Academic literature on the topic 'Self-managed schools'
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Journal articles on the topic "Self-managed schools"
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Henkin, Alan B., and Jay R. Dee. "The Power of Trust: Teams and Collective Action in Self-Managed Schools." Journal of School Leadership 11, no. 1 (January 2001): 48–62. http://dx.doi.org/10.1177/105268460101100104.
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Akyuni, Qurrata. "Perkembangan Pendidikan Islam di Negara Eropa: Pendidikan Islam di Spanyol." Serambi Tarbawi 10, no. 1 (January 30, 2022): 69–82. http://dx.doi.org/10.32672/tarbawi.v10i1.5069.
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Islamic education in Spain began to develop, marked by the provision of the Spanish state religion department that schools in Spain were officially allowed to provide Islamic religious lessons for their Muslim students. This is due to the growing number of Muslim students in primary and secondary schools so that some areas in Spain have to offer Islamic religion classes. This official recognition from the government opens up opportunities for Muslims in Spain to teach religion in both public and private schools. In addition, there is also the opportunity to build self-managed schools, carry out worship and celebrate religious holidays.
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Survutaitė, Dalia, and Rasa Venclovė. "The value of School Self‑ Assessment for Educational Process Quality Improvement." Pedagogika 110, no. 2 (June 10, 2013): 66–71. http://dx.doi.org/10.15823/p.2013.1820.
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In Lithuania and in every developed country in the world, it is important to ensure the effectiveness, continuity and competitiveness of educational institutions in new markets. Educational process quality is defined as student’s edification and comprehensive development of student’s innate powers in compliance with the standards of education and school goals.
In educational institutions quality must be ensured by school leaders and teachers as well as the whole school community. That is why it is important to establish an ongoing quality integrity system – self-assessment in schools. The e quality of educational process is assured by a continuous aspiration of perfection requiring to establish a regular and consistent evaluation system which can balance the state education policy, educational institution‘s goals and community needs.
To ascertain self-assessment’s influence of educational process quality in Lithuanian comprehensive schools the following research tasks were raised:
1) to describe the practice of self-assessment quality in Lithuanian comprehensive schools in 2008-2010;
2) to distinguish the advantages of self-assessment that help to raise the quality of the educational process in schools.
A survey was carried out in 2010–2011, to analyze how education quality in Lithuanian comprehensive schools is assessed and managed. Analysis of the survey data revealed that the quality of self-assessment and the usage of its results in comprehensive schools is far from perfect and does not completely meet the needs of students. The e survey confirms the necessity of closer cooperation among school leaders and community, for interaction helps to organize and manage expedient educational practice.
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Mukuna, Robert Kananga. "Exploring Enabler Actions Influencing Basotho Teachers’ Wellbeing to Cope with Schools’ Adversities at a Rural School." Journal of Educational and Social Research 11, no. 3 (May 10, 2021): 227. http://dx.doi.org/10.36941/jesr-2021-0065.
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Teachers at South African schools work under unfavourable conditions that manifest as burnout, fatigue, exhaustion and stress, violence, lack of infrastructures, lack of resources, poor working relationships, inflexible curriculum, etc. Despite these conditions, they still managed to do their jobs to uplift their community. Against this background, this study explored enabler actions that influence Basotho teachers to surmount schools’ adversities at a rural school district. It adopted a qualitative multiple case study as a research design and semi-structured interviews as data collection instrument. Four participants (n=4; females, aged 25-35 years) were selected through purposive and convenience sampling techniques. All participants worked at a South African rural school in Free State province, South Africa. They are Basotho speakers and have at least three years of teaching experience. The thematic findings revealed that Basotho teachers developed enabler actions to cope with schools’ adversities and adjust to social and cultural environments. These include the availability of supportive services, awareness of inadequate assets, awareness of teachers’ strengths, developing of teacher resilience, self-efficacy, problem-solving skills, managing self-emotions, and self-confidence. This study concluded that the identified enabler initiatives contributed and stabilized the Basotho teacher wellbeing effectively regardless of challenges at a rural school.
Received: 25 August 2020 / Accepted: 23 November 2020 / Published: 10 May 2021
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Said, Shirly. "Pedagogias do Sul e subjetivação política: Os Bachilleratos Populares na Argentina como parte dos “movimentos pedagógicos latino-americanos"." education policy analysis archives 26 (July 23, 2018): 86. http://dx.doi.org/10.14507/epaa.26.3506.
