Bibliografías temáticas / School

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Literatura académica sobre el tema "School"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 19 de octubre de 2024

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Artículos de revistas sobre el tema "School"

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Mandal, Ranjit Kumar. "Importance of School Management Committee in Managing Schools". Journal of Advanced Research in English & Education 03, n.º 04 (19 de enero de 2019): 1–4. http://dx.doi.org/10.24321/2456.4370.201809.

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Ready, Douglas D., Valerie E. Lee y Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools". Teachers College Record: The Voice of Scholarship in Education 106, n.º 10 (octubre de 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.

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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.
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Ready, Douglas D., Valerie E. Lee y Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools". Teachers College Record 106, n.º 10 (octubre de 2004): 1989–2014. http://dx.doi.org/10.1111/j.1467-9620.2004.00424.x.

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Ali, Niaz, Sailesh Sharma y Amir Zaman. "SCHOOL CULTURE AND SCHOOL EFFECTIVENESS: SECONDARY SCHOOLS IN PAKISTAN". Malaysian Online Journal of Educational Management 4, n.º 4 (30 de septiembre de 2016): 50–65. http://dx.doi.org/10.22452/mojem.vol4no4.4.

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Mackay, Barbara. "New to school: Supporting secondary school students who move schools during the school year." New Zealand Journal of Counselling 38, n.º 1 (1 de enero de 2018): 22–38. http://dx.doi.org/10.24135/nzjc.v38i1.221.

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School mobility is a widespread problem in the student population of New Zealand secondary schools. It is an ongoing concern for schools, teachers, families, communities, and for students themselves. This article explores the reasons for the movement of secondary school students who change schools frequently. An understanding of the factors influencing this mobility is vital for school counsellors and others involved in pastoral care, because of the potentially related difficulties that may develop. Students may have varied and complex needs and the professionals involved will be better equipped and more responsive if they have this knowledge and understanding. Working with the pastoral care network, teaching staff, and the wider school community, school counsellors can have a further role in advocating for these students. [ABSTRACT FROM AUTHOR] Copyright of New Zealand Journal of Counselling is the property of New Zealand Association of Counsellors and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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Malik, Muhammad Irfan, Muhammad Akram y Abdul Hameed Qamar. "Effect of School Climate on School Performance at Secondary School Level". Global Educational Studies Review VIII, n.º I (30 de marzo de 2023): 154–67. http://dx.doi.org/10.31703/gesr.2023(viii-i).14.

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The study aimed to examine effect of school climate on performance of schools. School climate includes measuring quality of the schools on various indicators such as dealing with internal and external dynamics, sustaining and fostering the school climate, high expectation and respects, handling conflicts and crisis, and shared decision making. Performance of schools is described as accomplishment of all short-term and long-term educational goals by the students, schools, and teachers. In district Sahiwal, 740 Secondary school teachers were selected randomly by using multistage sampling technique who evaluated their head teachers’ performance on quality practices of school climate on Head Teacher Effectiveness Questionnaire adopted for this study. For school performance, scores of student achievement were collected from their institutions along with the data on school performance questionnaire that included factors related to the teacher presence, school cleanliness, functioning of the facilities, and student presence. The data were obtained by reports of monthly visits collected through the evaluation teams of the districts authorities. The study explored that head of the institutions developed school climate effectively, and excellent level of schools performance was also found. The study found reasonable relationship between school climate and performance of schools (r=.57), and 32% variance in performance of school could be explained through school climate. The study also added that climate of school might be evaluated by using these quality practices of head teachers.
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Haines, Shana J., Judith M. S. Gross, Martha Blue-Banning, Grace L. Francis y Ann P. Turnbull. "Fostering Family–School and Community–School Partnerships in Inclusive Schools". Research and Practice for Persons with Severe Disabilities 40, n.º 3 (septiembre de 2015): 227–39. http://dx.doi.org/10.1177/1540796915594141.

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Ahtola, Annarilla y Hanna Kiiski-Mäki. "What Do Schools Need? School Professionals' Perceptions of School Psychology". International Journal of School & Educational Psychology 2, n.º 2 (3 de abril de 2014): 95–105. http://dx.doi.org/10.1080/21683603.2013.876952.

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Granvik Saminathen, Maria, Sara Brolin Låftman, Ylva B. Almquist y Bitte Modin. "Effective schools, school segregation, and the link with school achievement". School Effectiveness and School Improvement 29, n.º 3 (9 de mayo de 2018): 464–84. http://dx.doi.org/10.1080/09243453.2018.1470988.

