Relevant bibliographies by topics / School: Victoria Management School

Academic literature on the topic 'School: Victoria Management School'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'School: Victoria Management School.'

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.

Journal articles on the topic "School: Victoria Management School"

1

Gamage, David T., Peter Sipple, and Peter Partridge. "Research on school‐based management in Victoria." Journal of Educational Administration 34, no. 1 (March 1996): 24–40. http://dx.doi.org/10.1108/09578239610107147.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Seddon, Terri. "ASSESSING THE INSTITUTIONAL CONTEXT OF DECENTRALISED SCHOOL MANAGEMENT: SCHOOLS OF THE FUTURE IN VICTORIA." Discourse: Studies in the Cultural Politics of Education 15, no. 1 (October 1994): 1–15. http://dx.doi.org/10.1080/0159630940150101.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chancellor, Barbara. "Primary school playgrounds: features and management in Victoria, Australia." International Journal of Play 2, no. 2 (September 2013): 63–75. http://dx.doi.org/10.1080/21594937.2013.807568.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

de Silva Lokuwaduge, Chitra S. "Editorial Volume 16 Issue 2. March 2022." Australasian Business, Accounting and Finance Journal 16, no. 2 (2022): 1–2. http://dx.doi.org/10.14453/aabfj.v16i2.1.

Full text
Abstract:
This Special Issue is based on selected papers from the Environmental Social and Governance (ESG) and Sustainability Conference (2021). This is the second ESG conference held by Victoria University Business School (VUBS) and the Institute of Sustainable Industries and the Liveable Cities (ISILC) of Victoria University, Melbourne, Australia.
APA, Harvard, Vancouver, ISO, and other styles
5

Fisher, P., and D. Protti. "Health Informatics at the University of Victoria." Yearbook of Medical Informatics 05, no. 01 (August 1996): 135–39. http://dx.doi.org/10.1055/s-0038-1638056.

Full text
Abstract:
AbstractThe University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 60 units of course work (normally 40 courses) and 4 CO-OP work terms over 4.3 years. The School admits approximately 30 students each year. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 50 years with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 4 full-time faculty, 2 professional staff, 2 clerical staff, 7 adjunct faculty and a variable number of sessional teaching staff. The majority of the faculty have health backgrounds, totalling 150 person-years of health care experience. As of November 1995, the School had 168 graduates 75% of whom are employed in British Columbia, 17% in other parts of Canada and 8% outside the country. Sixty-five percent of the graduates work in government departments including community health agencies; 10% work in hospitals, 20% work for management consulting firms, software houses, or computer hardware firms, and 5% are otherwise employed. Almost 100% of the graduates are gainfully employed in professional positions in which their health information science degree is valued. They work as systems analysts, system designers/developers, consultants, research assistants, health-care planners, information system-support staff/trainers and client-account representatives. Some are already in senior management positions.
APA, Harvard, Vancouver, ISO, and other styles
6

Thomas, Amy, and Beth Marsden. "Surviving School and “Survival Schools”: Resistance, Compulsion and Negotiation in Aboriginal Engagements with Schooling." Labour History: Volume 121, Issue 1 121, no. 1 (November 1, 2021): 33–55. http://dx.doi.org/10.3828/jlh.2021.17.

Full text
Abstract:
In Australia, Aboriginal peoples have sought to exploit and challenge settler colonial schooling to meet their own goals and needs, engaging in strategic, diverse and creative ways closely tied to labour markets and the labour movement. Here, we bring together two case studies to illustrate the interplay of negotiation, resistance and compulsion that we argue has characterised Aboriginal engagements with school as a structure within settler colonial capitalism. Our first case study explains how Aboriginal families in Victoria and New South Wales deliberately exploited gaps in school record collecting to maintain mobility during the mid-twentieth century and engaged with labour markets that enabled visits to country. Our second case study explores the Strelley mob’s establishment of independent, Aboriginal-controlled bilingual schools in the 1970s to maintain control of their labour and their futures. Techniques of survival developed in and around schooling have been neglected by historians, yet they demonstrate how schooling has been a strategic political project, both for Aboriginal peoples and the Australian settler colonial state.
APA, Harvard, Vancouver, ISO, and other styles
7

Protti, D. J. "Health Information Science at the University of Victoria: The First Ten Years." Methods of Information in Medicine 33, no. 03 (1994): 268–72. http://dx.doi.org/10.1055/s-0038-1635025.

