Gotowe bibliografie tematyczne / School Outcomes

Gotowa bibliografia na temat „School Outcomes”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 3 lutego 2022

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Artykuły w czasopismach na temat "School Outcomes"

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Fowler, William J., i Herbert J. Walberg. "School Size, Characteristics, and Outcomes". Educational Evaluation and Policy Analysis 13, nr 2 (czerwiec 1991): 189–202. http://dx.doi.org/10.3102/01623737013002189.

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To investigate school size effects for secondary schools, 18 school outcomes, including the average scores on state-developed tests, student retention, suspensions, postschool employment, and college attendance for 293 public secondary schools in New Jersey were regressed on 23 school characteristics, including district socioeconomic status and percentages of students from low-income families; school size and number of schools within each district; and teacher characteristics encompassing salaries, degree status, and years of experience. District socioeconomic status and the percentage of students from low-income families in the school were the most influential and consistent factors related to schooling outcomes. School size was the next most consistent and was negatively related to outcomes. This finding corroborates previous research conducted primarily on public elementary school and suggests that smaller school districts and smaller schools, regardless of socioeconomic status and grade level, may be more efficient at enhancing educational outcomes.
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E. Nir, Adam, i Lior Hameiri. "School principals’ leadership style and school outcomes". Journal of Educational Administration 52, nr 2 (29.04.2014): 210–27. http://dx.doi.org/10.1108/jea-01-2013-0007.

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Purpose – While the significance of principals for the organizational behavior of schools is crucial, school leaders’ influence on school outcomes is indirect and mediated through various means that leaders employ in order to increase the productivity of their school. Although the exercise of power is viewed among the main factors explaining followers’ willingness to comply with leaders’ demands and means to promote school effectiveness, it is rather surprising that the educational administration literature lacks substantial evidence testifying to the mediating effect that principals’ use of various powerbases has on school effectiveness. The purpose of this paper is to make an attempt to fill this gap. Design/methodology/approach – Questionnaires were administered to 954 teachers coming from 191 randomly sampled public elementary schools. Findings – Evidence testifying to the relation between leadership styles and use of powerbases suggests that the transformational leadership style is positively related to the use of soft powerbases and negatively related to the use of harsh powerbases. Findings also show that leadership style and powerbase utilization differentiate effective and ineffective schools. Finally, it is evident that soft powerbases such as expertise, personal reward and referent powerbases partially mediate the relation between the transformational leadership style and school effectiveness, moderating the negative relation found between the passive leadership style and school effectiveness. Originality/value – These findings confirm that powerbases are in fact a mechanism through which school leaders influence school effectiveness. Implications are further discussed.
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Romero, Lisa S. "Trust, behavior, and high school outcomes". Journal of Educational Administration 53, nr 2 (13.04.2015): 215–36. http://dx.doi.org/10.1108/jea-07-2013-0079.

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Purpose – The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust? Design/methodology/approach – A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered. Findings – There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement. Practical implications – School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically. Social implications – In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust. Originality/value – This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.
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Kashaev, Andrey A. "Rural school vs low learning outcomes". Pedagogy Of Rural School 1, nr 7 (2021): 59–70. http://dx.doi.org/10.20323/2686-8652-2021-1-7-59-70.

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The article reflects the regional approaches developed by the author when working with rural schools with low educational results. Special attention is paid to rural schoolsthat are moving into an effective development mode. For rural schools as one of the open self-organizing systems, from the point of view of the synergetic approach, it is necessary to determine the resonant factors that will allow managers of various levels to build effective work. Mentoring is one of these factors that has significant potential. It is considered as an integral part of the regional system, the principles of which apply to the relevant management levels – regional, municipal and educational organization level. This article describes the management model of transferring educational organizations with consistently low educational results to an effective mode, which was finalized in 2020, and which corresponds to system-wide regional approaches and principles, and includes the implementation of mentoring levels. This model describes an original «Strategic system of interaction between the main subjects of mentoring activities in the transition to an effective development mode», which allows us to determine the most important areas of interaction between a rural school that is moving to an effective development mode and a partner school. Special attention is paid to the recommendations that are given at the level of the educational space of the region to schools participating in both regional and federal projects. The described approaches have been used in rural schools in the Ryazan Region since 2020. According to a number of background indicators, all ten rural schools that are switching to an effective development mode have showed positive dynamics.
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Thanassoulis, Emmanuel, Maria Da Conceição i A. Silva Portela. "School Outcomes: Sharing the Responsibility Between Pupil and School1". Education Economics 10, nr 2 (1.08.2002): 183–207. http://dx.doi.org/10.1080/09645290210126913.

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Abbott-Chapman, Joan, i Sue Kilpatrick. "Improving Post-School Outcomes for Rural School Leavers". Australian Journal of Education 45, nr 1 (kwiecień 2001): 35–47. http://dx.doi.org/10.1177/000494410104500104.

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Jackson, C. Kirabo, Shanette C. Porter, John Q. Easton, Alyssa Blanchard i Sebastián Kiguel. "School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment". American Economic Review: Insights 2, nr 4 (1.12.2020): 491–508. http://dx.doi.org/10.1257/aeri.20200029.

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Using value-added models on data from Chicago Public Schools, we find that high schools impact students' self-reported socioemotional development (SED) by enhancing social well-being and promoting hard work. Conditional on their test score impacts, schools that improve SED in ninth grade reduce school-based arrests and increase high school completion and college going. For most longer-run outcomes, using both SED and test score value added more than doubles the variance of the explained school effect relative to using test score value added alone. Results suggest that high school impacts on SED can be captured using self-report surveys and SED can be fostered by schools to improve longer-run outcomes. (JEL I21, J24, K42)
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John-Akinola, Yetunde O., i Saoirse Nic Gabhainn. "Socio-ecological school environments and children’s health and wellbeing outcomes". Health Education 115, nr 3/4 (1.06.2015): 420–34. http://dx.doi.org/10.1108/he-03-2014-0041.

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Purpose – Attention to improving the school environment is a common activity in school health promotion. The role of the school environment in supporting improved health and wellbeing has a theoretical base, but has rarely been directly investigated empirically. The purpose of this paper is to investigate the associations between school socio-ecological environment and health and wellbeing outcomes. Design/methodology/approach – Questionnaire data were collected from 231 pupils in nine primary schools: urban and rural; single and mixed gender; disadvantaged and non-disadvantaged; and health promoting schools (HPS) and non-HPS. Questionnaire items included perceptions of the school socio- ecological environment (school perception, class relationships, teacher relationships, school policy and parental participation) and health and wellbeing outcomes. Findings – Reported school perception (OR 1.21, 95 per cent CI 1.12-1.30), class relationships (OR 1.13, 95 per cent CI 1.06-1.21), relationship with teacher (OR 1.20, 95 per cent CI 1.11-1.29), perception of school policy (OR 1.25, 95 per cent CI 1.13-1.37) and parents’ participation in school life (OR 1.32, 95 per cent CI 1.15-1.51) were all significantly associated with health and wellbeing outcomes for all groups of pupils. Very few differences emerged between different school types on the measures of either school socio-ecological environment or measures of health and wellbeing. Originality/value – The socio-ecological environment is clearly related to general health and wellbeing outcomes, which underlines its relevance to school health promotion. The lack of discernable differences between HPS and non-HPS demonstrate the lack of clarity in definitions of the health promoting status of schools.
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Knight, Louise, Lydia Atuhaire, Elizabeth Allen, Sophie Namy, Katharina Anton-Erxleben, Janet Nakuti, Angel Faridah Mirembe i in. "Long-Term Outcomes of the Good School Toolkit Primary School Violence Prevention Intervention Among Adolescents: Protocol for a Nonrandomized Quasi-Experimental Study". JMIR Research Protocols 9, nr 12 (7.12.2020): e20940. http://dx.doi.org/10.2196/20940.

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Background Violence against children in schools is a global public health problem. There is growing evidence that school-based interventions can be effective in reducing violence against children in schools. However, there is little evidence on the long-term impact of such interventions. The Good School Toolkit, developed by Raising Voices, a Uganda-based nonprofit organization, is a whole-school violence prevention intervention that aims to change the operational culture of primary schools. In 2014, the Good School Toolkit was evaluated through a cluster randomized controlled trial (Good Schools Study) and found to reduce teacher-to-student and student-to-student violence. Objective This protocol describes quantitative analyses to explore long-term outcomes of the Good School Toolkit intervention among adolescents in Uganda, including the extent to which it is associated with peer-violence victimization (primary outcome) and peer-violence perpetration, intimate-partner violence, acceptance of teacher-violence, equitable gender attitudes, agency, self-regulation, peer connectedness, social assets, psychological assets, and retention in school (secondary outcomes). Methods This is a nonrandomized quasi-experimental 4-year follow-up study of adolescents who attended the 42 Good Schools Study primary schools in 2014; 21 schools initiated the Good School Toolkit intervention during the trial from 2012, and 19 schools initiated the intervention after the trial (during the later delivery phase) from 2015; 2 schools did not implement the intervention. Students in the final school grade (Primary 7) during 2014 of the 19 primary schools in the later delivery phase are expected to have left school prior to toolkit delivery in 2015. Wave 1 data were collected in 2014 from 3431 grade Primary 5 to Primary 7 school students aged 11-14 years; these students were followed up in 2018-2019 when aged 16-19 years and invited to participate in the Wave 2 survey. Data were collected in face-to-face interviews by trained Ugandan field researchers. Toolkit exposure groups are defined as exposed during the Good Schools Study trial (from 2012), as exposed during later delivery (from 2015), or not exposed including those expected to have completed Primary 7 prior to later delivery or from the 2 schools that did not implement the toolkit. Associations between outcomes at Wave 2 and toolkit exposure groups will be analyzed using mixed-effect multivariable logistic and linear regression models for binary and continuous outcomes, respectively. This analysis is exploratory and aims to generate hypotheses on if, and under what circumstances, the toolkit influences later adolescent outcomes. Results Data collection was completed in August 2019. Conclusions To our knowledge, this is the first long-term follow-up study of adolescents exposed to a school-based violence-prevention intervention in sub-Saharan Africa. If the intervention reduces violence and improves other outcomes in later adolescence, then this study supports primary school interventions as key to achieving long-term population impacts. The pattern of effects will inform where reinforced or additional interventions are needed. International Registered Report Identifier (IRRID) DERR1-10.2196/20940
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Hafeez, Fatima, Adnan Haider i Naeem Uz Zafar . "Impact of Public-Private-Partnership Programmes on Students’ Learning Outcomes: Evidence from a Quasi-Experiment". Pakistan Development Review 55, nr 4I-II (1.12.2016): 955–1017. http://dx.doi.org/10.30541/v55i4i-iipp.955-1017.

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Learning outcomes refer to the performance of the students in academic tests pertaining to the respective grade level. In Pakistan, survey evidences from Annual Status of Education Report (ASER) show a significant dispersion in learning outcomes of public schools as compared with private sector counterpart. The perceived results of learning outcomes in private schools very clear but less evidence is found for educational outcome of schools run under public-private partnership programs. This becomes especially relevant when status of curricular, co-curricular, and extra-curricular activities is compared between public school, private schools, and schools run under public private partnership. In recent literature, it is found that schools taken up by public-private partnership have been providing a better learning environment—Infrastructure Rehabilitation and Development, Administrative changes, Academic Innovation and Planning, Teacher Reform and Student Affairs—is perceived to have a positive impact on learning outcomes. It is to investigate and document that the investments in these areas are justifiable. To promote this fact, we conduct a quasi-experiment to examine the profiles of students in a public-private partnership school at Karachi (running under Zindagi Trust program) and a public school (as counterfactual) in the same neighbourhood. We also recorded the household and socioeconomic characteristics to create a good set of control variables. The propensity-score results show that public-private school is performing better than that of comparison group in attaining learning outcomes thus showing positive effects of PPP. Finally, the study probed into household and parental covariates of student's educational outcomes to enhance internal validity of results. JEL Classification: I21, C21, L32. Keywords: Educational Learning Outcomes, Public-Private Partnership, Quasi-experiment.
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Rozprawy doktorskie na temat "School Outcomes"

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Stephens, Jennifer Anne. "Development of a comprehensive reporting system for a school reform organization: The Accelerated Schools Project". Texas A&M University, 2004. http://hdl.handle.net/1969.1/3100.

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Given the conflicting research results on the effectiveness of whole-school reform models (Nunnery, 1998; Stringfield & Herman, 1997; American Institutes for Research, 1999; U.S. Department of Education, 2004), there is a need to focus on the evaluation procedures of whole-school reform organizations. Because the ultimate goal is to improve school performance, it should also be a goal of each whole-school reform organization to design a comprehensive data collection system to evaluate each school’s performance. A comprehensive reporting system was developed for a school reform organization, the Accelerated Schools Project (ASP). Using the steps of the research and development process recommended by Borg and Gall (1989), this study: (a) developed a theoretical framework for the reporting system, (b) identified data that should be collected in the reporting system, (c) performed a field test with an expert panel of educational professionals, (d) developed a preliminary form of the reporting system, (e) performed a main field test with principals and coaches in the ASP network, (f) reported field test results, (g) revised the preliminary reporting system, (h) developed a website for the reporting system, and (i) provided recommendations for the completion, dissemination and implementation of the system in accelerated schools across the nation. This study has important implications for both the ASP community and for the entire whole-school reform community. For the ASP community, the reporting system could be used: (a) to collect data in all accelerated schools across the nation (b) as a longitudinal database of information to monitor data on each ASP school, and (c) to generate school summary reports on ASP schools. These data will assist researchers in measuring the effectiveness of the ASP model on student achievement and other important variables. For the whole-school reform community, the method used in this study could be replicated in other school reform organizations to develop a comprehensive reporting system. By providing consistent data for school reform organizations to evaluate the impact of their models on students and schools, educational researchers will be better equipped to understand each model’s impact, and thus will better understand the diverse research results on school reform effectiveness.
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Nobbs, Cameron John Stuart, i n/a. "The Relationship Between School-Based Management, Student Outcomes and School Performance". Griffith University. School of Curriculum, Teaching and Learning, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060914.145845.

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This study focused on the relationship between school-based management, student outcomes and school performance. Its purpose was to identify the conditions that exist in self-managed schools which facilitate improved student outcomes and school performance. In particular, the study investigated three questions: 1. what are the enabling conditions in schools employing school-based management which school staff and parents consider influential in the achievement of improved student outcomes? 2. what explanations do these people give for how these conditions are applied within their schools to achieve success? 3. what judgents do school staff and parents make about the relationship between school-based management, student outcomes and overall school performance? The dissertation commences by describing major challenges and issues facing education over the next decade and by discussing how international and Australian systems of education are responding to these challenges through the implementation of various models of school-based management A review of international literature covering the last fifteen years is then presented to show that the promises and potentials of school-based management espoused by educational authorities have not necessarily led to an automatic improvement in student outcomes and school performance. Various conditions that may enable a school to implement school-based management effectively are suggested.. These conditions, derived from the literature review, are used as the initial prompts to undertake research in fOur Queensland primary schools Qualitative methodologies are used to gather data related to the three questions of the study in these four schools. The data obtained from the fouw case studies are then presented and discussed. The research findings suggest that the relationship between school-based management, student outcomes and school performance are dependent on the existence of severa1 conditions within school-based managed schools. These involve: 1. a comprehensive understanding of the powers available within a school-based management regime; 2. a school's organisational readiness to take on school-based management responsibilities and authonties; 3. the existence of six bases and their enabling conditions: i. an Ideology Base; ii a Relationship Base; iii. a Performance Base; iv. a Pedagogy Base; v. a Management Base; vi. a Governance Base. 4. the capacity of the school to implement school-based management in terms of contextual issues such as the size of the school, workfbrce experience and competency, geographical location and complexity of the campus; 5. the requirement of the controlling authority to delegate key powers and resources such as staffing, facilities management and total school budgeting; 6. a school-based process to manage change and school improvement. It is argued that these conditions maximise the ability of those involved in school-based management to influence improvements in student outcomes and school performance. The dissertation concludes by suggesting five major implications of the study and at least three areas of possible filture research The five major implications are: 1. the development of clear understandings of the scope of the authorities and responsibilities available to school-based managed schools in Queensland; 2. the need to develop methodology to evaluate and identify school organisational readiness to take on school-based management; 3. the development and implementation of a process that will enhance school effectiveness; 4. the development and implementation of a process that can enhance the quality of governance within Education Queensland schools; 5. the development of differentiated school-based management options that broaden the decentralised authorities to schools in consideration of their organisational readiness and capacity to implement school-based management. There are at least three areas of possible future research. The first of these areas involves research to investigate the conditions that exist within schools (to which Education Queensland has assigned the most advanced devolution of authority) that are not successful in improving student outcomes and school performance.. The second area of further research involves an evaluation of the effect that the current school council governance model has on the improvement of student outcomes and school performance.. The third area of future research involves the investigation of the possibilities of enhancing existing school-based management responsibilities and authorities in Education Queensland schools. In summary, this study suggests that school-based management has been used by educational authorities in Australia and overseas as a possible means to improve student outcomes and school performance. The fmdings suggest that for school-based management to achieve what it was set out to achieve, schools need to work an a number of enabling conditions. The most important of these include: an understanding of the school's core purpos~, a school-wide commitment to high teaching expectations, an understanding of the roles and responsibilities of staff, a principal who has a strong commitment to students, a principal who has high hopes, aspirations and expectations for the school, a strong fOcus on literacy, especially reading, effective behaviour management programmes, systems that identify and target student's needs, highly professional staff and school staffing that responds to the complexity of the school. These fmdings are consistent with the argument that there is no automatic causal link between the implementation of school-based management and improved student outcomes and school performance.. It is only when particular enabling conditions exist or are developing within a school, that effective school-based management can take root and support a range of school-based initiatives focused on the improvement of student and school performance When this is the case, school-based management may influence a school's ability to improve student outcomes and school performance.
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Feldman, Marissa A. "High school outcomes of middle school bullying and victimization". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002388.

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Carrasco, Ogaz Diego Alonso. "Multivariate approaches to school climate factors and school outcomes". Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/61527/.

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School climate is a crucial concept used to explain school differences. Nevertheless, this concept is elusive in the literature, conveying different meanings. To address the relation between school climate and school outcomes, its historical roots are reviewed and a multivariate approach to it is proposed, in contrast to a unidimensional conception. In four papers, this strategy is used to study associations among various school climate factors (SCFs) and school outcomes, including teacher turnover, teacher job satisfaction, students' math achievement, and students' social attitudes. In paper 1, schools serving more socioeconomically disadvantaged students are found to present higher rates of teacher turnover. A complementary study shows that SCFs (supportive school leadership, positive school relationships, and academic monitoring) present differing effects on teacher turnover. In paper 2, the relationships between SCFs (teacher student relations and school discipline) and teachers' job satisfaction and withdrawal cognitions (intentions to quit) are estimated. These SCFs appear to play a protective role with respect to teachers' withdrawal cognitions, and these effects are indirect via their relationship to teachers' job satisfaction. In paper 3, the relationship between the experience of bullying and students' achievement is addressed. The relationship is found to be indirect, with key roles played by perceptions of school belonging and students' classroom engagement. Finally, in paper 4 the relationship between civic knowledge and the endorsement of democratic values is estimated. This link is found to be partially mediated by ideological beliefs (authoritarianism), and the role of open classroom discussion (a SCF) as a moderator of these effects is demonstrated. This work demonstrates that in order to specify theory-driven models of different school outcomes, school climate should be conceptualized as diverse social-contextual effects operating in a complex multivariate setting with mediated and moderated pathways to outcomes.
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Thompson, Sharon M. "School Size, School Poverty and School-Level Mobility: Interactive Threats to School Outcomes". Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cps_diss/55.

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ABSTRACT SCHOOL SIZE, SCHOOL POVERTY AND SCHOOL-LEVEL MOBILITY: INTERACTIVE THREATS TO SCHOOL OUTCOMES by Sharon M. Thompson School-level mobility is the flow of students moving in and out of schools and has been defined as the rate of student entries and withdrawals per 100 students enrolled in a school during the year (Pike & Weisbender, 1988). Stakeholders report that school mobility disrupts the delivery, pace and effectiveness of classroom instruction, causes problems associated with classroom adjustment, and renders long-term negative effects on schools’ Adequate Yearly Progress rankings (Bruno & Isken, 1996; GAO, 2007; Kerbow, 1996; Lash & Kirkpatrick, 1990; Rhodes, 2005; Sanderson, 2003). Despite these findings very few studies have been conducted to determine the effects of mobility (particularly at the school level) and how it combines with other school-level factors such as school size and school poverty to create threats to positive school outcomes. Of the few relevant studies (e.g., Bourque, 2009; Rhodes, 2007), little attention has been given to understanding mobility’s relationships to achievement in the context of size of student enrollment, degree of poverty and longitudinal examination of achievement across multiple years. To address these gaps in the research literature, this study investigated the effects of school-level mobility on middle school reading achievement after controlling for the effects of school enrollment and poverty. Findings from regression analyses indicated significant relationships between school-level mobility and reading achievement over and beyond the relationships between school size or school-level poverty with achievement. A repeated measures procedure was used to analyze long-term effects on eighth grade reading achievement for Title I middle schools that focused on three, key variables: degree of school mobility (e.g., high versus low rate), size of student enrollment (e.g. big versus small school), test administration year(s) (e.g., 2006, 2007 and 2008) and interactions between these variables. There were significant main effects for school size, school-level mobility as well as for the year of test administration. Reading test scores rose significantly from one year to the next, big schools out-performed small schools , and highly mobile schools performed significantly lower than low mobile schools in reading achievement over a three-year period. No significant interaction effects were found. Results are discussed in terms of research and policy implications.
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Blevins, Leia D., James J. Fox, P. Green i S. Salyer. "Initial and Long Term Outcomes of School-Wide Positive Behavior Support: Outcomes, Issues, and Challenges for Schools". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/143.

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Blevins, L., James Fox, P. Green i S. Salyer. "Initial and Long Term Outcomes of School-Wide Positive Behavior Support: Outcomes, Issues, and Challenges for Schools". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4176.

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Whelan, Anthony, i res cand@acu edu au. "A study of Catholic School Consultants in New South Wales: Their leadership, relationship with principals and influence on schools". Australian Catholic University. School of Education, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp2.14072005.

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How do the Catholic Schools Consultants through their leadership and relationship with Principals influence the outcomes of Catholic systemic schools in New South Wales (NSW)? This research question has been of considerable interest to the professional communities of Catholic educators. Throughout NSW there are eleven diocesan Catholic school systems, each led by a Director assisted by senior field officers called Consultants, the equivalent position of Area superintendents or inspectors in other school systems. The leadership of these Consultants is considered critical for the effectiveness of the school systems especially through their influence on and with Principals. Within this survey research study, the total population of Consultants and Principals was invited to participate, and 45 Consultants (90%) and 365 Principals (76%) responded. The research study was based on the assumption that a ‘classical’ view of leadership should be augmented by a more complex, interactive view of leadership as relationship that influenced outcomes in school systems. The study was operationalized in three dimensions. Leadership was described by ten variables, derived from Sashkin’s (1998) Visionary Leadership Theory. The relationship between Consultant and Principals was posited as a composite of two variables, Interpersonal Relation and Shared Catholic Leadership Mindset, that are viewed as explanatory, mediating variables. Three selected outcome variables are posited – Educational Outcomes, School Outcomes and Spiritual Outcomes. The fifteen variables so described were developed and/or validated for this study using confirmatory factor analysis. Additionally, the impact of three demographic background factors of gender, school type, and years of networking association between Consultant and Principals on the main variables in the study was examined. A mediated – effects survey research design was used. Survey questionnaires were sent from the local Catholic Education Office to each volunteer Consultant and to her/his associated network of Principals on a confidential basis and returned directly to the researcher. At no stage did the researcher know the identity of the respondents. Data analysis methods included comparative means analysis of Consultants’ and Principals’ perceptions of the variables; multiple regression analysis and structural equation modelling to examine the associations between variables; MANOVA analysis to examine demographic background factors; and finally some descriptive analysis of survey data to provide validation or further insights. The study results showed that both Consultants and Principals agreed that the Consultants demonstrated visionary leadership as defined by Sashkin (1998) although there were significant differences on seven leadership factors. There was high level agreement that Consultants and Principals exhibited a shared mindset, described as Shared Catholic Leadership Mindset, and outstanding interpersonal relationships. Findings about the associations between variables showed different results for Principals and Consultants. The ‘Principals’ model suggested that the two relationship variables acted as mediators between some of the ten leadership variables and the three outcome variables. On the other hand, the ‘Consultants’ model suggested that neither of the two relationship variables acted as mediators, but that only two leadership variables, Capable Management and Creative Leadership, had any influence on Outcomes. There were no significant differences on results due to gender, school type or years of networking association for either Principals or Consultants. These results, supplemented by qualitative findings, led to the conclusion that there was a need for system policy makers to reconceptualise the leadership of such Consultants to emphasise the importance of the shared mindset, and the synergistic element in the relationship between Consultant and Principals. There was a recommendation that further research replicate this study with other Catholic, Government and independent education systems. The use of structural equation modelling analysis in similar future research was also recommended.
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Lam, Oi-yeung. "Family dynamics and educational outcomes". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31472370.

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Raw, James S. "Family and school correlates of adolescents' outcomes". Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.

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Książki na temat "School Outcomes"

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Hanushek, Eric Alan. Economic outcomes and school quality. Paris: Unesco, International Institute for Educational Planning, 2005.

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The money myth: School resources, outcomes, and equity. New York: Russell Sage Foundation, 2009.

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Kaufman, Phillip. Projected postsecondary outcomes of 1992 high school graduates. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1999.

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National Study of School Evaluation. Elementary school improvement: Focusing on desired learner outcomes. Falls Church, Va. (5201 Leesburg Pike, Falls Church 22041): National Study of School Evaluation, 1992.

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National Study of School Evaluation. Elementary school improvement: Focusing on desired learner outcomes. Falls Church, Va. (5201 Leesburg Pike, Falls Church 22041): National Study of School Evaluation, 1994.

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Ziomek-Daigle, Jolie. School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2016. http://dx.doi.org/10.4135/9781071801123.

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Research-based strategies for improving outcomes in behavior. Boston: Pearson, 2013.

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Marjoribanks, Kevin. Family and school capital: Towards a context theory of students' school outcomes. Dordrecht: Kluwer Academic Publishers, 2002.

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Marjoribanks, Kevin. Family and School Capital: Towards a Context Theory of Students’ School Outcomes. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-015-9980-1.

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Marjoribanks, Kevin. Family and school capital: Towards a context theory of students' school outcomes. Dordrecht: Kluwer Academic, 2001.

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Części książek na temat "School Outcomes"

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Marjoribanks, Kevin. "School Capital and Outcomes". W Family and School Capital: Towards a Context Theory of Students’ School Outcomes, 101–20. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-015-9980-1_5.

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Shaftel, Julia. "Outcomes-Based Education". W Encyclopedia of Cross-Cultural School Psychology, 693–94. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_296.

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Chezan, Laura C., Thomas R. Kratochwill, Mark D. Terjesen i Kim Van H. Nguyen. "Measuring Outcomes in Schools". W Handbook of Australian School Psychology, 663–89. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-45166-4_35.

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Askar, Sally, Danielle Haggerty, Justina Yohannan, Courtney Darr, Allison Siroky, Rachel Korest i Adrianna Crossing. "Clinical Case Studies: Evaluating Medication Outcomes in Schools". W School Psychopharmacology, 231–48. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15541-4_14.

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Han, Seunghee. "Corporal Punishment and School Outcomes". W Corporal Punishment in Rural Schools, 71–91. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2448-1_5.

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Marjoribanks, Kevin. "School Structures and Students’ Outcomes". W Family and School Capital: Towards a Context Theory of Students’ School Outcomes, 77–100. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-015-9980-1_4.

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Borooah, Vani Kant. "Learning Outcomes of School Children". W The Progress of Education in India, 55–85. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54855-5_3.

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Ziomek-Daigle, Jolie, i Christy W. Land. "The Elementary School". W School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes, 38–52. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2016. http://dx.doi.org/10.4135/9781071801123.n3.

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Steen, Sam, Joy Rose, Kristin Avina i Dana Jenkins. "The Middle School". W School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes, 53–86. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2016. http://dx.doi.org/10.4135/9781071801123.n4.

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Gibbons, Melinda M., i Amber N. Hughes. "The High School". W School Counseling Classroom Guidance: Prevention, Accountability, and Outcomes, 87–116. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2016. http://dx.doi.org/10.4135/9781071801123.n5.

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Streszczenia konferencji na temat "School Outcomes"

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Kumpaty, Subha, Katie Reichl i Anand Vyas. "New ABET Student Outcomes Assessment: Developing Performance Indicators and Instruments for Outcome 4". W ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23079.

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Abstract Milwaukee School of Engineering’s Mechanical Engineering Department, having successfully completed the accreditation of the ME program in 2018–19 under the prior a through k student outcomes, dedicated the program meetings during academic year 2019–20 to develop assessment instruments in transitioning to the new ABET Student Outcomes 1–7. By deliberately involving the entire faculty to participate in the development of instruments, a grassroots level discussion and creation ensued for each outcome. The process is showcased in this paper for Student Outcome 4 on ethics as a model to share with our engineering faculty and to highlight salient features in the developed instrument and associated rubrics. The details of performance indicators interwoven across the curriculum and the methods of data collection are provided in a tabular form for ease of expectation and implementation. How the readily available materials from the National Society of Professional Engineers could be incorporated at early years of the baccalaureate program while the outcome’s performance indicators could be assessed at a deeper level during junior and senior years are showcased in this paper. The periodic dialogue among all colleagues who were working on various outcomes ensured proper communication of what one outcome group is prescribing that we do and receive input from those who are involved with the courses in which the data needed to be collected and the performance indicators are to be assessed. The general structure of our standing committees on freshman courses, energy, mechanics, and controls also provided the cushion to review the assessment instruments and provide constructive feedback from the corresponding committee’s perspective. These details of a very interactive Student Outcomes Assessment process will be presented.
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Anagnostopoulou, Pinelopi, Renee Jensen, Nadja Kranz, Sophie Yammine, Philipp Latzin i Felix Ratjen. "New reference values for N2multiple breath washout outcomes in pre-school and school-aged children". W ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.pa371.

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Al-thani, Noora, Jolly Bhadra, Nitha Siby, Enas Elhawary i Azza Saad. "Innovative Tool to Educate High School Students through Research Based Learning". W Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0260.

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The need for enhanced engagement of school students for better behavioral outcomes in line with scientific learning and acquisition of science process skills have continually incited educators to strategize innovative teaching approaches. Meanwhile, innovations and research from the scientific community has consistently been prioritized, demanding highly skilled STEM labor in the global market, henceforth challenging educators to brace the next generation with high proficiency in STEM fields. The research study focuses on an out of school approach that caters to the industrial demands in STEM workforce, henceforth acquainting the high school students with research methodology for improving their technical efficiency and intellectual capacity in problem solving and critical thinking. The study program was conducted on 208 students from public schools in Qatar, who participated in 68 research projects, each project being engaged by a group students during a period of 2 months at Qatar University research laboratories. The performance of participants were analyzed by mixed methods implementing both quantitative data based on questionnaires and qualitative data based on feedback interviews from research mentors, schoolteachers and the participant students. The results of the program yielded positive outcomes from the stakeholders as the school students gained competences exhibited by under-graduate or graduate students like research self-efficacy, research skills and aspirations for scientific careers, accomplishing the objectives of the program. This study program henceforth was successful in bridging the gap between high school and university, as the participant students had an advantage in confidence over their peers in university laboratories and technical writing assignments.
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Anspoka, Zenta. "Youth Values: Analysis Outcomes of Latvia Secondary School Students’ Essays". W 3rd International Conference on Research in Education, Teaching and Learning. Acavent, 2020. http://dx.doi.org/10.33422/3rd.icetl.2020.02.42.

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Weller, Daniel P., Marcos D. Caballero i Paul W. Irving. "Teachers' intended learning outcomes around computation in high school physics". W 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.weller.

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Lyau, Nyan-Myau, Siti Zahro i Didik Nurhadi. "Labor Market Outcomes for Senior Secondary School Graduates in Indonesia". W Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.37.

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Vörös, Alpár István Vita. "Outcomes of an optional environmental physics course in high school". W TIM 19 PHYSICS CONFERENCE. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0001748.

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Zaeh, S. E., K. Koehler, M. Eakin i M. C. McCormack. "Indoor Environment and School Attendance and Achievement Outcomes Within a Mid-Atlantic Inner City School District". W American Thoracic Society 2020 International Conference, May 15-20, 2020 - Philadelphia, PA. American Thoracic Society, 2020. http://dx.doi.org/10.1164/ajrccm-conference.2020.201.1_meetingabstracts.a1804.

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Stramkale, Ligita, i Laila Timermane. "Primary School Students’ Self-Regulated Learning Skills in Music Lessons". W 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.12.

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The topicality of the study was determined by the increasing role of self-regulated learning (hereinafter SRL) in primary education. The aim of the study is to compare the teacher’s assessment with the students’ self-assessment, to identify whether there are differences in awareness of the required level of SRL skills in music learning. Previous researches on SRL have been analysed, and an empirical study involving 86 (N=86) 4th- grade students of primary school has been conducted to achieve the aim of the study. To determine the level of primary school students’ SRL skills in music learning, the SRL skills of each student during music lessons were observed by the music teacher and were recorded in the observation protocol according to four criteria: motivation, setting learning outcomes, monitoring of learning and outcomes assessment. The questionnaire provided an opportunity to reveal the self-assessment of each student’s SRL skills and compare them with the results obtained by pedagogical observation. The study found that there is no difference between the teacher’s assessment and students’ self-assessment. Both teacher and students believe that the students’ skill of setting learning outcomes in a music lesson is at a low level, while the skills of monitoring their learning and assessing the outcomes are at a medium level. The study concluded that primary school students understand their SRL skills level, which is a prerequisite of monitoring learning and outcomes assessment strategies for joint learning.
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Zhubi, Arjana. "TEACHERS’ ATTITUDES IN APPLICATION OF TECHNOLOGY AND EFFECTIVE TEACHING PLANNING IN PRIMARY SCHOOL". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end061.

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The planning of teaching with technological tools in Kosovo schools has brought new and challenging experiences for teachers at all levels of education. The purpose of the research is to analyze the attitudes of teachers about the application of technology in effective planning of teaching and raising learning outcomes in primary school. Furthermore, the research determines the impact of age and level of teacher’s education on the application of technology according to curriculum areas. The TPACK model was used as the theoretical framework during the research, which helped us to clarify the notions: technological knowledge, pedagogical knowledge, and teaching contents in the effective planning of teaching by applying technology. The data were collected from a questionnaire with 25 teachers in an elementary school where technology finds higher applicability in teaching. To analyze the learning outcomes during the application of technology and applicability in other subjects, the Post Hock test, and the Correlation was used to measure the relationship between the two variables, respectively the correlation between the age and the level of education of teachers. The results of this research show that learning planning through technology affects the increase of focus and gain a higher understanding in each subject, acquiring knowledge of new concepts, raises the desire to learn independently, makes the learning process more innovative and more attractive to students. The research recommends for the local and central level to give priority to equipping primary schools with technological tools to improve teaching by having the opportunity to plan different practices.
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Raporty organizacyjne na temat "School Outcomes"

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Glewwe, Paul, i Karthik Muralidharan. Improving School Education Outcomes in Developing Countries. Research on Improving Systems of Education (RISE), październik 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/001.

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Béteille, Tara, Demetra Kalogrides i Susanna Loeb. Stepping Stones: Principal Career Paths and School Outcomes. Cambridge, MA: National Bureau of Economic Research, lipiec 2011. http://dx.doi.org/10.3386/w17243.

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Florence, Linda. School District Bond Campaigns: Strategies That Ensure Successful Outcomes. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1846.

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Jackson, C. Kirabo, Rucker Johnson i Claudia Persico. The Effects of School Spending on Educational and Economic Outcomes: Evidence from School Finance Reforms. Cambridge, MA: National Bureau of Economic Research, styczeń 2015. http://dx.doi.org/10.3386/w20847.

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Cullen, Julie Berry, Brian Jacob i Steven Levitt. The Impact of School Choice on Student Outcomes: An Analysis of the Chicago Public Schools. Cambridge, MA: National Bureau of Economic Research, wrzesień 2000. http://dx.doi.org/10.3386/w7888.

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Kelly, Christine. Investigating school quality and learning outcomes among adolescents in Malawi. Population Council, 2011. http://dx.doi.org/10.31899/pgy12.1045.

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Chatterji, Pinka, i Jeffrey DeSimone. High School Alcohol Use and Young Adult Labor Market Outcomes. Cambridge, MA: National Bureau of Economic Research, wrzesień 2006. http://dx.doi.org/10.3386/w12529.

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Hastings, Justine, Christopher Neilson i Seth Zimmerman. The Effect of School Choice on Intrinsic Motivation and Academic Outcomes. Cambridge, MA: National Bureau of Economic Research, sierpień 2012. http://dx.doi.org/10.3386/w18324.

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Dobkin, Carlos, i Fernando Ferreira. Do School Entry Laws Affect Educational Attainment and Labor Market Outcomes? Cambridge, MA: National Bureau of Economic Research, maj 2009. http://dx.doi.org/10.3386/w14945.

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Cullen, Julie Berry, Brian Jacob i Steven Levitt. The Effect of School Choice on Student Outcomes: Evidence from Randomized Lotteries. Cambridge, MA: National Bureau of Economic Research, listopad 2003. http://dx.doi.org/10.3386/w10113.

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