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In this article we recover the perspective of the sociology of emergencies and link the proposal of decolonial thinking with critical Latin American pedagogies. With this conceptual framework, and going through different conceptions of political subjectivation, we propose to approach the experience of People´s High Schools for Young People and Adults in Argentina (BPJA, for its acronym in Spanish) as part of the Latin American pedagogical movements oriented to the critical reconstruction of pedagogical knowledge. The BPJA are high schools for young people and adults that work in a self-managed way within the framework of territorial organizations and recovered factories, and carry out a political-pedagogical project linked to popular education with an emancipatory horizon. They demand that the State guarantees the right to education for all social sectors, while defending the political and pedagogical autonomy of their curriculum. Within the new social, political and -therefore- pedagogical ways of construction of various Latin American social movements, we propose that the BPJA are a significant expression of the gestation of emerging alternatives, which with great creative and self-reflective potential have managed to stress certain traditional forms of education, orienting themselves to the formation of political and critical subjects, and transforming themselves into collective pedagogical subjects.
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Rahmadani, Anisa, and Farida Kurniawati. "Teacher Engagement Mediates Self-Efficacy and Classroom Management: Focus on Indonesian Primary Schools." Electronic Journal of Research in Education Psychology 19, no. 53 (April 1, 2021): 75–92. http://dx.doi.org/10.25115/ejrep.v19i53.3444.
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Introduction. The numbers of students with special needs studying in regular classes is increasing every year. This increase has consequences for teachers, who must manage classrooms to meet the students’ diverse needs and characteristics. The contributing factor to successful inclusive education is teachers’ self-efficacy in practicing it. Successful implementation of inclusive education, on the other hand, classroom management can be viewed as performance influenced by the extent to which teachers are involved in their work, that is, teachers’ “engagement.” Method. This quantitative correlational study aimed to determine whether teachers’ engagement mediates self-efficacy in inclusive practice and classroom management. A total of 242 inclusive primary school teachers in DKI Jakarta-Indonesia, completed three self-report questionnaires. Results. Teachers’ engagement significantly acts as mediator in the correlation between teachers’ self-efficacy and their classroom management. Discussion and Conclusion. Using motivational process in the job-demand model, results show that teachers’ self-efficacy functions as a personal resource in implementing inclusive education. This means that teachers’ self-efficacy conducted by teachers first raises the condition of the teacher involved in the role of work, before finally influencing the extent to which the teacher managed the classroom. Therefore that overall student, including students with special needs, get the optimal educational benefits.
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França, Cíntia, Francisco Santos, Francisco Martins, Helder Lopes, Bruna Gouveia, Frederica Gonçalves, Pedro Campos, et al. "Digital Health in Schools: A Systematic Review." Sustainability 14, no. 21 (October 25, 2022): 13848. http://dx.doi.org/10.3390/su142113848.
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Worldwide, the growing digitalization process and increase in smartphone usage have contributed to promoting mobile health (mHealth) services. This study provides an overview of the research targeting the effectiveness of mHealth interventions among children and adolescents in the school environment. A systematic literature review was performed following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in the PubMed, Web of Science, and Scopus databases. The results show that physical activity and nutrition are the main intervention topics. Health literacy, mental health, productive health, vaccination rates, and social interaction were also considered in mHealth interventions. Of the 13 studies that remained for analysis, 12 described positive outcomes in at least one health variable after using an mHealth tool. Overall, interventions ranged between four and 24 weeks. Only seven studies managed to have at least 80% of the participants from the baseline until completion. Adding personal information, user interaction, and self-reference comparisons of performance seems crucial for designing successful health digital tools for school-aged children and adolescents.
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Cameron, R. J. "School discipline in the United Kingdom: promoting classroom behaviour which encourages effective teaching and learning." Educational and Child Psychology 15, no. 1 (1998): 40–55. http://dx.doi.org/10.53841/bpsecp.1998.15.1.40.
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The problem of disruptive behaviour in schools may have been around for some time, but it has recently resurfaced as a major social and political issue. As public concern has risen, so have expectations that this problem area should be managed more effectively by school staff.In this paper, a number of important dimensions of problem behaviour in schools are examined and an attempt is made to place the magnitude of this problem in perspective. A number of government initiatives are summarized and a promising model for helping school staff work at a variety of levels to manage unwanted activities and promote positive pupil behaviour is described.Finally, some key areas for future development are discussed. These are: developing a curriculum for individual pupils; teaching self-regulatory techniques; using mentoring and peer support; and enhancing intrinsic motivation.
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Yusoff, Muhammad Saiful Anuar, and Wan Nazihah Wan Mohamed. "Motivation in Reading Arabic Literature Books Among Students of Kelantan Religious Schools." Global Journal Al-Thaqafah 10, no. 1 (July 31, 2020): 10–17. http://dx.doi.org/10.7187/gjat072020-2.