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Gadoh, Golden. "School identification and school burnout among high school students in faith-based schools in Malaysia." Abstract Proceedings International Scholars Conference 7, n.º 1 (18 de diciembre de 2019): 1582–98. http://dx.doi.org/10.35974/isc.v7i1.1699.

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School identification is defined as the sense of belongingness in a school, which means valuing school and school-related outcomes. Failure to identify with school relates to school withdrawal. Therefore, studies suggest that school makes the effort of increasing student identification. On the other hand, school burnout refers to students fatigue due to excessive academic demands. School burnout relates to absenteeism, low motivation, low achievement, and school dropouts. Schools should, therefore, address school burnout for the benefit of the students. This descriptive quantitative study aimed at analyzing and describing the school identification and school burnout among students of three faith-based high schools in eastern states of Malaysia—Sabah, and Sarawak. Correlation between school identification and school burnout was also investigated along with their effect size. The subjects were 230 students of Form Four and Five, who were studying in the academic year of 2019. This study employed two research instruments. School identification was measured using Identification with School Questionnaire (ISQ) which was developed by K. Voelkl. School burnout was measured using School Burnout Inventory (SBI) developed by K. Salmero-Aro, N. Kiuru, E. Leskinen, and J. Nurmi. The instruments consisted of 7 demographics and 25 Likert scale items. Questionnaires were translated into Bahasa Melayu. For the correlation, data analysis was conducted using Pearson Product Moment Correlation Coefficient (Pearson’s r). Both statistical analysis, descriptive and inferential, were processed using SPSS. The result also supports previous findings on gender differences in school burnout and school identification. Pearson r test on the data for student burnout and student identification suggest a correlation. Findings suggested a couple of pointers at the disposal of school administration to increase student’s school identification. Keywords: school burnout; school identification; faith-based, high school
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Tesis sobre el tema "School"

1

Stoll, Louise. "Making schools matter : linking school effectiveness and school improvement in a Canadian school district". Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006575/.

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Erickson, Brittany. "Democratic School Design: Reimagining School Turnaround in Denver Public Schools". Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013332.

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After a decade of focused attention and millions of dollars, school turnaround remains one of the education sector's most pressing challenges. Research shows that tackling it requires the implementation of tried and true levers—high-quality instruction, effective school leadership, and family engagement—at the highest possible levels, and that it requires a sophisticated interrogation of broader structural challenges such as segregation, poverty, and racism. This capstone explores a novel approach to school turnaround in Denver Public Schools (DPS), the Year Zero Redesign cohort. This approach strives to equip principals with the mindsets, skills, and autonomy to build partnerships with families, redesign their schools, and effectively lead dramatic change efforts. Through this inquiry, I explore the unique role of principals in system-level transformation; the way trust affects schools and communities; and the quest to redesign schools in alignment with the needs and preferences of students and families. I also examine how DPS, a large and ambitious school district, might learn to support this work in a rapidly evolving policy environment. I argue that taking time for intentional school design and leadership development—not instructional leadership development alone, but community and creative leadership development as well—holds great potential for more consistent results in school turnaround and school redesign. I also suggest that this and other creative approaches to turnaround will become possible only when system-level incentives and accountability measures allow for it. This capstone offers lessons for DPS as it seeks to create an ecosystem of excellent and diverse school models, and for practitioners and policymakers across the sector seeking to realize transformative change through community mobilization and school design.
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Mead, Carlton R. 1963. "Encouraging school leadership in elementary schools". Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8293.

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xi, 112 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The purpose of this study was to conduct, as a participant observer and district-level regional administrator, three exploratory mini-case studies of elementary schools in the same district attempting to meet the same district improvement goal, imbedded in individual School Improvement Plans (SIP) during the same period of time in the school year. In order to document how each leadership team identifies strategies to meet the goal, how strategies are implemented, how each leadership team interacts with me as their district administrator, and how performance toward meeting the goal is perceived by key actors in the school this research was conducted as an action-research case study. The inter-relationships between school goals and school leadership team behaviors in a large suburban school district and the influence of these teams on the practices of the individuals on each of the three different school teams were the primary focus of this study. This study took place beginning in December 2007 and culminating in March 2008. The researcher kept a field journal of team meetings and staff development activities at each site. Interviews were conducted with principals, teachers, and parents at each site to gain multiple perspectives of school improvement and leadership. Findings of this case study may reveal a close connection between the practices of the regional administrator and school leadership teams and the outcome of school improvement initiatives. Recommendations are made for changes in practice and for future research studies.
Adviser: Diane M. Dunlap
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Mead, Carlton R. "Encouraging school leadership in elementary schools /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8293.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-112). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Cartmel, Jennifer Leigh. "Outside school hours care and schools". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/17810/1/Jennifer_Cartmel_Thesis.pdf.