Full text
Abstract:
Abstract:The University of Victoria has the only program in Canada offering a Bachelor of Science degree in Health Information Science. To meet the requirements of the degree, students must complete 40 courses and 4 CO-OP work terms over 4.3 years. The School admits 30 students each September of which 60% are normally female. Seventy-five percent of the students come from British Columbia, ranging in age from 18 to 42 with the average age being 26 years. In addition to recent high school graduates, over 40% have previous degrees or diplomas, and 65% have over 5 years of work experience. The School’s teaching team consists of 5 full-time faculty, 3 professional staff and 4 part-time faculty. The majority of the faculty have health backgrounds, totalling 135 person-years of practising health care experience. As of November 1992, the School had 113 graduates; 75% are employed in British Columbia, 18% are in other parts of Canada and 7% outside the country. Forty-five percent of the graduates work in government departments including community health agencies; 29% work in hospitals; 26% work in management consulting firms, software houses, or computer hardware firms. They work as systems/project analysts, systems consultants, research assistants, planning analysts, system-support staff, trainers/developers and client account representatives. Some are already in senior management positions.
APA, Harvard, Vancouver, ISO, and other styles
8

Roache, Joel, and Ramon (Rom) Lewis. "Teachers' Views on the Impact of Classroom Management on Student Responsibility." Australian Journal of Education 55, no. 2 (November 2011): 132–46. http://dx.doi.org/10.1177/000494411105500204.

Full text
Abstract:
This article examines teachers' views of their management styles, classified as either ‘coercive’ or ‘relationship’ -based, for 145 primary and 363 secondary school teachers in Victoria, Australia. It finds that management that combines punishment with aggressive and hostile behaviour can exacerbate misbehaviour and increase student distraction. In contrast a combination of rewards and punishments, set in a context of discussion, validation of appropriate behaviour, involvement and trust, will encourage student responsibility and reduce misbehaviour. This study seeks to extend upon a 2001 study that reported generally similar findings from the reports of 3500 students attending the same schools as the teachers whose views are reported in this article. The discussion considers the most effective management strategies for reducing student misbehaviour and distraction, comparing both students' and teachers' views, as well as techniques that increase student responsibility and protection of rights, emphasising techniques and strategies that involve the use of recognition and rewards.
APA, Harvard, Vancouver, ISO, and other styles
9

Gamage, D. T. "A comparative study of the school based management pursued by Victoria and New South Wales." Melbourne Studies in Education 33, no. 1 (January 1992): 82–95. http://dx.doi.org/10.1080/17508489209556251.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Mukani, Mukani. "Manajemen Berbasis Sekolah: Partisipasi Masyarakat dalam Implementasi Memajukan Dunia Pendidikan." AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman 6, no. 2 (February 5, 2020): 189–205. http://dx.doi.org/10.53627/jam.v6i2.3793.

Full text
Abstract:
Abstract: This article is a book review created by Ibtisam Abu-Duhou's entitled School Based Management. This is very representative book as one of the main references in understanding the school-based management (SBM) concept, since it was compiled at the very beginning when the SBM concept was introduced in Indonesia. This book consists of five chapters. The discussion begins with a review of the basic concepts, origins and character of SBM decentralization. The first chapter examines the main character of reforms and education management aspects relatively centralistic and decentralized. The second chapter discusses some research in English-speaking countries to provide answers and concrete evidence from the SBM movement. The third chapter describes the radical overall implementation of SBM in Victoria, Australia. The fourth chapter provides an example of the approach and efforts made by policy makers in identifying problems. The fifth chapter elaborates further on the material in the previous chapters to summarize the reform main characters. One consequence of implementing SBM is the realization of community participation, even as spirit and substance. Community participation is a concept of school empowerment in order to improve the quality and school independence. In implementing the SBM concept, community participation has many forms, both in educational, cultural or institutional interaction patterns.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "School: Victoria Management School"

