approach (PA), customer focus approach (CFA) and school quality with the moderation of professional certification of school principal to fill the gap of quality management practices in private schools. Design/methodology/approach Study applied quantitative design with the sample of 401 principals of private schools. Questionnaires were adapted from different studies, and pilot study was carried out. Confirmatory factor analysis was done along with structural equation modeling. Findings Results indicate that the process approach has a significant effect on functional quality and academic quality of schools. Customer focus approach medicates the relationship of process approach and functional quality. The study found no evidence of the relationship of moderation of professional certification of school principal with process approach, functional quality and academic quality. Practical implications Study contributed through the generation of new dimensions of school quality, putting professional degree of school principal as a moderator and by providing basis to understand the implementation of quality management system in schools. The outcomes of study will guide school managers to implement the process management approach to improve the school quality. Originality/value Originality of the study is defined in three ways; first, it is first study that examines the relationship of process approach, customer focus approach and school quality with the moderation of professional certification of principal. Second, it chooses “single” schools that have not been subject of any quantitative research exclusively. Third, it is a first attempt to examine the working of private schools in Pakistan with respect to quality management principles.
29
Crawford, Charles, and Ronald Burns. "Preventing school violence: assessing armed guardians, school policy, and context." Policing: An International Journal of Police Strategies & Management 38, no. 4 (November 16, 2015): 631–47. http://dx.doi.org/10.1108/pijpsm-01-2015-0002.
Full textAbstract:
Purpose – Recent highly publicized acts of violence and shootings on campus have prompted numerous crime prevention suggestions including having an armed presence in the schools. The purpose of this paper is to assess the impact of protective measures, policies, and school/neighborhood characteristics on school violence. Design/methodology/approach – The data used in this study were part of the School Survey on Crime and Safety collected in 2006. The dependent measures of school violence include reports of violence, threatened attack with a weapon, attack with weapon, and gun possession. The sample was divided into high schools and all other grades to consider differences in levels of school violence among grade levels in relation to various law enforcement security measures, school security measures, and school characteristics. Findings – Findings revealed mixed and often counterproductive results for law enforcement and school security efforts to control school violence. School characteristics, such as reports of bullying, location, and gang activity yielded numerous statistically significant findings. Policy recommendations and suggestions for future research are provided. Originality/value – This study differs from much of the previous literature, which typically examines student and administrator attitudes about victimization and crime prevention. The current study examines detailed information on the actual effects of school violence prevention efforts. Furthermore, this study moves beyond most other works (that typically focus on high schools) as it considers school safety approaches by different grade levels.
30
Zheng, Angela. "The Valuation of Local School Quality under School Choice." American Economic Journal: Economic Policy 14, no. 2 (May 1, 2022): 509–37. http://dx.doi.org/10.1257/pol.20200678.
Full textAbstract:
School choice programs break the link between residential location and school attendance, and should weaken the capitalization of school quality into house prices. For the first time, I quantify the effect of one such program—charter school expansions—across several states using a dataset covering charter entries and house prices. I embed an event study of charter entry into a boundary discontinuity design and find that, on average, school choice decreases the valuation of traditional schools by four percentage points. Suggestive evidence shows school choice can lead to neighborhood change through resorting as school boundaries become less important. (JEL H75, I21, I24, I28, R23, R31)
31
Kowaltowski, Doris Catharine Cornelie Knatz, and Marcella Savioli Deliberador. "Understanding school design processes." J. of Design Research 12, no. 4 (2014): 280. http://dx.doi.org/10.1504/jdr.2014.065844.
Full text
32
Quartz, Karen Hunter, Rhona S. Weinstein, Gail Kaufman, Harold Levine, Hugh Mehan, Mica Pollock, Jody Z. Priselac, and Frank C. Worrell. "University-Partnered New School Designs: Fertile Ground for Research–Practice Partnerships." Educational Researcher 46, no. 3 (April 2017): 143–46. http://dx.doi.org/10.3102/0013189x17703947.