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Outside school hours programs provide recreation, play and leisure-based programs for children aged 5 to 12 years in before- and after-school settings, and in the vacation periods. Over the past ten years, the number of programs has grown rapidly due to women’s increasing participation in the workforce. At the same time, critical changes for the operation and administration of Queensland outside school hours care services were occurring following the introduction of mandatory standards and quality assurance. This study is a critical ethnography investigating the circumstances for two Outside School Hours Care (OSHC) services located on school sites at this time of change. The services were responding to the introduced legislative and accreditation requirements, the burgeoning numbers of students in the programs, and the requirements by parents for care for their school-aged child. The findings of this study show the complexity of the dualities of purpose and the operational administration of OSHC services, an area that has been little identified and discussed to date. This study illuminated not only aspects of OSHC services, it provided an opportunity for the co-ordinators of the two OSHC services to reflect on the operational structures. As the majority of OSHC services in Queensland (and other Australian states) are located in school sites, a closer examination of the relationship between OSHC and schools provided insights into some issues concerning the sector. Habermas’ Theory of Communicative Action was used to investigate the state of affairs and analyse the consensual and coercion meaning-making that occurred in the interactions between the stakeholders, specifically between the OSHC coordinators and school principals. Critical ethnographic research techniques, including participant observations and semi-structured interviews, were used to investigate what appears below the surface of social existence in the OSHC settings. On the surface, the interactions between the coordinators and principals appeared congenial. However, the study found that the vulnerability of the OSHC services for alienation and marginalisation was linked to the lack of legitimacy and reduced sense of social membership endowed by the ambience of the school setting in which the services were located. The study found that the distorted communicative action that took place within the OSHC settings exhibited the pathologies of alienation, withdrawal of legitimation and lack of collective identity. Examining the relationships of the key stakeholders within the outside school hours care services offers conceptual understandings of existing institutional relationships and practices, This critical ethnography pinpoints sources of power and unease contributing to the concerns for the outside school hours sector and recommends ways to develop these programs.
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Cartmel, Jennifer Leigh. "Outside school hours care and schools". Queensland University of Technology, 2007. http://eprints.qut.edu.au/17810/.

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Outside school hours programs provide recreation, play and leisure-based programs for children aged 5 to 12 years in before- and after-school settings, and in the vacation periods. Over the past ten years, the number of programs has grown rapidly due to women’s increasing participation in the workforce. At the same time, critical changes for the operation and administration of Queensland outside school hours care services were occurring following the introduction of mandatory standards and quality assurance. This study is a critical ethnography investigating the circumstances for two Outside School Hours Care (OSHC) services located on school sites at this time of change. The services were responding to the introduced legislative and accreditation requirements, the burgeoning numbers of students in the programs, and the requirements by parents for care for their school-aged child. The findings of this study show the complexity of the dualities of purpose and the operational administration of OSHC services, an area that has been little identified and discussed to date. This study illuminated not only aspects of OSHC services, it provided an opportunity for the co-ordinators of the two OSHC services to reflect on the operational structures. As the majority of OSHC services in Queensland (and other Australian states) are located in school sites, a closer examination of the relationship between OSHC and schools provided insights into some issues concerning the sector. Habermas’ Theory of Communicative Action was used to investigate the state of affairs and analyse the consensual and coercion meaning-making that occurred in the interactions between the stakeholders, specifically between the OSHC coordinators and school principals. Critical ethnographic research techniques, including participant observations and semi-structured interviews, were used to investigate what appears below the surface of social existence in the OSHC settings. On the surface, the interactions between the coordinators and principals appeared congenial. However, the study found that the vulnerability of the OSHC services for alienation and marginalisation was linked to the lack of legitimacy and reduced sense of social membership endowed by the ambience of the school setting in which the services were located. The study found that the distorted communicative action that took place within the OSHC settings exhibited the pathologies of alienation, withdrawal of legitimation and lack of collective identity. Examining the relationships of the key stakeholders within the outside school hours care services offers conceptual understandings of existing institutional relationships and practices, This critical ethnography pinpoints sources of power and unease contributing to the concerns for the outside school hours sector and recommends ways to develop these programs.
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McCoy, Selina Maria. "Do schools count? : key school structural and process influences on early school leaving". Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326368.