1

Rose, Graeme Charles. "Investigating the role of state school principals' feelings of empowerment affecting transformational leadership in effective school governance : empirical testing of a structural model." Monash University, Dept. of Accounting and Finance, 2004. http://arrow.monash.edu.au/hdl/1959.1/5306.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cheung, Chun-ming, and 張俊明. "New roles of school principals in school-based management reform: a comparative study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961502.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Nong, Victoria Nomsa. "The role of school governing bodies in the effective governance of schools in the Klerksdorp district : a public administration perspective / Victoria Nomsa Nong." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1255.

Full text
Abstract:
Since the new dispensation, all stakeholders in the school are expected to play an active role in the governance of schools. It is not the responsibility of government alone to see that schools are up and running. Parents, educators, non-teaching staff, learners (in Secondary Schools) and the community must also share their ideas on how the school is to be administered. This study has focused on the knowledge that the School Governing Bodies (SGB's) should posses in relation to legislations and the application of the knowledge make an impact in the administration and management of the school in the Klerksdorp-area. For schools to function effectively, the School Governing Bodies need to know that the Constitution (Act 108 of 1996) is the supreme law that has an impact in all education legislations, policies and regulations. Therefore, whatever school policy is to be developed should take cognizance of the Constitution. Central to the study is the SGBs' understanding of their roles and functions as stipulated in the Schools Act, (Act 84 of 1996) to avoid conflict of interest and administer the school efficiently and effectively. It is expected that the SGBs should transfer their knowledge into action by formulating policies that govern the school. By formulating school policies the SGB will then be able to have an influence since clear directions will be stipulated in the school policy on how the school is to be managed and administered. School Governing Bodies, as governors of the school are also accountable to people that elected them. It is their responsibility to provide feedback to their constituency and to inform them on the progress made.
Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2007.
APA, Harvard, Vancouver, ISO, and other styles
4

Laffan, Carmel Therese, and res cand@acu edu au. "An Ethnographic Study of a Victorian Catholic Secondary School." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp46.29082005.

Full text
Abstract:
This thesis constitutes a study of a Catholic secondary school in the State of Victoria, Australia, in the year 2001. It addresses the issue of the nature and purpose of Catholic schools in situ, the focus of the research being an in-depth analytical description of the participant school. Consequently, the findings are of potential relevance to those interested in the issue of the nature and purpose of the Catholic school in situ from a general and holistic perspective. Specifically, given the concern of the research with the nature and purpose of a Catholic school in situ, two anticipated areas of focus for the study were identified. These were the defining features of the school, in relation to the concern of the study with the nature of the school, and the ends of the school, in relation to the concern of the study with the purpose of the school. The study was thus governed by 2 two-part general research questions. 1. What are the defining features of the school, and how are they maintained? 2. To what ends is the school oriented, and how is this orientation sustained? In the form of an ethnographic study, the research describes and interprets the participant school from the perspective of those who constitute the day-to-day community. The findings of the study are located within a contextual understanding involving historical and prescriptive perspectives for, and literature pertaining to, the contemporary Catholic school. Given the concern of the ethnography with the development, as opposed to the verification, of theory, data gathered from five major sources over the period of a school Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. year were focused and analysed, through the method of grounded theory, to arrive at the findings of the study. These five sources were participant-observation, in-depth interviews conducted with a number of the school personnel, observation of various school meetings, school documents, and a survey of the student body. The findings of the study, in their descriptive and analytical dimensions, are presented in four chapters. Specifically, these are presented in Chapters Five through to Eight, in relation to four main organising principles pertaining (a) to the description of the school, (b) to predominant perspectives on the school from within its day-to-day community, (c) to the prevailing characteristics upon which the perspectives of the day-today community turn, and (d) to the theoretical construct consequent upon the description, the predominant perspectives, and the prevailing characteristics. As with the descriptive aspect, to which the first two organising principles predominantly pertain, the interpretive dimension of the findings is largely undertaken in two chapters. The first of these chapters (i.e., Chapter Seven), pertaining to the delineation of the prevailing features evident within the perspectives of the day-to-day community, provides an interpretation of the descriptive findings in terms of an autocratic hegemony, a managerial administrative focus, and a bureaucratic organisational culture. Thus, this chapter signifies the primary analysis of the findings of the two previous chapters through completion of the descriptive dimension. The second of these chapters (i.e., Chapter Eight) places this preliminary analysis of the descriptive findings within a theoretical construct pertaining to concepts of disparity and congruity, opposition and compliance. The concepts of disparity and congruity relate to the school's adherence to ideological and primitive imperatives respectively. Those of opposition and compliance relate to the degrees of consonance, within the day-to-day community, in terms of assent to the prevailing order within the school. Consequently, it is to be observed that the elements of description and interpretation, essential to the in-depth analytical description demanded of the ethnographic methodological approach, decrease and increase, respectively, across these four chapters. Section headings for the Introduction through to the References have necessarily been deleted for electronic presentation. Likewise, page numbers have necessarily been deleted for electronic presentation. The study concluded that the nature and purpose of the school were consequent upon its prevailing autocratic hegemony, its pre-eminently managerial administrative focus, and its profoundly bureaucratic organisational culture. These interconnected elements of the school's practices, disparate from the ideological imperatives advocated for the Catholic school, were found to effect a latent opposition within the school community, principally in relation to the teaching personnel, masked by the overall compliance of the day-to-day community with the prevailing order.
APA, Harvard, Vancouver, ISO, and other styles
5

