Gotowe bibliografie tematyczne / Quality of School Life

Gotowa bibliografia na temat „Quality of School Life”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 26 stycznia 2023

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Artykuły w czasopismach na temat "Quality of School Life"

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Ferdosipour, Atefeh, i Haniyeh Musavi. "Determining the relationship between quality of work life of teachers and quality of school life of high school students". Global Journal of Guidance and Counseling in Schools: Current Perspectives 12, nr 1 (30.04.2022): 31–41. http://dx.doi.org/10.18844/gjgc.v12i1.5304.

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The purpose of this study is to determine the relationship between teachers’ quality of work life and quality of life dimensions of high school students in Aslamshahr. The research method is descriptive–correlational and its statistical population includes all teachers and high school students in Aslamshahr city. The volume of the statistical population of the research is 9,460 people, of which 2,882 people were teachers and 6,578 were students. The sample size was calculated based on Cochran’s formula at a 5% error level for 339 teachers and 363 students. The results showed that all components of quality of work life have a positive relationship with the dimensions of quality of life of students at the level of p = .05. More interest and commitment and a freer mind to attend schools improve both productivity and quality of school life for students. Keywords: Quality of life, teachers’ quality, work life, school life, students;
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Buterin Mičić, Marija. "Quality of School Life in Primary School: Students’ Perception". Pedagogika 134, nr 2 (18.10.2019): 135–50. http://dx.doi.org/10.15823/p.2019.134.9.

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The paper deals with research data on quality of school life perceived by fifth - to eighth-grade primary school students. The data were collected by questionnaire survey. Students’ overall satisfaction with school and perception of specific dimensions of school life are analysed as well as differences of their assessments regarding gender, grade and school achievement. On the ground of research results, the importance of the enhancement of the quality of school life is emphasised.
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Gündoğan, Selim, i Hatice Özgen. "The relationship between the quality of school life and the school burnout". International Journal of Evaluation and Research in Education (IJERE) 9, nr 3 (1.09.2020): 531. http://dx.doi.org/10.11591/ijere.v9i3.20686.

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School burnout has been a research subject during recent years and is a wide case among students is associated with many factors. Among these factors, school-related concepts are remarkable. Within this study, it is aimed to investigate the relationship between school quality, school burnout and school burnout. The participant group of the study consists of a total of 364 secondary school students, 181 girls and 183 boys, whose ages are in the range of 10-15, attending various secondary schools. This sampling was determined by the maximum diversity sampling method. The data were collected with the school quality of life and school burnout scale. In the analysis of the data, correlation and structural equation model analysis were administrated. It was concluded that there is a negative relationship between school quality of life and school burnout, and that school quality of life is a negative predictor of school burnout. The results were discussed through the literature review and suggestions were made for researchers and practitioners.
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Ferdosipour, Atefeh, i Haniyeh Mousavi. "Determining the relationship between girl students’ quality of school life and teachers’ quality of work life". New Trends and Issues Proceedings on Humanities and Social Sciences 7, nr 2 (9.08.2020): 80–89. http://dx.doi.org/10.18844/prosoc.v7i2.5018.

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The purpose of this study is to determine the relationship between the quality of life of school students and the quality of work life of high school teachers in Eslamshahr. The research method is descriptive–correlational and its statistical population includes all high school teachers and students of second grade in Eslamshahr city. The sample size was calculated based on the Cochran formula with 5% error levels for 339 teachers and 363 for students. The data collection tools in this study are as follows: Walton Model of Quality of Work Life and Knowledge of School Quality of Life Questionnaires. The analysis of the research data was conducted in two parts: inferential statistics and inferential statistics with SPSS software. The results showed that all the components of the quality of school life of students had a positive and significant relationship with the dimensions of teachers’ quality of work life with p≥0.05. Keywords: Quality of life, quality of work life, quality of school life.
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Sahrani, Riana, i Rahmah Hastuti. "Psikoedukasi Siswa Mengenai Quality of School Life". CARADDE: Jurnal Pengabdian Kepada Masyarakat 1, nr 1 (1.08.2018): 1–6. http://dx.doi.org/10.31960/caradde.v1i1.2.

