Gotowe bibliografie tematyczne / Priority School District Program

Gotowa bibliografia na temat „Priority School District Program”

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Data publikacji: 26 lipca 2024

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Artykuły w czasopismach na temat "Priority School District Program"

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Xu, Shijing. "Introduction -- Broadening Teacher Candidates’ Horizons: An Introduction to the Teacher Education Reciprocal Learning Program". Journal of Teaching and Learning 13, nr 1 (16.09.2019): 1–6. http://dx.doi.org/10.22329/jtl.v13i1.5987.

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The Teacher Education Reciprocal Learning Program (RLP) is a collaborative initiative between the University of Windsor (UW), Canada, Southwest University (SWU), China, in partnership with Greater Essex County District School Board and Chinese schools associated with SWU. The program, founded in 2010 through SWU Teacher Education fund and UW Strategic Priority Fund with in-kind contributions from Greater Essex County District School Board, is designed to provide an exceptional experience with international engagement, to broaden teacher candidates’ horizons for a society of increasing diversity, to foster international collaboration among faculty members who are interested in cross-cultural studies and multicultural education, and to enhance the international reputation of the University of Windsor (Xu, 2011a). The RLP is one of the foundational programs which provide research contexts and settings for the Social Sciences and Humanities Research Council (SSHRC) Partnership Grant Project entitled “Reciprocal Learning in Teacher Education and School Education between Canada and China” (Xu & Connelly, 2013-2020).
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Sofyan, Sofyan, i Yakub Tangdibiri. "Acces to Education for School-Age Children in Coastal Areas in Tallo District, Tallo District, Makassar City". Edumaspul: Jurnal Pendidikan 7, nr 2 (1.10.2023): 5978–88. http://dx.doi.org/10.33487/edumaspul.v7i2.6694.

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The problem in this research is access to education for school-age children in coastal areas in Makassar City. The research aims to determine the lack of access to education for school-age children in coastal areas in Makassar City. The type of research used in this research is qualitative descriptive research. The subjects in the research were school-age children from elementary school, middle school, and high school. The supporting subjects of this research are the children's parents and community leaders. The object of this research is access to education for school-aged children. Data collection techniques are interviews, observation, questionnaires, and documentation. Data analysis techniques are carried out by collecting data, reducing data, presenting data, and drawing conclusions. The research results include: (1) education for the community in Tallo Subdistrict has not been a priority, and the school dropout rate in the area is quite high; (2) factors that cause many school-aged children in Tallo Village not to continue their education are limited school facilities, limited funds, lack of parental support, unsupportive social environment, lack of interest in children going to school, and problems with changing domicile; (3) the net enrollment rate at the elementary, middle and high school levels in Makassar City has decreased in recent years; (4) educational program innovation is needed to overcome the problem of access to education for school-age children. One of the policies that needs to be considered is strengthening community-based alternative education programs.
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Bishop, Bri, Tracey Bishop, Lais Rumel i Jenny Van de Werfhorst. "YOU’RE IN THE RED ZONE!" International Journal for Leadership in Learning 22, nr 1 (20.06.2022): 93–116. http://dx.doi.org/10.29173/ijll6.

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The COVID-19 pandemic has highlighted the importance of mental health education in schools, specifically, teaching students the skills necessary to become emotionally regulated individuals. In response, many schools and school districts have made the development of social-emotional learning (SEL) a priority. To effectively meet students’ needs for SEL, teachers seek out readily available educational programs, such as the Zones of Regulation (ZOR) program. This autoethnography analyzes the personal experiences of four teacher-researchers in using the ZOR program. The teacher accounts identified common themes in SEL program implementation; a cohesive approach, teacher education, and administrative support are all essential for effective program delivery. The shared experiences underscore the importance of effective leadership practices in successful SEL program implementation. The conclusions drawn may be beneficial for school boards, school administration, and educational policymakers when making leadership decisions about SEL programming.
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Lytle, Leslie A., Jerri Ward, Phillip R. Nader, Sheryl Pedersen i BJ Williston. "Maintenance of a Health Promotion Program in Elementary Schools: Results from the Catch-on Study Key Informant Interviews". Health Education & Behavior 30, nr 4 (sierpień 2003): 503–18. http://dx.doi.org/10.1177/1090198103253655.

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To better understand the institutionalization process in Child and Adolescent Trial for Cardiovascular Health (CATCH) intervention and control schools, 199 key informant interviews were conducted with school food service staff, physical education teachers, classroom teachers, and administrators at the four CATCH-ON field centers. School personnel were asked to talk about the degree of CATCH program implementation, who at the school or school district was instrumental in promoting CATCH, and the conditions that facilitated or impeded the institutionalization of CATCH activities and philosophies. The CATCH Physical Education (PE) component appeared to have the highest level of institutionalization, and the CATCH classroom curriculum and family components appeared to have the lowest levels of institutionalization. The primary barriers expressed included the low priority for health promotion activities and time constraints of schools; lack of mechanisms for training of school staff; and lack of sufficient funds for materials, equipment, and lower fat vendor products.
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S., Saripudin, i Ida Bagus Budiyanto. "Analysis of Vocational School Development Based on Regional Potential Using Principal Component Analysis (PCA)". Innovation of Vocational Technology Education 16, nr 1 (4.03.2020): 76–103. http://dx.doi.org/10.17509/invotec.v16i1.23515.

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This study aims to analyze the development of Vocational High School (SMK) based on regional potential in Cimahi City, Indonesia. This study is descriptive research. This study was conducted in Cimahi City, West Java Province, Indonesia. The population and sample of this study were all the potentials of the region and the industrial fields in the City of Cimahi, West Java and the fields/programs/competencies of SMKs in the City of Cimahi. Data in this study were collected using documentation, interview and observation methods. The Principle Component Analysis (PCA) was used as the method of analyzing regional potentials using Minitab Statistical Software version 14. Based on the results of this study it was found that the development of Vocational High Schools is based on regional potential in Cimahi City and based on the analysis of Vocational Development Levels in Cimahi City by using the PCA analysis method based on indicators education such as Total Population Ages 16-18, Student Ratio per School, Student Ratio per Class, Student Ratio per Teacher, and Gross Participation Rate (GPR) in 3 (three) Districts of Cimahi City found that the lowest PCA 1 for the three districts is in South Cimahi District (-1026.02). This means that the priority location I for the development of SMK is South Cimahi District. It is then followed by Central Cimahi Subdistrict (-644.19) which becomes priority location II for the development of SMK. And Priority III is the District of North Cimahi (-435.5). With these findings, the Office of Education, especially in the area of Vocational Secondary Education in the Cimahi City, West Java, should pay attention to the development of vocational schools which requires careful study in establishing vocational schools based on the potential of the region.
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Yonandi, Yonandi. "Pemberdayaan Guru dalam Meningkatkan Prestasi Sekolah (Studi Pada SMAN 10 Tasikmalaya)". Jurnal Inovasi dan Teknologi Pendidikan 1, nr 1 (30.05.2022): 145–61. http://dx.doi.org/10.46306/jurinotep.v1i1.15.

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Based on the results of a preliminary study at SMAN 10 Tasikmalaya which was studied, there are still problems in the learning process, such as there are still teachers who have not prepared learning before teaching, teachers have not used varied learning strategies so that students feel bored and do not focus on participating in learning activities. The formulation of the problem in this study is: 1) How is the teacher empowerment program in improving school achievement? 2) What are the priorities of teacher empowerment programs in improving school achievement? 3) How is the implementation of teacher empowerment programs in improving school achievement? 4) How to control teacher empowerment programs in improving school achievement?; 5) What are the barriers to teacher empowerment programs in improving school achievement?; 6) How to overcome the obstacles of teacher empowerment programs in improving school achievement? In this study, descriptive and explanatory methods were used. In the research, the data source chosen was all teachers at SMAN 10 Tasikmalaya. The sampling technique uses census techniques so that all populations are sampled, namely 57 people. Based on the results of the study, it is known that 1) The Head of SMAN 10 Tasikmalaya in implementing the teacher empowerment program has sent teachers to take part in workshops, upgrades, and training at the sub-district, district, provincial, and even national levels as long as there is an opportunity. 2) The principal has priority in carrying out teacher empowerment programs, namely the existence of priority programs that can improve the ability of teachers so that school achievement increases, namely holding a work shop that is carried out to provide new insights to teachers; 3) The principal has implemented a teacher empowerment program to improve school achievement by including teachers in various MGMP programs and trainings organized by the religious affairs department. 4) The principal has controlled the teacher empowerment program in improving school achievement by carrying out supervision and supervision to improve and improve the quality of learning in the classroom which ultimately also has an impact on improving the quality of education. 5) Some of the obstacles faced by the principal to improve school achievement include: there are differences in the thinking ability of educators, education staff and students in understanding the vision and mission to produce educational personnel with strong and intelligent characteristics. 6) Efforts to overcome the obstacles faced by the principal to improve school achievement, including conducting continuous and systematic socialization so that teachers have the same perception of the existing vision and mission, planning work programs carefully and meticulously so as not to clash with existing rules
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V. Gianan, Rodney Allan, i Merry Ruth M. Gutierrez. "The Relationship of School Family Engagement Program and Parental Involvement in a Public Junior High School". International Multidisciplinary Research Journal 3, nr 3 (14.09.2021): 135–40. http://dx.doi.org/10.54476/iimrj243.

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Motivating parents and families to be involved in their children’s academic lives is a necessary component of literacy instruction. The study focused on family engagement and parental involvement. The researcher selected 300 parents among Grade VII students from Mambugan National High School, District 1 in Antipolo City to assess their awareness about the school’s family engagement program related to school climate, student learning, communication, volunteering, and decision making. It also aimed to determine the extent of their involvement in terms of the aspects enumerated, to test the relationship between their awareness on school family engagement programs and the extent of their involvement, and to use the results as inputs in developing a parent training program for family engagement. The researcher used a two-part Questionnaire Checklist assessing how parents perceive the school family engagement activities and rating the parents’ involvement in school family engagement program. Through data analysis using weighted mean and Pearson’s r, findings revealed that both the parents’ perception on school family engagement program and the extent of parental involvement yielded Student Learning as a top priority and the parents’ ultimate reason when they engage themselves in school-initiated programs that need their support. Furthermore, this study found out that there is a significant relationship between their awareness about school family engagement programs and the extent of their involvement in terms of school climate, student learning, communication, volunteering, and decision making.
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Mohamad Rabi, Nur Afiqah, i Mua’azam Mohamad. "SCHOOL IMPROVEMENT PRACTICES IN SECONDARY SCHOOLS: A TEACHER LEADER'S PERSPECTIVE". International Journal of Education, Psychology and Counseling 8, nr 52 (12.12.2023): 44–55. http://dx.doi.org/10.35631/ijepc.852004.

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The development of education is a priority in a developed democratic country as it plays an important role in the economic development and development of a country. In the meantime, the development of education that is happening now leads to giving priority in the aspect of school improvement. The purpose of this study is to review the views of teacher leaders on the level of school improvement practices and the possible variability of teacher leaders' views from the aspect of gender and work experience. The instrument used is a school improvement questionnaire developed by Webb and Pajares in 1996. The data obtained from a simple random sampling involving a total of 150 people who were selected as respondents in the Baling district of Kedah were analysed using descriptive and inferential statistics through the SPSS version 26 program. The findings of the study show a high level of school improvement practices among teacher leaders as a whole. Furthermore, the findings of the study also show that the aspects of gender and work experience do not have a significant difference on the level of school improvement practices. This study provides some recommendations especially among teacher leaders to bring success in practicing school improvement practices.
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Baumbusch, Jennifer, i Jennifer E. V. Lloyd. "94 Using Research Priority Setting to Investigate Special Education in British Columbia". Paediatrics & Child Health 25, Supplement_2 (sierpień 2020): e39-e39. http://dx.doi.org/10.1093/pch/pxaa068.093.

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Abstract Background In a recent school year, nearly 58,000 (10.5%) Kindergarten-Grade 12 students in British Columbia had a special needs designation, according to the BC Ministry of Education (BC MED) Student Statistics 2015/2016. Despite these considerable numbers, we know little about the educational journeys of students with special needs. To help set a research agenda in this area, we undertook a Research Priority Setting (RPS) study, which is an approach used in knowledge translation and exchange research. RPS is a relatively new approach, particularly in educational research, and is used to involve knowledge users early in the research process. It can include a diverse range of methods including surveys, workshops, and Delphi studies. As part of a larger research program to investigate the population-level educational journeys of students with special needs, we employed RPS. Objectives The purpose of this study was to explore educational leaders’ perspectives on research priorities in special education. The specific research questions were: 1. Given a pre-determined set of research areas based upon available population-level administrative data, what are educational leaders’ research priorities? 2. Which specific special education student groups (here, called designations) are educational leaders most interested in learning about through population-based research? 3. Beyond the available administrative data, what additional population-level research priorities do educational leaders identify? Design/Methods We employed a cross-sectional survey design. In December, 2017, we invited public school districts to participate in a survey we created to help us identify research priorities related to the educational journeys of students with special needs and disabilities. The specific needs the BC MED routinely tracks are presented with their respective designation codes in Table 1. The survey invited participants to rank eight specific research areas in order of perceived importance. Then, they were asked to indicate which of the 12 special needs designations were of most interest in relation to the research areas. Finally, the survey included an open-ended question inviting participants to suggest further areas for research. Quantitative results were analyzed using descriptive analyses, including frequency tables, cross-tabulations, and histograms. Qualitative data from the open-ended question was analyzed using content analysis. Results We asked a wide range of education professionals to complete this survey, including: district administrators, district learning support service providers, and school staff. In total, 71 participants volunteered to complete our survey, representing 43 of BC’s 60 public school districts. The average participant had: a master’s degree; a district administrator position; and between 20 and 29 years of educational experience. The majority of participants were experienced in special education. Overall, survey participants agreed on three specific priorities for future research on the educational journeys of students with special needs and disabilities: We then used approved BC MED data to prepare district-specific reports for each of these three topics, with province-wide data included for comparison. In each report, we break down students’ results by their BC MED special needs designation. Conclusion This study is an important step forward in our knowledge about the educational journeys of students with special needs. The results can be useful in guiding policy and program development, both here in British Columbia and beyond. Healthcare providers in pediatrics are in key roles to advocate for supports and resources for this population on their educational journeys.
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Saha, Subrata. "Quality of Elementary Education and Ground Realities in Uttar Dinajpur District". ENSEMBLE 2, nr 2 (24.06.2021): 212–28. http://dx.doi.org/10.37948/ensemble-2020-0202-a021.

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Education is the most powerful instrument to change the society. The welfare and economic progress of a country depends on the quality of education because education refers to the development of human skill and knowledge of the people or labor force and education is called human capital. Different education policies during the post independent period focused primarily to improve the enrolment in the primary school in India. In order to access all children up to 14 years of age the different National Education Policies gave priority to universialization of elementary education program on different times and many initiatives like Operation Black Board, Mid-day Meal, Sarvashiksha Abhijan (SSA) and Right to Education Act. Uttar Dinajpur district is not an exception. Literacy and education of the district shows dismal picture and according to census report 2011the district has the lowest rank in the state. The district is an economically and educationally back ward district. The present paper is an attempt to study the enrolment trend at the elementary level in the government school and private schools in Uttar Dinajpur during the period 2012-13 to 2016-17 and enquiry into the problems relating to the learning outcomes of the children at the elementary level in government schools of the district. The empirical findings point out many problems such as poor academic performances of the students, wastage of teaching time on mid-day meal related works, irregular attendance of the teachers in the school, teacher-guardian meet, guardians choice regarding admission of their children , lack of parents awareness and use of mobile phone in the class room.
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Rozprawy doktorskie na temat "Priority School District Program"

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Littlefield, Joanne. "Program Reduces Pesticide Use in Phoenix School District". College of Agriculture, University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/295813.

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Bower, Andrew D. (Andrew Douglas). "Priority queuing for raw material receiving". Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/92225.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2014. In conjunction with the Leaders for Global Operations Program at MIT.
Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2014. In conjunction with the Leaders for Global Operations Program at MIT.
"June 2014." Cataloged from PDF version of thesis.
Includes bibliographical references (pages 46-47).
The Amgen Manufacturing Ltd. facility in Juncos, Puerto Rico faces a challenge encountered by manufacturers across industries: How can they make the best use of their existing resources? As production volume and product mix increase, how are costs kept from increasing as well? This LGO internship looked to answer those questions in the context of raw material receiving for biopharmaceutical manufacturing. Over the course of the seven month project, an analytical planning tool centered on scheduling optimization and priority queuing was developed, highlighting areas for improvement. Based on insight gained from the tool, a plan was established which can reduce turnaround time (TAT) by 50% and work in process (WIP) by 45% in the raw material sampling area. The improvements will not only provide financial and operational benefits to the organization, but serve as a foundation for continuous improvement as the findings from this project are applied elsewhere. This project highlights the importance of understanding how process inputs affect process output. In the case of raw material sampling, the variable mix of incoming materials exceeded the capacity for processing, particularly for solid materials, elevating the average TAT and WIP. Aligning sampling's capabilities to the input work makes it more flexible and better able to handle future demand. However, the ideal state for the area involves working with the upstream group, supply chain, to level-load arrivals. In this case, WIP can be reduced over 60% from its current level while maintaining TAT adherence at the 50% improved rate. Further utilization gains are possible, but only through value stream analysis and enhanced collaboration between functional groups.
by Andrew D. Bower.
S.M.
M.B.A.
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Wilcox, Trisha G. "Program evaluation in education : school district practice in British Columbia". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29376.

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This study addressed a problem frequently noted in the evaluation literature, namely the lack of an empirically derived knowledge base about how evaluation is practiced. It examined the practice of program evaluation in school districts in British Columbia. An historical account of the development of the evaluation literature led to a critique of the way the field is ordered, with the result that issues in evaluation, rather than approaches to the evaluative task, were used to structure the framework for the empirical research described. Four general questions that made up this framework were "Evaluation — to what end?" "Evaluation — by what means?" "Evaluation — for whom and by whom?" and "Evaluation — with what conclusion?" The framework was applied to written evaluation reports produced in school districts across the province. The results of the content analysis of these reports provided a description of school district evaluation which has not hitherto been available and which, in turn, served as a means of adding to the existing evaluation knowledge base. A further analysis of the numerous specific findings led to the identification of four salient aspects of program evaluation as practiced in British Columbia school districts. The aspects identified were stakeholder participation in the conduct of evaluations; the role of the evaluator; the purposes of evaluation, and the identification of evaluation criteria. When these aspects are considered together it is difficult to avoid the conclusion that program evaluation practices maintain and reinforce the status quo rather than challenge it. Two kinds of outcomes of the study were seen as important. First, it provides a sound basis for the creation of guidelines for writing evaluation reports in school districts. A number of such guidelines were suggested. Second, the study suggests areas in which further research might usefully be conducted both to amplify the picture discovered in this study and to explore what, if any, role is played by evaluation in the adoption of change in school systems.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Gross, Jennifer. "A Mixed-Method Program Implementation| Overcoming Obstacles Life Skills Program in a Medium-Sized Suburban School District". Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125127.

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While many educators viewed transition as a one-time event, it often proved to be more of a process than simply an occasion (Cohen & Smerdon, 2009). The researcher observed through the role as a school counselor that students with high anxiety tended to exhibit low resilience during times of transition. In order to assist students as they moved from eighth to ninth grade, the school of study implemented the Overcoming Obstacles Life Skills Program (OOLSP) using student mentors. This study explored student perception of anxiety and resilience in relation to participating in this program. The researcher utilized the Connor-Davidson Resilience Scale (CD-RISC) and Spence Children’s Anxiety Scale (SCAS) as pre- and post-tests, and conducted a z-test for difference in means analysis. Attendance rates were studied, due to the high correlation found in research between attendance and achievement, using a Pearson Product Moment Correlation analysis. Perception questionnaires were completed in December and May by 287 freshmen, 45 mentor students, 16 teachers, and 315 parents. Interviews were conducted with 10 freshmen, nine student mentors, and six teachers.

Results from the surveys and perception questionnaires proved inconsistent. The SCAS scores indicated a significant change in student anxiety levels, especially on the generalized anxiety disorder, obsessive-compulsive disorder, and panic disorder subscales. Interestingly, students’ perceived anxiety decreased based on questionnaire responses. Results from the CD-RISC suggested students’ resilience did not change, while responses from the questionnaire showed a significant increase in students’ perceived resilience. Attendance rates had a moderately strong relationship, indicating a correlation between eighth and ninth grade attendance. Perceptions from freshmen, student mentors, teachers, and parents suggested that the relationships formed during the program implementation had more influence than the program itself.

Based on the inconsistent results, the researcher recommended discontinuing the use of the OOLSP, as it was implemented in this study. The researcher recommended maintaining the mentoring program and improving upon pre-existing structures. Future researchers were encouraged to conduct further exploration on the OOLSP using more traditional implementations, as well as investigating student-perceived anxiety and resilience in comparison to documented experiences of anxiety and resilience.

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Deering, Tanya Marie. "A Co-Teaching Program Evaluation in a School District in Missouri". Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3682282.

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This study was a program evaluation on the co-teaching model within the Smallville School District (a pseudonym) measuring its effectiveness defined by the perceptions of leaders in the field of special education. This study filled the gap of previous co-teaching studies by investigating a rural school district, across all buildings. The researcher selected the tools of classroom observations; convenience sample interviews; administrator, teacher, student, and parent surveys; and secondary data from High Quality Professional Development (HQPD) and the school budget.

The researcher collected data with surveys, observations, and interviews to determine the perceptions of all stakeholders involved in the co-teaching experiences in the Smallville School District. Results included four essential emerging themes compiled from all interviews and surveys noted by the researcher. These themes were a lack of professional development, lack of common plan time, lack of consistent collaboration, and lack of emphasis on co-teaching due to extensive curriculum writing, during the 2013-2014 school year. When taking the MAP data and applying it to a t-test by two unequal samples at each level, the researcher found significant differences in the general education and special education scores at the elementary Communication Arts 2013 data, secondary Mathematics 2013 data, and the secondary Communication Arts 2013 data. Special education students in the co-teaching setting showed an overall increase in tests scores than their counterparts in the special education setting. The general education students in a co-teaching classroom, maintained or their scores decreased on the MAP and EOC.

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Robertson, Donald. "A Case Study Of: A Principal Preparation Program in One School District". Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26532.

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The primary role of the principal has expanded over the past two decades from one of manager to one of manager and instructional leader. With the expanded role of instructional leader, the principal of the twenty-first century is faced with increased levels of accountability for student achievement as evidenced by national legislation, revised state standards, and an ever-increasing scrutiny by shareholders. Six years ago research indicated that approximately one fourth of practicing principals were eligible for retirement in the next three to four years (Lauder, 2000). School districts across the country are finding it more and more difficult to attract qualified candidates with the requisite instructional leadership skills for available principal positions and have chosen to address this crisis by creating principal preparation programs aligned with current needs and based on key practices. The purpose of this qualitative case study was to determine whether school personnel who participate in AAA Public School's leadership training program are better prepared for the principalship than those school personnel who did not participate in this leadership training program. Data collection included (a) focus group interview comprised of a random sample of assistant principals and principals who had participated in the leadership training program (N = 6), (b) focus group interview comprised of a random sample of assistant principals and principals who had not participated in the leadership training program (N = 6), (c) focus group interview with the population of assistant superintendents who evaluate principals (N = 4), (d) leadership academy training documents, and (e) observations. Study results found that administrators who participated in this leadership training program were better prepared, more confident in their leadership, and were more knowledgeable in the roles and responsibilities which principals face.
Ph. D.
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Bernard, Ladale Lemoine. "District and School Leadership Perceptions of School Turnaround and Teacher Advancement Program (TAP) Reform Practices". Thesis, University of Louisiana at Lafayette, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10846513.

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With an increased focus on school accountability and school improvement, efforts to quickly improve or turnaround low performing schools are on the rise. School turnaround is a complex concept with a myriad of social, political, and economic aspects (CPRE, 2013, p. 8). While each school is different, there are generally several practices and changes, that if addressed will result in quick improvements among most low performing schools. This dissertation addressed perceptions of district and school leaders, the importance of climate and culture in the turnaround process, and the support needed to sustain the positive efforts in the turnaround process. The overarching research question that guided this study was, what leadership practices do school leaders and district leaders believe are vital to the turnaround process?

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Sharp, Margaret Virginia Torre. "An evaluation of the Fast ForWord program in the Christina School District". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 105 p, 2007. http://proquest.umi.com/pqdweb?did=1397911841&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Wilder, Samuel David. "Ninth grade transitional program in a Georgia metro school district case study /". Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/samuel_d_wilder/Wilder_Samuel_D_200801_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 128-139) and appendices.
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Robinson, Waide Lee. "The Sarasota County, Florida School District Leadership Training Program - a Descriptive Case Study". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/29911.

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Each year, thousands of educators make the difficult transition from classroom to administrative office. A large body of research supports the view that many of them are inadequately prepared to meet the demands of their new role. Researchers have found that university training programs need to be supplemented and reinforced with field-administered programs that emphasize practical knowledge and skills. Their research shows that leadership training programs can significantly facilitate a first-year administrator's successful transition and raise the performance of experienced principals. This descriptive case study, describes how the Sarasota County, Florida, School District conceived, planned, and designed a four-tier administrator-training program using the Leadership Academy Model. The tiers were designed to serve, respectively, aspiring administrators, assistant principals, new principals, and experienced principals. During the period studied, only the first two tiers were implemented. The case study narrative covers the design concepts and details of all four tiers and the implementation experiences of the first two tiers. Program participants completed a written survey at the close of their academy year. The program directors used the surveys to help gauge how the program was received and to identify areas for improvement. The survey results indicated that the program was being well received. The case narrative includes a summary of these results. I served as the director of the Sarasota program over the timeframe covered by the study, but prior to undertaking the study, I had moved to another staff position within the district. In this work, I trace in some detail how leadership training in public education has been research driven, and how it evolved from early Effective Schools Research. I also briefly review a number of notable implementations of such programs across the United States, both at the state and local district level. I am hopeful that this documentation will prove helpful to other school districts that are considering the implementation of leadership training programs. Toward this end I have included a final chapter documenting the insights I have gained over the course of my career in educational leadership and from my research and experiences while conducting this study. The chapter includes specific recommendations for future program designers and implementers, and suggests several areas for possible future research.
Ed. D.
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Książki na temat "Priority School District Program"

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States, National Education Association of the United. National Education Association priority schools initiative: Explore the possibilities training program. Washington, D.C: National Education Association, 2003.

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Leatt, Desmond J. Schools against drugs: The Impact Program at Newberg School District. Eugene, Oregon: Oregon School Study Council, 1987.

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Economy, Commission on California State Government Organization and. Recommendations for improving the school facility program in Los Angeles Unified School District. Sacramento, CA (925 L St., Ste. 805, Sacramento, 95814): The Commission, 1999.

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Nelson, Carl V. We make the difference: Metropolitan School District of Wayne Township home/school advisor program history. Wayne Township, Ind: Carl V. Nelson, 2009.

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Fung, Gordon. Case study: A successful band program. East Stroudsburg, PA: Music in Action, 1987.

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District, Madison Metropolitan School. Madison Metropolitan School District, K-12 library media program evaluation: Self-study. [Madison, Wis.]: Madison Metropolitan School District, 1986.

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Wilde, W. D. Evaluation report of the gifted and talented program Camrose School District #1315. [Edmonton, Alta.]: Alberta Education, 1986.

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District, Madison Metropolitan School. Madison Metropolitan School District, K-12 library media program evaluation: Implementation recommendations. [Madison, Wis.]: Madison Metropolitan School District, 1986.

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Worner, Roger B. North Dakota school district boundary restructuring: Analysis of nine consortium studies/plans. [Bismarck, N.D.?]: The Department, 1993.

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University of the State of New York. Office of Audit Services. Audit report, Onondaga County, audit of North Syracuse Early Education Program preschool program. Albany, N.Y: University of the State of New York, State Education Dept., Office of Audit Services, 1999.

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Części książek na temat "Priority School District Program"

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Lozo, Nicole. "Getting School and District Approval for an AASC Program". W Animal-Assisted School Counseling, 10–25. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003392415-2.

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Woods, Douglas W., Matthew R. Capriotti, Madison Pilato, Carolyn A. Doyle, Christopher J. McDougle, Beth Springate, Deborah Fein i in. "Hendrick Hudson Central School District v. Rowley (Provision of What Is an Appropriate Program)". W Encyclopedia of Autism Spectrum Disorders, 1502–4. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1972.

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McKay, Heather. "Hendrick Hudson Central School District v. Rowley (Provision of What Is an Appropriate Program)". W Encyclopedia of Autism Spectrum Disorders, 2327–28. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1972.

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Barker, Kim Stevens. "Innovative Ideas for Tutoring and Mentoring Young English Learners". W Cross-Cultural Considerations in the Education of Young Immigrant Learners, 17–31. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4928-6.ch002.

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Lagging high school graduation rates for English Learners remains a priority concern for states across the nation, and educators under pressure from federal and state accountability measures and tight local budgets are struggling to find solutions for strengthening academic achievement for English Learners and ultimately improving their chances of achieving high school graduation and moving on to postsecondary levels. Educators can look to their own communities for sustainable, low-cost tutoring and mentoring. This chapter describes a community collaboration between a high school and its feeder elementary school that facilitates high school students’ volunteering as tutors and mentors to elementary English learners in a suburban school district in the Southeast. The background for the benefits of tutoring and mentoring for English Learners, a description of the program benefits for the various stakeholders, detailed steps for creating a multi-age, community tutoring and mentoring program, and resources for educators are included.
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Kuhn, Will, i Ethan Hein. "Tech You Will Need for Your Program". W Electronic Music School, 27–39. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190076634.003.0004.

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This chapter presents an optimal equipment list for establishing a creative music technology lab. While preservice music teachers are taught how to purchase and maintain instruments, they are rarely given equivalent advice for music production tools. This chapter provides practical recommendations for purchasing and maintaining hardware, software, and furniture, including computers, digital audio workstation software, headphones, MIDI controllers, microphones, tables, podiums, display screens, and soundproofing. Suggestions are given for arrangement and design of the overall space as well as design of individual workstations. The chapter also includes suggestions for managing wear and tear on equipment, for maintenance and cleaning routines, and for sustainable budgeting. Finally, for situations where the optimal setup is not immediately attainable, the various items described here are ranked in terms of priority.
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Murphy, Justin. "The Urban-Suburban Program". W Your Children Are Very Greatly in Danger, 183–204. Cornell University Press, 2022. http://dx.doi.org/10.7591/cornell/9781501761867.003.0008.

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This chapter deals with the Urban–Suburban Inter-District Transfer Program, which is considered a momentous experiment in education. The chapter mentions the State education commissioner James Allen's 1963 letter about the desegregation efforts, which had created a stir in the Rochester City School District. It also looks at a series of community conversations and closed-door school board meetings that culminated in March 1965 with a unanimous board resolution on recognizing the racial makeup of Rochester. The chapter considers the Urban–Suburban program as the most prominent plank in Monroe County's meager desegregation platform. Through the program, generations of minority children have found an alternative to the Rochester City School District, even as the vast majority of applicants have been turned away.
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Leh, Amy S. C., i Lee Grafton. "Promoting New Media Literacy in a School District". W Handbook of Research on New Media Literacy at the K-12 Level, 607–19. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch038.

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This book chapter reports an Enhancing Education Through Technology Competitive Grant (EETT-C) project that was designed to improve student achievement and to promote new media literacy. During 2005-2006, the project served 30 sixth to eighth grade mathematics teachers and approximately 3,250 students in Palm Springs Unified School District, a medium-sized, high-poverty school district in Southern California. The research-based program consisted of a student program and faculty development. Strategies used for the student program included data-based decision making, cues, timely feedback, visual and contextualized learning, synthesis of learning for deeper understanding, and parental involvement. Strategies used for the faculty development involved coaching and mentoring to develop teacher expertise, assessment of instructional activities related to student achievement, access to differentiated professional development opportunities, and access to high quality curricular resources. The authors hope that the chapter will inform educators of a better design for professional development and program evaluation.
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Boyle, Christina, Maria Wills, Lauren E. Jackson, Nicole Kammer i Tracy Mulvaney. "How School Leaders Can Support Teachers With Program Implementation". W Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 172–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch009.

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Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.
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Rice, Margaret L., Deborah Camp, Karen Darroch i Ashley FitzGerald. "Planning and Implementation of a Small-Scale 1-to-1 Pilot Program for Using E-Readers in Elementary School Classrooms". W Cases on Educational Technology Planning, Design, and Implementation, 12–31. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-4237-9.ch002.

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A P-12 school district implemented a pilot program providing e-readers to 45 students in a 4th and a 5th grade class. The school district administrators’ goal was to determine whether it would be feasible for the district to provide technological devices to individual district students for use at school and home, beginning with a small pilot. If the pilot proved successful, the devices would be provided to additional students throughout the district. The first step was the selection of the devices. After conducting research, the Nook from Barnes & Noble was selected. Issues to be addressed included inappropriate use of Nooks by students and parents, teachers’ and students’ learning the nuances of the devices, dropped network connections, students’ forgetting to bring Nooks to school, and unrealistic parent expectations for teacher use. This chapter informs readers of successes, problems, and lessons learned from the planning and implementation of the pilot program.
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Abrego, Jesus. "Communities of Practice Along the Texas-Mexico Border". W Advances in Educational Marketing, Administration, and Leadership, 78–97. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3285-0.ch005.

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This chapter focuses on how one university leadership preparation program along the Texas-Mexico border made a deliberate and concerted effort to build a principal pipeline by establishing a local university school partnership with several local school districts along a border that is bilingual, bicultural, and binational. The preparation program focused on realigning to national standards, actively sought out collaborative feedback from district partners on the development of course assessments, the co-design of clinical experiences, establishing accessible in-district program scheduling, course instruction provided by highly qualified faculty, developing and implementing multiple program and course assessments, and established and implemented dispositions.
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Streszczenia konferencji na temat "Priority School District Program"

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Peens, Shaun. "THE FUTURE AND SUSTAINABILITY OF MEANINGFUL EDUCATION LIES IN THE ABILITY OF SEASONED TEACHERS TO CULTIVATE NOVICE TEACHERS THROUGH STRENGTH-BASED-MENTORING". W International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end066.

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"Newly qualified teachers are barraged with uncertainties and could seem inadequately prepared for the teaching profession. Even though graduates are believed to have sufficient subject content knowledge the average day could offer more interruptions than anticipated. Although this study will not aim dispute the quality or value of the curriculum offered; there seems to be an absence in the holistic development of educators. It is therefore imperative that experienced educators serve as mentors to expand the gain of their skills learnt through exposure and involvement in teaching, adding value to the education sector. As part of prospective doctoral study, the researcher will investigate whether a mentorship program for seasoned educators could offer guidance, stability and confidence to novice teachers by contributing maturity and responsibility. South Africa has educational challenges 25 years post-apartheid; whether it be pit latrine, bilingual schools in monolingual areas (and vice versa) or often vandalized schools. These factors impact education ranging from macro- (education sector), meso- (socio-economic decline) as well as micro-level (teacher and learner) with majority support from the Department of Education to socio-economic challenges and little attention to educators. Hence, this study will purposefully focus on micro-level where educators could hold one another accountable to build educational capacity. The discovery of challenges novice teachers experience and whether possible gaps exist which could be filled by a suitable mentoring program will have initial priority, with the secondary intention to assist seasoned teachers on a road to self-discovery, embracing a servant leadership role in a quest to address these challenges, striving towards solutions in mentoring for the benefit of sustainable learning. The study elects to include Secondary schools from different backgrounds in the Free State Educational District, involving teachers selected based on their eagerness to improve their life and teaching skills. A pragmatic research approach will be intended with the inherent use of mixed method research to analyze data. Quantitative data could point towards the possible gaps and challenges with the use of a questionnaire. From this data strengths-based-mentoring collaboration sessions will follow to obtain qualitative data about the suitability of a mentorship programme. Pragmatism as a research method complements the combination of positivism leading to the appreciation of its suitability in practice focusing on solutions."
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Tingle, Eric. "District Leadership Development Program Investing in School Principals". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429982.

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Mashari Joyo, Noto, i Philipus Keban. "The Effective Implementation Theory on Economic Development Based on Part of District Region in Indonesia - A Study of Government Developing Program in Soko Village, Glagah District, Lamongan Regenc". W 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007550907580764.

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Cheng, Cheuk-Hei. "A Father First: Men's Engagement in a School District Early Childhood Family Education Program". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583720.

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Rhea, Anisa. "Capturing Kids' Hearts in a Large, Urban School District: Findings From a Program Evaluation". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571366.

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Siregar, Febry Hakim Nur, Nurkadri i Sanusi Hasibuan. "Evaluation of Physical Education Learning Program at The West Nias District Senior High School". W 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.101.

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Hariyadi, Saifullah i Akmaluddin. "An analysis of the damage level and reconstruction priority of elementary school buildings in the Central Lombok District". W 3RD INTERNATIONAL CONFERENCE OF BIO-BASED ECONOMY FOR APPLICATION AND UTILITY. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0120740.

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Walker, Susan. "Perspectives on Technology Use by Education Professionals in School District Dual-Focus Early Childhood, Parent Education Program". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583620.

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Rahman, Md Mushfiqur, Mortahina Rashid, Lee Shanta Mondol, Md Arifuzzaman Khan, Laila Nur, Munmun Hossain i Rafia Hossain. "NUTRITIONAL STATUS OF PRIMARY SCHOOL CHILDREN WITH MID-DAY MEAL PROGRAM". W International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6104.

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This study was conducted to determine the nutritional status of primary school children with the mid-day meal program. A cross-sectional study was conducted in 05 primary schools with the mid-day meal program of Sundarganj Upazila of Gaibandha district from January 01 to December 31, 2017. A total of 357 primary school children of class IV and class V were selected using a systematic sampling technique. A semi-structured questionnaire was used to collect data from the school children of mid-day meal program schools. The anthropometric measurements such as weight, height and MUAC were measured for each child individually. Then weight and height were used to calculate the Z score to interpret nutritional status. The mean age of children was 10.83±1.03 years. The mean weight and mean height of children were 32.40±7.21 kg and 141.22±8.52 cm respectively, and the mean MUAC was 19.65±2.31 cm. It was revealed that 91.3% of children were normal by Height for Age (HAZ) and 89.1% were normal by Weight for Age (WAZ), and the remaining children were stunted and underweight respectively. 78.8% of children used anthelminthic drugs regularly and among them, 74.3% were normal in Weight for Age Z score. Socioeconomic status, dietary habit, physical activity and anthelminthic use by the child were found to be determinants of their nutritional status. Keywords: Mid-day meal, Primary school children, Nutrition, Anthropometric, Stunted, Underweight, School Health
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Kusuma, Mutiara Tirta Prabandari Lintang. "Understanding the Contextual Idiosyncrasies of Stunting Prevention Program at District and Village Levels in Indonesia Using the Ecological Approach". W The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.34.