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Harrison, Bradford Lee. "The perceptions of teachers and school administrators of school effectiveness in 11 schools in a southern Mississippi school district". Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10242008-143003.

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Bass, Ruth N. "The impact of school culture on school safety: An analysis of elementary schools in a Southwestern metropolitan school district". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290104.

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Purpose of the study. The purpose of this study was to identify the relationship that exists between school culture and school safety. The principle school culture subscales measure (1) Collaborative Leadership, (2) Teacher Collaboration, (3) Professional Development, (4) Collegial Support, (5) Unity of Purpose, and (6) Learning Partnerships. The safety subscales utilized were (1) Valuing Influence of Teachers and Staff, (2) Feelings of Fear and Lack of Safety, (3) Stressors and Daily Discomforts, and (4) Positive Attitude Toward School Environment and Community. This relationship was surveyed using the School Culture Survey (Gruenert & Valentine, 1997) and the Inviting School Safety Survey (Lehr & Purkey, 1997) among seven metropolitan elementary schools in one Southwestern section of the United States. Procedures. The study included seven elementary schools. Teachers in each school were surveyed on numerous aspects of culture and safety. Teacher data were collected through surveys. Two hypotheses were tested using Pearson-Product Moment Correlation to determine if any of the six subscales of culture from the School Culture Survey correlate with the four safety subscales of the Inviting School Safety Survey. Ordinary Least Squared Regression was used to identify school culture factors that predict school safety factors. The six subscales of culture from the School Culture Survey were used as predictor variable for each of the four Inviting School Safety Scales. Findings. A high level of correlation was found between teachers' perceptions of school culture subscales with School Safety subscales when controlling for the variables of SES, percent of special education students, mobility rate, and number of students. A statistically significant predictive relationship was found for the School Culture subscales with each of the School Safety subscales. Low correlation and low predictive relationships was found for the six School Culture subscales with the School Safety subscale of Feelings of Fear and Lack of Safety. If schools are to be safe for all students, school leaders must change the culture of their schools.
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Law, Kwai-sun Jeffrey. "School community in new town housing estate : integrating the public school into the community /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948970.

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Libros sobre el tema "School"

1

T, Blank J. L., ed. School en schaal. Rijswijk: Sociaal en Cultureel Planbureau, 1990.

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Stoll, Louise. Changing our schools: Linking school effectiveness and school improvement. Buckingham [England]: Open University Press, 1996.

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1949-, Reynolds David, ed. Making good schools: Linking school effectiveness and school improvement. London: Routledge, 1996.

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Rosa-Mendoza, Gladys. My school. New York: Windmill Books, 2010.

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5

Britain, Great. School prospectuses in secondary schools. Sudbury: Department For Education and Employment, 1998.

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Brading, Richard. School councils in primary schools. [Guildford]: [University of Surrey], 1989.

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Britain, Great. School prospectuses in primary schools. Sudbury: Department For Education and Employment, 1998.

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Greven, Alec. Rules for school. New York, NY: Collins, 2010.

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Birnbaum, Bette. My school, your school. Milwaukee: Raintree Publishers, 1990.

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United States. Bureau of the Census. Private school questionnaire: Schools and staffing survey, 2007-08 school year. [Suitland, Md.?]: U.S. Dept. of Commerce, Bureau of the Census, 2007.

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Capítulos de libros sobre el tema "School"

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Ackerman, Walter, Hanoch Flum, David Gordon y Malka Gorodetsky. "Effective Schools and Effective Local School Systems". En School Effectiveness and School Improvement, 345–54. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203740156-29.

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Kiely, Michele. "School Shootings: Creating Safer Schools". En Why We Are Losing the War on Gun Violence in the United States, 33–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55513-9_5.

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Jones, Andrew y Michael C. Nagel. "School Leadership in Cambodian Schools". En Education in the Asia-Pacific Region: Issues, Concerns and Prospects, 155–73. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8213-1_9.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School". En The New Palgrave Dictionary of Economics, 694–700. London: Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-349-95189-5_263.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School". En The New Palgrave Dictionary of Economics, 1–7. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1057/978-1-349-95121-5_263-1.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School". En The New Palgrave Dictionary of Economics, 1–8. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/978-1-349-95121-5_263-2.

