Gotowe bibliografie tematyczne / Schools

Gotowa bibliografia na temat „Schools”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Schools"

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Bickel, Robert, i Martha J. Chang. "Public schools, private schools, and the common school ideal". Urban Review 17, nr 2 (1985): 75–97. http://dx.doi.org/10.1007/bf01108250.

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Ready, Douglas D., Valerie E. Lee i Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools". Teachers College Record: The Voice of Scholarship in Education 106, nr 10 (październik 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.

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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.
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Ready, Douglas D., Valerie E. Lee i Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools". Teachers College Record 106, nr 10 (październik 2004): 1989–2014. http://dx.doi.org/10.1111/j.1467-9620.2004.00424.x.

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Mandal, Ranjit Kumar. "Importance of School Management Committee in Managing Schools". Journal of Advanced Research in English & Education 03, nr 04 (19.01.2019): 1–4. http://dx.doi.org/10.24321/2456.4370.201809.

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Martinez, Sylvia. "The Public School Advantage: Why Public Schools Outperform Private Schools". Contemporary Sociology: A Journal of Reviews 44, nr 4 (15.06.2015): 530–32. http://dx.doi.org/10.1177/0094306115588487gg.

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Sumiyati, Sumiyati, i Rahmat Mulyono. "School-Based Management in Creating Healthy Schools in Elementary Schools". Gema Wiralodra 14, nr 3 (3.10.2023): 1096–105. http://dx.doi.org/10.31943/gw.v14i3.423.

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Ngunut Playen Gunungkidul State Elementary School is located near the Cemoro Jajar tourist attraction and is known for being beautiful, clean, and comfortable. Likewise, the surrounding environment, including Ngunut State Elementary School. This research aims to obtain a fact-based picture in the form of data and information regarding school-based management in creating healthy schools. The purposes of this research include: (1) To find out about school-based management at SDN Ngunut. (2) To find out the efforts of a healthy school at SDN Ngunut. (3) To determine the role of school-based management in healthy school efforts. This research uses qualitative research, where the techniques used are interviews, observation, and documentation.
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Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, nr 3 (lipiec 2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.

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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of schools’ management of choice in an era of accountability. In doing so, the author demonstrates that principals’ sensemaking about the accountability and choice systems occurred within the interorganizational networks in which they were embedded and was strongly conditioned by their own professional biographies and worldviews. Principals’ networks offered access to resources that could be activated to make sense of the accountability and choice systems. How principals perceived accountability and choice policies influenced whether they activated their social networks for assistance in strategically managing the choice process, as well as how they made sense of advice available to them through these networks. Once activated, principals’ networks provided uneven access to instrumental and expressive resources. Taken together, these results suggest that schools respond to accountability and choice plans in varied ways that are not simply a function of their short-term incentives.
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Coverdale, Peter. "Extended Schools and School Nursing". British Journal of School Nursing 2, nr 4 (lipiec 2007): 153–55. http://dx.doi.org/10.12968/bjsn.2007.2.4.24119.

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Aerts, Saskia, Mieke Van Houtte, Alexis Dewaele, Nele Cox i John Vincke. "School Motivation in Secondary Schools". Youth & Society 47, nr 3 (12.12.2012): 412–37. http://dx.doi.org/10.1177/0044118x12467657.

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Braden, Jennifer S., Eleanor DiMarino-Linnen i Thomas L. Good. "Schools, Society, and School Psychologists". Journal of School Psychology 39, nr 2 (marzec 2001): 203–19. http://dx.doi.org/10.1016/s0022-4405(01)00056-5.

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Rozprawy doktorskie na temat "Schools"

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Mead, Carlton R. 1963. "Encouraging school leadership in elementary schools". Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8293.