Li, Fuxin 1963. "Decentralisation of educational management and curriculum development : a case study of curriculum reform in Shanghai and Victorian schools (1985-1995)." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9140.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Coffey, Anne M. "A comparative study of controversy in the education systems of Western Australia, Victoria and New Zealand: Community participation in government schools 1985-1993." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1001.

Full text
Abstract:
The release of Better Schools in Western Australia: A Programme for Improvement (1987), in line with other public sector agency reforms; contained a prescription for the restructuring of the Education Department of Western Australia from 11 bureaucratic to a corporate management system of school administration. These changes were intended to render the education system, and especially schools more flexible, responsive and accountable. Among the proposals for educational restructuring was a new opportunity for community participation through ''school based decision making groups." Contemporaneously, the education systems in Victoria and New Zealand were undergoing similar reforms. The research agenda for this thesis is based on two questions. The first research question is: In what ways did the reforms conducted by the governments in Western Australia, Victoria and New Zealand change the participation of the school community in school decision making in state schools during the period 1985-1993? The extent to which the new organisational structures, based upon corporate management, facilitated the admission of the school community into the school decision making process is investigated. In order to facilitate the analysis of policy, this thesis develops a conceptualisation of the notion of controversy. The controversy framework involves the investigation of a number of elements of a controversy - stimulus, context, events, issues, arguments, protagonists, constraints, consequences and closure. The use of this framework is intended to assist in educational policy analysis by highlighting and elaborating upon the interdependent elements, including power relationships, involved in educational policy formulation and implementation. The second research question is: How effective is controversy as a framing device for educational policy analysis? The adequacy of “controversy” as a framing device is evaluated at the conclusion of the thesis. In order to investigate the research problems a variety of data was gathered and analysed. Scrutiny of the major Government and Education Department policy documents us well as a review of literature such as journals, books, newspapers, and documents produced by organisations such as teacher unions, was undertaken. In the case of Western Australia face-to-face interviews were conducted. A series of video-taped interviews with major actors in the controversy in Western Australia was also used in the data gathering process. The data was then systematically ordered using the controversy framework which enabled comparison of the controversies in Western Australia, Victoria and New Zealand. The conclusions drawn focus upon the manner in which corporate management and genuine democratic community participation are antipathetic. Despite rhetoric to the contrary, the school community was unable to exert meaningful influence upon the direction being charted for government schools. As a framing device for educational policy analysis it is concluded that controversy, at this preliminary stage, appears to have merit end further use and refinement of this framework is recommended.
APA, Harvard, Vancouver, ISO, and other styles
7

