Artykuły w czasopismach na temat „School Board of Trustees”
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Piscitelli, Anthony, Andrea M. L. Perella i Adam Payler. "Public Expectations of School Board Trustees". Canadian Journal of Educational Administration and Policy, nr 198 (17.02.2022): 19–34. http://dx.doi.org/10.7202/1086425ar.
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School board trustees play an important role in the education of children throughout Ontario. Using an online survey of Ontario residents, expectations of school board trustees are explored in detail. The survey included an open-ended question that asked respondents what role they see being performed by trustees, as well as a question that asked respondents whether they preferred a “delegate” governing model, which believes trustees should represent constituents, or a “trustee” model, which believes trustees should render decisions based on their best judgement. On the surface, respondents see three primary and distinct roles: represent the public; support the administrative functions of the school board, and to ensure educational outcomes are met. In addition, the sample tilts favourably towards the “delegate” governing model. Regression models identify some factors that help explain respondents’ choices.
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Martin, Jan. "Staffing Issues in Remote Rural Schools - What Can New Zealand Learn from the Australian Experience?" Australian and International Journal of Rural Education 4, nr 2 (1.07.1994): 29–30. http://dx.doi.org/10.47381/aijre.v4i2.389.
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Isolated rural schools in New Zealand have always had difficulty attracting and retaining appropriate staff but under the "Tomorrow's School's" regime, the situation has become much worse. Schools in New Zealand are governed by a Board of Trustees, comprising members of the local community and these Boards are charged with the responsibility of employing staff and monitoring their performance. There are few incentives to attract and retain teachers in remote areas and so the fields of applicants are often small and finding a suitable applicant can be a real problem. Appointing suitable applicants is difficult but retaining them in rural areas is even more of a problem and monitoring performance is almost impossible for a Board of Trustees with little or no expertise in the area of performance appraisal. The Education Review Office carries out school reviews every two to three years and reports to the Minister of Education on the performance of the Board of Trustees.
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Davidson, Adrienne M., R. Michael McGregor i Myer Siemiatycky. "Gender, Race and Political Ambition: The Case of Ontario School Board Elections". Canadian Journal of Political Science 53, nr 2 (6.04.2020): 461–75. http://dx.doi.org/10.1017/s0008423919001057.
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AbstractThe political underrepresentation of women and racial minorities in Canadian politics is well documented. One political arena that has yet to be examined in this respect, however, is school boards. Using data from a candidate survey conducted during the course of the 2018 Ontario school board elections, as well as demographic data collected on the entire population of school board candidates, we explore the unique characteristics of school board elections. The research note begins by describing the gender and racial composition of candidates and trustees in Canada's most populous province. It then considers the ways in which school board elections may serve as a launchpad to higher office for either of these two traditionally underrepresented groups, as we explore the features of progressive political ambition, recruitment into school board campaigns and the relative electoral success of racialized candidates and women in this local office. While women do very well in school board elections, they are significantly less likely than their male counterparts to have the desire to move up to provincial or federal politics. Meanwhile, racialized candidates contest school board election in significant numbers and report similar levels of progressive ambition relative to their white counterparts, but they fare exceptionally poorly in school board elections.
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Moradi, Saeid, Aliakbar Amin Beidokhti i Kourosh Fathi. "Comparative Comparison of Implementing School-Based Management in Developed Countries in the Historical Context: From Theory to Practice". International Education Studies 9, nr 9 (29.08.2016): 191. http://dx.doi.org/10.5539/ies.v9n9p191.
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<p class="apa">This paper aims to study the comparative comparison of implementing school-based management in developed countries in the historical context: from theory to practice. School-based management is not by itself and objective but a valuable tool in order to reach sagacity, capabilities and the enthusiasm from most people having shares in school. Emphasizing the empowerment and the promotion of the skill levels and the abilities concerned with the member's active in the school specially the managers, the teachers, and the student’s parents along with the boards motivate their endeavor toward cooperative issues.</p><p class="apa">The findings show the developed countries such as England, Mexico, Australia, The U.S. etc. Making their school management decentralized and autonomous along with submitting full authority to their local councils and their parent -teacher associations have improved their school management qualities and have been able to bring all main agents in the schools into participant in decision making affairs. Of the other strategies concerning the increase in cooperative decision making and turning schools more autonomous, used by leading countries, is to self-centralize (school-based management) and also manage schools in the form as board of trustees in such countries for the managers, the board and the others involved have greater authority to manage school affairs among which countries such as England, Canada, Spain, Iran, etc. can be noted.</p>
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Kurniawati, Atik. "A HIDDEN CURRICULUM PRACTICES". JISAE: Journal of Indonesian Student Assessment and Evaluation 6, nr 1 (23.02.2020): 55–72. http://dx.doi.org/10.21009/jisae.v6i1.13263.
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This paper departs from the issue of the hidden curriculum that occurred during the last 10 years. Hidden curriculum is the practice of school education that contributes to education. Previous studies discuss the role of the state, the role of the school and the teacher's role in the practice of hidden curriculum separately.While in this paper, the researchers wanted to demonstrate the practice of hidden curriculum in a comprehensive manner by using thought Henry Giroux. This research is a case study with a qualitative approach. This research was conducted in 2019 by conducting in-depth interviews, observation and documents. The findings in this study (1) there is a contestation of values due to differences in ideology trustees and teachers that are implemented in the practice of hidden curriculum, (2) The practice of hidden curriculum is done by the board of trustees behind the development of a formal curriculum, and carried out by the teacher to maintain the old identity through daily practices, (3) impacted on the delay on student achievement, because it is generally the practice of hidden curriculum support the practice of the formal curriculum, but the opposite what happened.. advice in this study is need to agree and trust between the board of trustees and school teachers in order to get maximum achievement.
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Kurniawati, Atik. "A HIDDEN CURRICULUM PRACTICES". JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 6, nr 1 (23.02.2020): 55–72. http://dx.doi.org/10.21009/jisae.061.05.
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This paper departs from the issue of the hidden curriculum that occurred during the last 10 years. Hidden curriculum is the practice of school education that contributes to education. Previous studies discuss the role of the state, the role of the school and the teacher's role in the practice of hidden curriculum separately.While in this paper, the researchers wanted to demonstrate the practice of hidden curriculum in a comprehensive manner by using thought Henry Giroux. This research is a case study with a qualitative approach. This research was conducted in 2019 by conducting in-depth interviews, observation and documents. The findings in this study (1) there is a contestation of values due to differences in ideology trustees and teachers that are implemented in the practice of hidden curriculum, (2) The practice of hidden curriculum is done by the board of trustees behind the development of a formal curriculum, and carried out by the teacher to maintain the old identity through daily practices, (3) impacted on the delay on student achievement, because it is generally the practice of hidden curriculum support the practice of the formal curriculum, but the opposite what happened.. advice in this study is need to agree and trust between the board of trustees and school teachers in order to get maximum achievement.
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Schaeffer, Donna M., i Donald (Nick) Rouse. "Effective Academic Advisory Committee Relationships". Contemporary Issues in Education Research (CIER) 7, nr 1 (30.12.2013): 23. http://dx.doi.org/10.19030/cier.v7i1.8308.
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Recently, accrediting bodies are placing great responsibility for accountability on universities and academic schools, departments, and programs. The goal of the increased accountability is improved quality of teaching and learning. In this paper, we describe several levels of accountability for quality teaching and learning in a small, private, liberal arts college. We describe the role the Universitys Board of Trustees. Moving to the School of Business Administration, we explain several activities the Board of Visitors facilitate and participate in. Then, we localize to the Department of Information Systems and Management Science, which has had an advisory committee comprised of award-winning Chief Information Officers and Chief Technology Officers since 2009-2010. Finally, we describe efforts involved in building an advisory committee for a new academic program within the department, the Bachelors in Health Information Management (HIM). This examination provides insights and examples for others who are seeking to establish or re-invigorate their relationships with advisors. It is interesting in that some cases the advisory committee is mandated by law, e.g., the University of Board of Trustees, others are voluntary, e.g., the Schools Board of Visitors and the departments advisory committee, and still others may be prescribed and required by accrediting bodies within particular fields, e.g., the Health Information Management (HIM) program.
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Raptis, Helen. "Exploring the Factors Prompting British Columbia's First Integration Initiative: The Case of Port Essington Indian Day School". History of Education Quarterly 51, nr 4 (listopad 2011): 519–43. http://dx.doi.org/10.1111/j.1748-5959.2011.00356.x.
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On June 2, 1947, British Columbia Indian Agent F. Earl Anfield requested that the Prince Rupert Board of Trustees allow the seventeen children of Port Essington Indian Day School to attend Port Essington Elementary at an annual cost to federal authorities of $65.00 per child. The trustees' approval of the request led to the permanent closure of the fifty-eight-year-old Methodist-established day school and marked British Columbia's first large-scale integration initiative. The event would not have been significant were it not for the fact it occurred two years before the passage of provincial legislation—and four years before federal legislation—that would enable it.
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BONDS, MATTHEW H., i JEFFREY J. POMPE. "Improving institutional incentives for public land management: an econometric analysis of school trust land leases". Journal of Institutional Economics 1, nr 2 (grudzień 2005): 193–215. http://dx.doi.org/10.1017/s1744137405000123.
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There is considerable interest in the proper management of public lands in the United States, but questions arise over what institutional arrangements may ensure proper land stewardship. Recently, the trust doctrine has been heralded as a way to motivate prudent decision making by land managers. School trust lands, which are managed to generate revenues for public schools, represent a long-standing example of the trust doctrine at work. We examine Mississippi school trust leases and show that the trustees, who are elected officials, maintain multiple conflicting objectives, which ultimately undermine the trust relationship. However, we find that a recent institutional change that made the Boards of Education (the fund recipients) the trustees, caused revenues to increase dramatically.
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Schultz, Robert A., i Lori Lutz. "Leadership Impact Experiences of Student Representatives to The Roeper School Board of Trustees". Roeper Review 40, nr 4 (2.10.2018): 234–44. http://dx.doi.org/10.1080/02783193.2018.1501784.
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Feuerstein, Abe, i V. Darleen Opfer. "School Board Chairmen and School Superintendents: An Analysis of Perceptions concerning Special Interest Groups and Educational Governance". Journal of School Leadership 8, nr 4 (lipiec 1998): 373–98. http://dx.doi.org/10.1177/105268469800800403.
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This study focuses on the perceptions of Virginia school board chairmen and superintendents as they relate to local governance issues. These perceptions provide great insight into the problems faced by Virginia school boards—both elected and appointed—in the aftermath of a 1992 law allowing communities to shift from appointed to elected school boards. All superintendents and school board chairmen in the state were surveyed on the following topics: their perceptions concerning school board members’ orientations toward their role as representatives (trustee vs. delegate), their personal attitudes concerning the electoral process, their assessment of interest group involvement in district decision making, their feelings concerning the public's support of school district policies, and their evaluation of the level of tension between the superintendent and the school board.
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Kazantseva, Svetlana Genrihovna. "Samara and Simbirsk nobility role in education promotion and support at the turn of XIX-XX centuries". Samara Journal of Science 6, nr 1 (1.03.2017): 120–23. http://dx.doi.org/10.17816/snv201761208.
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The paper deals with the nobility charity of the Samara and Simbirsk provinces at the end of XIX - beginning of the XX centuries. The provincial nobles because of their privileged class status sacrificed their money to promote and support education among both the nobility and other classes. Donations were sent to the noble educational institutions such as school, cadet corps, universities, as well as to schools for the lower classes: teachers schools, peasant schools and colleges, vocational schools, training workshops. The paper analyzes the main forms of support for students - establishment and payment of nominal scholarships to students of high schools, universities, military schools, content of education both for the nobility and for students from other classes. Students of such institutions were often on full board basis at the expense of the nobility. In addition the nobles were initiators of charitable societies, which were engaged in material support of students as well as led boards of trustees at various educational institutions. The study of pre-revolutionary Russian education support experience helps us to find ways to develop and encourage students nowadays.
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Shorobura, I. "Peculiarities of state-public school management". Journal of Education, Health and Sport 12, nr 1 (31.01.2022): 331–43. http://dx.doi.org/10.12775/jehs.2022.12.01.028.
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The article analyzes the features of public administration of the school. Today, a school cannot exist separately from the needs and interests of the community, but it can be a driver of its development and implementation. In this case, the model of a socially active school can be effective, which aims not only to provide educational services to students, but also to develop the community, involve parents and community members in solving social and other problems that exist in the school. and in the community. The management of socially active schools is based on partnership and volunteer relations, namely the management is carried out on the basic principles of: democracy; prognosticity; adaptability; flexibility and mobility; focus on development, innovation, creativity; personality-oriented and individual approach.
The model of activity of an educational institution as a socially active school includes three components, namely: democratization; volunteering; mutually beneficial partnership in the school-community system, which is implemented through project activities of all participants in the educational process. An important role belongs to the educational district.The growing influence of parents and the public contributes to the creation of public administration bodies, namely the School Board, the Board of Trustees, the Public School Fund, and the Alumni Association. Public authorities of the school consider strategic issues of school development and exercise public control. In the formation of the model of public administration of educational institutions of great importance should be given to work with parents of students. Today, public school bodies are being actively created. They approve strategic development plans, have the opportunity to exercise public control over its work.
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Alderfer, Clayton P. "Not Just Football: An Intergroup Perspective on the Sandusky Scandal at Penn State". Industrial and Organizational Psychology 6, nr 2 (czerwiec 2013): 117–33. http://dx.doi.org/10.1111/iops.12022.
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AbstractWhen the Penn State football scandal exploded in 2012, observers tended to frame events in terms of individuals behaving badly or irresponsibly. The perpetrator of child abuse was convicted and sent to prison; the head football coach was fired; the president of the University and several senior administrators were terminated; and the former head of the Board of Trustees was forced to resign. Certainly, these actions were understandable under the circumstances. Terrible crimes had been committed and covered up for over a decade. Nevertheless, an exclusively individual focus overlooks the roles of 9 groups whose collective behavior first allowed the criminal acts to occur and then put an end to them. The groups included the children's families and high school coaches, the Penn State football coaching staff, the Penn State senior administration, the Penn State Board of Trustees, the Second Mile charitable organization, the Centre County Pennsylvania criminal justice system, Penn State students, the Big 10 athletic conference, and the National Collegiate Athletic Association. This article employs a group and intergroup perspective to analyze key events and to explain both the dysfunctional systemic behavior and the corrective actions.
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Hedo, Anna, i Olha Kryhina. "Charitable Activity of Bulgarians in the South of Ukraine (The Middle of the XIX Century – The Early XX Century)". Istoriya-History 29, nr 3 (20.05.2021): 303–19. http://dx.doi.org/10.53656/his2021-3-6-char.
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Based on a comprehensive analysis of the materials of the State Archives of Odessa Region, periodicals, charters of Bulgarian charitable societies, reports of the Bulgarian Board of Trustees in Odessa, and scientific literature, the article comprehensively reflects the charitable activities of Bulgarians in the South of Ukraine in the mid-nineteenth – early twentieth century. The main attention in the research is paid to the creation and activity of the “Bulgarian Board of Trustees in Odessa”. Based on the information of the charter, the society’s reports and archival materials, the participation, status and nationality of the society’s benefactors, the directions of its activities, revenues and expenditures have been reproduced. The activities of the society were aimed at supporting Bulgarian Orthodox churches, providing scholarships to Bulgarian pupils, purchase and sending of church and secular literature to Bulgaria, translation and publication of books in Bulgarian. In the second half of the 1870s, the Board of Trustees allocated significant funds for the uniforms of Bulgarian volunteers, the formation of a militia of Bulgarians fleeing to Odessa after the Serbo-Turkish War and their military training in army regiments, the purchase of weapons, and assistance to soldiers. It is noted that the Board of Trustees became an important center of patronage and education and maintained ties with other charitable societies in the South of Ukraine, as well as with all-Russian and Bulgarian societies. Bulgaria’s position in the First World War led to the liquidation of all Bulgarian charitable societies in southern Ukraine by the imperial government. It is noted that Bulgarians were not co-opted into the society of Southern Ukraine and focused most of their efforts on helping Balkan compatriots, training teachers for Bulgarian schools, and not on the development of Bulgarian education in the South of Ukraine.
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Malczewski, Joan. "Interstitial Collaboration: Education Reform in the Jim Crow South". Studies in American Political Development 31, nr 2 (październik 2017): 238–58. http://dx.doi.org/10.1017/s0898588x17000128.
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The Board of Trustees of the Negro Rural School Fund convened in the office of the president of the United States on December 14, 1911. The mission of the fund was to assist Southern black schools, supplying black supervising teachers to rural areas.1President William Howard Taft presided over the meeting, which included members from banking, industry, philanthropy, higher education, and the clergy, demonstrating the importance of associated action in policy and political development in the early twentieth century.2These elite reformers hoped to guide policymaking in education reform, and their work was just one part of a far-reaching agenda for education in the Jim Crow South, based on the premise that public schooling was important to a strong national state.3Yet, it was difficult for elite actors to implement national policy goals in state and local areas, particularly for education. Local control was an important characteristic of American schooling, and Southern education reform was a particularly complicated terrain, dominated by rural areas committed to states’ rights, local control, and the racial state.4While the fund's trustees hoped to direct efforts from their lofty White House venue, foundation efficacy required extensive collaboration with organizations and actors across the South. This work, referred to here asinterstitial collaboration, included a set of initiatives tailored to state and local regions, supported by cooperative relationships between governmental and nongovernmental organizational entities and with citizens across the political spectrum.
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Rosyidah, Siti Fariha, Atik Fadhilah, Intan Wahyuning Tias, Hesti Majidatun Najihah i Elya Umi Hanik. "Implementasi SPMI dalam Peningkatan Mutu Pendidikan di SD Istiqomah". ALSYS 2, nr 4 (13.07.2022): 503–13. http://dx.doi.org/10.58578/alsys.v2i4.448.
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In understanding the objectives of public training, regarding the public norms of training, school quality improvement is done in an efficient, arranged, quantifiable and maintainable way. With the goal that quality confirmation and satisfaction of schooling quality guidelines in essential training units can be completed more ensured and coordinated. This study plans to distinguish and depict the execution of the Interior Quality Confirmation Framework cycle in SD Istiqomah. In information assortment, the procedures utilized are: perception, meetings, and documentation studies. The consequences of this review demonstrate that, those executed through quality improvement exercises as per the phases of the SPMI cycle completed at Istiqomah Primary School include: one, school self-assessment in light of the training quality report card, second, quality improvement arranging through the foundation of a quality confirmation board of trustees and reanalyzing the outcomes. school self-assessment, third, use of value improvement, fourth, checking assessment and quality improvement results and fifth arrangement of value anticipating the approaching year. The execution of inner quality confirmation affects a more inventive growing experience, understudy accomplishment and school accomplishment. With the goal that eight public guidelines can be met as well as consumer loyalty both inside and outer schooling.
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Harvey, Birt. "INTRODUCTION". Pediatrics 94, nr 4 (1.10.1994): iv. http://dx.doi.org/10.1542/peds.94.4.iv.
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One of the ongoing objectives of the Johnson & Johnson Pediatric Institute is to provide pediatricians with practical information on issues whose importance is just becoming clear, issues that may not yet be adequately addressed in the usual pediatric reference sources. The prevention of violent behavior in children is one such issue. Recognizing that violent behavior has become part of the "new morbidity," that violence in adulthood may have its genesis in childhood, and that pediatricians can play an important role in preventing children from using violence, the Institute's board of trustees elected to explore the possibility of a conference on this topic. A group of experts—Jerome Hirschfeld, Howard Spivak, Don Schwarz, and Modena Wilson—was asked to advise the board of trustees on what general and specific content should be included in such a conference, which experts to invite for each subject, and how best to format a conference. Pleased with the suggestions of this group, who became a planning committee, the board agreed to support a conference that would offer recommendations for physician actions on both an individual and an organizational level. The planning committee believed that the conference should focus on one of the things that pediatricians do best—prevention—and that it should be limited to primary prevention because of time considerations. Thus, the focus was on providing information that would help pediatricians in preventing violent behavior among all the children they care for, not only those children in families that may be at risk. These efforts would be in contrast to the secondary prevention efforts that would occur after a child has already been involved in violent activity or the tertiary efforts that might include special school or community programs or rehabilitative efforts for chronic violent offenders.
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Santiago, Andrea, i Fernando Roxas. "The case of the unhappy teachers". CASE Journal 11, nr 3 (10.09.2015): 382–86. http://dx.doi.org/10.1108/tcj-05-2015-0012.
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Synopsis This case presents the staffing problem of Manuel Garcia, president of Saint Catherine School (SCS). He needed to incentivize quality teachers to stay with the school but he faced three challenges. First, the school is located in a far flung city in Mindanao, Philippines. Second, the city is economically depressed and the parents are price-sensitive. Third, the school is dependent on tuition revenue and collections barely cover school expenditures. Manuel would have to find creative solutions and defend his decision to the teachers and the Board of Trustees. Research methodology The researchers relied on primary data to write the case although the Chairman opted that the school name and all the characters names be disguised. The researchers interviewed individually the Chairman of the Board, President, Vice Chancellor for Academics, University Registrar, Finance Director, and Human Resource Manager of the school. The researchers also interviewed faculty members as a group. The information on the exhibits were culled from reports presented by the administrative team. Relevant courses and levels The short case is a learning tool for students taking a degree in educational leadership and management. It can be used as part of an integrating module for graduate students. By this time, students would have had prior lessons in financial, trend, and ratio analysis. The case can also be used to reinforce lessons in the following courses at the undergraduate or graduate level: human resource management, data-driven decision making, financial resource management, educational policy, and even communication. Further, the case is suited for school administrators attending executive development programs. Running a school is more than managing the curriculum. There is a business side that has to be considered. This case helps teachers-turned-administrators consider the financial implications of human resource management decisions. In this instance, salaries and benefits.
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Kasful, Kasful. "The Leadership of Kyai in Islamic Boarding School (A Study of Islamic Boarding School in Jambi)". Al-Ta lim Journal 22, nr 1 (28.02.2015): 88–95. http://dx.doi.org/10.15548/jt.v22i1.113.
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This study was conducted based on the problem of kyai leadership pattern in Islamic boarding school in Jambi which is considered as paternalistic and centralistic. The study was aimed at exploring the effectiveness of kyai leadership at Islamic boarding schools in Jambi dealing with the following questions: 1) What kind of system is applied in the election of Islamic boarding school leader? 2) What kind of leadership model used in Islamic boarding school Jambi? 3) What is the effectiveness of the kyai leadership in relation with the vision, mission, management, and policy maker of that school? 4) What were the roles of kyai as the leader of Islamic boarding school among the society? Qualitative design was used in this study and purposive sampling was employed to determine the respondents. Observation, interview and documentation were used to collect the data. It was found that: 1) The Islamic Boarding School of Nurul Iman applied deliberation and consensus system leader in which teachers, board of trustees and coordinator of Pecinan are participating in when electing the leader and the model of leadership in this school is charismatic. The As’ad School leader’s election was based on family-tree system and the model of leadership in this school was paternalistic. In PKP Al-Hidayah, the leader is elected directly by the government of Jambi province as the owner of the school. 2) In general, the model of leadership applied in Islamic boarding school in Jambi was collective-passive model because generally Islamic boarding school at Jambi are under the management of particular foundation.3) The leadership of kyai is not effective because the management system applied was not effective. 4) The role of kyai among the society ran harmoniously. Based on the research findings, democratic and open election system are recommended in Islamic boarding school leader election to respect individual right to consider leader’s credibility, quality and acceptability. Copyright © 2015 by Al-Ta'lim All right reserved
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Choriyan, S. K. "EKATERININSKAYA WOMEN‘S GYMNASIUM OF NAKHICHEVAN-ON-DON". History: facts and symbols, nr 4 (8.12.2021): 144–50. http://dx.doi.org/10.24888/2410-4205-2021-29-4-144-150.
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Among the educational institutions of the Armenian city of Nakhichevan-on-Don, a special place was occupied by the Catherine women's gymnasium. This educational institution underwent an evolution from a three-year school to a female gymnasium, the appearance of which marked the manifestation of a rather conservative Armenian society towards female education. Unlike the parish schools Armenian educational institutions of the city, where the teachers were Armenians, the mentioned gymnasium was an educational institution in which a wide range of subjects were taught by teachers of various nationalities. The subjects studied here aligned with the subjects of the gymnasium program, including various languages, mathematics, physics, history, drawing, dance, etc. The city public administration of Nakhichevan-on-Don has always shown touching concern for the Catherine's female gymnasium, and all the problems that the Board of Trustees of the gymnasium faced were promptly resolved. Catherine's female gymnasium enjoyed great prestige among the local population, which was reflected in its overcrowding with students and the emergence of parallel classes.
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Tatebe, Jennifer. "The 'New': Small and Rural Schools' Influence on Regional Urban Developments". Australian and International Journal of Rural Education 31, nr 3 (26.11.2021): 15–28. http://dx.doi.org/10.47381/aijre.v31i3.301.
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Rapid urban development in small rural communities is occurring at an unprecedented pace in regional Aotearoa New Zealand. Despite this growth, rural schools are positioned at the margins of the planning process and the implications of this urbanisation trend remains unknown. This research challenges the notion of the rural-urban divide by locating rural schools as a key part of regional urban development and thus will be of interest to government officials, developers, educators, and local community interest groups. The study explores the social, economic and political impact of urban development on small and rural primary schools (N=6) in two of the fastest growing regions in the country. Interviews with school principals and focus group interviews with school boards of trustees were conducted. The findings suggest the emergence of new, complex and contested 'semi-rural' identity as an outcome of the uncertain and ever-changing demographic landscape. Varying school leadership and governance perspectives of urbanisation are placed on a spectrum, premised upon different experiences of the struggle to balance new, and often competing, parent and community aims and changing school populations. The findings contribute to theorising about the construction of rurality and its influence on the creation of a new urbanised semi-rural community identity. Findings offer the potential for knowledge sharing amongst rural schools currently or for others likely to experience rapid urbanisation in their communities in the future.
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Al-Hail, Maryam A., Luluwah Al-Fagih i Muammer Koç. "Partnering for Sustainability: Parent-Teacher-School (PTS) Interactions in the Qatar Education System". Sustainability 13, nr 12 (10.06.2021): 6639. http://dx.doi.org/10.3390/su13126639.
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The interaction avenues, levels, and impacts between parents, schools and teachers have changed drastically due to the ever-increasing responsibilities, frequent and rapid changes in the curriculum, the invasive dominance of the internet and digital media in the lives of all stakeholders, and the digitization of learning materials, to name a few. This pilot study follows a design-thinking approach to investigate the current practices, needs, and challenges of parental involvement in public schools in Qatar to improve student achievements towards sustainable living and habits by identifying problems, developing solutions, and improving student achievement in conjunction with all local and relevant stakeholders. To this end, building on extensive and comparative studies on theories, models, and best practices within and outside the selected domain, a qualitative study is conducted to obtain insight from local teachers and parents in preparatory public schools. The grounded theory method is employed to analyze the data via the qualitative coding technique. The results indicate that parental involvement practices in Qatar public schools occur in different forms, including home-based and school-based learning. Furthermore, while almost all parents recognize the significance of parental involvement and show a high level of interest in being on the ‘Board of Trustees’, in reality, very few participate or volunteer in school activities, and they rarely visit classrooms or interact with teachers or schools, mainly due to their increasing job-related commitments. In addition, the majority of parents indicate the need for additional flexibility in communication with the school to increase their involvement. Meanwhile, the teachers highlight the significant lack of parental involvement in understanding, overcoming and improving student achievement in both academic subjects and sustainable living habits and actions. The study outlines a few key suggestions to overcome these challenges and improve the parent-teacher-school (PTS) partnership, including offering mandatory parenting classes, developing and implementing effective communication mechanisms to facilitate parent-school interactions, and involving parents in decision-making process relating to their children and other school-related activities. Despite the sampling limitation, this study’s findings represent a starting point for understanding the needs of PTS partnerships, current practices of parental involvement, and mechanisms to improve their contribution to Qatar’s schools.
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Giles, David. "A storyline of ideological change in a New Zealand primary school". International Journal of Organizational Analysis 23, nr 2 (11.05.2015): 320–32. http://dx.doi.org/10.1108/ijoa-09-2012-0614.
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Purpose – This article aims to report on the findings from a research project that explored a school’s changing ideological storyline with the appointment of a new Principal and the Board of Trustees’ intention to move towards a strengths-based approach to education. Following the school’s dialogue and decision-making over a three-year period enabled the identification of a range of competitive processes between the dominant and an emergent ideology within the school. Design/methodology/approach – Using an ideological framework proposed by Meighan et al. (2007), the research focussed on the development and maintenance of shared understandings within each ideology. For the purpose of this article, the participants have been limited to those in school governance, the school’s senior leadership team and some teachers across a three-year period. Data were gathered through semi-structured interviews, online surveys and informal observations and analysed through interpretive and hermeneutic processes. Findings – The findings show the subtleties and nuances of two dominant and competing ideologies that represented different philosophies for education: a deficit discourse of progressive ideals and a strengths-based ideology of education. The existing and dominant ideology is challenged by the determination and moral purpose of the principal with the unanimous support from those in governance. In due process, the school emerged into a creative enterprise through the adoption of shared understandings that were underscored by a strengths-based ideology. Originality/value – It is incumbent upon school principals to notice the shifting organisational storylines within their schools and communities and act in a manner that realises the moral imperative of schooling for the students (Fullan, 2011). This article opens specific ideological processes that have appreciatively moved a school towards pedagogical excellence and a repurposing of the organisation for the students’ sake.
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Middleton, Sue. "Equity, Equality, and Biculturalism in the Restructuring of New Zealand Schools: A Life-History Approach". Harvard Educational Review 62, nr 3 (1.09.1992): 301–23. http://dx.doi.org/10.17763/haer.62.3.06u43p45m6t2682m.
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In this article, Sue Middleton draws on interview data from the initial phase of"Monitoring Today's Schools," a research project to monitor the impact of New Zealand's educational restructuring. Unlike restructuring movements in other countries,the New Zealand movement specifically included goals of social equity and cultural inclusiveness, and Middleton focuses on the reactions of parents, teachers,and administrators to the restructuring efforts surrounding these issues. After presenting a brief historical overview of the development of and debate over equity and cultural inclusiveness in New Zealand education, Middleton presents excerpts from interviews with members of three different schools' boards of trustees, which were created as part of the restructuring effort to move more authority to the local school level. She includes their reactions to the impact of social equity and cultural inclusiveness policies on their schools and their children, and concludes by describing recent developments in New Zealand education regarding these issues.
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Rahmi, Elvi, Achmad Patoni i Sulistyorini Sulistyorini. "The Management of Human Resources Development in Increasing the Quality of Islamic Education Institutions". Al-Ta lim Journal 27, nr 2 (30.07.2020): 166–78. http://dx.doi.org/10.15548/jt.v27i2.624.
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Human resources are the biggest strength in the management of Islamic educational institutions. The quality of human resources is crucial right now, because competence of human resources who have knowledge and skills will be able to cope environmental changes. Teachers and employees are the key of success in educational institutions. Good or bad performance of teachers and employees will support the competitiveness of schools. Based on this phenomenon, this research reveals the development of educators and education staff in enhancing competitiveness in the Excellent Islamic Elementary School in Bukittinggi City. This research uses descriptive qualitative. Located in Excellent Islamic Elementary School Bukittinggi City. The source of data in this study is the board of trustees, principals, teachers and employees. The techniques of data collection are participant observation, in-depth interviews and documentation. Later on the collected data is analyzed using data reduction techniques, data presentation, and conclusion. All data are approved by validity through a credibility test, transferability test, dependability test and conformability test. The results showed that the development of teachers and employees is done through 1) on the job training, that is, development that takes place during working hours takes place both formally and informally. 2) Off the job training, that is development that has done specifically outside of work. As for the development carried out: a) training in the form of quantum teaching training, workshops for making learning media and parenting seminars, b) rotation position, c) Religious Development, d) Teacher working groups (KKG) and comparative studies. This development aims to improve the competencies of teachers and employees in the school environment so that they can improve the quality of Islamic educational institutions in accordance with the increasingly stringent times.
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Bourke, Roseanna, i John O'Neill. "The rights of the child and what this means for teachers". Set: Research Information for Teachers, nr 3 (16.12.2022): 4–9. http://dx.doi.org/10.18296/set.1512.
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Aotearoa New Zealand ratified the 1989 United Nations Convention on the Rights of the Child (UNCRC) in 1993, which means its principles and rights are obligatory, not optional. So, UNCRC has important implications for teachers, leaders, and boards of trustees in schools. UNCRC has 54 articles. A good starting point for teachers is the articles that directly impact on their work with their students. These include Articles 12, 13, 28, 29, and 30. The children’s rights framework of “space, voice, audience and influence” developed by Professor Laura Lundy is universally recognised as a useful tool for teachers to use when considering how to practically apply UNCRC Article 12, which states that all children have the right to have their say and express their views on matters of interest to them. This includes their classroom relations with teachers, the curriculum, school policies, and rules. Engaging students in meaningful decision making encourages more democratic and autonomy supportive forms of teaching and learning.
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Donato, Rubén, i Jarrod Hanson. "“Porque tenían sangre de ‘NEGROS’”: The Exclusion of Mexican Children from a Louisiana School, 1915-1916". Association of Mexican American Educators Journal 11, nr 1 (31.05.2017): 125. http://dx.doi.org/10.24974/amae.11.335.
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This article examines the exclusion of Mexican children from a Louisiana public school in 1915-1916. A school board trustee threw the children out of the school because he saw them as racially mixed and used the socially recognized argument that they had “negro blood.” Although school officials did not see Mexican children as Black or White, their mestizo appearance became a racial marker. Given this time and location—where legal segregation was understood in Black and White terms—Mexicans posed a dilemma because they did not fit into the binary racial system. Although the Mexican consul conducted an investigation and the Mexican Ambassador filed a complaint to the U.S. Department of State, the case was never resolved. We want to broaden the conversation about the racialization of Mexicans in public schools by highlighting the complexities of race and segregation in the deep South.
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Senkina, Anna. "THE SCHOOL READING BOOK IN THE RUSSIAN PARLIAMENT, OR ON AN EPISODE IN THE HISTORY OF CENSORSHIP AND CRITICISM OF EDUCATIONAL LITERATURE IN THE EARLY TWENTIETH CENTURY". Children's Readings: Studies in Children's Literature 22, nr 2 (2022): 104–31. http://dx.doi.org/10.31860/2304-5817-2022-2-22-104-131.
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This article discusses a unique precedent in Russian history when the textbook for elementary schools became the subject of parliamentary debate. In March 1913, a group of right-wing members of the State Council appealed to the Minister of Public Education for permission to use the 3rd part of the “Nov’” reading book by N. Tulupov and P. Shestakov in elementary schools. The interpellents argued that in Nov’; and a number of other primary school textbooks approved by the ministry, the authors’ biased texts were anti-monarchical and anti-state, pitting one class against another, killing the people’s religiosity and developing anti-militaristic sentiments. The parliamentarians involved in the debate found themselves in the unusual role of literary critics, children’s reading leaders, and experts in primary education. An analysis of this mishap, its background and consequences, and the discussion in the State Council itself reveals that in the interrevolutionary decade other institutional players besides the state emerged in the field of education policy: zemstvos, school and school boards of trustees, teachers’ public organizations, educational periodicals and, later, political parties. In the absence of curricula for primary schools, the content of teaching was in fact determined by the educational literature that the zemstvo purchased for the schools in its district, choosing from an extensive list of publications permitted by the Ministry. However, state censorship was not an obstacle to the active work of liberally-minded educators in publishing and promoting textbooks, which provoked such a strong reaction from right-wing conservatives. The reading book became the subject of a political struggle for the opportunity to determine the ideological agenda of public education.
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Manalu, Nimrot. "IMPLEMENTATION OF SPORTS NATIONAL POLICY ON SPORT LEARNERS IN NORTH SUMATRA". JIPES - JOURNAL OF INDONESIAN PHYSICAL EDUCATION AND SPORT 4, nr 1 (30.07.2018): 90–99. http://dx.doi.org/10.21009/jipes.041.09.
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The purpose of this research is to get information about the implementation of national sports policy towards student sport in North Sumatra. This research is a qualitative research. The focus of this research is to explore the real situation occurring in the forefront of the national sports and sports policy of North Sumatra students collected by interview method. The result is that there is no harmony between the sports policy and the reality society of sports in North Sumatra. This research gave birth to recommendations such as the need to optimize the socialization of Law No. 3 of 2005, Regulation of Government no. 18,17,18 among physical education teachers and trainers of Sports Students in North Sumatra are communicative, chain and quality. Need to be socialized National sports programs or projects such as the need for guidance or guidance for students' recreational sports, it is necessary to establish guidelines for the establishment of student achievement sports, to optimize the existence of Board of Trustees of Student Sport throughout Indonesia, it is necessary to realize the procurement of sports science and technology in schools that build sport achievement in North Sumatra, it is necessary to realize the establishment of the Student Training Center Training Center at the district / city level, it is necessary to realize the presence of special trainers of sports with the status of civil servants in school schools, and the need to realize sports championships or students' sports week at each level of city districts periodically and continuously.
Keywords: National Policy Implementation of Sports, Sports Student
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Arifin, Zaenal. "Manajemen Konflik Pada Kepemimpinan Kolektif BPK-P2L Pondok Pesantren Lirboyo Kediri". Jurnal Pemikiran Keislaman 29, nr 1 (29.01.2018): 177–205. http://dx.doi.org/10.33367/tribakti.v29i1.616.
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This article is the result of a study that discusses conflict management implemented in the collective leadership of the Lirboyo Kediri Islamic Boarding School. Where the Lirboyo Kediri boarding school is one of the largest pesantren in the province of East Java and has also existed for more than a century and now its leadership is in the hands of the 4th generation who is the grandson of the founder of the pesantren. In carrying out its leadership, the Lirboyo Kediri boarding school uses a collective leadership style incorporated in a forum called BPK-P2L (Lirboyo Kediri Islamic Boarding School Board of Trustees).
The results of this study conclude first, that the formation of the Lirboyo Kediri BPK-P2L Islamic Boarding School has the motive to maintain the integrity of the zealous ties of the pesantren. Second, the map of potential conflicts in the Lirboyo Kediri boarding school consists of: 1). The Lirboyo Kediri boarding school has unit boarding schools that are independent and have their own caregivers and organizations but on the other hand must also comply with the BPK-P2L decision, 2). Term of pondok kulon and pondok wetan. Third, that in conflict control BPK-P2L Lirboyo Kediri applies the musayawarah approach, the division of roles and authority, and applies the tradition of marriage between relatives.