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Motivation plays an important role in learning because it activates learning behavior. However, empirical studies that investigated the influence of motivation dimensions on the activities of reading Arab literature books among students taking religious examination papers (STAM) have not yet been conducted. Four dimensions of motivation namely self-efficacy, subject value, intrinsic orientation and extrinsic orientation were studied based on the Expectancy-Value Theory and Self-Determination Theory. As such, this study was conducted to identify the influence of four-dimensional motivation on the frequency of reading Arab literature books among students taking STAM exams and examine the influence of Arabic language proficiency on the relationship between the dimension of motivation and frequency of reading. The study involved 375 students who took STAM examination in schools managed by Yayasan Islam Kelantan (YIK). Structural Equation Modelling using Smart PLS software was utilised to get the results of the study. The findings showed that only self-efficacy dimension (β=0.162, t=2.370, p<0.01, f2=0.018) significantly affected the frequency of reading Arab literature books while the analysis on the influence of Arabic language proficiency as the moderator factor (β=-0.168, t=1.932, p<0.05) proved to be significant towards the relationship between self-efficacy and frequency of reading Arabic literature books. This finding revealed the importance of self-efficacy in predicting the frequency of reading Arabic literary textbooks and its effect on the frequency of reading Arabic literary textbooks that depends on the level of Arabic language proficiency. Implications of this study from theoretical and practical point of view are also discussed.
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Alshaikhi, Hamad I. "Self-directed Teacher Professional Development in Saudi Arabia: EFL Teachers’ Perceptions." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1359. http://dx.doi.org/10.17507/tpls.1011.03.
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This study explores Saudi EFL teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD) with special emphasis on workplace learning and self-directed initiatives. Using semi-structured interviews and reflective essays, the study managed to highlight a thriving workplace learning context in which teachers are involved in many forms of self-directed learning, including experiences stemming from the dailiness of the everyday realities of their schools. Data showed that Saudi EFL teachers are committed professionals who are well aware of a variety of TPD resources and opportunities; some of them are institutionalised while the majority are self-directed by teachers themselves beyond any institutional requirement. The study revealed that many participants had high preferences for self-directed learning over institutional provisions for its embeddedness in their context, the nature of their specialisation, and for the changing nature of their profession. Networking, collaboration, reflection and collegiality are some of the main features of self-directed learning as reflected in teachers’ current practices.
Dissertations / Theses on the topic "Self-managed schools"
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Nobbs, Cameron John Stuart, and n/a. "The Relationship Between School-Based Management, Student Outcomes and School Performance." Griffith University. School of Curriculum, Teaching and Learning, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060914.145845.
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This study focused on the relationship between school-based management, student outcomes and school performance. Its purpose was to identify the conditions that exist in self-managed schools which facilitate improved student outcomes and school performance. In particular, the study investigated three questions: 1. what are the enabling conditions in schools employing school-based management which school staff and parents consider influential in the achievement of improved student outcomes? 2. what explanations do these people give for how these conditions are applied within their schools to achieve success? 3. what judgents do school staff and parents make about the relationship between school-based management, student outcomes and overall school performance? The dissertation commences by describing major challenges and issues facing education over the next decade and by discussing how international and Australian systems of education are responding to these challenges through the implementation of various models of school-based management A review of international literature covering the last fifteen years is then presented to show that the promises and potentials of school-based management espoused by educational authorities have not necessarily led to an automatic improvement in student outcomes and school performance. Various conditions that may enable a school to implement school-based management effectively are suggested.. These conditions, derived from the literature review, are used as the initial prompts to undertake research in fOur Queensland primary schools Qualitative methodologies are used to gather data related to the three questions of the study in these four schools. The data obtained from the fouw case studies are then presented and discussed. The research findings suggest that the relationship between school-based management, student outcomes and school performance are dependent on the existence of severa1 conditions within school-based managed schools. These involve: 1. a comprehensive understanding of the powers available within a school-based management regime; 2. a school's organisational readiness to take on school-based management responsibilities and authonties; 3. the existence of six bases and their enabling conditions: i. an Ideology Base; ii a Relationship Base; iii. a Performance Base; iv. a Pedagogy Base; v. a Management Base; vi. a Governance Base. 4. the capacity of the school to implement school-based management in terms of contextual issues such as the size of the school, workfbrce experience and competency, geographical location and complexity of the campus; 5. the requirement of the controlling authority to delegate key powers and resources such as staffing, facilities management and total school budgeting; 6. a school-based process to manage change and school improvement. It is argued that these conditions maximise the ability of those involved in school-based management to influence improvements in student outcomes and school performance. The dissertation concludes by suggesting five major implications of the study and at least three areas of possible filture research The five major implications are: 1. the development of clear understandings of the scope of the authorities and responsibilities available to school-based managed schools in Queensland; 2. the need to develop methodology to evaluate and identify school organisational readiness to take on school-based management; 3. the development and implementation of a process that will enhance school effectiveness; 4. the development and implementation of a process that can enhance the quality of governance within Education Queensland schools; 5. the development of differentiated school-based management options that broaden the decentralised authorities to schools in consideration of their organisational readiness and capacity to implement school-based management. There are at least three areas of possible future research. The first of these areas involves research to investigate the conditions that exist within schools (to which Education Queensland has assigned the most advanced devolution of authority) that are not successful in improving student outcomes and school performance.. The second area of further research involves an evaluation of the effect that the current school council governance model has on the improvement of student outcomes and school performance.. The third area of future research involves the investigation of the possibilities of enhancing existing school-based management responsibilities