Natelli, Alexander. "Online discussion forum influence on professional sport fan support an exploratory study : submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Information Management /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/1293.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Shepheard-Walwyn, Emma Jane. "Usage and impact factor correlations in electronic journals submitted to the School of Information Management, Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Library and Information Studies /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1265.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sturmfels, Michael S. "A qualitative study of staff stress, morale and well-being in Victorian government schools /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/6668.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Mogonediwa, Maiketso Victor. "Strategies for the management of low performing secondary schools in the North West Province / Maiketso Victor Mogonediwa." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2132.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "School: Victoria Management School"

1

David, Holloway. The inspectors: An account of the inspectorate of the state schools of Victoria, 1851-1983. Melbourne: Institute of Senior Officers of Victorian Education Services, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Canada. Dept. of Public Instruction for Upper Canada. Forms, regulations, and instructions for the better organization and government of common schools on Upper Canada, and for conducting all proceedings authorised and required by the act, 9 Victoria, Cap. XX. [Toronto: s.n.], 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cross-pollinators of English education: Case studies of three Victorian school inspectors. Leeds: Museum of the History of Education, University of Leeds, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Initial encounters in the secondary school: Sussing, typing, and coping. London: Falmer Press, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Auditor-General, Victoria Office of the. CASES21. Melbourne, Vic: Victorian Government Printer, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

University School (Victoria, B.C.). University School, Victoria, B.C. [British Columbia?: s.n., 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

University School (Victoria, B.C.). University School, Victoria, B.C. Victoria, B.C.?: s.n., 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Longwe, Wyted. School management. Lusaka, Zambia: ZPC Publications, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Panda, Upendra Nath. School management. New Delhi: Ashish Pub. House, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Niblett, B. S. School management. Bristol: National Development Centre for School Management Training, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "School: Victoria Management School"

1

Tatnall, Chris. "School Management Software in a Primary School in Victoria, Use of." In Encyclopedia of Education and Information Technologies, 1455–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_130.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tatnall, Chris. "School Management Software in a Primary School in Victoria, Use of." In Encyclopedia of Education and Information Technologies, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_130-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tatnall, Christopher, and Arthur Tatnall. "The Effect on School Operations of the Use of School Management Software in Victoria." In Key Competencies in ICT and Informatics. Implications and Issues for Educational Professionals and Management, 265–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-45770-2_23.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Messenger, Sally, and Humphrey Shaw. "Falmer School." In Hospitality Management, 118–21. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21595-9_22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Messenger, Sally, and Humphrey Shaw. "Falmer School." In Hospitality Management, 214–15. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21595-9_52.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Klikauer, Thomas. "Business School Education." In Management Education, 81–111. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40778-4_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Cheng, Yin Cheong. "Multi-level self-management." In School Effectiveness and School-Based Management, 88–107. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cheng, Yin Cheong. "Implementation of self-management." In School Effectiveness and School-Based Management, 108–33. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Emmett, Ross B. "Chicago School." In The Palgrave Encyclopedia of Strategic Management, 1–4. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-349-94848-2_624-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Emmett, Ross B. "Chicago School." In The Palgrave Encyclopedia of Strategic Management, 231–34. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-00772-8_624.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "School: Victoria Management School"

1

Popescu, Delia-Mioara, Florica Miu (Rotaru), and Alina Manache (Șerban). "Management of Activities “School after School”." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/18.

Full text
Abstract:
The Romanian teacher is in a permanent change, which is why education is required to go beyond this context. Therefore, the school, in addition to the educational preparation of the student, must consider its education in non-formal and informal environments. In order to be able to carry out and implement such activities, the Ministry of National Education has elaborated the Methodology for organizing the "School after School" Program, through OMECTS no. 5349 / 07.09.2011, an official document, which presents the legislative framework in order to be successful. With the help of local authorities, these programs are much more flexible. They are carried out under the guise of educational projects and help the student both in the preparation of the subjects, as well as in various recreational activities, depending on his skills. An efficient partnership between the three factors involved in the educational process, the school and local authorities on the one hand, and the family on the other, implies mutual respect and trust, but also efficient communication and collaboration. All these concerns have as main objective to find the methods by which the students acquire the necessary knowledge to be able to cope with the daily changes of the society. As the learning must be carried out permanently, not only within the formal framework of the school, the local authority comes to support the family and the school so that the learning environment does not suffer and offers the student comfort.
APA, Harvard, Vancouver, ISO, and other styles
2