Artikel ini merupakan hasil penelitian yang membahas tentang manajemen konflik yang diimplementasikan pada kepemimpinan kolektif di Pondok Pesantren Lirboyo Kediri. Dimana pesantren Lirboyo Kediri merupakan salah satu pesantren tersbesar di provinsi Jawa Timur dan juga telah eksis selama 1 abad lebih dan saat ini tampuk kepemimpinannya berada di tangan generasi ke 4 yang merupakan cucu dari (muasis) pendiri pesantren tersebut. Dalam menjalankan kepemimpinannya, pesantren Lirboyo Kediri menggunakan gaya kepemimpinan kolektif yang tergabung dalam wadah yang bernama BPK-P2L (Badan Pembina Kesejahteraan Pondok Pesantren Lirboyo Kediri).
Hasil penelitian ini menyimpulkan pertama, bahwa pembentukan BPK-P2L Pesantren Lirboyo Kediri memiliki motif untuk menjaga keutuhan ikatan kekerabatan dzuriah pesantren. Kedua, peta potensi konflik yang ada di pesantren Lirboyo Kediri terdiri dari: 1). Pesantren Lirboyo Kediri memiliki unit-unit pesantren yang berdiri sendiri dan memiliki pengasuh serta organisasi tersendiri tetapi di sisi lain juga harus patuh pada keputusan BPK-P2L, 2). Term pondok kulon dan pondok wetan. Ketiga, bahwa dalam pengendalian konflik BPK-P2L Lirboyo Kediri menerapkan pendekatan musayawarah, pembagian peran dan wewenang, serta menerapkan tradisi pernikahan antar kerabat.
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Partington, Neil. "Murray v McCullough (as Nominee on Behalf of the Trustees and on Behalf of the Board of Governors of Rainey Endowed School) [2016] NIQB 52". Northern Ireland Legal Quarterly 67, nr 2 (1.06.2016): 251–55. http://dx.doi.org/10.53386/nilq.v67i2.112.
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Bow, Charles Bradford. "Samuel Stanhope Smith and Common Sense Philosophy at Princeton". Journal of Scottish Philosophy 8, nr 2 (wrzesień 2010): 189–209. http://dx.doi.org/10.3366/jsp.2010.0006.
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In this article, I discuss how Samuel Stanhope Smith advanced Reidian themes in his moral philosophy and examine their reception by Presbyterian revivalists Ashbel Green, Samuel Miller, and Archibald Alexander. Smith, seventh president and moral philosophy professor of the College of New Jersey (1779–1812), has received marginal scholarly attention regarding his moral philosophy and rational theology, in comparison to his predecessor John Witherspoon. As an early American philosopher who drew on the ideals of the Scottish Enlightenment including Common Sense philosophy, Smith faced heightened scrutiny from American revivalists regarding the danger his epistemology presented to the institution of religion. The Scottish School of Common Sense was widely praised and applied in nineteenth-century American moral philosophy, but before the more general American acceptance of Common Sense, Smith already appealed to Reidian themes in his methodology and treatment of external sensations, internal sensations, intellectual powers, and active powers of the human mind. In this paper, I argue that Smith's use of Reidian themes for grooming his student's morality conflicted with the educational expectations from revivalists on Princeton's board of trustees who demanded more attention on orthodox theology. I identify Smith's notions of causation, liberty, and the moral faculty as primary reasons for this tension over Princeton's educational purpose during the first decade of the nineteenth century.
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Young, A., N. Redfern i L. Sher. "Counting the cost of surgical training: perspective from a school of surgery". Bulletin of the Royal College of Surgeons of England 92, nr 2 (1.02.2010): 46–50. http://dx.doi.org/10.1308/147363510x485751.
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It has long been acknowledged that hospital doctors train their juniors with only limited extra time or support and little formal training for their role. The introduction of job planning was intended to recognise formally the additional time needed for this and other activities and the new Postgraduate Medical Education and Training Board (PMETB) standards for trainers are intended to address the need for faculty development. If these Standards for trainers are to be achieved, regulators may need to provide clearer guidance to trusts about the time required in job plans to deliver the expected standard of educational and clinical supervision and other deanery and royal college educational roles.
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Vinall, Caroline. "Like a puppet on a string … exploring Headteachers’ perceived demise of Local Governing Bodies within an English Multi-Academy Trust". Management in Education 36, nr 1 (6.11.2021): 25–33. http://dx.doi.org/10.1177/08920206211051474.
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Multi-Academy Trusts (MAT) have developed organically in England since 2010. As a result, there appears to be a lack of consistency in the interpretation of delegated responsibilities of Local Governing Bodies (LGB). In a small-scale study of Headteacher (HT) accountability within one English MAT, governance was revealed as a major cause for concern. Accountability links between HT performance management, LGBs, Chief Executive Officer (CEO) and Trust Board were unclear. There was a perception of a lack of upward communication and an increase in local ‘rubber-stamping’ of MAT strategy. It is argued that, whilst LGBs are used as a form of ‘chain of command’ to monitor individual schools, their actual purpose may be operational; governed and limited by the Trust Board. LGBs appear to have lost their strategic influence in the conversion from maintained school to academy. I suggest that the term ‘Local Governing Body’ is potentially erroneous in its nomenclature, as some LGBs merely provide a middle level of ‘educational responsibility’ – puppets on a string.
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جمال سید عبدالغفار, ندی. "دور مجالس الامناء ومدی تحقیق اهدافها فی المدارس الثانویه Role of board of trustees and extent of achievement of their objectives in secondary schools". المجلة العلمیة للخدمة الاجتماعیة 14, nr 1 (1.06.2021): 294–314. http://dx.doi.org/10.21608/aial.2021.73319.1090.
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Ruspandi, Dede. "Analisis Model Manajemen Sekolah Alam Indonesia". Jurnal Utilitas 1, nr 2 (13.04.2022): 176–90. http://dx.doi.org/10.22236/utilitas.v1i2.4570.
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Research intended to investigate the application of management model at Sekolah Alam Indonesia, a nature basedschool located at Ciganjur, South Jakarta region. Research methods used was a case study with qualitative approach. Datagathered from interviews, literature analysis, observation. The data analyzed by data organizing technique, data assumptionexamination, and data description. Research subjects were Director, Director of Academic Affair, principles, Teachers, andparents.The study described some results as the special managerial characteristics of Sekolah Alam Indonesia as: 1) schoolplanning generally organized by Board of Trustee and special planning conducted by the Director of the school; 2) schoolorganization shape as flexible community; 3) staff recruitment conducted by structured method; 4) the foundation drive theschool with the hand of the director and principals; 5) coordinating Task mostly conducted by director periodically accordingto learning problem or other program; 6) reporting job done by the report to the board of the trustee; 7) budgeting programheld by financial staff by one door rule for all financial cash turnover. Some characteristics differ Sekolah Alam Indonesiawith general school in Indonesia according to facilities and infrastructures; school organization; educational staffperformance standards; the specific concept about curriculum and learning; the curriculum implementation and learningprogram; learning assessment. Management model implemented was MPMBS (Manajemen Peningkatan Mutu BerbasisSekolah/School based Quality Improvement Management) with some flexibilities in the organization.AbstrakPenelitian bertujuan untuk mengetahui model manajemen yang di terapkan Sekolah Alam Indonesia CiganjurJakarta Selatan. Metode Penelitian ini adalah studi kasus dengan menggunakan pendekatan kualitatif deskriptif. Subyekpenelitian terdiri dari direktur utama, direktur pendidikan, kepala sekolah, guru/fasilitator, dan wali murid. Data dikumpulkan melalui pengamatan/observasi, wawancara mendalam, studi pustaka dan dokumentasi. kemudian data tersebut dianalisis dengan teknik pengorganisasian data, menguji asumsi data, dan mendeskripsikan data yang sesuai dengan fokuspembahasan manajemen sekolah alam.Hasil penelitian dari paparan data di lapangan bahwa Sekolah Alam Indonesia merupakan sekolah alternatif yangmempunyai beberapa karakteristik : perencanaan di lakukan oleh dewan sekolah yang bersifat umum dan direkturpendidikan bersifat khusus, pengorganisasian berbentuk komunitas yang bersifat luwes dan fleksibel, rekrutmen tenagakerjadilakukan dengan metode internal dan eksternal yang secara terstruktur dalam penyelenggaraannya, pengarahan dilakukanoleh yayasan, direktur pendidikan dan kepala sekolah yang sesuai dengan tugas dan fungsinya, pengkoordinasian dilakukanoleh direktur utama secara berkala dalam setiap pelaksanaan pembelajaran maupun pelaksanaan program, pelaporan disampaikan kepada syuro (musyawarah) dewan sekolah, penganggaran keuangan menerapkan satu pintu dalam perputaranarus keuangan. yang membedakan dengan sekolah-sekolah konvensional lainnya. Beberapa karakteristik tersebut dapatdilihat melalui: (1) sarana dan prasarana; (2) keorganisasian sekolah; (3) kinerja tenaga kependidikan; (4) konsep kurikulumdan pembelajaran; (5) implementasi kurikulum dan pembelajaran; (6) evaluasi belajar. Sementara untuk hasil penelitianmenunjukan bahwa model manajemen yang di terapkan di Sekolah Alam Indonesia, Ciganjur Jakarta Selatan seperti modelMPMBS (Manajemen Peningkatan Mutu Berbasis Sekolah) sehingga dalam penyelenggaraanya bersifat fleksibel namuntetap menggunakan kaidah-kaidah fungsi manajemen dengan hasil output Sekolah mendapatkan beberpa penghargaan, tetapidalam hal keefektipan dan keefisienan agak sedikit kurang, dikarenakan kefleksibilitasan manajemen yang di terapkan.