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Schwartz, Anna J. "Banking School, Currency School, Free Banking School". En Money, 41–49. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-19804-7_2.

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Bui, Laura y David P. Farrington. "School". En Crime in Japan, 133–57. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14097-7_6.

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Wallwork, Adrian. "School". En Jokes, 99–116. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67247-2_7.

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Alexander-Passe, Neil. "School". En The Successful Dyslexic, 187–204. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-107-0_21.

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Actas de conferencias sobre el tema "School"

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Tikerperi, Mari-Liis. "From Distant Target Groups to Involved Stakeholders: Developing Dialogic School Communication". En 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.15.

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Knowingly planned communication activities are an essential asset in the performance of organisations, including public schools. In this paper, the core premise is that communication management in general education schools is an important field which currently lacks scholarly attention as well as practical guidance for school management. Numerous communication management definitions and models have been proposed following different paradigms and perspectives. Still, they all have one aspect in common: the audience to whom the messages are directed. Some theorists suggest that communication does not exist without the recipient, and effectively planned communication should be based on their interests or, moreover, involving them for the institution’s success. Thus, it is crucial to map schools’ target groups and stakeholders to explain the nature of school communication in general. In this qualitative study, in-depth interviews were conducted with 19 Estonian school principals to understand their views about the role various target groups and stakeholders have on public elementary and high school communication. By applying a targeted sampling strategy, the most diverse representation of participants was ensured based on the profiles of both schools and school leaders. During the interviews, a projective technique was used enabling the principals to schematically position school’s stakeholders in accordance to social circles, importance, and communication intensity. The results showed that although the stakeholders of the schools are similar, the positioning of the stakeholders may differ even in between similar school types. School principals’ assessments of the intensity, importance, or quality of relationships depend on the school’s organisational culture, goals, current issues (e.g., school renovation), or sometimes the principal’s personal contacts. In addition, communication practices are influenced by the initiative and attitudes of external stakeholders towards the school.
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Dogaru, Mariana. "SPECIFIC ELEMENTS FOR SUCCESSFUL ROMANIAN SCHOOL". En eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-040.

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Identifying successful schools is a challenge because relativity characteristics on which the school was defined as one in this category. Our research aims to identify traits generally accepted by experts in the quality of education that characterize a successful school. So were surveyed 1387 specialists working in the quality of education (700 trainers counselors and external evaluators, experts in quality, evaluation and accreditation, 687 inspectors responsible for monitoring and quality control), were held interviews with nine directors (five from "successful schools" and 4 schools considered less successful) and focus groups with teachers from selected schools. The conclusions are meant to stabilize the characteristics of successful school, so there is a common language in judging and assessing school success.At Romanian school system is well known that a school can be evaluated from different perspectives, so the stakeholders can choose according to all these. But, all the time, the conclusion "successful school" or "less successful school" is a label unexplained. At the level of school marketing, this label is more important, no matter for what reason . That' s why, from our perspective it is more important to have the same point of reference according to which a school can be labeled as "successful" or " less unsuccessful".Also, our research tried to involve the expert on quality of education, human resources that know all the school and had evaluated according to national indicators the schools from Romania. Many questions were raised like what characteristics define the success? Who are more or less important? From what perspective is important to judge a school?
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Lim, Sunbin. "School Rules for What Schools?" En 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686807.

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Filer, Janice. "INTENTIONAL SCHOOL LEADERSHIP IN UNCERTAIN TIMES". En International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end103.

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"In this study of elementary and secondary school administrators, interviews were conducted to determine effective strategies before, during, and after online learning during the pandemic. California public schools began whole school online learning during March 2020 and most schools returned to in person learning one year later in 2021. Challenges during online learning included providing sufficient technology to all students, the online learning platform, and academic rigor. When students returned to school one year later many students suffered academically and socially. School leaders were required to refocus and plan accordingly. Administrators shared their strategies and philosophy for success in times of continued uncertainty."
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Mekonnen, Samuel, Tebello Pusetso, Hui Lyu y Ugwueke Emmanuel. "Anthropometric-based school furniture design for Ethiopian secondary school students". En 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003405.