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Tujuan kegiatan pengabdian pada masyarakat ini adalah untuk mendapatkan wawasan dalam rangka membangun pemahaman tentang kualitas kehidupan sekolah. Kegiatan ini dilakukan pada siswa MTs. X Jakarta Barat. Layanan masyarakat ini didasarkan pada keluhan dari kepala sekolah yang menilai perlunya bimbingan yang diberikan kepada siswa di sekolah, yang diadakan pada 6 November 2017. Kegiatan ini melibatkan 31 siswa dari kelas 9. Berdasarkan hasil analisis dapat disimpulkan bahwa tidak ada perbedaan ditemukan antara siswa laki-laki dan perempuan terkait persepsi kualitas kehidupan sekolah secara umum, prestasi, integrasi sosial, peluang dan petualangan di sekolah. Mereka merasa puas setelah program psikoedukasi dilaksanakan. Kata kunci: kualitas kehidupan sekolah; psikoedukasi; siswa
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Schmidt, Linda J. "Relationship Between Pupil Control Ideology and the Quality of School Life". Journal of Invitational Theory and Practice 1, nr 2 (9.02.2022): 103–10. http://dx.doi.org/10.26522/jitp.v1i2.3747.

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The public school is considered a special type of service organization with respect to selectivity in the client-organization relationship. What Carlson (1964) noted almost three decades ago remains true today. That is, public schools have little choice in the selection of the clients (students) and, conversely, students have little choice in their participation in the organization of the school. The mandatory nature of the pupils' participation suggests that schools are of necessity dealing with some students who have little or no desire to take advantage of the services delivered by the school. It seems reasonable that the control of pupils would be a major concern, as well as the students' perception of the method of control upon their relationship with the school as an institution.
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Demir, Özden, Halil İbrahim Kaya i Meral Metin. "An investigation of high school students' school quality of life perceptions as an element of school culture". Pegem Eğitim ve Öğretim Dergisi 2, nr 4 (1.12.2012): 09–28. http://dx.doi.org/10.14527/c2s4m2.

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This study aims to investigate regular and vocational high school students' perceptions of school quality of life. In line with this purpose, the questions that guided the study are "Are there any significant relationships between the sub-dimensions of school quality of life perceptions (teachers, positive feelings about school, status, school authorities, negative feelings about school, students and social activities)?", "Do the perceptions of students about school quality life differ depending on the factors such as school type, gender, grade level, and parents' education level?", and "Are there any significant relationships among sub-dimensions of school quality of life perceptions (teachers, positive feelings about school, status, school authorities, negative feelings about school, students, and social activities) of 9th, 10th, and 11th grade students?". The study was conducted as a descriptive study making use of survey method. The participants are 358 randomly selected students from three schools randomly selected among regular, vocational, and Science and Anatolian high schools located in Kars city centre. The participants' perceptions of school quality of life were identified through Scale for Measuring Quality of Life in High Schools (LISEYKO) which was revised by Sarı (2011). Cronbach-Alpha internal consistency coefficient of the original scale is .86 while that of used in the present study was found .70. The data were analysed using factor analysis, numbers, percentages, arithmetic mean scores, t-test for independent groups, one-way analysis of variance, and correlation analysis.The results indicate that there is not any significant relationship between gender and the sub-dimensions of the school quality of life scale, and between the type of high school and positive feelings about school, status, negative feelings about school, students, social activities, and total sub-dimension scores. There is a significant difference between the grade levels and the sub-dimensions of quality of school life scale in relation to teachers, positive feelings about school, negative feelings about school and total scores in favor of the 12th graders. While mothers' education level reveals significant difference in terms of teachers, school authorities, social activities, and total scores the other subdimensions indicate no difference. Similarly, fathers' education level demonstrates significant difference in teachers and students sub-dimensions, but not in the other subdimensions. There is not any statistical difference between the teacher sub-dimension and school authorities, status and between the student sub-dimension and negative feelings towards school and total scores. However, there are statistically significant relationships in the other sub-dimensions of the scale.
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Mok, Magdalena, i Marcellin Flynn. "Quality of School Life and Students' Achievement in the HSC: A Multilevel Analysis". Australian Journal of Education 41, nr 2 (sierpień 1997): 169–88. http://dx.doi.org/10.1177/000494419704100206.