Full textAbstract:
This commentary suggests that new school design is a fertile policy context for advancing research–practice partnerships. The authors represent four public universities that have created new school designs in partnership with urban school districts. Unlike the laboratory schools of previous generations, these university-partnered public schools were intentionally designed to disrupt persistent patterns of inequity and prepare low-income students of color to flourish in college. The authors argue that these schools provide a promising context for marrying research and practice to bring about fundamental change in schools, with potential for spread of innovation to districts and universities.
33
Gage, Nicholas A., Nicolette Grasley-Boy, Heather Peshak George, Karen Childs, and Don Kincaid. "A Quasi-Experimental Design Analysis of the Effects of School-Wide Positive Behavior Interventions and Supports on Discipline in Florida." Journal of Positive Behavior Interventions 21, no. 1 (April 26, 2018): 50–61. http://dx.doi.org/10.1177/1098300718768208.
Full textAbstract:
School discipline continues to be a challenge for schools, resulting in loss of instructional time for both teachers and students. With respect to discipline actions, school suspension is one of the most widely used, yet research continues to demonstrate an empirical link between receipt of suspension and poor student outcomes, including increased risk of dropping out of school. Therefore, interventions with empirical support for reducing school-wide disciplinary actions are needed. This study examined the effect of school-wide positive behavior interventions and supports (SWPBIS) on disciplinary actions using quasi-experimental design analysis. We (propensity score) matched 593 Florida schools implementing SWPBIS with fidelity with 593 Florida schools that have never been trained. Overall, we found statistically significantly fewer out-of-school suspensions for students with disabilities and Black students within schools implementing SWPBIS with fidelity and an effect size of −0.55, indicating meaningful improvements.
34
Oldham, Emily, and Hyojin Kim. "IEQ Field Investigation in High-Performance, Urban Elementary Schools." Atmosphere 11, no. 1 (January 9, 2020): 81. http://dx.doi.org/10.3390/atmos11010081.
Full textAbstract:
School buildings are one of the most commonly occupied building types for children, second only to their homes. Indoor environmental quality (IEQ) is an ongoing issue in schools, especially in urban environments where students are exposed to higher levels of outdoor pollutants. To examine this issue, five elementary school buildings located in a major city on the East Coast of the United States were selected for one-week of quantitative IEQ measurements, with a satisfaction survey collected from teachers at the selected schools. The schools included three high-performance schools, one recently renovated school, and one conventional school. Despite building designers and operators following the recommendations of current high-performance design standards, the three high-performance school buildings did not have measurably better IEQ than the renovated and conventional school buildings, nor were they perceived as better based on the satisfaction survey. This indicates that current high-performance design standards may not place enough emphasis on reducing health-related pollutants in urban schools.
35
ÇITAK, Şenel, and Hikmet YAZICI. "Risky Behaviours of High School Students and School Counsellors’ Interventions." Participatory Educational Research 9, no. 6 (November 1, 2022): 453–73. http://dx.doi.org/10.17275/per.22.148.9.6.
Full textAbstract:
Risky behaviors (substance abuse, obesity, suicide, bullying, and others), many of which are indeed preventable, are common among high school students. The most important task in detecting, preventing, and intervening in risky behaviors in schools falls to the school guidance service and school psychological counselor. The main objective of this study is to determine the types and prevalence of risky behaviors observed among high school students and to analyze the practices performed by the school guidance service for such behaviors. This study was organized in accordance with the mixed research design for which qualitative and quantitative approaches were used together. In this context, quantitative (N1=566) and qualitative (N2=21) data collection processes were carried out with psychological counselors working in different types of high schools in 12 provinces. While statistical procedures were included for the quantitative data of the research, content analysis techniques were used for the qualitative data. The results showed smoking, peer bullying, cyberbullying, school dropout, obesity, delinquency, abuse, suicidal tendency and attempt, alcohol use, bonsai use, and other substance use as risky behaviors in high schools. The levels and frequency of these behaviors vary across school types. The preventive activities in the schools were generally based on informative seminars, and practical studies were limited. The research results also indicated that studies of risky behaviors were not sufficiently included in Ministry or school guidance framework programs. Furthermore, it was found that parents, teachers, and administrators gave limited support to the studies carried out within the scope of education and intervention for risky behaviors in schools. These results demonstrate that school psychological counselors encountered several personal, institutional, or legal obstacles in their studies on risky behaviors.