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Suwardi, Suwardi. "Pengaruh Budaya Organisasi, Kepuasan Kerja, Komitmen Kerja terhadap Motivasi Guru SD Islam Al Azhar I Pusat". JURNAL Al-AZHAR INDONESIA SERI HUMANIORA 2, nr 2 (1.09.2013): 116. http://dx.doi.org/10.36722/sh.v2i2.122.
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<p><em>Abstrak–</em><em> </em><strong>Dengan menciptakan suasana yang baik terhadap budaya organisasi, kepuasan kerja dan komitmen kerja akan dapat mempengaruhi motivasi kerja guru atau pendidik. Sehingga dengan mengetahui seberapa besar pengaruh budaya organsisasi, kepuasan kerja dan komitmen kerja, maka pihak yang berkepentingan dalam hal ini pemerintah dan pengurus yayasan dapat meninjau kembali aspek mana yang perlu ditingkatkan agar kinerja guru atau pendidik termotivasi secara optimal sesuai dengan tujuan organisasi. Motivasi guru akan berdaya guna dan berhasil guna yang diakibatkan dari pengaruh budaya organisasi, kepuasan kerja dan komitmen kerja. Obyek penelitian adalah guru SD Islam Al Azhar se-Jabodetabek dengan metode penelitian ANAVA. Hasil yang diperoleh dari analisis terdapat pengaruh signifikan budaya organisasi, kepuasan kerja dan komitmen kerja terhadah motivasi kerja guru SD Islam Al Azhar se-Jabodetabek.</strong></p><p><strong><em> </em></strong></p><p><em>Abstract – </em><strong>By creating a good atmosphere of organizational culture, job satisfaction and work commitments will be able to affect the motivation of teachers or educators. So as to determine how much influence, organizational culture, job satisfaction and job commitment, then the interested parties in this case the government and the board of trustees to review the aspects which need to be improved so that the performance of teachers or educators motivated optimally in accordance with the objectives of the organization. Motivation will be empowered teachers and effective as a result of the influence of organizational culture, job satisfaction and job commitment. The research object is the primary teachers of Islam Al Azhar Jabodetabek with research methods ANOVA. The results of the analysis are significant influence organizational culture, job satisfaction and job commitment to the work motivation of Al Azhar Islamic elementary school teacher Jabodetabek.</strong></p>
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&NA;. "Board of Trustees". Clinical Orthopaedics and Related Research &NA;, nr 200 (listopad 1985): 1. http://dx.doi.org/10.1097/00003086-198511000-00002.
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James-Gallaway, ArCasia D. "Waco's First Black School Board Trustees: Navigating Institutional White Supremacy in 1970s Texas". History of Education Quarterly, 22.09.2022, 1–25. http://dx.doi.org/10.1017/heq.2022.26.
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Abstract Through the lens of the school board, this essay examines school governance dynamics as a southern, historically white public school district struggled to implement school desegregation. In 1976, the city of Waco simultaneously elected its school district's first trustees of Color, Dr. Emma Louise Harrison and Rev. Robert Lewis Gilbert. Harrison and Gilbert used distinctly different political strategies to navigate the racially hostile school board environment, but ultimately, as this article demonstrates, neither strategy enabled them to overcome white supremacy in Waco. This seemingly obvious point reveals a notable yet underemphasized drawback of school desegregation: that it failed to upend structural racial injustice. The case of Harrison and Gilbert illustrates that this limitation was reflected in the token number of Black trustees on the boards of desegregated schools and the concerted white resistance they met in working to spur meaningful racial change.
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Wylie, Cathy. "Trustee Perspectives on 1991". New Zealand Annual Review of Education, nr 1 (25.10.1991). http://dx.doi.org/10.26686/nzaroe.v0i1.826.
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At the beginning of 1991, most Boards of Trustees were over the teething stage of the reforms. They had developed the school charter which was to form the basis of their “contract” with the Ministry of Education for funding and review purposes. They had controlled their operating budget for a full year, and set up the appropriate financial systems. Most had sorted out, if not signed, their property occupancy agreements with the Ministry, which allocated Ministry and board responsibility for meeting the costs of necessary building, repairs and maintenance. Many boards had had experience of making staff appointments. Relationships at school level were generally good, though a small number of schools experienced problems. Data from NZCER’s October-November 1990 survey of primary and intermediate school trustees, and from the Monitoring Today’s Schools (MTS) retrospective survey in March 1991 of secondary school trustees indicated that they were confident in their pioneering role, but wanted time to consolidate, to give more time and reflection to the educational work of the school, rather than the dominant demands of administration...
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Casey, Cathy. "Suspensions and Expulsions in New Zealand State Schools". New Zealand Annual Review of Education, nr 3 (5.12.1993). http://dx.doi.org/10.26686/nzaroe.v0i3.1079.
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School suspensions have recently raised much public comment. Suspending a student’s education is the most serious disciplinary step that a principal and board of trustees can take. In this paper Cathy Casey enters the debate on school suspensions and expulsions. First, she examines the current statutory requirements on school principals and boards of trustees in state schools in suspending or expelling a student. She then analyses the latest available New Zealand figures on notified suspensions and expulsions. Noting the limitations imposed by the data, she identifies several alarming trends. Finally, she discusses some controversial suspension issues, including the use of the “kiwi suspension” and the ramifications of two recent legal challenges to suspensions in the High Court of New Zealand.
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O'Sullivan, Dominic. "School governance and management: The Principal - Board of Trustees relationship". Waikato Journal of Education 4, nr 1 (10.05.2017). http://dx.doi.org/10.15663/wje.v4i1.484.
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Maclellan, Duncan, null null, null null i null null. "Educational Restructuring and the Policy Process: The Toronto District School Board 1997-2003". Academic Leadership: The Online Journal, 2009. http://dx.doi.org/10.58809/dpny5631.