ZAGORCHEVA-KOYCHEVA, DENITSA. "SCHOOL RISK MANAGEMENT." In INTERNATIONAL SCIENTIFIC CONFERENCE MATHTECH 2022. Konstantin Preslavsky University Press, 2022. http://dx.doi.org/10.46687/snjj5247.

Full text
Abstract:
The report provides an overview of the requirements and changes in risk management selected for implementation in schools. The risks can be manifested in different areas of the activity of the educational establishments. Effective risk management requires constant monitoring and response to identified risks. This requires the adoption of a strategy with appropriate rules and procedures for risk management in the school.
APA, Harvard, Vancouver, ISO, and other styles
3

Sobandi, A., and Udin S. Saud. "Principal Leadership, School Climate, and School Productivity at Vocational School in Bandung." In 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.99.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sri Zulaihati, Sri, and Santi Santi Susanti. "School Cooperatives Management of Business Vocational High School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Ma, Na, Zhihua Li, Zhenxing Chang, and Tao Chen. "School Resilience — A New Way of School Safety Management." In 2019 International Conference on Education Science and Economic Development (ICESED 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/icesed-19.2020.79.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Nurkolis, Dr. "The Implementation of School-based Management for School Effectiveness." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.132.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sinha, Anik. "Autism School Management Guide." In UbiComp '18: The 2018 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3267305.3277816.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Masruroh, Erny Roesminingsih, and Totok Suyanto. "School Entrepreneurship Extracurricular Management." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.18.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sholihah, Tutut. "Modern School Financial Management." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007417801960200.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fajar Pradipta, Rizqi, Dimas Arif Dewantoro, and Umi Safiul Ummah. "Full Day School Implementation in Special Junior High School." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.29.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "School: Victoria Management School"

1

Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.

Full text
Abstract:
Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Many festivals keep the city culturally active and are supported by organisations such as Bendigo Bank. The Bendigo Writers Festival, the Bendigo Queer Film Festival, The Bendigo Invention & Innovation Festival, Groovin the Moo and the Bendigo Blues and Roots Music Festival are well established within the community. A regional accelerator and Tech School at La Trobe University are touted as models for other regional Victorian cities. The city has a range of high quality design agencies, while the software and digital content sector is growing with embeddeds working in agriculture and information management systems. Employment in Film, TV and Radio and Visual Arts has remained steady in Bendigo for a decade while the Music and Performing Arts sector grew quite well over the same period.
APA, Harvard, Vancouver, ISO, and other styles
2

Heyward, Mark, Robert Cannon, and Sarjono. Implementing School-Based Management in Indonesia. Research Triangle Park, NC: RTI Press, October 2011. http://dx.doi.org/10.3768/rtipress.2011.op.0006.1109.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Crawfurd, Lee. School Management and Public-Private Partnerships in Uganda. Research on Improving Systems of Education (RISE), July 2017. http://dx.doi.org/10.35489/bsg-rise-wp_2017/013.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28336.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

Full text
Abstract:
This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
APA, Harvard, Vancouver, ISO, and other styles
6

Prew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, November 2018. http://dx.doi.org/10.15868/socialsector.36894.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Carnes, James. A Study of Successful Management Teams in Oregon Public School Systems. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1230.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Mensch, Barbara. School related violence, sanitation facilities at school, and menstrual hygiene management: What is the evidence for their effect on school attendance and learning, and how might population scientists advance this research agenda? Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1031.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance India. Cambridge, MA: National Bureau of Economic Research, November 2020. http://dx.doi.org/10.3386/w28129.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

Full text
Abstract:
We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'School: Victoria Management School' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography