Artykuły w czasopismach: „Independent schools”

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Frey, Donald E. "Independent schools, independent thinkers". Economics of Education Review 14, nr 1 (marzec 1995): 96–97. http://dx.doi.org/10.1016/0272-7757(95)90112-4.

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Beavis, Allan K. "The Governance of Independent Schools". International Journal of Learning: Annual Review 12, nr 7 (2007): 83–92. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45394.

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Kane, Pearl R. "Independent Schools in American Education". Teachers College Record: The Voice of Scholarship in Education 92, nr 3 (marzec 1991): 396–408. http://dx.doi.org/10.1177/016146819109200309.

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McCormick, John, Kerry Barnett, Seyyed Babak Alavi i Geoffrey Newcombe. "Board governance of independent schools". Journal of Educational Administration 44, nr 5 (wrzesień 2006): 429–45. http://dx.doi.org/10.1108/09578230610683741.

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Spiller, David, i Gillian Shakeshaft. "Libraries in UK independent schools". New Review of Children's Literature and Librarianship 3, nr 1 (styczeń 1997): 75–92. http://dx.doi.org/10.1080/13614549709510592.

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West, Edwin G. "Public Aid to Ontario's Independent Schools". Canadian Public Policy / Analyse de Politiques 11, nr 4 (grudzień 1985): 701. http://dx.doi.org/10.2307/3550300.

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Esty, John C. "Independent Schools: What, Whither, and Why". Teachers College Record: The Voice of Scholarship in Education 92, nr 3 (marzec 1991): 485–90. http://dx.doi.org/10.1177/016146819109200308.

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Balossi, Matt, i Natalia R. Hernandez. "On Teacher Quality in Independent Schools". Peabody Journal of Education 91, nr 5 (22.08.2016): 672–90. http://dx.doi.org/10.1080/0161956x.2016.1227192.

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Bee, M., i P. J. Dalton. "EDUCATIONAL PRODUCTION IN INDEPENDENT SECONDARY SCHOOLS". Bulletin of Economic Research 37, nr 1 (styczeń 1985): 27–38. http://dx.doi.org/10.1111/j.1467-8586.1985.tb00180.x.

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Edmark, Karin. "Location choices of Swedish independent schools". Annals of Regional Science 63, nr 1 (sierpień 2019): 219–39. http://dx.doi.org/10.1007/s00168-019-00933-y.

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Lubis, Syibrina, i Maya Priyadi. "IMPLEMENTATION OF THE INDEPENDENT LEARNING CURRICULUM IN ELEMENTARY SCHOOL". SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 12, nr 4 (25.12.2022): 356–61. http://dx.doi.org/10.24114/sejpgsd.v12i4.40962.

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This research is to obtain information about the implementation of the independent learning curriculum in elementary schools. The method used in this writing is to use a literature study by reviewing several journals that are relevant to the topics discussed qualitatively. The steps taken by the author to collect reading material in this article, are (1) collecting data relevant to the topic discussed (2) analyzing the reading material that has been obtained and concluding the main topics regarding the implementation of the merdekalearning curriculum in elementary school. The implementation of the independent learning curriculum is carried out with careful planning and is able to improve the quality of Indonesian education and can prepare graduates who excel and are able to compete globally. The key to success in implementing the merdeka learning curriculum is from school principals and teachers who must have the will to make changes. Implementation of the independent curriculum cannot be separated from the role of the school principal as a school leader who must be able to move, direct, and inspire teachers to want to change towards a better education. In addition, good cooperation is needed between teachers, school principals, agencies, parents and related parties so that the implementation of the independent curriculum in driving schools can be realized optimally.

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Göransson, Kerstin, Johan Malmqvist i Claes Nilholm. "Local school ideologies and inclusion: the case of Swedish independent schools". European Journal of Special Needs Education 28, nr 1 (20.11.2012): 49–63. http://dx.doi.org/10.1080/08856257.2012.743730.

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Ryan-Arredondo, Kim, Kristin Renouf, Carla Egyad, Meridith Doxey, Maria Dobbins, Serafin Sanchez i Bert Rakowitz. "Threats of violence in schools: The Dallas independent school district's response". Psychology in the Schools 38, nr 2 (2001): 185–96. http://dx.doi.org/10.1002/pits.1009.

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Bohodirjon Qizi, Muxamadaliyeva Madinabonu. "Methodology Of Organization Of Independent Work Of Students In Mathematics In Primary Schools". American Journal of Social Science and Education Innovations 03, nr 01 (31.01.2021): 374–77. http://dx.doi.org/10.37547/tajssei/volume03issue01-70.

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Today, the upbringing of a harmoniously developed generation is one of the most important tasks. The fulfillment of this task depends mainly on teachers. To this end, great attention should be paid to the education of young people. Separate independent study from primary school is very effective. The organization of independent work of students in mathematics in primary school is a topical issue. The purpose of organizing independent work in the process of teaching mathematics in primary school is to develop students' creative thinking skills, broaden their horizons, and foster an interest in mathematics.

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Manatt, Richard P., i Jackie Manatt. "Teaching Overseas: Independent Schools and Department of Defense Dependents Schools (DoDDS)". International Journal of Educational Reform 5, nr 1 (styczeń 1996): 115–27. http://dx.doi.org/10.1177/105678799600500113.

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Allen, Kelly-Ann, Margaret L. Kern, Dianne Vella-Brodrick i Lea Waters. "Understanding the Priorities of Australian Secondary Schools Through an Analysis of Their Mission and Vision Statements". Educational Administration Quarterly 54, nr 2 (20.02.2018): 249–74. http://dx.doi.org/10.1177/0013161x18758655.

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Purpose: The vision or mission statement of a school outlines the school’s purpose and defines the context, goals, and aspirations that govern the institution. Using vision and mission statements, the present descriptive research study investigated trends in Australian secondary schools’ priorities. Research Methods: A stratified sample of secondary school vision and mission statements across 308 schools from government, independent, and Catholic sectors in Victoria, Australia, was analyzed using qualitative and quantitative approaches. Findings: Academic achievement was the most common theme, with school belonging and mental health promotion themes cited by over half of the schools. School belonging was emphasized more often by Catholic schools compared with independent and government schools, and by rural schools compared with urban schools. Implications: Australian schools are seemingly adopting a dual purpose: to be academic institutions and well-being enhancing institutions. Understanding the priorities of schools using vision and mission statements may guide researchers, administrators, and teachers about how to better meet the academic and psychological needs of the students. The priorities of schools also have implications for how research in this area is communicated to schools, and this study provides a method for capturing these priorities.

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Al Sabbagh, Dudley Reynolds, Nancy, Samah. "Scientific reading in Qatari preparatory independent schools". QScience Proceedings 2015, nr 3 (29.04.2015): 20. http://dx.doi.org/10.5339/qproc.2015.coe.20.

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Paterson, Lindsay. "Public-sector and Independent Schools in Scotland". Improving Schools 5, nr 3 (wrzesień 2002): 21–22. http://dx.doi.org/10.1177/136548020200500305.

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Daniels, Bill. "Independent Schools and Equity: Challenging Conventional Wisdom". Australian Economic Review 44, nr 3 (wrzesień 2011): 330–37. http://dx.doi.org/10.1111/j.1467-8462.2011.00649.x.

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Moncrieff, Kate. "Physical Education and Sport in Independent Schools". Asia-Pacific Journal of Health, Sport and Physical Education 4, nr 1 (marzec 2013): 89–90. http://dx.doi.org/10.1080/18377122.2013.760431.

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Hutchinson, Jo. "Career guidance in five English independent schools". British Journal of Guidance & Counselling 46, nr 1 (2.01.2018): 51–65. http://dx.doi.org/10.1080/03069885.2017.1408775.

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Schuermann, Patrick, i Myra McGovern. "Introduction to Independent Schools: Issues and Opportunities". Peabody Journal of Education 91, nr 5 (22.08.2016): 569–73. http://dx.doi.org/10.1080/0161956x.2016.1227160.

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Kane, Pearl Rock, i Justin Barbaro. "Managing Headship Transitions in U.S. Independent Schools". Peabody Journal of Education 91, nr 5 (22.08.2016): 616–27. http://dx.doi.org/10.1080/0161956x.2016.1227184.

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Galligan, Frank. "Physical Education and Sport in Independent Schools". Sport in History 36, nr 1 (grudzień 2014): 126–28. http://dx.doi.org/10.1080/17460263.2014.979612.

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Earley, Peter, i Jennifer Evans. "Leading and Managing Schools: A comparison between independent and state school leaders". Management in Education 16, nr 5 (styczeń 2003): 24–28. http://dx.doi.org/10.1177/089202060301600507.

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Palmer, Douglas J., Hissa M. Sadiq, Patricia Lynch, Dawn Parker, Radhika Viruru, Stephanie Knight, Hersh Waxman i in. "A classroom observational study of Qatar's independent schools: Instruction and school reform". Journal of Educational Research 109, nr 4 (26.04.2016): 413–23. http://dx.doi.org/10.1080/00220671.2014.979908.

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Georgakis, Steve. "Public and Private Spaces: Sport and the Construction of Middle Class Femininity in Sydney Independent Girls’ Schools 1880-1922". Women in Sport and Physical Activity Journal 23, nr 1 (kwiecień 2015): 19–25. http://dx.doi.org/10.1123/wspaj.2014-0003.

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This article documents the history of sport in independent girls’ schools in Sydney, Australia, from the introduction of compulsory education in 1880 until the formation of the Girls Secondary School Sports Union in 1922 to organize interschool sporting connections. While there have been many vigorous studies that have followed the history of sport in Australian independent boys’ schools, this has not been replicated in the role of sport in Australian independent girls’ schools. The Australian independent girls’ school sector, however, accounts for a significant portion of the total student population. This article demonstrates that sport was significant in Australian independent girls’ schools and became dominant to the education of middle class girls. Modeled after the English Public Schools that had embraced the educational ideology of ‘athleticism’, Australian girls’ independent schools also reinforced the ideology that sport was a part of a well-rounded education. By the early 1920s sport was part of the independent girls’ schools extracurricular accomplishments and the sporting landscape became a ‘public space’ where middle-class femininity was constructed.

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Mas, Sitti Roskina, i Zulystiawati Zulystiawati. "Learning Leadership in the Implementation of Independent Learning in Effective Schools". Jurnal Pedagogi dan Pembelajaran 5, nr 3 (2.11.2022): 384–93. http://dx.doi.org/10.23887/jp2.v5i3.43390.

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The role of leadership has not been maximized by the majority of school principals, especially in Indonesia. This study aims to analyze the principal's learning leadership role in the implementation of independent learning. This study used a qualitative approach with a case study design at one madrasah school. Interviews, observations, and documentation studies were used to collect the data. All data obtained were analyzed with theme analysis approach, including data reduction, presentation, and verification procedures. Test the validity of the data using the credibility of the data and confirmability of the data. The results showed that the principal has focused on learning leadership well and effectively. Efforts that the principal has made as the highest leader in the school and as a learning leader are actively and continuously accompanying, guiding, facilitating, and motivating teachers to organize quality learning and innovative learning through good and structured academic guidance, deepening the interests of the academic community planned and programmed, as well as intensive religious/pesantren development as a characteristic of Islamic boarding schools to produce superior graduates, have character, and are competitive following the school's vision and mission. Furthermore, this study also shows that selecting appropriate and effective leadership approaches and strategies in each madrasa program will result in maximum student academic achievement. Principals' current and updated approach to learning leadership can create effective schools by implementing independent learning programs.

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Manno, Bruno V., Chester E. Finn, Louann A. Bierlein i Gregg Vanourek. "Charter Schools: Accomplishments and Dilemmas". Teachers College Record: The Voice of Scholarship in Education 99, nr 3 (grudzień 1998): 537–58. http://dx.doi.org/10.1177/016146819809900304.

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Charter schools are (mostly) independent public schools of choice accountable for the results of student achievement. They have accomplished a great deal since the first one was opened in Minnesota in 1991, though they confront a number of dilemmas as the charter movement moves toward maturity. This article presents results from “Charter Schools in Action,” a two-year research project suported by the Pew Charitable Trusts. It describes the Hudson project, discusses the charter notion and those individuals and groups who start charter schools, and provides an overview of some accomplishments achieved and dilemmas confronted by the charter schoools the authors came to know. The authors conclude that charter schools are a promising and valuable market-based strategy for changing today's education system and may well be the most vibrant force in American education.

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Hall, Diane M., i Howard C. Stevenson. "Double Jeopardy: Being African-American and “Doing Diversity” in Independent Schools". Teachers College Record: The Voice of Scholarship in Education 109, nr 1 (styczeń 2007): 1–23. http://dx.doi.org/10.1177/016146810710900102.

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The experience and responsibility of addressing diversity issues in independent schools is the focus of this article. Open-ended interviews were conducted with diversity coordinators in independent schools in a large urban area in the Northeast. Coordinators were asked about their roles within the schools and about their participation in a study on race within the school. Five major themes emerged around the issue of racial tokenism that described the tensions that diversity coordinators face. They included the marginalized isolation of “being the only one,” school system resistance toward defining diversity, marginalized perception of Blackness, intense and suppressed need for role support, and racial cognitive dissonance. Results indicate that diversity coordinators are often isolated within their schools and may face increased vulnerability due to their tokenized status and roles as diversity coordinators. Recommendations for addressing these issues in independent schools are proposed.

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Archer, Martin O. "Schools of all backgrounds can do physics research – on the accessibility and equity of the Physics Research in School Environments (PRiSE) approach to independent research projects". Geoscience Communication 4, nr 2 (8.04.2021): 189–208. http://dx.doi.org/10.5194/gc-4-189-2021.

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Abstract. Societal biases are a major issue in school students' access to and interaction with science. School engagement programmes in science from universities, like independent research projects, which could try and tackle these problems are, however, often inequitable. We evaluate these concerns applied to one such programme, Physics Research in School Environments (PRiSE), which features projects in space science, astronomy, and particle physics. Comparing the schools involved with PRiSE to those of other similar schemes and UK national statistics, we find that PRiSE has engaged a much more diverse set of schools with significantly more disadvantaged groups than is typical. While drop-off occurs within the protracted programme, we find no evidence of systematic biases present. The majority of schools that complete projects return for multiple years with the programme, with this repeated buy-in from schools again being unpatterned by typical societal inequalities. Therefore, a school's ability to succeed in independent research projects appears independent of background within the PRiSE framework. Qualitative feedback from teachers shows that the diversity and equity of the programme, which they attribute to the level of support offered through PRiSE's framework, is valued, and they have highlighted further ways of making the projects potentially even more accessible. Researcher involvement, uncommon in many other programmes, along with teacher engagement and communication are found to be key elements to success in independent research projects overall.

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Pickowicz, Paul G. "Independent Chinese documentaries: finally, a hundred schools contending". Journal of Chinese Cinemas 10, nr 1 (2.01.2016): 48–53. http://dx.doi.org/10.1080/17508061.2016.1144707.

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Carper, James C., i Jack Layman. "Independent Christian Day Schools Past, Present, and Prognosis". Journal of Research on Christian Education 4, nr 1 (marzec 1995): 7–19. http://dx.doi.org/10.1080/10656219509484824.

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McElearney, Aisling, Gary Adamson, Mark Shevlin, Anne Tracey, Bronagh Muldoon i Selina Roosmale-Cocq. "Independent Schools Counselling: Profiling the NSPCC Service Experience". Child Care in Practice 13, nr 2 (kwiecień 2007): 95–115. http://dx.doi.org/10.1080/13575270701214121.

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Robson, Mark H. "Independent schools and tax policy under Mrs Thatcher". Journal of Education Policy 4, nr 2 (styczeń 1989): 149–62. http://dx.doi.org/10.1080/0268093890040205.

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Waite, Albert A. C., i K. Watson. "Training needs for senior staff in independent schools". Journal of In-Service Education 24, nr 3 (wrzesień 1998): 491–512. http://dx.doi.org/10.1080/13674589800200052.

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Palfreyman, David. "Independent schools: charitable status, public benefit and UDI". Education and the Law 19, nr 3-4 (wrzesień 2007): 167–75. http://dx.doi.org/10.1080/09539960701751485.

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Lloyd, Robert A. "Artists or Teachers? Arts Education in Independent Schools". Design For Arts in Education 90, nr 3 (luty 1989): 42–45. http://dx.doi.org/10.1080/07320973.1989.9935552.

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Durnan, Vincent W. "Cases in Partnership Between Independent Schools and Universities". Peabody Journal of Education 91, nr 5 (22.08.2016): 691–710. http://dx.doi.org/10.1080/0161956x.2016.1227193.

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Arthur, James, i John Upton. "Catholic schools and charity proceedings: legal challenges to the closure of independent schools". Education and the Law 10, nr 1 (styczeń 1998): 33–40. http://dx.doi.org/10.1080/0953996980100103.

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HILLMAN, JOSH. "Private schools on parade Given selection and better funding, do independent schools deliver?" New Economy 3, nr 4 (grudzień 1996): 219–24. http://dx.doi.org/10.1111/j.1468-0041.1996.tb00148.x.

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Jorgenson, Olaf. "Going Private?: Insights for Public School Leaders Considering the Move to Independent Schools". Clearing House: A Journal of Educational Strategies, Issues and Ideas 79, nr 6 (lipiec 2006): 265–70. http://dx.doi.org/10.3200/tchs.79.6.265-270.

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Abu-Tineh, Abdullah. "Building independent schools capacity in Qatar through school based support program (SBSP): Perceptions of participating schools' teachers and principals". Qatar Foundation Annual Research Forum Proceedings, nr 2013 (listopad 2013): SSHP 013. http://dx.doi.org/10.5339/qfarf.2013.sshp-013.

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Dila, Dila Anggaraini. "Private and State Differences of Elementary Schools in Implementing Mathematics Learning At Covid-19 Era". Mathematics Research and Education Journal 6, nr 1 (28.02.2022): 9–13. http://dx.doi.org/10.25299/mrej.2022.vol6(1).9015.

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This study aims to qualitatively and quantitatively describe the effectiveness of learning mathematics in the covid era in private and public elementary schools. The population of this research is elementary school students in Pekanbaru. The research sample was two Pekanbaru elementary schools which were selected purposively according to the problems studied based on the school's style or strategy in improving learning outcomes. The research instrument is in the form of documentation of student learning outcomes and in-depth interviews with the principals of each school. Analysis of research data using independent t-test and descriptive qualitative data analysis. The results showed that there was a significant difference between elementary school mathematics learning in private and public schools in implementing mathematics learning. These results can be seen from the results of the descriptive test and the independent t-test with a significance of 0.00 where the private mathematics learning outcomes are better than the public ones. From the results of interviews obtained information that private schools provide additional lessons to students by coming to students' homes.

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Fernandes, Venesser. "Exploring leadership influence within data-informed decision-making practices in Australian independent schools". Studia paedagogica 26, nr 4 (14.02.2022): 139–59. http://dx.doi.org/10.5817/sp2021-4-7.