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THIS study examines the relationship between Year 12 students' perceptions of life in Catholic schools and their achievement in the Higher School Certificate (HSC) examination. It investigates whether the quality of school life which students experience differs across Catholic schools and whether it still affects students' achievement in the HSC when school and student background variables are controlled. The study was conducted by surveying 4949 students from 44 Catholic high schools in New South Wales, in May 1990 regarding their perceptions of the quality of school life. Student achievement was measured by their Tertiary Entrance Score at the HSC examination in November 1990. The clear picture which emerges suggests that Catholic schools differ considerably in terms of students' HSC achievement and that the quality of school life which students experience in these schools has a significant impact on their academic achievement over and above student characteristics and background characteristics of the schools.
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HADI, NIDAA. "School violence and its relationship to the psychological quality of life among middle school students". Journal Ishraqat Tanmawya 26 (czerwiec 2021): 623–62. http://dx.doi.org/10.51424/ishq.27.23.

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current research aims to identify: 1- Measuring the level of school violence among middle school students 2- Measuring the level of the most common types of school violence among middle school students. 3- Measuring the quality of psychological life of middle school students. 4- Knowing the level of the relationship between school violence and the quality of psychological life of middle school students. The current research was limited to female intermediate students in Basra Governorate, where the scale was applied to a sample consisting of (200) female students of the second intermediate grade from schools affiliated to the Ministry of Education in Basra Governorate, and their ages ranged from (12-15) years, and the community was chosen. The original data was randomized in proportion to the number of students, where the collected data were sorted after applying the two measures of school violence and quality of life, and the resulting data were analyzed using the statistical period for social sciences, and the results appeared as follows: 1- The presence of school violence where female students are subjected to violence by teachers. 2-The students are exposed to types of violence, as verbal violence is the most widespread type. 3-The quality of psychological life quality among school students. 4- The existence of an inverse correlation between school violence and the quality of life, that is, the less violence the higher the quality of life and vice versa, that is, the more school violence, the lower the quality of life. Key words: violence, school, quality, life.
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Kolbe, Lloyd J., Gerald N. Tirozzi, Eva Marx, Mary Bobbitt-Cooke, Sara Riedel, Jack Jones i Michael Schmoyer. "Health programmes for school employees: improving quality of life, health and productivity". Promotion & Education 12, nr 3-4 (wrzesień 2005): 157–61. http://dx.doi.org/10.1177/10253823050120030115.

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School health programmes in the 21 century could include eight components: 1) health services; 2) health education; 3) healthy physical and psychosocial environments; 4) psychological, counselling, and social services; 5) physical education and other physical activities; 6) healthy food services; and 7) integrated efforts of schools, families, and communities to improve the health of school students and employees. The eighth component of modern school health programmes, health programmes for school employees, is the focus of this article. Health programmes for school employees could be designed to increase the recruitment, retention, and productivity of school employees by partially focusing each of the preceding seven components of the school health programme on improving the health and quality of life of school employees as well as students. Thus, efforts to improve the quality of life, health, and productivity of school employees may be distinct from, but integrated with, efforts to improve the quality of life, health, and education of students. School employee health programmes can improve employee: 1) recruitment; 2) morale; 3) retention; and 4) productivity. They can reduce employee: 5) risk behaviours (e.g., physical inactivity); 6) risk factors (e.g., stress, obesity, high blood pressure); (7) illnesses; 8) work-related injuries; 9) absentee days; 10) worker compensation and disability claims; and 11) health care and health insurance costs. Further, if we hope to improve our schools' performance and raise student achievement levels, developing effective school employee health programmes can increase the likelihood that employees will: 12) serve as healthy role models for students; 13) implement effective school health programmes for students; and 14) present a positive image of the school to the community. If we are to improve the quality of life, health, and productivity of school employees in the 21st Century: school administrators, employees, and policymakers must be informed about the need and the means to do so; school employee health programmes must become part of the culture of education and the expectation of educators; and colleges that prepare school administrators and other school employees must provide the pre-service and in-service training, research, development, and leadership to make it happen. This article outlines ten actions that can be taken by school districts to build or improve school employee health programmes, and a list of websites that provides more detailed information about such programmes.
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Rozprawy doktorskie na temat "Quality of School Life"

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Scullion, P. A. "Quality of school life and the Irish medium primary school". Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403205.

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Kovtyuk, N. I. "Quality of life of school age children with cephalgia". Thesis, БДМУ, 2021. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/19147.

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Lee, Hiu-man Gillian, i 李曉雯. "Early childhood caries and quality of life of pre-school children". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41651091.

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Lee, Hiu-man Gillian. "Early childhood caries and quality of life of pre-school children". Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41651091.

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Mehta, Mihir N. (Mihir Nandkishore). "Financial reporting quality and the quiet Life by Mihir N. Mehta". Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/67213.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 61-64).
Bertrand and Mullainathan (2003) find that managers shielded from the threat of takeovers exert less effort to maximize firm value, consistent with a 'quiet life' hypothesis. I study whether the governance role of financial reporting can mitigate adverse effects arising from managerial preferences for a quiet life. I hypothesize and find evidence that after changes in the mid 1990's to Delaware's takeover protection regime, Delaware firms with higher financial reporting quality (FRQ) have better operating performance and higher capital investment intensity. Furthermore, the above relation between FRQ and performance is stronger for firms operating in less competitive industries, and firms with staggered boards. Overall, the results suggest that financial reporting can help mitigate adverse effects associated with managerial preferences for a quiet life.
Ph.D.
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Richter, Mary Ann. "Quality of school life for non-U.S. students in U.S. schools abroad : six case studies". Thesis, Goldsmiths College (University of London), 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.320739.

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Lam, Sze-ching Cici. "Hong Kong primary students' perception of satisfaction with their schools". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37338304.

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Ax, Erin Elizabeth. "Implications of sleep disorders symptoms on school behavior, academics, and quality of life". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001760.

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Karatzias, Athanasios. "The components, construction and correlates of quality of school life in secondary education". Thesis, University of Stirling, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365132.

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Takahashi, Toshiko Sutham Nanthamongkolchai. "Factors related to quality of life among primary school children in Bangkok Metrepolis, Thailand /". Abstract, 2005. http://mulinet3.li.mahidol.ac.th/thesis/2548/cd375/4737952.pdf.

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Książki na temat "Quality of School Life"

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Stevenson, Judi. The quality of education and school life. Ottawa, ON: Canadian Teachers' Federation, 1993.

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The quality of mercy. [Costa Mesa, Calif.]: Saddleback Educational Pub., 2011.

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Seishōnenka, Tokyo (Japan) Josei Seishōnenbu. Daitoshi ni okeru jidō seito no seikatsu kachikan ni kansuru chōsa hōkokusho. Tōkyō: Tōkyō-to Seikatsu Bunkakyoku, 1999.

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Seishōnenka, Tokyo (Japan) Josei Seishōnenbu. Daitoshi ni okeru jidō seito no seikatsu kachikan ni kansuru chōsa. [Tokyo]: Tōkyō-to Seikatsu Bunkakyoku, 1993.

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Bunkakyoku, Tokyo (Japan) Seikatsu. Daitoshi ni okeru jidō seito no seikatsu kachikan ni kansuru chōsa. Tōkyō: Tōkyō-to Seikatsu Bunkakyoku, 1987.

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McCormack, Don. Santa Clara, Silicon Valley 2006. Martinez, Calif: McCormack's Guides, 2005.

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McCormack, Don. San Francisco & San Mateo County 2005. Martinez, CA: McCormack's Guides, 2004.

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Wolny, Barbara. Szkolna edukacja zdrowotna ukierunkowana na doskonalenie jakości życia uczniów: Health education in schools with specific reference to students life quality development. Lublin: Wydawnictwo KUL, 2012.

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A great place to work: Improving conditions for staff in young children's programs. Washington, D.C: National Association for the Education of Young Children, 1988.

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author, Hentschel Ann 1961, i Bella Jill author, red. A great place to work: Creating a healthy organizational climate. Lake Forest, Illinois: New Horizons, 2016.

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Części książek na temat "Quality of School Life"

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Tsang, Sandra K. M., i Eadaoin K. Hui. "Contrasting School Bullying: The P.A.T.H.S. Program". W Quality of Life in Asia, 167–83. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-582-2_13.

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Praag, M. S. B. "Leyden School". W Encyclopedia of Quality of Life and Well-Being Research, 3546–47. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_3322.

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Miller, David. "School Experiences". W Encyclopedia of Quality of Life and Well-Being Research, 5700–5703. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_351.

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Willms, J. Douglas. "School Attendance". W Encyclopedia of Quality of Life and Well-Being Research, 5685–87. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2596.

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Zullig, Keith, i Molly R. Matthews. "School Climate". W Encyclopedia of Quality of Life and Well-Being Research, 5687–92. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2597.

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Reschly, Amy, i Karen Sandberg Patton. "School Dropout". W Encyclopedia of Quality of Life and Well-Being Research, 5692–95. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2598.

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Baker, David P., i Samira Halabi. "School Enrollment". W Encyclopedia of Quality of Life and Well-Being Research, 5695–700. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2599.

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Janus, Magdalena, i Ashley Gaskin. "School Readiness". W Encyclopedia of Quality of Life and Well-Being Research, 5703–6. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2600.

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Suldo, Shannon M., Lisa Bateman i Melanie McMahan. "School Satisfaction". W Encyclopedia of Quality of Life and Well-Being Research, 5707–12. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2601.

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Jimerson, Shane, Matthew Ruderman i Skye Stifel. "School Violence". W Encyclopedia of Quality of Life and Well-Being Research, 5716–21. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2603.

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Streszczenia konferencji na temat "Quality of School Life"

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Koutouvela, Christina, i Thomas Babalis. "QUALITY OF SCHOOL LIFE AND SCHOOL POLICY. EMPIRICAL APPROACH". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1328.

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Premathilake, K. W. H. K., i A. A. Hettiarachchi. "IMPACT OF THE QUALITY OF SPACE OF LEARNING ENVIRONMENT ON THE QUALITY OF LIFE OF AUTISTIC CHILDREN : Insights from three selected schools form Kandy, Sri Lanka". W Beyond sustainability reflections across spaces. Faculty of Architecture Research Unit, 2021. http://dx.doi.org/10.31705/faru.2021.17.

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Children with Autism Spectrum disorder (ASD)are found to struggle with diverse challenges in achieving quality of life in their education environments. In view of this the current investigation looked in to the impact of the quality of space in their learning environments in enhancing the Quality of life of Autistic children. Two types of school environments that accommodate students with ASD were examined namely, a special education school (A) and two mainstream schools with special educational units (B & C) in Kandy, considering 10 participants from each school (n=30). Inclusive design parameters were examined by a photographic survey and observations by the investigator and recorded via a 5-point Likert scale based on their level of presence. Pediatric Quality of Life Inventory (PedQL) was adopted to measure quality of life of participants. School A demonstrated the highest averages of for quality of space (65%) as well as quality of life ( 61.7%) while C ( 34%/48.3%) and B ( 30%/44.7%) showed lower averages respectively. Accordingly, the study observed a clear relationship between the Quality of Space and the Quality of Life of children with ASD, highlighting the potential of enhancing the quality of life of the students with ASD by improving the quality of space of local schools.
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Hidayah, Tiara Nurul, i Windijarto. "Job Motivation, Quality Work of Life and Organization Citizen Behavior toward Organizational Commitment". W 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007551107690773.

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Adamik Simegova, Miroslava. "PROFESSIONAL STAFF IN SCHOOL AND QUALITY OF LIFE IN EDUCATION". W SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.093.

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Bizova, Nada. "QUALITY OF SCHOOL LIFE CHILDREN WITH DISABILITY IN INCLUSIVE SETTINGS". W SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.096.

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Buterin Mičić, Marija, Jasmina Vrkić Dimić i Ana Marija Rogić. "THE QUALITY OF SCHOOL LIFE: A COMPARISON OF STUDENTS’ PERCEPTION IN TRADITIONAL AND ALTERNATIVE SCHOOLS". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0604.

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Monika, Erik Wijaya i Meike Kurniawati. "Measuring Quality of Early Childhood Education Life: A Confirmatory Factor Analysis of Quality of School Life Questionnaire in ECE Setting". W Tarumanagara International Conference on the Applications of Social Sciences and Humanities (TICASH 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200515.054.

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Nugroho, Ginan, Yudy Hendrayana i Eka Nugraha. "Quality of Life of Disabled Children Study in Special and Inclusive School". W Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshpe-18.2019.17.

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Buterin Mičić, Marija. "RELATIONSHIP BETWEEN PUPILS’ PERCEPTION OF THE SCHOOL AS A CARING COMMUNITY, SCHOOL SATISFACTION AND SOME ASPECTS OF QUALITY OF SCHOOL LIFE". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1722.

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Vionalita, Gisely, i Devi Kusumaningtiar. "Knowledge of Clean and Healthy Behavior and Quality of Life among School-Children". W Health Science International Conference (HSIC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hsic-17.2017.67.

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Raporty organizacyjne na temat "Quality of School Life"

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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, listopad 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Ogwuike, Clinton Obinna, i Chimere Iheonu. Stakeholder Perspectives on Improving Educational Outcomes in Enugu State. Research on Improving Systems of Education (RISE), listopad 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/034.

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Education remains crucial for socioeconomic development and is linked to improved quality of life. In Nigeria, basic education has remained poor and is characterised by unhealthy attributes, including low quality infrastructure and a lack of effective management of primary and secondary schools. Access to education is a massive issue—according to the United Nations, there are currently about 10.5 million out of school children in Nigeria, and 1 in every 5 of the world’s out-of-school-children lives in Nigeria despite the fact that primary education in Nigeria is free. A considerable divide exists between the northern and southern regions of Nigeria, with the southern region performing better across most education metrics. That said, many children in southern Nigeria also do not go to school. In Nigeria’s South West Zone, 2016 data from the Nigerian Federal Ministry of Education reveals that Lagos State has the highest number of out of school children with more than 560,000 children aged 6-11 not going to school. In the South South Zone, Rivers State has the highest number of out-of-school children; more than 900,000 children aged 6-11 are not able to access education in this state. In Enugu State in the South East Zone, there are more than 340,000 children who do not have access to schooling (2016 is the most recent year high-quality data is available—these numbers have likely increased due to the impacts of COVID-19). As part of its political economy research project, the RISE Nigeria team conducted surveys of education stakeholders in Enugu State including teachers, parents, school administrators, youth leaders, religious leaders, and others in December 2020. The team also visited 10 schools in Nkanu West Local Government Area (LGA), Nsukka LGA, and Udi LGA to speak to administrators and teachers, and assess conditions. It then held three RISE Education Summits, in which RISE team members facilitated dialogues between stakeholders and political leaders about improving education policies and outcomes in Enugu. These types of interactions are rare in Nigeria and have the potential to impact the education sector by increasing local demand for quality education and government accountability in providing it. Inputs from the surveys in the LGAs determined the education sector issues included in the agenda for the meeting, which political leaders were able to see in advance. The Summits culminated with the presentation of a social contract, which the team hopes will aid stakeholders in the education sector in monitoring the government’s progress on education priorities. This article draws on stakeholder surveys and conversations, insights from the Education Summits, school visits, and secondary data to provide an overview of educational challenges in Enugu State with a focus on basic education. It then seeks to highlight potential solutions to these problems based on local stakeholders’ insights from the surveys and the outcomes of the Education Summits.
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Holmes, George, Jeff DeSimone i Nicholas Rupp. Does School Choice Increase School Quality? Cambridge, MA: National Bureau of Economic Research, maj 2003. http://dx.doi.org/10.3386/w9683.

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Deming, David, Justine Hastings, Thomas Kane i Douglas Staiger. School Choice, School Quality and Postsecondary Attainment. Cambridge, MA: National Bureau of Economic Research, wrzesień 2011. http://dx.doi.org/10.3386/w17438.

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NELYUBINA, E., i L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.

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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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Baron, E. Jason, Joshua Hyman i Brittany Vasquez. Public School Funding, School Quality, and Adult Crime. Cambridge, MA: National Bureau of Economic Research, marzec 2022. http://dx.doi.org/10.3386/w29855.

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Abdulkadiroglu, Atila, Umut Dur i Aram Grigoryan. School Assignment by Match Quality. Cambridge, MA: National Bureau of Economic Research, luty 2021. http://dx.doi.org/10.3386/w28512.

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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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