Gotowe bibliografie tematyczne / Whole school approach

Gotowa bibliografia na temat „Whole school approach”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 stycznia 2023

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Artykuły w czasopismach na temat "Whole school approach"

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Insoo Oh. "School Counselor's Whole-school Approach to School Bullying". Korea Journal of Counseling 11, nr 1 (marzec 2010): 303–16. http://dx.doi.org/10.15703/kjc.11.1.201003.303.

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Nabuzoka, Dabie. "Bullying. A Whole-School Approach". Child and Adolescent Mental Health 9, nr 2 (maj 2004): 94–95. http://dx.doi.org/10.1111/j.1475-3588.2004.088_10.x.

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Venter, Elza. "Bullying: A Whole School Approach". Journal of Social Sciences 35, nr 3 (czerwiec 2013): 241–49. http://dx.doi.org/10.1080/09718923.2013.11893163.

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Dyson, Alan, Alan Millward i David Skidmore. "Beyond the Whole School Approach". European Education 27, nr 2 (lipiec 1995): 6–28. http://dx.doi.org/10.2753/eue1056-493427026.

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Neely, Eva, Mat Walton i Christine Stephens. "Food practices and school connectedness: a whole-school approach". Health Education 116, nr 3 (4.04.2016): 320–40. http://dx.doi.org/10.1108/he-11-2014-0095.

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Purpose – The health-promoting schools (HPSs) framework has emerged as a promising model for promoting school connectedness in the school setting. The purpose of this paper is to explore the potential for food practices to promote school connectedness within a HPSs framework. Design/methodology/approach – This study explores food practices within a New Zealand secondary school by using an ethnographic methodology, with interviews and observations, to explore in-depth the range of food practices that occurred within the school across a whole school year. Thematically the data were ready for school connectedness indicators across the recorded events, and categorically the practices were coded according to their level of occurrence within the HPS framework. Findings – The findings showed that food practices occurred across class- and school-level organisation, ethos, environment, and community partnerships, and indicated that they may be valuable assets for a HPS approach to school connectedness. By integrating the findings of the present study with previous literature the authors suggest a HPS framework for promoting school connectedness through food practices. Originality/value – This paper contributes to the emerging research on whole-school approaches to building school connectedness, and provides a first contribution on the value of food practices for school connectedness.
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Olson, Timothy, Callie Hegbloom i Cate A. Egan. "Whole School Approach: Connecting Schools to Community Resources to Enhance School Health". Journal of Physical Education, Recreation & Dance 92, nr 3 (24.03.2021): 5–12. http://dx.doi.org/10.1080/07303084.2020.1866721.

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Foster, Pat, Tiny Arora i David Thompson. "A Whole-school Approach to Bullying". Pastoral Care in Education 8, nr 3 (wrzesień 1990): 13–17. http://dx.doi.org/10.1080/02643949009470710.

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Heinrichs, Rebekah R. "A Whole-School Approach to Pullying". Intervention in School and Clinic 38, nr 4 (marzec 2003): 195–204. http://dx.doi.org/10.1177/105345120303800401.

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Thomas, Gary, i Barry Jackson. "The Whole-School Approach to Integration". British Journal of Special Education 13, nr 1 (31.05.2007): 27–29. http://dx.doi.org/10.1111/j.1467-8578.1986.tb00642.x.

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Galloway, David. "INSET and the Whole-School Approach". British Journal of Special Education 15, nr 4 (31.05.2007): 173–75. http://dx.doi.org/10.1111/j.1467-8578.1988.tb00754.x.

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Rozprawy doktorskie na temat "Whole school approach"

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Chan, Yee-wah, i 陳綺華. "School self-evaluation: a whole school approach". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227392.

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Wong, Kai-hung Peter. "Whole school approach to guidance : a pilot project in a primary school /". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744628.

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Wong, Kai-hung Peter, i 黃啓鴻. "Whole school approach to guidance: a pilot project in a primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249589.

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Chu, Ka-fai Andy. "A study on whole school approach to discipline and guidance in a practical school". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706434.

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Nhlapo, Velaphi Aaron. "A whole-school approach to facilities maintenance / Velaphi Aaron Nhlapo". Thesis, North-West University, 2009. http://hdl.handle.net/10394/4772.

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The area of school facilities maintenance as an integral component of schools' educational programmes is only beginning to receive attention in South Africa, through the publishing of Notice 1438 of 2008 of the National Education Policy, which is a call for comments on the National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. This implies that, while it is a critical aspect of teaching and learning, school facilities maintenance has not been accorded a priority status. Numerous studies have indicated a strong correlation between the quality of school facilities and learner achievement and educator morale and job satisfaction. This study aimed at determining how a whole-school approach to facilities maintenance can be developed at schools by investigating the nature of school facilities maintenance and what the current school facilities maintenance practices are. An exploratory qualitative empirical research involving the use of ethnographic observation, photography and interviews was conducted. The study found that the current facilities maintenance practices at schools mainly comprised routine, corrective and emergency maintenance, which implies that facilities maintenance is not an integral component of the educational programmes. It also implies that schools need to implement a comprehensive and systematic process of facilities maintenance, which has a strong strategic dimension. A Whole-School Facilities Maintenance Model is thus proposed as a solution to this need. The model addresses schools' immediate facilities maintenance needs and long-term needs as it is accommodative of changes, both minor and major, as can be the case with the enactment of policy regarding school infrastructure management. This study contributes to the practice of school organisational development and management by customising strategic planning into school development planning and improvement.
Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.
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Lui, Chun-yin, i 雷鎮賢. "A study of the whole school approach towards environmental education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958096.

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Lui, Chun-yin. "A study of the whole school approach towards environmental education". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14038699.

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Miller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.

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This qualitative research study examined the usage of whole-language instruction in the classrooms of four self-professed whole-language teachers. Data were collected from the following sources: classroom observations; interviews with the teachers and their principals; and a study of lesson plans, student work, textbooks, and curriculum guides. The following conclusions were drawn from the study. The teachers' pre-existing philosophical views regarding language instruction influenced the effectiveness with which they implemented whole-language instruction more than any other single factor. These philosophical bases also determined, to a large extent, the kinds of whole-language practices and strategies the teachers used in their instruction. The skills-oriented teachers most often stated that they used whole-language instruction in order to review or reinforce skills. The more holistic teachers most often stressed language development, language appreciation, and self expression. The data collected in this study led to the conclusion that teachers must become knowledgeable of whole-language principles and make a personal commitment to the whole-language philosophy in order to develop integrated, coherent whole-language instructional programs. The data also led the researcher to conclude that assessment of whole-language instruction was an area of ambiguity and uncertainty for the teachers involved in the study. The following recommendations were made from the study. Teachers should make conscious efforts to become cognizant of their basic philosophies and beliefs regarding how children learn and develop. Teachers should then ensure that their practices are consistent with their beliefs. Increased emphasis should be placed on developing appropriate means for assessing the effectiveness of whole-language instruction. School districts should provide adequate in-service opportunities and support services and receive the commitment of the teachers before initiating district-wide whole-language programs. Further research should be conducted on how teachers are affected when they are required to teach in ways which are inconsistent with their basic philosophies and/or teaching styles.
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Chan, Shuk-mei Pearl, i 陳淑薇. "Implementation of whole school approach to guidance in a primary school: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959970.

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Chu, Ka-fai Andy, i 褚家輝. "A study on whole school approach to discipline and guidance in a practical school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961563.

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Książki na temat "Whole school approach"

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Patsy, Wagner, red. School discipline: A whole-school practical approach. Oxford: Basil Blackwell, 1987.

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School improvement through drama: A creative whole class, whole school approach. New York: Continuum International Pub. Group, 2009.

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Stockton, Maggie. Anti-bullying: A whole school approach. Dunstable: Daniels, 1996.

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Alvik, Trond. Self-evaluation: A whole school approach. Dundee: Scottish Consultative Council on the Curriculum, 1996.