and authorities in Education Queensland schools. In summary, this study suggests that school-based management has been used by educational authorities in Australia and overseas as a possible means to improve student outcomes and school performance. The fmdings suggest that for school-based management to achieve what it was set out to achieve, schools need to work an a number of enabling conditions. The most important of these include: an understanding of the school's core purpos~, a school-wide commitment to high teaching expectations, an understanding of the roles and responsibilities of staff, a principal who has a strong commitment to students, a principal who has high hopes, aspirations and expectations for the school, a strong fOcus on literacy, especially reading, effective behaviour management programmes, systems that identify and target student's needs, highly professional staff and school staffing that responds to the complexity of the school. These fmdings are consistent with the argument that there is no automatic causal link between the implementation of school-based management and improved student outcomes and school performance.. It is only when particular enabling conditions exist or are developing within a school, that effective school-based management can take root and support a range of school-based initiatives focused on the improvement of student and school performance When this is the case, school-based management may influence a school's ability to improve student outcomes and school performance.
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Nobbs, Cameron John Stuart. "The Relationship Between School-Based Management, Student Outcomes and School Performance." Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366280.
Full textAbstract:
This study focused on the relationship between school-based management, student outcomes and school performance. Its purpose was to identify the conditions that exist in self-managed schools which facilitate improved student outcomes and school performance. In particular, the study investigated three questions: 1. what are the enabling conditions in schools employing school-based management which school staff and parents consider influential in the achievement of improved student outcomes? 2. what explanations do these people give for how these conditions are applied within their schools to achieve success? 3. what judgents do school staff and parents make about the relationship between school-based management, student outcomes and overall school performance? The dissertation commences by describing major challenges and issues facing education over the next decade and by discussing how international and Australian systems of education are responding to these challenges through the implementation of various models of school-based management A review of international literature covering the last fifteen years is then presented to show that the promises and potentials of school-based management espoused by educational authorities have not necessarily led to an automatic improvement in student outcomes and school performance. Various conditions that may enable a school to implement school-based management effectively are suggested.. These conditions, derived from the literature review, are used as the initial prompts to undertake research in fOur Queensland primary schools Qualitative methodologies are used to gather data related to the three questions of the study in these four schools. The data obtained from the fouw case studies are then presented and discussed. The research findings suggest that the relationship between school-based management, student outcomes and school performance are dependent on the existence of severa1 conditions within school-based managed schools. These involve: 1. a comprehensive understanding of the powers available within a school-based management regime; 2. a school's organisational readiness to take on school-based management responsibilities and authonties; 3. the existence of six bases and their enabling conditions: i. an Ideology Base; ii a Relationship Base; iii. a Performance Base; iv. a Pedagogy Base; v. a Management Base; vi. a Governance Base. 4. the capacity of the school to implement school-based management in terms of contextual issues such as the size of the school, workfbrce experience and competency, geographical location and complexity of the campus; 5. the requirement of the controlling authority to delegate key powers and resources such as staffing, facilities management and total school budgeting; 6. a school-based process to manage change and school improvement. It is argued that these conditions maximise the ability of those involved in school-based management to influence improvements in student outcomes and school performance. The dissertation concludes by suggesting five major implications of the study and at least three areas of possible filture research The five major implications are: 1. the development of clear understandings of the scope of the authorities and responsibilities available to school-based managed schools in Queensland; 2. the need to develop methodology to evaluate and identify school organisational readiness to take on school-based management; 3. the development and implementation of a process that will enhance school effectiveness; 4. the development and implementation of a process that can enhance the quality of governance within Education Queensland schools; 5. the development of differentiated school-based management options that broaden the decentralised authorities to schools in consideration of their organisational readiness and capacity to implement school-based management. There are at least three areas of possible future research. The first of these areas involves research to investigate the conditions that exist within schools (to which Education Queensland has assigned the most advanced devolution of authority) that are not successful in improving student outcomes and school performance.. The second area of further research involves an evaluation of the effect that the current school council governance model has on the improvement of student outcomes and school performance.. The third area of future research involves the investigation of the possibilities of enhancing existing school-based management responsibilities and authorities in Education Queensland schools. In summary, this study suggests that school-based management has been used by educational authorities in Australia and overseas as a possible means to improve student outcomes and school performance. The fmdings suggest that for school-based management to achieve what it was set out to achieve, schools need to work an a number of enabling conditions. The most important of these include: an understanding of the school's core purpos~, a school-wide commitment to high teaching expectations, an understanding of the roles and responsibilities of staff, a principal who has a strong commitment to students, a principal who has high hopes, aspirations and expectations for the school, a strong fOcus on literacy, especially reading, effective behaviour management programmes, systems that identify and target student's needs, highly professional staff and school staffing that responds to the complexity of the school. These fmdings are consistent with the argument that there is no automatic causal link between the implementation of school-based management and improved student outcomes and school performance.. It is only when particular enabling conditions exist or are developing within a school, that effective school-based management can take root and support a range of school-based initiatives focused on the improvement of student and school performance When this is the case, school-based management may influence a school's ability to improve student outcomes and school performance.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
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Haggerty, Natalie K. "Social stories and apron storytelling: the effects on self-managed coping strategies of a child that experienced chronic school difficulties." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/6925.
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This study examined the effects of a social story and apron storytelling intervention on the self-managed coping strategies of a child who experienced chronic school difficulties. Treatment was implemented five times per week and consisted of 10 minutes of systematic instruction, which included reading a social story and using the apron storytelling technique to dramatically enhance the story's oration. Results revealed a decrease in the frequency, duration and intensity of frustration behaviors exhibited by the child after instruction of the intervention. These findings support recommendations for using social stories and apron storytelling to guide the development of self-managed coping strategies for children who experience chronic school difficulties.viii, 76 leaves
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Huang, Chiu-Yu, and 黃久于. "The Case Study of Self-managed School Lunch for Small-scale Elementary Schools in Changhua County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/94150285115764181843.
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碩士大葉大學
生物產業科技學系碩士在職專班
96
This study discusses the present condition and potential difficulties of “self-conducting lunch” in Changhua County’s elementary schools whose student amount is fewer than three hundred. This study also hopes to provide some feasible ways to let students enjoy the superior quality lunch in the condition that small-scaled schools are short of dietitians to stay in school all the time. The study is conducted in the ways of interviews and questionnaires. The results of field work show that although the small-scaled schools don’t have enough human resources, the administrative management of “self-conducting lunch” can always be executed properly to meet the County’s regulations. Additionally, the administrators express that their assignments are complicated and the responsibilities are heavy; so they have low desire to do this jobs continuously. And the questionnaire results of student lunch show that the design of lunch menu depends on the supplier dietitians ; so elementary schools can’t completely control the students’ requirements of lunch. There are averagely 64％ students of fifth and sixth grade in small-scaled school feel satisfied with their lunch. According to the statistical data, the elementary school with scale within sixty children shows the greatest satisfaction, then school within 200 children is the next. The satisfaction of school which scale is within 300 children is similar to scale within 100. The results show that the shortage of student doesn’t mean that it will bring the bad quality of school lunch. The formulation, input, professional competency of lunch secretary, budget distribution, equipment buying and maintenance are the key factors which affect the quality of school lunch. At present, because the small-scaled elementary schools are all subsidized by the central and local government, the “self-conducting lunch” can be existed. Under the conditions that budget is insufficient, schools must resist the pressure of rising price of every raw material. And most lunch secretaries in small-scaled elementary schools are served by teachers or directors, so they are tied up at the moment. The potential worries of the school lunch are lapped-out equipment that can’t be maintained easily and lack of budget to renew it. According to the conclusions of this study, the small-scaled elementary schools must have a new thinking model, such as conducting school lunch collectively by several schools or establishing central kitchen in central school to provide meals to surrounding schools. Under the model of lunch takeout, the provided schools can enjoy the same quality and charge as they conduct the lunch by themselves. In the conditions that budget, human resource, equipments are insufficient, they can provide high quality of lunch service.
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Chen, Shu-Ru, and 陳淑如. "Mathematical Literacy in Vocation-A Case Study of a Self-managed School Lunch Dietitian in an Elementary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/2k2uk2.
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碩士臺北市立大學
數學系數學教育碩士在職專班
104
Abstract This study aimed to explore the mathematical literacy of self-managed school lunch dietitians in elementary schools, which is to understand and analyze what kinds of mathematics they would use in their working process. In this study, a qualitative case study research method was used and a dietitian working in a public elementary school was selected as the research subject. The work content of the dietitian was summed up to analyze all the mathematics used in work. The information obtained from field observations, semi-structured interviews and document collection was converted into written materials such as observation notes, interview transcripts and paper files for further analysis and discussion. The results of the study found that: 1. The dietitian’s work could be divided into five major parts: (1) Self-managed School Lunch Business: (a) meal nutrition planning and execution, (b) supervision of meal preparation and supply, (c) administration work; (2) Promotion of Nutrition Education: (a) planning and execution of lunch education, (b) evaluation and improvement of students’ diet and nutrition issues, (c) promotion of nutrition and health knowledge for teachers, students and their parents; (3) Campus Food Supervision: (a) audit of the food sold in school cooperative stores, (b) supervision of the food sold in school cooperative stores; (4) Local Service: (a) local service of school lunch, (b) local service of campus food, (c) local service of nutrition education; (5) Other: (a) to assist the local government in the implementation of school lunch-related business, (b) to assist the execution of school affairs of JianAn Elementary School, (c) to upload the data to the Food Cloud service. 2. The mathematics used in the dietitian’s work included: whole numbers, fractions, decimals, estimation, quick computation, rounding, averaging, ratio/proportion, percent, statistics, statistical graphing, English measurement, metric measurement, area/perimeter, volume, angle measurement, geom. constructions, scientific notation, probability, negative numbers, formulas, distance in plane, and permut./combin., as well as the use of a calculator and computer operation. The results showed that the dietitian of this case study used a lot of basic arithmetic in work, used formulas in the part of algebra 1, used planes in the part of geometry, used permutations and combinations (permut./combin.) in the part of algebra 2-trig., never used higher math, and needed to heavily use a calculator and computer operation to complete the work. Keywords: mathematical literacy, dietitian
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陳菁萍. "The Project Management Study of Self-managed School Construction-A Case Study of an Elementary School in Kaohsiung City." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/78962410867002274040.
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碩士國立高雄師範大學
工業科技教育學系
99
The goal of this study is to reveal the key concerned topics, to define the related issues of the process management, and also to propose the solutions and approaches for the undertaker during the self-managed school construction period. This study is a case study by utilizing the qualitative research methodology. Through the interviews, supplemented by the case observations, the data collection and the data analysis can be accomplished. The object of this study is a General Director of an elementary school who is in charge of the self-managed school construction. Base on the conclusions of this study, some improvements and suggestions are proposed as below: 1. The school construction plan directed and driven by scholar team is not necessarily better than the plan directed by the team of the school members. 2. To select a most suitable architect for the school, the background of the evaluation committee members are very important and should be well distributed by the balance ratio of the expertise. 3. The most appropriate time frame to review the Quantity Body is during the feasibility study period and the project plan phase. 4. Even though lacking of the engineering related background, the undertakers have to increase their knowledge about the engineering drawing reading and reorganization to help the following quality control process. 5. The school is obligated to manage all the purchasing and bidding process illegally, and follow up with all necessary specifications. 6. In the construction process, the contractor should completely follow the specifications. The undertaker should keep monitoring the whole project. 7. The school can out-sourcing the professional exporters to assist the buy-off and qualification; Nevertheless, the management team should well behave their rights and their obligations without violating any legality.
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Osman, Ali. "Experiences of physics teachers when implementing problem-based learning : a case study at Entsikeni cluster in the Harry Gwala District Kwazulu-Natal, South Africa." Diss., 2018. http://hdl.handle.net/10500/25794.
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Problem-based learning (PBL) is an active teaching strategy that could be implemented in the South African educational system to assist in developing problem-solving skills, critical thinking skills, collaborative skills, self-directed learning and intrinsic motivation in students. Even though it is not easy to drift from a teacher-centred strategy to a student-centred strategy, but this drift is supposed to be a paradigm drift for the nation. ‘Physics is difficult’ has been the anthem of students in South African high schools. This has led to lower pass rates in physics and as a result low physics career person in society. Physics students in high schools need to be exposed to the PBL strategy since the PBL strategy focuses on real-life problems to develop problem-solving skills, critical thinking skills and self-directed learning in students which are the skills needed for concept formation in Physical Science. Basically, the education of Physical Science students focused on the ability to acquire skills to solve real-life problems. This study focuses on exploring the experiences of high school physics teachers at Entsikeni cluster, South African, when implementing problem-based learning (PBL) in their physics classrooms. The study uses the mixed-method approach where three different research instruments were used to collect quantitative and qualitative data sequentially. Questionnaires, RTOP and interview protocol were employed. The findings of the study indicate that teachers project positive attitudes toward the PBL strategy but may probably not continue to use it because it requires more time than that which is allocated in the Curriculum Assessment and Policy Statement (CAPS) Physical Science document and as a result may not be able to finish their ATP on time. Teachers are teaching physics with no specialization in physics, which probably could lead to poor, pass rates in Physical Science. Teachers were inexperienced in teaching physics in the FET and could probably affect students’ academic performance. It is recommended they apply the PBL strategy to correct the negative effect of their inexperience on students’ performance. It is evident that if inexperienced trained teachers apply an instructional strategy based on research, they tend to develop students' performance as compared to applying the traditional instructional strategy.Science and Technology Education
M. Sc. (Physics Education)
Books on the topic "Self-managed schools"
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Secure Rural Schools and Community Self-determination Act: Hearings before the Subcommittee on Forests and Public Land Management of the Committee on Energy and Natural Resources, United States Senate, One Hundred Sixth Congress, first session, on S. 1608, to provide annual payments to the states and counties from National Forest System lands managed by the Forest Service, and ... October 5, 1999, October 19, 1999. Washington: U.S. G.P.O., 2000.