36
Sullivan, Kevin. "Middle School Program and Participatory Planning Drive School Design." Middle School Journal 27, no. 4 (March 1996): 3–7. http://dx.doi.org/10.1080/00940771.1996.11495901.
Full text
37
Morrison, Julie Q., Rebecca L. Rahschulte, Lauren McKinley, and Allison M. Maxwell. "EXAMINING INTERVENTION EFFECTIVENESS AND EFFICIENCY OUTCOMES IN SINGLE-CASE DESIGN STUDIES." Problems of Psychology in the 21st Century 8, no. 2 (December 25, 2014): 161–71. http://dx.doi.org/10.33225/ppc/14.08.161.
Full textAbstract:
The research literature on evidence-based academic interventions focuses predominantly on measures of intervention effectiveness. Intervention efficiency measures, in contrast, include the dimension of time required to achieve a level of effectiveness. The purpose of this study was to review the research literature for single-case design studies that included measures of both effectiveness and efficiency for academic (i.e., reading, math, writing, and spelling) interventions in schools. The study reviewed single-case design research on academic interventions published in six dominant peer-reviewed journals in school psychology between 2003-2013: School Psychology Review, School Psychology Quarterly, Psychology in the Schools, Journal of School Psychology, Journal of Behavioral Education, and the Journal of Evidence-Based Practices for Schools. The results of this study suggest that intervention efficiency measures are largely absent from the academic intervention research. The implications of this study are that both effectiveness and efficiency measures need to be considered as they each provide a unique contribution to determining the impact of an academic intervention. Key words: intervention efficiency, single-case designs.
38
Staats, Susan, and Lori Laster. "Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives." Education Sciences 8, no. 4 (September 21, 2018): 154. http://dx.doi.org/10.3390/educsci8040154.
Full textAbstract:
Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.
39
Zhou, Kun, Shu Ting Li, and Yin Zhang. "The Study on the Planning and Architectural Design of the Ultra-Large-Scale High School Accommodating the Development of Education - Taking XIFEI NO.1 High School as an Example." Applied Mechanics and Materials 368-370 (August 2013): 125–29. http://dx.doi.org/10.4028/www.scientific.net/amm.368-370.125.
Full textAbstract:
Recently, to concentrate superior education resources, many ultra-large-scale secondary schools are established around constantly, but in the process of construction and operation, many problems are exposed, due to the lack of design standards and experiences. At the same time, how to adapt to the concept of quality education and quality education method is the great challenge of the ultra-large-scale secondary architectural design in this stage. In the planning of XIFEI NO.1 high school, according to school development trends and learning from the advanced foreign countries, with systematic design methods and design concept of "schools within a school, resource sharing and walking system", the rational design of functional configuration and spatial organization for school buildings has been accomplished. In this plan, the core of the school is established with the multifunctional library and resource center, the function modules are established with the grade school districts to build the multi-level space for teaching, communicating and working. This is a positive exploration of the ultra-large boarding school planning and architectural design.
40
Håkansson Lindqvist, Marcia, and Fanny Pettersson. "Digitalization and school leadership: on the complexity of leading for digitalization in school." International Journal of Information and Learning Technology 36, no. 3 (June 3, 2019): 218–30. http://dx.doi.org/10.1108/ijilt-11-2018-0126.
Full textAbstract:
Purpose Digitalization has permeated society and schools. In this process, focus has turned to the importance of school leaders in their leadership for digitalization. The purpose of this paper is to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization in Swedish schools. Design/methodology/approach Open questions from reflective learning journals (n=32) and interviews (n=8) conducted with school leaders were used to explore how school leaders understand digitalization and the digital competencies needed in leading for digitalization. Findings The findings show that school leaders see digitalization as a wide and complex concept including technical, pedagogical, administrational and organizational challenges at all levels of the school organization. Practical implications It appears that the role of the school leader, as a complex task, has become more complex as a result of digitalization. How time, resources and professional development are made available to support school leaders in their work with leadership for digitalization in order to support teachers’ and students’ learning. Originality/value This paper contributes to the area of school leadership and digitalization. The research contribution is of interest for school leaders and school organizers striving to implement and advance digitalization in schools. This also concerns the prioritization of digitalization as one of many important areas in schools as organizations.
41
Jin, Miao Miao, Chang Chun Liu, and Chuang Hai. "Real-Time Monitoring School Buses Safety and Information Query System Design." Advanced Materials Research 779-780 (September 2013): 792–95. http://dx.doi.org/10.4028/www.scientific.net/amr.779-780.792.
Full textAbstract:
The management of school buss safety and information system: achieving real-time monitoring of the school bus by making use of the IC card swiping and counting, GPS positioning, speed limiter, infrared sensors and other technologies. Information related to school bus driving collected from the vehicle terminal is sent to the network platform where parents can inquire the real-time information. Consequently, it keeps close contact between parents, schools, and students as well as fully protects the safety of school buses.
42
Thilmany, Jean. "Holding Up the Middle." Mechanical Engineering 136, no. 04 (April 1, 2014): 32–37. http://dx.doi.org/10.1115/1.2014-apr-1.
Full textAbstract:
This article highlights the introduction of new programs that keep science, technology, engineering, and math (STEM) education in focus for students between elementary and high school. The number of U.S. STEM middle school magnets grows every year thanks in part to a curriculum from Project Lead the Way. Magnet schools are public schools that tie curriculum to a certain theme; the schools offer choice to a diverse population by drawing interested students from surrounding districts. Middle school units focus on engineering design, sustainable energy solutions, aeronautics, astronautics, and green architecture. Schools that use the curriculum are required to implement the design and modeling and the automation and robotics units. Students in junior high already involved in STEM subjects need additional exposure to math, science, and engineering before high school. Students exposed early to a STEM curriculum often follow it through high school. The growth in middle school programs lets them do just that.
43
Thompson, Charles L., Gary T. Henry, and Courtney Preston. "School Turnaround through Scaffolded Craftsmanship." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–26. http://dx.doi.org/10.1177/016146811611801311.
Full textAbstract:
Between 2006 and 2010, the North Carolina Department of Public Instruction intervened in 128 low-performing schools, combining approaches consistent with school restructuring and transformation. In improved schools, local educators reconstructed key school functions, a distinctly nonlinear process more like the work of skilled craftsmen than that of design engineers that we refer to as “scaffolded craftsmanship.” We interviewed key stakeholders in 12 high schools to learn about the dynamics accounting for the improvement or stalemate at each school. In sum, in the improved schools we studied, the turnaround process was not a matter of initial external design and subsequent implementation, but a non-linear process of planning, inventing, adjusting, and re-planning as well as a process of learning, doing, and learning from doing. The improvement generally began with the installation of new leadership and involved four main components: new commitment, climate, and culture; improved knowledge and skills; strategically organized and managed structures and supports for instruction; and strengthened external support. Our findings suggest that judicious personnel replacement followed by professional development and coaching targeted to key functions may be a more effective method for implementing school turnaround than the structural approaches promoted via NCLB sanctions and Race to the Top.
44
Strickland, Roy. "Designing the New American School." Teachers College Record: The Voice of Scholarship in Education 96, no. 1 (September 1994): 1–7. http://dx.doi.org/10.1177/016146819409600101.
Full textAbstract:
This article describes the Massachusetts Institute of Technology's New American School Design Project. As the MIT designs show, urban schools can be more than just educational facilities: They can become community centers that combine functions to enhance both the educational experience of students and the life of the neighborhoods that surround them.
45
Hoelscher, Deanna M., Leigh Ann Ganzar, Deborah Salvo, Harold W. Kohl, Adriana Pérez, Henry Shelton Brown, Sarah S. Bentley, Erin E. Dooley, Amir Emamian, and Casey P. Durand. "Effects of Large-Scale Municipal Safe Routes to School Infrastructure on Student Active Travel and Physical Activity: Design, Methods, and Baseline Data of the Safe Travel Environment Evaluation in Texas Schools (STREETS) Natural Experiment." International Journal of Environmental Research and Public Health 19, no. 3 (February 5, 2022): 1810. http://dx.doi.org/10.3390/ijerph19031810.