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xi, 112 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
The purpose of this study was to conduct, as a participant observer and district-level regional administrator, three exploratory mini-case studies of elementary schools in the same district attempting to meet the same district improvement goal, imbedded in individual School Improvement Plans (SIP) during the same period of time in the school year. In order to document how each leadership team identifies strategies to meet the goal, how strategies are implemented, how each leadership team interacts with me as their district administrator, and how performance toward meeting the goal is perceived by key actors in the school this research was conducted as an action-research case study. The inter-relationships between school goals and school leadership team behaviors in a large suburban school district and the influence of these teams on the practices of the individuals on each of the three different school teams were the primary focus of this study. This study took place beginning in December 2007 and culminating in March 2008. The researcher kept a field journal of team meetings and staff development activities at each site. Interviews were conducted with principals, teachers, and parents at each site to gain multiple perspectives of school improvement and leadership. Findings of this case study may reveal a close connection between the practices of the regional administrator and school leadership teams and the outcome of school improvement initiatives. Recommendations are made for changes in practice and for future research studies.
Adviser: Diane M. Dunlap
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Mead, Carlton R. "Encouraging school leadership in elementary schools /". Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8293.

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Thesis (Ed. D.)--University of Oregon, 2008.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-112). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Cartmel, Jennifer Leigh. "Outside school hours care and schools". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/17810/1/Jennifer_Cartmel_Thesis.pdf.

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Outside school hours programs provide recreation, play and leisure-based programs for children aged 5 to 12 years in before- and after-school settings, and in the vacation periods. Over the past ten years, the number of programs has grown rapidly due to women’s increasing participation in the workforce. At the same time, critical changes for the operation and administration of Queensland outside school hours care services were occurring following the introduction of mandatory standards and quality assurance. This study is a critical ethnography investigating the circumstances for two Outside School Hours Care (OSHC) services located on school sites at this time of change. The services were responding to the introduced legislative and accreditation requirements, the burgeoning numbers of students in the programs, and the requirements by parents for care for their school-aged child. The findings of this study show the complexity of the dualities of purpose and the operational administration of OSHC services, an area that has been little identified and discussed to date. This study illuminated not only aspects of OSHC services, it provided an opportunity for the co-ordinators of the two OSHC services to reflect on the operational structures. As the majority of OSHC services in Queensland (and other Australian states) are located in school sites, a closer examination of the relationship between OSHC and schools provided insights into some issues concerning the sector. Habermas’ Theory of Communicative Action was used to investigate the state of affairs and analyse the consensual and coercion meaning-making that occurred in the interactions between the stakeholders, specifically between the OSHC coordinators and school principals. Critical ethnographic research techniques, including participant observations and semi-structured interviews, were used to investigate what appears below the surface of social existence in the OSHC settings. On the surface, the interactions between the coordinators and principals appeared congenial. However, the study found that the vulnerability of the OSHC services for alienation and marginalisation was linked to the lack of legitimacy and reduced sense of social membership endowed by the ambience of the school setting in which the services were located. The study found that the distorted communicative action that took place within the OSHC settings exhibited the pathologies of alienation, withdrawal of legitimation and lack of collective identity. Examining the relationships of the key stakeholders within the outside school hours care services offers conceptual understandings of existing institutional relationships and practices, This critical ethnography pinpoints sources of power and unease contributing to the concerns for the outside school hours sector and recommends ways to develop these programs.
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Cartmel, Jennifer Leigh. "Outside school hours care and schools". Queensland University of Technology, 2007. http://eprints.qut.edu.au/17810/.