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The resiliency manual: Guidelines for self-managed learning in the school of life. Practical Psychology Press, 1996.
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Colander, David, and Craig Freedman. Where Economics Went Wrong. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691179209.001.0001.
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Milton Friedman once predicted that advances in scientific economics would resolve debates about whether raising the minimum wage is good policy. Decades later, Friedman's prediction has not come true. This book argues that it never will. Why? Because economic policy, when done correctly, is an art and a craft. It is not, and cannot be, a science. The book explains why classical liberal economists understood this essential difference, why modern economists abandoned it, and why now is the time for the profession to return to its classical liberal roots. Carefully distinguishing policy from science and theory, classical liberal economists emphasized values and context, treating economic policy analysis as a moral science where a dialogue of sensibilities and judgments allowed for the same scientific basis to arrive at a variety of policy recommendations. Using the University of Chicago—one of the last bastions of classical liberal economics—as a case study, the book examines how both the MIT and Chicago variants of modern economics eschewed classical liberalism in their attempt to make economic policy analysis a science. By examining the way in which the discipline managed to lose its bearings, the authors delve into such issues as the development of welfare economics in relation to economic science, alternative voices within the Chicago School, and exactly how Friedman got it wrong. Contending that the division between science and prescription needs to be restored, the book makes the case for a more nuanced and self-aware policy analysis by economists.
Book chapters on the topic "Self-managed schools"
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Wylie, Cathy. "New Zealand – Steering at a Distance and Self-Managed Schools." In Educational Authorities and the Schools, 351–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_19.
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Fernandes, Venesser. "Reframing Continuous School Improvement in Australian Schools." In Advances in Linguistics and Communication Studies, 98–124. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9970-0.ch006.
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There is a significant lack of documented research on Australian school improvement contextualised within business improvement model settings. This is the case, even though Australian schools have been operating within a business environment for a while now. This chapter aims at addressing this gap by discussing educational quality within schools. It will also present an adapted version for continuous school improvement within school systems in Australia. This adapted version of continuous school improvement provides a theoretical framework on how schools operating as self-managed business systems can ensure that the delivery of educational quality is strategically sustained at the organisational level and that focus remains on the important core business of student learning.
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Fernandes, Venesser. "The Case for Effectively Using Existing Business Improvement Models in Australian Schools." In Advances in Human Resources Management and Organizational Development, 130–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8516-9.ch007.
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There is a significant lack of documented research on Australian school improvement that is contextualized within business improvement model settings. This is the case even though Australian schools have been operating within a business environment for a while now. This chapter aims at addressing this gap by discussing what educational quality is within schools. It will present an adapted version for continuous school improvement within school systems in Australia. This adapted version of continuous school improvement provides a theoretical framework on how schools operating as self-managed business systems can ensure that the delivery of educational quality is strategically sustained at the organizational level and that focus remains on the important core business of student learning. This adapted version has been described as strategic TQM and a case is made for its use in Australian schools through five transformations that are brought about through the SCOPE cycle for school improvement.
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Fernandes, Venesser. "The Case for Effectively Using Existing Business Improvement Models in Australian Schools." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 662–89. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch030.
Full textAbstract:
There is a significant lack of documented research on Australian school improvement that is contextualized within business improvement model settings. This is the case even though Australian schools have been operating within a business environment for a while now. This chapter aims at addressing this gap by discussing what educational quality is within schools. It will present an adapted version for continuous school improvement within school systems in Australia. This adapted version of continuous school improvement provides a theoretical framework on how schools operating as self-managed business systems can ensure that the delivery of educational quality is strategically sustained at the organizational level and that focus remains on the important core business of student learning. This adapted version has been described as strategic TQM and a case is made for its use in Australian schools through five transformations that are brought about through the SCOPE cycle for school improvement.
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Fitzsimmons, Phil, and Peter Kilgour. "Generation of Authentic Learning and Learners." In Handbook of Research on Humanizing the Distance Learning Experience, 78–93. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0968-4.ch004.
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A study of 100 pre-service teacher's attitudes to self-managed online forums on pastoral care of students in schools was undertaken. This assessment activity involved the students in contributing to forums under the leadership of one of their group, whose responsibility it was to guide the discussion and then mark the members of their online group. After an initial reticence to engage in the task, students reported their satisfaction at managing their own learning and having input into the actual assessment process. This paper recommends that more possibilities for self-managed learning be made available to tertiary learners.