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ABSTRACT Background: Despite rapid economic growth, stunting affects one third of the child­ren under five population in Indonesia. The Government of Indonesia (GoI) realizing the problem, established the National Strategy to Accelerate Stunting Prevention as a national priority program for 2017 to 2021. The GoI plans to maximize the use of resources, policies, and programs that encompasses nutrition-specific and sensitive interventions directed to the first 100 days of life. This study aimed to explore the extent of program planning, budgeting, and implementation related to stunting prevention at district and village level as well as to understand the challenges presented to converge intervention. Subjects and Method: A case study with ecological approach was conducted in 10 villages from five districts in Indonesia. The study method included focus group discussions with 70 district officials and 100 village representatives, interviews with 12 key informants from district planning agency, document analysis, and reflective journaling. The data were reported descriptively. Results: Most head districts, officials from relevant departments and village leaders committed to stunting prevention following the vice president decree of stunting as a national priority. As a result, programs and budget were in place and local initiatives to prevent stunting were on the rise. Despite the commitment, many expressed ambivalences and disregarded the issue as a mere short stature (genetic variation). Thus, problems related to efficiency, coverage, and sustainability persists as maintaining motivation among staffs were difficult. In some settings, the situation was exacerbated by factors such as high financial dependency, misconception, and poor gender relation. Conclusion: The policy and programs to control stunting among children in Indonesia are in place. However, challenges occur due to the complexity in governance system as well as lack of political will. Better communication and cooperation are essential for well implemented policies. Keywords: stunting, ecological approach, case study, nutrition intervention, nutrition policy Correspondence: Mutiara Tirta Prabandari Lintang Kusuma. Department of Health Nutrition, Faculty of Medicine, Nursing, and Public Health, Universitas Gadjah Mada, Indonesia. Jl. Farmako, Sekip Utara Yogyakarta 55281. Email: mutiara.tirta@gmail.com. Mobile: +62­8­139880­320 DOI: https://doi.org/10.26911/the7thicph.04.34
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Raporty organizacyjne na temat "Priority School District Program"

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Greene, William. A Study of the Career Education Program at Mountain View Intermediate School, Beaverton School District #48, Beaverton, Oregon. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2030.

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Rutherford, Kristen. Program evaluation for agriculture education at Exira-Elk Horn-Kimballton Community School District. Ames (Iowa): Iowa State University, styczeń 2019. http://dx.doi.org/10.31274/cc-20240624-1163.

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Davis, Billie, John Engberg, Dennis Epple, Holger Sieg i Ron Zimmer. Evaluating the Gifted Program of an Urban School District using a Modified Regression Discontinuity Design. Cambridge, MA: National Bureau of Economic Research, wrzesień 2010. http://dx.doi.org/10.3386/w16414.

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Lavadenz, Magaly, Linda Kaminski i Elvira Armas. San Juan Unified School District Newcomer Support: Promising Practices. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.sjusd2023.

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This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). It presents a case study that identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. The case study was conducted during a 2022 summer program for recently arrived immigrant students. Using interviews with 32 school and community leaders and educators, a review of 65 program documents, and observations of 15 classrooms using a tool focused on effective instructional practices for newcomer education, four overarching themes that illustrate promising practices are identified a) building on community cultural wealth, b) leveraging multiple and differentiated resources, c) developing educator capabilities to teach and support newcomer students, and d) designing newcomer program and placement practices. Findings also reveal three overarching challenge areas faced in program implementation including a) grappling with conflicted ideologies, b) ongoing curricular needs and instructional supports for newcomer students, and c) building a comprehensive ELD program design. Based upon the findings for promising practices and challenges, the authors propose three implications for building effective systems to support newcomer students a) sustain newcomer program commitments, b) uphold assets-based narratives about immigrant /refugee students and communities, and c) strengthen local, state, and national newcomer education policy coherence.
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Levin, Stephanie, Daniel Espinoza i Michael Griffith. Supporting students experiencing homelessness: District approaches to supports and funding. Learning Policy Institute, wrzesień 2022. http://dx.doi.org/10.54300/557.894.

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This study examines how five school districts work to serve students experiencing homelessness. We draw on interview data with homeless program staff, including coordinators, liaisons, and social workers, and budget data to describe how the districts identify and address the needs of students experiencing homelessness, how districts fund and staff their programs, and the challenges that districts confront in meeting the needs of students experiencing homelessness.
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Kim, Ann Y., Tyler Reeb, Jaylee Jordan i Youngjin Song. Curriculum Evaluation of the Academy of Global Logistics Program: Connections to STEM Education. Mineta Transportation Institute, czerwiec 2023. http://dx.doi.org/10.31979/mti.2023.2246.

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The Academy of Global Logistics (AGL) is a career technical education program developed in collaboration with the Port of Long Beach and the Long Beach Unified School District and with support from the Center for International Trade and Transportation. Students enrolled in the program, implemented at a high school in Long Beach, CA, learn global logistics and supply chain management over the course of their high school career. The program culminates in a capstone project that is evaluated by industry leaders. This research project applies qualitative coding methods to find connections between the AGL curriculum and CA mathematics and science curriculum standards and AGL curriculum and project-based learning. The project’s findings identified that the AGL curriculum provided students with numerous opportunities to engage in mathematics and science practices in a project-based learning environment. Recommendations for policymakers and higher education institutions are discussed in order to advocate for best practices to serve California's youth.
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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), lipiec 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.
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Elacqua, Gregory, Anne Sofie Westh Olsen i Santiago Velez-Ferro. Open configuration options The Market Design Approach to Teacher Assignment: Evidence from Ecuador. Inter-American Development Bank, wrzesień 2021. http://dx.doi.org/10.18235/0003824.

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We study the advantages, trade-offs, and challenges of employing a centralized rule to determine the allocation of teachers to schools. Data come from the centralized teacher assignment program in Ecuador, "Quiero ser Maestro," conducted by the Ministry of Education. Notably, in 2019 the program transitioned from a priority based algorithm to a strategy proof mechanism, similar to the change introduced in Boston in 2005 to assign students to schools. Using the reported preferences, we conduct a counterfactual analysis and nd substantive evidence that the adjustment in algorithm resulted in greater efficiency for the school system. However, in contrast to the Boston case, we nd the benefits stem from increasing the competition for positions among teachers, rather than by the introduction of a strategy-proof mechanism.
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso i Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, październik 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.
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Lavadenz, Magaly, Elvira Armas i Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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