Full textAbstract:
Past evaluations of Safe Routes to School (SRTS) programs have been relatively small in scope and have lacked objective measurements of physical activity. A 2016 Mobility Bond in Austin, Texas, USA, allocated USD 27.5 million for infrastructure changes to facilitate active commuting to schools (ACS). The Safe TRavel Environment Evaluation in Texas Schools (STREETS) study aims to determine the health effects of these infrastructure changes. The purpose of this paper is to describe the STREETS study design, methods, and selected baseline results. The STREETS study is comprised of two designs: (1) a serial cross-sectional design to assess changes in ACS prevalence, and (2) a quasi-experimental, prospective cohort to examine changes in physical activity. Differences between study arms (Austin SRTS and comparison) were assessed for school demographics, ACS, and school programs. At baseline, 14.3% of school trips were made by ACS, with non-significant differences between study arms. Only 26% of schools implemented ACS-related programs. Some significant differences across SRTS and comparison schools were identified for several school- and neighborhood-level characteristics. Substantial changes are needed across area schools and neighborhoods to promote optimum ACS. STREETS study longitudinal findings will be critical for informing optimal future implementations of SRTS programs.
46
Yaqin, M. Ainul, Alfionita Sa’adah, Nanda Nafisah Puspithasari, and Lutfia Miftahur Rahma. "Perancangan Arsitektur Sistem Informasi Pondok Pesantren Dengan The Open Group Architecture Framework (Togaf)." Jurasik (Jurnal Riset Sistem Informasi dan Teknik Informatika) 5, no. 1 (March 1, 2020): 50. http://dx.doi.org/10.30645/jurasik.v5i1.168.
Full textAbstract:
Islamic boarding school is a place of learning in which there are very many facilities and services. Good mastery of language, creativity, religion, leadership and all kinds of knowledge must already exist in the boarding school. The current condition of many Islamic boarding schools does not yet have a specific and integrated information system architecture in Islamic boarding schools in accordance with the needs and objectives of Islamic boarding schools, the cause is because Islamic boarding schools have not yet focused on the process of developing their information systems. Therefore we need an information system in Islamic boarding school. In this study the author raised the information system design of Islamic boarding school by using TOGAF (The Open Group Architecture Framework) with the Architecture Development Method (ADM) method. The output that can be achieved from the design of Islamic Boarding School Information System is to produce a model and basic framework (blue print) in developing integrated boarding school information systems to support the needs of Islamic Boarding Schools.
47
Carlson, Deven, and Stéphane Lavertu. "School Improvement Grants in Ohio: Effects on Student Achievement and School Administration." Educational Evaluation and Policy Analysis 40, no. 3 (March 23, 2018): 287–315. http://dx.doi.org/10.3102/0162373718760218.
Full textAbstract:
The federal School Improvement Grant (SIG) program allocated US$7 billion over nearly a decade in an effort to produce rapid and lasting improvements in schools identified as low performing. In this article, we use a regression discontinuity design to estimate the effect of Ohio’s SIG turnaround efforts on student achievement and school administration. The results indicate that Ohio’s SIG program significantly increased reading and math achievement, with effects in both subjects of up to 0.20 standard deviations in the second year after SIG eligibility identification. Estimates for the third year are somewhat larger, in the range of one quarter of a standard deviation. We provide evidence that these effects were primarily attributable to schools that implemented the SIG Turnaround model. We also show that SIG eligibility had a positive effect on per-pupil spending, but no average effect on administrative outcomes, including staff turnover, the number of staff members in the school, and school closure. These null overall effects mask heterogeneity across SIG models, however. Most notably, Turnaround schools experienced more turnover than they otherwise would have, whereas Transformation schools experienced less.
48
Huguenin, Jean-Marc. "Determinants of school efficiency." International Journal of Educational Management 29, no. 5 (June 8, 2015): 539–62. http://dx.doi.org/10.1108/ijem-12-2013-0183.