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Fitzsimmons, Phil, and Peter Kilgour. "Generation of Authentic Learning and Learners." In Online Course Management, 1710–25. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch089.
Full textAbstract:
A study of 100 pre-service teacher's attitudes to self-managed online forums on pastoral care of students in schools was undertaken. This assessment activity involved the students in contributing to forums under the leadership of one of their group, whose responsibility it was to guide the discussion and then mark the members of their online group. After an initial reticence to engage in the task, students reported their satisfaction at managing their own learning and having input into the actual assessment process. This paper recommends that more possibilities for self-managed learning be made available to tertiary learners.
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"The Taped-Problems Intervention: Increasing Division Fact Fluency Using a Low-Tech Self-Managed Time-Delay Intervention." In Single-Subject Designs for School Psychologists, 133–51. Routledge, 2013. http://dx.doi.org/10.4324/9780203725887-12.
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Barashkina, Svetlana Borisovna. "Self-Development of Professional Competencies of a Novice Teacher in the Process of Enriching the Natural Science Subject-Spatial Environment." In Modern Challenges of Education and Psychology of Personality Formation, 82–89. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-102966.
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The purpose of the study is to evaluate the possibilities of self-development of professional competencies of a young (novice) teacher in the process of research activities in order to enrich the natural science subject-spatial environment. The article presents the opinions of scientists E.I. Petrenko, L.V. Ignatieva about the role and place of research activity of a young teacher – a former student who graduated from a higher educational institution or a trainee student who began teaching as a student, who knows many teaching methods, has studied various scientific disciplines in his field, or a teacher who has worked for up to 5 years. In their opinion, the competence of a graduate is manifested in the willingness (motivation and personal qualities) to apply knowledge, skills and experience for successful professional or other activities in the presence of problems and resources. The creation of methodological resources begins with a bachelor student at a university and is the result of research activity of a young teacher in school. Young teacher often experiences difficulties while choosing material for "Environmental Studies" with the purpose of junior schoolers achieving different results. Scientific novelty is the idea of creating innovative methodological projects which enrich subject-spatial environment of elementary school aimed at development of natural subjects and research skills of students that took "Environmental Studies' subject. The author managed to define methodological innovations presented as guidance manual which were created while writing a diploma then were approbated under the conditions of educational space of school. "Geographer's diary", "Society city" interactive game, researcher's handbook "Way to health", "Briefcase museum" call for analyzing of different topics of scientific topic, creation of which requires research competence of a teacher. The resources provided directed at enriching school's subject-spatial environment since work with the resources means usage of subject equipment. It was proved that having learned basic professional competence in university young teacher can develop them in school's educational space. Basic directions of activities on development of professional competences are: methodological work, innovative activity, project-research teacher's activity, Young specialist can approbate created methodological materials under actual conditions of school thus enriching audience's subject environment, providing individual educational requirements of all subject of educational process.
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Leszczyński, Rafał Marcin. "Całożyciowe uczenie się Pawła Hulki-Laskowskiego (1881–1946) – stymulatory i bariery." In Biografie i uczenie się, „Biografia i badanie biografii”, t. 4. Wydawnictwo Uniwersytetu Łódzkiego, 2015. http://dx.doi.org/10.18778/7969-451-8.06.
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This paper presents the biography of Pawel Hulka-Laskowski, an evangelical writer from Żyrardów. It is an excellent example of man’s ability to overcome social and cultural conditioning as well as that of self-development and lifelong learning process. Despite his working- class background and thus low cultural capital, as well as poverty (obstacles), Hulka managed to independently study the secondary school curriculum and get into Heidelberg University. His abilities, ambition, diligence and biographical competencies (stimuli) allowed him to become one of the best-known writers, translators and comparative religion experts in the pre-war Poland. His Reformed evangelical background was one of the factors stimulating his development and lifelong learning. It was precisely because of Evangelicalism that he came into contact with high culture already as a child and adopted evangelical work ethos that stimulated his self-development and constant learning.
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Gershun, Martha, and John D. Lantos. "Staying Healthy." In Kidney to Share, 122–24. Cornell University Press, 2021. http://dx.doi.org/10.7591/cornell/9781501755439.003.0017.
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This chapter focuses on the author's set of self-imposed restrictions to be healthy in preparation for the surgery date. The chapter tells how the author managed to attend the synagogue's Rosh Hashanah services, where hundreds of people gathered for worship. It also discusses the CaringBridge site that the author set up to keep her family and friends updated throughout her surgery and recovery. It then highlights her support system: her girlfriends, her weekly walking buddy, and her fellow graduates of the Harvard Business School. Many more friends and family sent emails, messages on CaringBridge, and texts. Finally, the chapter narrates her preparation to leave for Rochester.