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There is increasingly strong pressure on schools to use data within their decision-making processes; the pressure comes not just from high-stakes testing but also from the subsequent comparative analysis conducted in the international, national, state, and local jurisdictions that represent the educational systems responsible for ensuring that students continue to receive quality education (Harris & Jones, 2017). There is paucity in empirical research within Australia on the practice of data use within schools; research is lacking on data interactions among school leaders in their workplace settings (Coburn & Turner, 2012). This study contributes toward this identified gap in Australian research literature on the practice of data-informed decision making (DIDM) in schools. Using a case-study approach at two K-12 independent schools in Victoria, Australia, the study sought to understand the "how" and "why" of DIDM systems that are currently in use within Australian independent schools in order to better understand what data-informed school improvement processes are being used in practice in this sector of Australian schooling. Based on the findings, we offer recommendations for developing improved system capabilities that make schools data literate and numerate and identify the important transformational role that senior and middle-level school leaders play in building up data-informed collaborative school cultures within their schools.

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Stephenson, Jo. "Safeguarding in schools". Children and Young People Now 2017, nr 7 (28.03.2017): 26–27. http://dx.doi.org/10.12968/cypn.2017.7.26.

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Ofsted inspections show the majority of maintained schools have effective safeguarding arrangements in place, but there are concerns about standards in some faith-based schools and the independent sector

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Amakyi, Michael. "INSTRUCTIONAL LEADERSHIP PRACTICES OF HEADS OF SENIOR HIGH SCHOOLS IN GHANA". Advances in Social Sciences Research Journal 8, nr 7 (4.08.2021): 424–35. http://dx.doi.org/10.14738/assrj.87.10594.

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A non-experimental survey was conducted to investigate the instructional leadership practices of senior high school heads in Ghana. Data were collected using a closed-ended Likert type items from a simple randomly selected sample of a defined population of school heads of senior high schools in Ghana. Data collected were analysed using rank-ordered means and independent samples test of differences of means. The study findings revealed that the school heads frequently adopt major key practices of instructional leadership. However, the school heads most frequently adopt the practice of communicating the school’s goals. The study further revealed that differences exist the frequency at which heads of high performing schools and those of non-high performing schools adopt instructional leadership dimensions of defining the school’s goals and promoting a positive school learning climate.

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Kumwenda, Ben, Jennifer A. Cleland, Kim Walker, Amanda J. Lee i Rachel Greatrix. "The relationship between school type and academic performance at medical school: a national, multi-cohort study". BMJ Open 7, nr 8 (sierpień 2017): e016291. http://dx.doi.org/10.1136/bmjopen-2017-016291.

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ObjectivesDifferential attainment in school examinations is one of the barriers to increasing student diversity in medicine. However, studies on the predictive validity of prior academic achievement and educational performance at medical school are contradictory, possibly due to single-site studies or studies which focus only on early years’ performance. To address these gaps, we examined the relationship between sociodemographic factors, including school type and average educational performance throughout medical school across a large number of diverse medical programmes.MethodsThis retrospective study analysed data from students who graduated from 33 UK medical schools between 2012 and 2013. We included candidates’ demographics, pre-entry grades (adjusted Universities and Colleges Admissions Service tariff scores) preadmission test scores (UK Clinical Aptitude Test (UKCAT) and Graduate Medical School Admissions Test (GAMSAT)) and used the UK Foundation Programme’s educational performance measure (EPM) decile as an outcome measure. Logistic regression was used to assess the independent relationship between students’ background characteristics and EPM ranking.ResultsStudents from independent schools had significantly higher mean UKCAT scores (2535.1, SD=209.6) than students from state-funded schools (2506.1, SD=224.0, p<0.001). Similarly, students from independent schools came into medical school with significantly higher mean GAMSAT scores (63.9, SD=6.9) than students from state-funded schools (60.8, SD=7.1, p<0.001). However, students from state-funded schools were almost twice as likely (OR=2.01, 95% CI 1.49 to 2.73) to finish in the highest rank of the EPM ranking than those who attended independent schools.ConclusionsThis is the first large-scale study to examine directly the relationship between school type and overall performance at medical school. Our findings provide modest supportive evidence that, when students from independent and state schools enter with similar pre-entry grades, once in medical school, students from state-funded schools are likely to outperform students from independent schools. This evidence contributes to discussions around contextualising medical admission.