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Outside school hours programs provide recreation, play and leisure-based programs for children aged 5 to 12 years in before- and after-school settings, and in the vacation periods. Over the past ten years, the number of programs has grown rapidly due to women’s increasing participation in the workforce. At the same time, critical changes for the operation and administration of Queensland outside school hours care services were occurring following the introduction of mandatory standards and quality assurance. This study is a critical ethnography investigating the circumstances for two Outside School Hours Care (OSHC) services located on school sites at this time of change. The services were responding to the introduced legislative and accreditation requirements, the burgeoning numbers of students in the programs, and the requirements by parents for care for their school-aged child. The findings of this study show the complexity of the dualities of purpose and the operational administration of OSHC services, an area that has been little identified and discussed to date. This study illuminated not only aspects of OSHC services, it provided an opportunity for the co-ordinators of the two OSHC services to reflect on the operational structures. As the majority of OSHC services in Queensland (and other Australian states) are located in school sites, a closer examination of the relationship between OSHC and schools provided insights into some issues concerning the sector. Habermas’ Theory of Communicative Action was used to investigate the state of affairs and analyse the consensual and coercion meaning-making that occurred in the interactions between the stakeholders, specifically between the OSHC coordinators and school principals. Critical ethnographic research techniques, including participant observations and semi-structured interviews, were used to investigate what appears below the surface of social existence in the OSHC settings. On the surface, the interactions between the coordinators and principals appeared congenial. However, the study found that the vulnerability of the OSHC services for alienation and marginalisation was linked to the lack of legitimacy and reduced sense of social membership endowed by the ambience of the school setting in which the services were located. The study found that the distorted communicative action that took place within the OSHC settings exhibited the pathologies of alienation, withdrawal of legitimation and lack of collective identity. Examining the relationships of the key stakeholders within the outside school hours care services offers conceptual understandings of existing institutional relationships and practices, This critical ethnography pinpoints sources of power and unease contributing to the concerns for the outside school hours sector and recommends ways to develop these programs.
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Keller, Karlyn. "Efficacy in Texas Charter Schools Compared to Traditional Public Schools". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804856/.

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The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.
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Gibson, Greg. "School Resource Allocation in Texas Public Schools: Study of High-Poverty, High Performing Schools and High-Poverty, Low Performing Schools". Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc9927/.

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The purpose of this study was to examine the relationship between resource allocation practices in specific categorical functions and student performance in reading and math. This study utilized quantitative research methods to study the effects of spending and performance over four years of analysis. Quantitative data was acquired utilizing information from the Texas Education Agency. The data was collected from 81 campuses and represented over 1,500 students. The study's outcomes reported that little or no correlation could be found between inputs (dollars spent in three categories) and outputs (student results in reading and math). However, subgroup analysis revealed that students from non- low socioeconomic (SES) households started out higher than their low SES counterparts, and low SES students performed worse over time in both reading and math. Math results decreased more dramatically than reading indicating a need for school-level training in data analysis to ensure that limited dollars are spent appropriately. The study recommends that principals and school administrators be especially knowledgeable in critical data analysis skills. The study further recommends that state policy-makers invest more heavily in early math instruction. In addition, the current study found that student achievement, in low-SES students, especially in mathematics is very alarming. Low SES students are starting out behind the non low-SES counterparts and perform progressively worse over time. State policy makers must address these concerns.
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Gibson, Greg Camp William E. "School resource allocation in Texas public schools study of high-poverty, high performing schools and high-poverty, low performing schools /". [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/permalink/meta-dc-9927.

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Duszka, Christopher Damian. "School Climate in the School Choice Era: A Comparative Analysis of District-Run Public Schools and Charter Schools". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3922.

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Comparative analyses of district-run public schools and charter schools are limited to performance outcomes. There is a dearth of research on how the school-types vary on factors consequential to performance such as school climate. Public-private distinctions, such as in organizational autonomy, value orientations, funding structures, and management practices, could result in school climate dissimilarities between district-run public schools and charter schools. The aim of this dissertation is to assess the influence organizational factors have on school climate and determine if school-type affects school climate. Student and staff school climate survey data from the Miami-Dade school district were utilized for this dissertation. Structural equation modeling was employed to test theoretical models of students’ and staffs’ perceptions of school climate using data from 2001-2002 through 2015-2016 academic years. Within-between effects panel regression was utilized to test the effect of school-type on school climate constructs over time using data from 2005-2006 through 2015-2016 academic years. The structural equation results demonstrate that milieu, ecology, culture, and organizational structure influence students’ and staffs’ perceptions of their schools’ climates. Ecology has the strongest association with students’ perceptions of school climate. Job satisfaction, a part of milieu and culture, has the strongest association with staffs’ perceptions of school climate. The results indicate that the theoretical models of school climate employed by this study are sound. The within-between effects panel regression results demonstrate that characteristics inherent to school-type have a plausible influence on students’ perceptions of school climate, but not for staff. Charter school students rated their school climates more favorably than traditional public schools, but when other factors are controlled, traditional public schools and magnet schools had more favorable ratings. Public-sector values, collective bargaining, and school district oversight may be beneficial to schools’ climates. This dissertation underscores the impact management and funding structures have on school climate. The author recommends that the school climate concept and evaluations of schools’ organizational practices be incorporated into school improvement policies. The milieu, culture, ecology, and organizational structures of schools should be reviewed when assessing school quality.
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Byars, Kimberly. "After-school programs in Illinois elementary schools /". Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1362531151&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph.D.)--Southern Illinois University Carbondale, 2007.
"Department of Educational Administration and Higher Education." Includes bibliographical references (leaves 64-71). Also available online.
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Agado, Gloria Ale. "Staff development in effective border schools /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Książki na temat "Schools"

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Ward, James G. City schools, rural schools. Normal, Ill: Center for the Study of Educational Finance, Illinois State University, 1988.

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Lee, Valerie E. Schools within schools: Possibilities and pitfalls of high school reform. New York: Teachers College Press, 2007.

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Britain, Great. School prospectuses in secondary schools. Sudbury: Department For Education and Employment, 1998.

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Brading, Richard. School councils in primary schools. [Guildford]: [University of Surrey], 1989.

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Britain, Great. School prospectuses in primary schools. Sudbury: Department For Education and Employment, 1998.

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Smith, Hedrick. Making schools work. Princeton, NJ: Films for the Humanities and Sciences, 2005.

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B, Harries Gillian E., red. Independent schools yearbook.: Boys' schools, girls' schools, co-educational schools and preparatory schools. London: Black, 1993.

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F, Burnet J., red. Independent schools yearbook: Boys' schools, co-educational schools & preparatory schools. London: A & C Black, 1988.

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North Central Association of Colleges and Schools (U.S.). Commission on Schools., red. Standards for middle level school: Junior high schools and middle schools. Boulder, Colo. (P.O. Box 18, Boulder 80306): Commission on Schools, North Central Association, 1987.

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Zaslau, Stanley. Transferring to a United States medical school: A comprehensive guidebook for students enrolled in osteopathic medical schools, Canadian medical schools, foreign medical schools, chiropractic schools, graduate schools, dental schools. Freeport, N.Y. (P.O. Box 7471, Freeport): FMSG, 1994.

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Części książek na temat "Schools"

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Wilson, Terri S. "Charter Schools, Free Schools, and School Choice". W International Handbook of Philosophy of Education, 1279–92. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72761-5_88.

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Sander, William. "Catholic Schools and Public School Achievement". W Catholic Schools, 97–111. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_7.

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Schneider, Barbara, Justina Judy i Kri Burkander. "Schools". W Handbook of the Social Psychology of Inequality, 409–35. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9002-4_17.

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Adams, Charles N. "Schools". W The Routledge Companion to Theatre of the Oppressed, 322–29. Abingdon, Oxon ; New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315265704-36.

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Borsay, Anne. "Schools". W Disability and Social Policy in Britain since 1750, 94–116. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-18109-1_5.

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Knowles, Ann-Marie, Vaithehy Shanmugam i Ross Lorimer. "Schools". W Social Psychology in Sport and Exercise, 105–25. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-30629-6_6.

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Laverack, Glenn. "Schools". W A–Z of Public Health, 162–65. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-42617-8_62.

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Milne, David. "Schools". W The Scottish Office, 72–80. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003212782-11.

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Gerassi, John. "Schools". W North Vietnam, 111–20. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003244233-7.

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Langan, Anthony. "Schools". W Metric Handbook, 35–1. Wyd. 7. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003052586-38.

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Streszczenia konferencji na temat "Schools"

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Tikerperi, Mari-Liis. "From Distant Target Groups to Involved Stakeholders: Developing Dialogic School Communication". W 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.15.

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Knowingly planned communication activities are an essential asset in the performance of organisations, including public schools. In this paper, the core premise is that communication management in general education schools is an important field which currently lacks scholarly attention as well as practical guidance for school management. Numerous communication management definitions and models have been proposed following different paradigms and perspectives. Still, they all have one aspect in common: the audience to whom the messages are directed. Some theorists suggest that communication does not exist without the recipient, and effectively planned communication should be based on their interests or, moreover, involving them for the institution’s success. Thus, it is crucial to map schools’ target groups and stakeholders to explain the nature of school communication in general. In this qualitative study, in-depth interviews were conducted with 19 Estonian school principals to understand their views about the role various target groups and stakeholders have on public elementary and high school communication. By applying a targeted sampling strategy, the most diverse representation of participants was ensured based on the profiles of both schools and school leaders. During the interviews, a projective technique was used enabling the principals to schematically position school’s stakeholders in accordance to social circles, importance, and communication intensity. The results showed that although the stakeholders of the schools are similar, the positioning of the stakeholders may differ even in between similar school types. School principals’ assessments of the intensity, importance, or quality of relationships depend on the school’s organisational culture, goals, current issues (e.g., school renovation), or sometimes the principal’s personal contacts. In addition, communication practices are influenced by the initiative and attitudes of external stakeholders towards the school.
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Lim, Sunbin. "School Rules for What Schools?" W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686807.

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Kralj, Marc, Rachel Felgate, Shani Sniedze-Gregory, Caithlin Power, Grant Barclay i Darren Leech. "Using PAT data to inform teaching and learning". W Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-9.

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ACER works with thousands of Australian schools to set up Progressive Achievement Test (PAT) functionality, assign and administer tests, and to assist teachers to understand and interrogate the resulting test data and act upon findings. This session provides participants with an opportunity to hear about a school’s journey, and discuss this with the ACER team and our PAT school guest. ACER researchers have evaluated and documented assessment implementation and professional development opportunities, observing this school’s ability to track student and educator progress over time, which is a critical element in ACER’s Progressive Achievement approach. ACER’s educational consultants will demonstrate how PAT data ‘champions’ support staff across a primary and secondary school. Finally, we address and discuss the question many schools ask when using their data – ‘What does a year’s growth look like?’
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Bucha, Agostinho Inácio, i António Ferreira. "INNOVATE SCHOOLS: THE DIFFERENCE". W 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.2020.163.

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Schools are currently facing considerable challenges, as the paradigm of today`s society is very different from the view for which most education systems were created. It`s beginning from this principle that many schools in Portugal seek to modify, adapt and improve their teaching practices. Another of the principles that guided this study is the search for good examples at European level. It´s important to create an innovative school culture, marked by collaborative work, openness of school to families, the surrounding environment and a commitment to shared leadership that ensures the sustainability of the innovative culture.
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Gunawan, Imam, Ibrahim Bafadal, Ahmad Nurabadi i Juharyanto. "School Leadership Strategy in Excellent Schools". W 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.038.

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Jayaneththi, D. N. D., i I. G. P. Rajapaksha. "Inclusive schools for children with autistic spectrum disorder: an appraisal on built environmental challenges of existing schools". W Independence and interdependence of sustainable spaces. Faculty of Architecture Research Unit, 2022. http://dx.doi.org/10.31705/faru.2022.9.

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Majority of the school-aged children with Autistic Spectrum Disorder (ASD) are excluded from education, globally. And those who are engaged in education, are being educated separately confronting social segregation. Education is a fundamental human right that highlights the importance of promoting inclusive schools, enabling education for differently abled children in typical schools. This study investigates the appropriateness of the built environment and available facilities of existing local schools imposed on students with ASD. Thus, four schools were evaluated; two with autistic students and two without them. A photographic survey was conducted as the methodology to evaluate the presence of the relevant spaces and their qualities. Five types of spaces were identified of which 12 spatial qualities were examined in each school. The results of the study demonstrate that the built environment of both existing special and mainstream schools consist a significant level of required spatial availability in three of the identified spatial categories while the availability of relaxing and treatment spaces to facilitate students with ASD are considerably low. Thus, the findings insist on the necessity of improvements in local school environments focusing on crucial space categories to educate students with ASD by making the schools inclusive.
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DiCrecchio, Nicole. "Does School Type Matter for Discipline in Preschool? Charter Schools Versus Noncharter Schools". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1583277.

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Osses-Vargas, Alejandra, Ursula Schwantner, Raymond J. Adams i Nicole Wernert. "Relationship between students’ economic, cultural, and social status, school climate and student achievement in Indonesia". W International Conference on Assessment and Learning. ACER Indonesia, 2022. http://dx.doi.org/10.37517/978-1-74286-697-0-02.

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PISA 2018 data shows that, in Indonesia, the relationship between students’ economic, cultural, and social status and their scores on reading achievement is weak. However, there is great variation between schools in average reading achievement with over 40% of the explainable variation in reading achievement being between-schools. In addition, in Indonesia, there is low social diversity across schools (students within schools are likely to be of similar economic, cultural, and social background). These conditions raise the question of whether school factors play a role – specifically whether school climate has a compensating, mediating or moderating effect on the relationship between students’ and schools’ economic, cultural, and social status and achievement. Using regression analysis, it was found that, in Indonesian schools, the composition of student body in terms of economic, cultural, and social status plays a significant role in explaining differences in reading achievement between schools. School climate was found to compensate and mediate the relationship between school economic, cultural, and social status and school reading achievement, particularly those dimensions related to classroom climate, student respect for diversity, school discrimination climate, student sense of belonging and teacher support and directed instruction practices. Only student sense of belonging was found to play moderating role in the relationship between school economic, cultural, and social status and school reading achievement, a finding that requires further investigation.
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Babiuk, Tetiana. "Methods of Ensuring Continuity in the Healthy Lifestyle Development of Senior Preschoolers and Primary School Children". W ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/02.

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The paper studies the criteria, indicators and levels of value-conscious attitude to health as an integral indicator of developing healthy lifestyle of preschool and primary school children. It describes the current state of continuity in the healthy lifestyle education of senior pre-schoolers and primary school children. The author defined pedagogical conditions of continuity in the development of healthy lifestyle of senior pre-schoolers and primary school children, developed and implemented into practice methods to ensure continuity in the healthy lifestyle education in kindergartens and elementary schools, and experimentally tested their efficiency.
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Kiris, Kaspars. "School Climate in General and Vet Schools in Latvia: Principals’ Perspective". W 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.19.

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During OECD TALIS research in years 2013 and 2018 high level of school evaluation was found from principals and teachers’ viewpoint. Despite several external problems, principals and teachers found their schools as a very good working place that could be suggested to other colleagues. This opinion points to a good school climate. Such a factor leads to a good learning environment and increases the learning outcomes of students. The international survey OECD TALIS 2013 had an additional national level survey adapted for vocational education and training schools (TALIS PROF). Despite some differences in levels general and vocational schools provide, there are some issues of education management that might indicate the overall climate in schools of Latvia, including general and vocational education. As TALIS PROF was not continued in next OECD TALIS research cycle in year 2018, the additional survey for principals of vocational schools was provided in year 2022. The additional survey was adapted from the survey OECD TALIS 201, including specific vocational education targeted questions and actual education environment and climate questions from survey of OECD TALIS 2018. The aim of this research was to find school principals’ attitude to questions regarding school climate. In order to find best answers regarding the school climate, resources were analysed. Independent sample tests were provided to find out differences between groups of principals. The study compared the opinions expressed by general and vocational school principals of survey year 2013 in order to find whether there were differences between their opinions on school climate questions. To find if there were differences between opinions on school climate questions, general and vocational school principals’ views of survey year 2018 and results of the adapted survey 2022 were compared. The research found that principals of schools in survey cycles year 2013, 2018, 2022 evaluated highly the school climate. Mainly there is no crucial difference between general and vocational education principals’ opinions regarding questions on the school climate.
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Raporty organizacyjne na temat "Schools"

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DEPARTMENT OF THE ARMY WASHINGTON DC. Schools: United States Army Officer Candidate School. Fort Belvoir, VA: Defense Technical Information Center, czerwiec 2001. http://dx.doi.org/10.21236/ada402499.

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Moreno, Martín, Jesús Duarte i María Soledad Bos. Quality, Equality and Equity in Colombian Education (Analysis of the SABER 2009 Test). Inter-American Development Bank, kwiecień 2012. http://dx.doi.org/10.18235/0010419.

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This Technical Note describes the learning inequalities faced by Colombian students and analyzes the equity in the allocation of resources among schools and their relation to learning. Using the SABER 2009database, the analysis demonstrates that there are high inequalities in students' academic results associated with their families' socioeconomic status, the type of school management, and the school's geographic zone. This relation is more important between schools than within a school, denoting a high degree of segregation of Colombian schools according to students' socioeconomic status. In terms of key school resources, there is a high inequity in their distribution with a clear disadvantage against schools with mostly poor students, as well as rural and public urban schools. This inequitable allocation of resources is associated with a greater risk of students achieving unsatisfactory SABER test results. The results of the multilevel model estimations, where the interaction between school factors and test results are jointly analyzed, indicate that better physical conditions, adequate connection to public services, a complete school day, the presence of rules in the classroom, minimal violence in schools, and greater teacher satisfaction are significantly related with higher probabilities of students achieving adequate test results. Improving these school factors, mainly among schools with poor students, has a great potential for increasing quality and equity of learning in Colombia.
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Petrie, Christopher, Lasse Leponiemi, Saku Tuominen i Jessica Spencer-Keyse. Schools that Learn. HundrED, wrzesień 2020. http://dx.doi.org/10.58261/pfce5725.

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The aim of this report is to examine schools that learn. By this, we mean schools and school organisations that recognise problems and unsatisfied needs and search workable solutions to them. An innovation-friendly school enables the development of these solutions and ensures their high-quality implementation. As a part of this report we interviewed 5 innovative learning organisations who have been selected to HundrED’s previous Global Collections. This indicates these organisations have been evaluated as highly impactful and scalable by HundrED’s Academy who are selected experts in education from all around the world.
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Sibieta, Luke. Schools spending. IFS, marzec 2015. http://dx.doi.org/10.1920/bn.ifs.2015.00168.

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Mizala, Alejandra, i Miguel Urquiola. School Markets: The Impact of Information Approximating Schools' Effectiveness. Cambridge, MA: National Bureau of Economic Research, listopad 2007. http://dx.doi.org/10.3386/w13676.

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Card, David, Martin Dooley i Abigail Payne. School Competition and Efficiency with Publicly Funded Catholic Schools. Cambridge, MA: National Bureau of Economic Research, lipiec 2008. http://dx.doi.org/10.3386/w14176.

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Hoxby, Caroline Minter. Do Private Schools Provide Competition for Public Schools? Cambridge, MA: National Bureau of Economic Research, grudzień 1994. http://dx.doi.org/10.3386/w4978.

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Biscette, Clendon, Alejandra Vijil-Morin, Nariman Moustafa i Björn Haßler. Safe Schools course. Module 1: Creating safer schools. Open Development & Education, grudzień 2022. http://dx.doi.org/10.53832/opendeved.1053.

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Cristia, Julian P., Paulo Bastos, Kim Beomsoo i Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, sierpień 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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Cohodes, Sarah, Elizabeth Setren i Christopher Walters. Can Successful Schools Replicate? Scaling Up Boston’s Charter School Sector. Cambridge, MA: National Bureau of Economic Research, maj 2019. http://dx.doi.org/10.3386/w25796.

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