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Students take part in one of the most sedentary occupations. They spend an average of 5-8 hours in school daily. About 80% of this time, they sit in the classroom doing activities such as reading, writing, and communicating. It has been suggested that schools are places where students develop their permanent sitting habits (M. S. Parvez, et al, 2018). The mismatch between students and school furniture dimensions has been associated with adolescent low back pain (Milanese & Grimmer, 2004). Therefore, suitable and comfortable school furniture for students is necessary. Although many developed countries have proposed school furniture dimension guidance, developing countries and most least-developed countries still lack the support of an anthropometric database for school furniture design. Therefore, this study aims to fill this gap by establishing an anthropometric database of secondary school students in Addis Ababa, Ethiopia, investigating the mismatch between students' anthropometric dimensions and current school furniture dimensions, and providing recommendations for secondary school furniture dimensions.MethodSample selection Two hundred secondary school students (85 (42.5%) male and 115 (57.5%) female) from two secondary schools in Addis Ababa, Ethiopia, were recruited in this study. Every 25 subjects were randomly selected from each grade in each secondary school using the cluster sampling method. The mean ± SD age and body height were 17 ± 1.4 years and 5.4 ft ± 0.3 ft respectively. The sample size was set according to suggestions from World Health Organization that 200 is the minimum sample size used for building reference standards (WHO, 1995). Before testing, all subjects were instructed about the contents of the experiment and provided their consent.Data treatment and Analysis Body dimensions, including stature, sitting height, knee height, popliteal height, and thigh clearance, were measured using metallic tape. Data were presented with mean, standard deviation, and percentile base for the 5th, 50th, and 95th percentile values. Based on the percentile values of anthropometric dimensions of subjects and furniture dimensions, combinational formulas of furniture dimensions were set. The mismatch is determined if the calculated value of the critical dimensions is outside the interval quantity (Gouvali et al., 2006).ResultThe results of this study show that the chairs and tables of secondary schools in Addis Ababa were poorly designed without considering the anthropometric features of students. Most students sit in chairs with a seat that is too tight and without a backrest, which may cause health problems such as back pain in the long term. Therefore, we proposed three sets of acceptable furniture dimension range for the secondary school students in Addis Ababa, which may be helpful as a reference for school furniture design, and subsequently improve students’ comfort and health in school.
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Shand, Robert. "Reimagining Whole-School Reform: The Intersection of Community Schools and School Turnaround". En 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2111776.

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Gunawan, Imam, Ibrahim Bafadal, Ahmad Nurabadi y Juharyanto. "School Leadership Strategy in Excellent Schools". En 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.038.

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Pizzini, Nigel. "Male Secondary-School Student Engagement Rates with School Counsellors, as Compared with Female Engagement Rates". En Rangahau Horonuku Hou – New Research Landscapes, Unitec/MIT Research Symposium 2021. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2206008.

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This article reports on a statistical investigation into the engagement rates of male secondary-school students with school counsellors in co-educational state secondary schools in Aotearoa New Zealand. The data analysis evidences a discrepancy between the engagement rates of male and female students, substantiating what has been known anecdotally: that male students are less likely than their female peers to meet with school counsellors. Data from 2615 counselling records across eight schools nationwide indicate that male students engage between 3% and 11% less than their female peers. Further research in 2022 is planned to investigate any barriers or constraints that could account for this discrepancy and expose possible facilitative factors that may increase male student engagement rates with school counsellors.
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Stutchbury, Kris, Lore Gallastegi, Clare Woodward y Mark Gaved. "School-based Continuing Professional Development: the Role of School Leaders". En Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2256.

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Zambian Education School-based Training (ZEST) is an innovative programme aimed at improving teaching in line with policy aspirations in Zambia. It draws on existing roles, structures and processes whilst making innovative use of technology and resources, to support teaching and to challenge attitudes which can limit achievement. A programme of research has been designed to better understand school-based continuing professional development (SBCPD) at a school-level. This presentation focuses on one strand of that research: school leaders. It seeks to make explicit what it is that school leaders do to support successful innovation. // ZEST is based on the policy aspiration that teaching should be more learner-centred, and defines learner-centredness in terms of attitudes, values and relationships, rather than a set of required practices. This paper will draw on the literature to suggest what ‘learner-centred leadership’ could look like. It will present data from interviews and observations gathered during a two-day visit to each of six schools to explore head teachers’ leadership of innovation. A purposive sample of schools was chosen, based on their successful engagement with ZEST as evidenced through new ways of working, new attitudes to learners, and the successful use of technology. // The presentation will provide case studies of successful school leaders and will highlight what it means to innovate, identifying key drivers and constraints in the Zambian context. The findings will be relevant to others working on the continent.
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Pilat, Stephanie Z. "Unorthodox Pedagogy: The American School Approach". En 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.67.