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Febriansyah, Febriansyah. "Peningkatan Belajar Mandiri Siswa Di Sekolah Melalui Layanan Informasi Dengan Media Sinematografi". ISLAMIC COUNSELING Jurnal Bimbingan Konseling Islam 4, nr 2 (30.11.2020): 155. http://dx.doi.org/10.29240/jbk.v4i2.1888.

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The research objective was to reveal whether there were differences in students' independent learning before (pre-test) and after (post-test) providing information services with cinematographic media. It was found that the phenomenon of student independent learning was low, the desire of students was less to learn, and the lack of understanding of students in learning. One type of guidance and counseling service that can be used to improve students' independent learning in schools is information services using cinematographic media. This research is a quantitative research with a Quasi Experiment model with One Group Pretest-Posttest Design. The population was students with a total of 99 students and a sample of 32 people who were determined purposively. How to collect data through self-learning scale. Data were analyzed using Paired Sampels T-Test with the help of SPSS version 20.00. The findings of the study show that information services using cinematographic media are effective for improving students 'independent learning in schools and there are differences in students' independent learning in schools in the pre-test and post-test after treatment using information services with cinematographic media. This research can be concluded that the independent learning of students in schools can be improved through information services with cinematographic media. This study shows that the importance of implementing information services with cinematographic media in schools by school counselors so as to improve students' independent learning in schools.

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Datu, Yerly A. "Network Technology, Marketing And Independent Schools In Educaton Experience". BIP's JURNAL BISNIS PERSPEKTIF 3, nr 1 (31.01.2011): 98–108. http://dx.doi.org/10.37477/bip.v3i1.298.

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Pada masa sekarang, banyak organisasi dan perusahaan terus menerus mencari cara yang inovatif untuk memasarkan produk mereka serta mencari target market baru. Dalam hal ini, siswa merupakan bagian dari masyarakat yang ternyata masih juga belum seluruhnya dimanfaatkan sebagai target market. Berikut empat cara sederhana yang umum dilakukan dalam memasarkan sebuah produk secara efektif kepada mereka antara lain menawarkan mereka secara langsung sebuah produk, membujuk mereka untuk membeli sebuah produk, menentukan target yang tepat sampai kepada memberikan pendekantan yang tepat pada grup tersebut. Bagaimana informasi disampaikan sangatlah cepat berubah dari industrial production model menjadi decentralized production model yang difasilitasi oleh munculnya teknologi network yang murah. Komponen-komponen yang menyertai dari model baru ini meliputi sarana publikasi seperti blog atau twitter, sarana media social seperti Facebook dan masih banyak lagi yang memungkinkan individu untuk menciptakan, berbagi, memanfaatkan serta mengevaluasi sebuah informasi dengan lebih cepat dan dapat diakses dengan cepat juga. Dalam paper ini, penulis akan membahas tiga perubahan utamadalam mnsyarakat sebagai dampak dari production model, serta bagaimana tiap perubahan tersebut berdampak pada paradigma pemasaran di dunia modern ini. Kedua, penulis juga akan menghubungkan perubahan-perubahan tersebut pada lingkungan sekolah sebagai communication environment yang berakhir pada pemberian rekomendasi kepada sekolah yang tidak hanya untuk direspon, akan tetapi juga mengambil manfaat akan keberadaan teknologi sebagai bentuk pendidikan kepada siswa. Kedua, penulis akan menghubungkan perubahan terhadap lingkungan komunikasi pada sekolah yang tidak terkait, dengan memberikan beberapa masukan nyata bagi sekolah untuk tidak hanya menjawab, tetapi juga untuk mengambil keuntungan dari teknologi dan memimpin dalam bidang pendidikan.

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Artykuły w czasopismach na temat „Independent schools”

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