Full textAbstract:
Purpose – The purpose of this paper is: to measure school technical efficiency and to identify the determinants of primary school performance. Design/methodology/approach – A two-stage data envelopment analysis (DEA) of school efficiency is conducted. At the first stage, DEA is employed to calculate an individual efficiency score for each school. At the second stage, efficiency is regressed on school characteristics and environmental variables. Findings – The mean technical efficiency of schools in the State of Geneva is equal to 93 per cent. By improving the operation of schools, 7 per cent (100−93) of inputs could be saved, representing 17,744,656 Swiss francs in 2010. School efficiency is negatively influenced by: operations being held on multiple sites, the proportion of disadvantaged pupils enroled at the school and the provision of special education, but positively influenced by school size (captured by the number of pupils). Practical implications – Technically, the determinants of school efficiency are outside of the control of headteachers. However, it is still possible to either boost the positive impact or curb the negative impact. In the context of the State of Geneva, the policy-related implications of the current study could be summarized as follows. New schools or existing multi-site schools should be concentrated on common sites; if this is not possible, the use of information and communication technology in school management and teaching should be developed and encouraged. In order to correct the negative influence of disadvantaged pupils on school performance, policymakers should focus on related social policies, such as pre-school, health, housing and benefits policies, rather than on allocating additional resources to schools. Finally, with an average of 381 pupils per school, school size could be increased to maximize school efficiency. Originality/value – Unlike most similar studies, the model in this study is tested for multicollinearity, heteroskedasticity and endogeneity. It is therefore robust. Moreover, one explanatory variable of school efficiency (operations being held on multiple sites) is a truly original variable as it has never been tested so far.
49
Mubarok, Jalaluddin, Elok Mutiara, and Ernaning Setiyowati. "EXTENDING TRADITION CONCEPT OF TAHFIDZ ISLAMIC BOARDING SCHOOL DESIGN IN NGANJUK INDONESIA." Journal of Islamic Architecture 5, no. 2 (December 11, 2018): 96–102. http://dx.doi.org/10.18860/jia.v5i2.4778.
Full textAbstract:
Tahfidz Islamic boarding school is a traditional boarding school that focuses on learning Islam and Quran. Recently, the need for this kind of school for junior and senior high school is increasing in Indonesia. One of the cities that has a high demand for that kind of education is Nganjuk. Nganjuk has many traditional Tahfidz boarding schools that are already running for decades. The design of the existing tahfidz schools is not suitable for modern life, while people nowadays search the school in a contemporary design. There is a paradox in this statement that people want a modern design for a traditional education method. The extending tradition design approach is the appropriate answer to this problem. This study aims to find the proper design for tahfidz boarding school using extending tradition design approach. The method for this design approach used tradition as the basic idea for the design and modified it to be suitable for modern society. The concept of the design is a tradition of togetherness, the culture of continuity, and tradition of socializing. The idea is appropriate for the tahfidz and the Islamic tradition values in modern life.
50
Bahat Nauli, Sukarno, Berlin P. Sitorus, and Agung Priambodo. "DATABASE DESIGN FOR PRIVATE HIGH SCHOOL ACADEMIC INFORMATION SYSTEM." International Journal of Advanced Research 10, no. 05 (May 31, 2022): 826–33. http://dx.doi.org/10.21474/ijar01/14778.
Full textAbstract:
This study aims to design a database for a private high school academic information system. This type of research is action research. The development of Information Technology, can support the creation of good management in high school. Information technology is useful so that management in the organization can run and work well. At this time, private high schools do not yet have a database that is able to provide information on student and teacher services, where the database is needed for the academic information system. Therefore, it is necessary to design a database for private high school academic information systems so that the table design is as follows: Student Tables, Teacher Tables, Room Tables, Schedule Tables, Class Tables, Subject Tables, Grades Tables, and Admin Tables and also designed Also the Teacher Login menu, Student Login, Administrator Login, and Student value input menu, Teacher data input menu, Student data input menu, teaching schedule menu, and news management menu. The results of this database design are very useful for private high schools.