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At the University of Oklahoma (OU) under the leadership of Bruce Goff, a new approach to teaching and practicing architecture, known as the American School , developed in the mid-twentieth century. While other schools followed curricula inspired by European modernism, the American School taught students to imagine novel, experimental, and organic forms. Students were challenged to use ordinary and found materials from wood shingles and feathers to ashtrays and sewer pipes. They were taught to respond to the characteristics of a site, climate, program, and client. Most importantly, the American School approach sought to produce the architectural equivalent of chefs: students known for combining ingredients andforms in inventive ways, rather than line cooks who dutifully followed the recipes of their instructors. This approach stood in contrast to the predominant approach of the day as international modernism evolved into an orthodox dogma in schools across the U.S. At a moment when student work in architecture schools increasingly looked the same—marked by flat roofs, ribbon windows, glass, steel and concrete— the American School work was alarmingly different. While students elsewhere learned to imitate the styles promoted by their professors, the American School taught students to develop their own identity as designers. Today, as the idea of a school producing disciples is becoming retrograde, reconsidering the American School approach is long overdue. An examination of this unorthodox pedagogical approach helpsus understand how educators can coach students to cultivate creativity. This paper asks what we can learn from outliers of the American School, the so-called renegades? An examination of assignments and student work reveals how innovation was, and still can be, taught.
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Informes sobre el tema "School"

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DEPARTMENT OF THE ARMY WASHINGTON DC. Schools: United States Army Officer Candidate School. Fort Belvoir, VA: Defense Technical Information Center, junio de 2001. http://dx.doi.org/10.21236/ada402499.

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Shelton, Sara. Strong Leaders Strong Schools: 2010 School Leadership Laws. National Conference of State Legislatures, junio de 2011. http://dx.doi.org/10.59656/el-sb2176.001.

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Shelton, Sara. Strong Leaders Strong Schools: 2009 School Leadership Laws. National Conference of State Legislatures, junio de 2010. http://dx.doi.org/10.59656/el-sb1042.001.

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Beaver, Jessica y Elliot Weinbaum. Measuring School Capacity, Maximizing School Improvement. Consortium for Policy Research in Education, julio de 2012. http://dx.doi.org/10.12698/cpre.2012.rb53.

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Holmes, George, Jeff DeSimone y Nicholas Rupp. Does School Choice Increase School Quality? Cambridge, MA: National Bureau of Economic Research, mayo de 2003. http://dx.doi.org/10.3386/w9683.

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Shanks, Rachel y Nneoma Dike. School clothing grant and school uniform policies in Aberdeen. University of Aberdeen, abril de 2024. http://dx.doi.org/10.57064/2164/23369.

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In this short report we provide results from Aberdeen City schools and the local authority, covering the level of school clothing grant, eligibility criteria, automatic payment, rollover, application process, information provided to families about school clothing grant and more.
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Mizala, Alejandra y Miguel Urquiola. School Markets: The Impact of Information Approximating Schools' Effectiveness. Cambridge, MA: National Bureau of Economic Research, noviembre de 2007. http://dx.doi.org/10.3386/w13676.

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Card, David, Martin Dooley y Abigail Payne. School Competition and Efficiency with Publicly Funded Catholic Schools. Cambridge, MA: National Bureau of Economic Research, julio de 2008. http://dx.doi.org/10.3386/w14176.

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van der Kleij, Fabienne, Pauline Taylor-Guy y Christina Rogers. School Improvement Tool: Literature review. Australian Council for Educational Research, julio de 2023. http://dx.doi.org/10.37517/978-1-74286-613-0.

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The School Improvement Tool identifies practices of highly effective schools and schools which have undergone substantial improvement, based on evidence from the international literature. This literature review aims to present a thematic synthesis of the research evidence across the nine domains of the School Improvement Tool (SIT) (previously National School Improvement Tool [NSIT]). This review underpinned refinement of the NSIT to the SIT.
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Palmer, Michele A. y Mujahid D. Powell. Buffalo Public School #305 McKinley High School. Landscape Architecture Foundation, 2014. http://dx.doi.org/10.31353/cs0850.

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