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This paper will examine the seminal events leading up to passage of the Fewer School Boards Act (Bill104), and its impact on the newly created Toronto District School Board (TDSB). While the focus of thispaper will be on Bill 104, it is important to note that significant structural changes needed to occur inToronto and its neighbouring municipalities before Bill 104 could take effect. To facilitate thesechanges, the Ontario government introduced and passed Bill 148 An Act to Establish a New City ofToronto. Bill 148 amalgamated the City of Toronto with the surrounding cities of East York, Etobicoke,North York, Scarborough, and York to create the "New" City of Toronto with a combined population of2.5 million citizens. Passage of Bill 148 cleared a path for the Ontario government to then pursuepassage of Bill 104. Passage of the Fewer School Boards Act amalgamated Toronto’s Public SchoolBoard with its five neighbouring cities but it also terminated the Metropolitan Toronto Public SchoolBoard. Where 74 trustees had represented citizens in Metropolitan Toronto, the newly elected 22-member TDSB became responsible for over 300,000 students, 21,000 employees, and almost 600schools. Each trustee represents a ward containing nearly 100,000 residents (Bedard and Lawton2000). While this study will focus on Toronto, both Bills 148 and 104 were part of a larger agenda bythe Ontario Progressive Conservative government to restructure a number of Ontario sectors, witheducation being the most predominant. As Leithwood, Fullan, and Watson note, the latter half of the1990s in Ontario can be viewed as "the most tumultuous in the province’s history" (2003, 1).
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Anderson-Draper, Michelle. "Fostering an Evaluative Culture by Addressing a Breakdown in the Policy Development Cycle". Canadian Journal of Program Evaluation 37, nr 2 (11.01.2023). http://dx.doi.org/10.3138/cjpe.74582.
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Systematic evaluation contributes to a strong governance function that leads to improvement and accountability in school systems. Evaluation is integral to the policy development cycle. Elected school board trustees in River City school division were challenged in their governance role by a lack of evaluative feedback on policies. A four-step change process was created to guide the development of an evaluation framework to address the gap and foster an evaluative culture within the board. The change process described could be applied by other school divisions to enhance their policy evaluation function. More broadly, the importance of careful planning and the benefits of a participatory approach to evaluation are integral pieces to any change effort.
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Kay, Robin Holding, i Loralea Carruthers. "Understanding School Board Leaders Use of Online Resources to Inform Decision-Making | Examen de l’usage des ressources en ligne par les dirigeants des conseils scolaires pour guider les prises de décisions". Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie 43, nr 1 (31.03.2017). http://dx.doi.org/10.21432/t2nc93.
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In the past five years, there has been considerable interest in the decision-making process of school board officials in the field of education. However, a paucity of research exists on how these leaders use online resources to make decisions. Through an online survey and face to face interviews, this study examined the use of online resources by school-board trustees (n=164) to guide board-level decisions. Trustees used online articles (news, research articles, journals) twice as much as social media (Twitter, Facebook, blogs) or repository services (clipping services, Google Scholar). Almost 70% of trustees used three or more resources to inform their decision making. Seventy-five to 85% of trustees rated online articles and repository services as being useful. Trustees actively checked the trustworthiness of online resources by evaluating sources, cross-checking data, and asking colleagues. Key barriers to using online resources included lack of time, finding reliable or relevant information, and negotiating conflicting results. Some trustees wanted access to a third-party, repository of valid, reliable information.Au cours des cinq dernières années, le processus de prise de décisions des officiels des conseils scolaires a suscité un grand intérêt. Il existe cependant peu d’études sur la façon dont ces dirigeants utilisent les ressources en ligne pour guider leurs prises de décisions. Grâce à un sondage en ligne et à des entrevues menées en personne, la présente étude se penche sur l’usage que font les commissaires scolaires (n=164) des ressources en ligne pour appuyer les décisions du conseil. Les commissaires se servaient d’articles en ligne (actualités, articles de recherche, revues) deux fois plus que des réseaux sociaux (Twitter, Facebook, blogues) ou de services d’archivage (services de coupures de presse, Google Scholar). Près de 70 % des commissaires se servaient de trois ressources ou plus pour guider leurs décisions. De 75 % à 85 % des commissaires estimaient que les articles en ligne et les services d’archivage étaient utiles. Les commissaires vérifiaient activement la fiabilité des ressources en ligne en évaluant les sources, en recoupant les données et en demandant l’avis de collègues. Les principaux obstacles à l’usage des ressources en ligne comprenaient le manque de temps, la difficulté à trouver des renseignements fiables ou pertinents, et l’évaluation de résultats contradictoires. Certains commissaires souhaitaient accéder à des archives externes rassemblant des renseignements fiables et valides.
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Jones, Cara S., i Trevon R. Jones. "“That Wild Month of September”: Addressing Equity and Governance in a School Board Crisis". Journal of Cases in Educational Leadership, 4.07.2022, 155545892211013. http://dx.doi.org/10.1177/15554589221101353.
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This case focuses on the Board of Trustees of a large urban school district in Texas, as they worked to decide when learners would have the option to return to in-person learning even as the COVID-19 pandemic continued to affect the community, particularly communities of color. This decision-making process included two back-to-back school board meetings with 6 hr of public comment that suggested a divided community. The case raises questions of racial equity, quality educational opportunities for students, governance, and decision making during a time of crisis. Through a deep dive into a crucial moment, this case highlights the challenging nature of governance during a crisis.
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Chapman, Tricia. "Managing Teacher Performance in Today’s Schools". New Zealand Annual Review of Education, nr 9 (8.02.1999). http://dx.doi.org/10.26686/nzaroe.v0i9.1379.
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The Tomorrow’s Schools reforms created confusion as to exactly who is the employer of teachers. In terms of the 1989 Education Act, it is the Board of Trustees. In practice, hiring and firing is likely to be done by the principal, and the Ministry of Education represents the employer party in collective employment contract negotiations. Drawing on the author’s personal experience of managing Ministry of Education contracts in performance management, this article: 1. considers whether the imposed requirements for the performance management 2. of teachers are consistent with the self-managing school framework; and 3. evaluates the effectiveness of the regulations in enhancing teacher performance.
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HARDİANTO, Hardianto, Eddy SETYANTO i Ayu WULANDARİ. "Management of Students in Islamic Boarding Schools". International e-Journal of Educational Studies, 29.10.2022, 124–35. http://dx.doi.org/10.31458/iejes.1102102.
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This article describes the management of Islamic boarding school students in the context of School Based Management (SBM). This study uses a qualitative research approach with a single case study method. Daarul Rahman Islamic Boarding School was chosen as a place of research because it is the oldest Islamic boarding school in Jakarta. This research data collection technique uses observation, interviews and documentation studies. Interviews were conducted with the Boarding School Board of Trustees, Principals, Teachers, students and graduated. The research procedure used in this study consists of several steps of research with case study methods namely research planning, research data collection, research data analysis, and making research reports. The analysis of research is done through pairing patterns. Testing the validity of the data through triangulation of data sources and triangulation of techniques. The results showed: student management in terms of acceptance, learning process, and evaluation of learning as well as graduated ties that helped in organizing education. Islamic boarding schools applied the principles of SBM namely partnership, openness, participation, independence and accountability.
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Poutanen, Mary Anne. "“Unless she gives better satisfaction”: Teachers, Protestant Education, and Community in Rural Quebec, Lochaber and Gore District, 1863-1945". Historical Studies in Education / Revue d'histoire de l'éducation, 1.10.2003, 237–72. http://dx.doi.org/10.32316/hse/rhe.v15i2.455.
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This study explores the complex relationships from 1863 to 1945 between the Board of School Trustees of Lochaber and Gore, its teachers, and parents, to reveal how these different parties influenced, resisted, and consented to changes in local schooling. Thus, the analysis moves away from a social control model which has dominated the literature on schooling in Quebec to reveal the local dynamics at work in the community. The Protestants of Lochaber and Gore were a microcosm of the larger Protestant community in Quebec. All of the problems associated with rural education in poor regions across Quebec, such as teacher transiency, widespread poverty and a modest tax base, the primitive nature of one-room schoolhouses, and conflict between the seasonal demands of agriculture and school time, existed here. This investigation is based on historical documents from the Archives of the Western Quebec School Board in addition to newspaper accounts and local histories.