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Rogers, Bill. Behaviour management: A whole-school approach. Gosford, Australia: Scholastic Australia, 1995.

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E, Thomson Michael, red. Dyslexia included: A whole school approach. London: David Fulton, 2003.

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Yatvin, Joanne. Developing a whole language program for a whole school. Midlothian, Va: Virginia State Reading Association, 1992.

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Yatvin, Joanne. Developing a whole language program for a whole school. Midlothian, Va: Virginia State Reading Association, 1992.

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Yatvin, Joanne. Developing a whole language program for a whole school. Midlothian, Va: Virginia State Reading Association, 1991.

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Hopkins, Belinda. Just schools: A whole school approach to restorative justice. London: Jessica Kingsley, 2004.

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Części książek na temat "Whole school approach"

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Bason-Wood, Shonette. "The whole school approach 27-day challenges with instructions". W The Spread the Happiness Approach, 71–116. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429451294-6.

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Mullett, Elizabeth, Steven W. Evans i Mark D. Weist. "A Whole-School Approach to Mental Health Promotion". W Community Planning to Foster Resilience in Children, 297–309. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-306-48544-2_19.

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Farrelly, Cathleen, i Valerie Lovejoy. "A Whole-School Approach to Adolescent Wellbeing in Open-Plan Schools". W Personalising Learning in Open-Plan Schools, 57–76. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-193-9_4.

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Kavanagh, Anne Marie. "A whole school approach to social justice education 1". W Teaching for Social Justice and Sustainable Development Across the Primary Curriculum, 215–30. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003003021-14.

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Glazzard, Jonathan. "A whole-school approach to health and well-being". W Handbook of Ethnography in Healthcare Research, 481–90. Abingdon, Oxon; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429320927-53.

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Cefai, Carmel, i Valeria Cavioni. "A Whole-School Approach to SEE: The School as a Caring Community". W Social and Emotional Education in Primary School, 113–31. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8752-4_7.

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Woods, David. "Lessons from “The London Challenge”: a whole-system approach to leadership development". W Sustaining Depth and Meaning in School Leadership, 267–81. Abingdon, Oxon ; New York, NY : Routledge, 2020. | Series: Tavistock clinic book series: Routledge, 2020. http://dx.doi.org/10.4324/9781003015901-13.

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Griffin, Helen, Dorottya Rédai i Valentina Guerrini. "A Whole-School Approach to Gender Equality: Rationale and Country Contexts". W Gender Equality and Stereotyping in Secondary Schools, 1–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64126-9_1.

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Gericke, Niklas. "Implementation of Education for Sustainable Development Through a Whole School Approach". W Education for Sustainable Development in Primary and Secondary Schools, 153–66. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09112-4_11.

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Sooter, Traci. "Architecture and the Liberal Arts: A Whole-School Approach to Community Engagement". W Exploring, Experiencing, and Envisioning Integration in US Arts Education, 27–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71051-8_3.

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Streszczenia konferencji na temat "Whole school approach"

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Goodwin, M., M. Brawley, P. Ferguson, D. Price i J. Whitehair. "A Whole-School approach to STEM education: Every child, every class, every day". W 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525203.

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Rodrigues, Maria, Andreia Monteiro, Ana Ribeiro i Sara Brandão. "SOCI@LL PROJECT: WHOLE-SCHOOL APPROACH IN CITIZENSHIP EDUCATION – LOCAL PARTNERSHIPS CONNECTING YOUNGSTERS, SCHOOL COMMUNITY AND WIDER SOCIETY". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.2263.

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Usman, Herlina, Ika Lestari i Noldy Pelenkahu. "English e-Book for Elementary School Students: Research by Design Based on Whole Language Approach". W Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.092.

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Wolff, Kenya. "Growing Healthy Bodies, Minds, and Communities: A Standards-Based Whole-Child Approach to School Readiness". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1570265.

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Maharani, Wydha Mustika, Soesilo Zauhar, Mochamad Makmur i Bambang Santoso Haryono. "Blended Learning on Vocational High School in Adaptation of New Habit Era with Whole of Government Approach". W 3rd Annual International Conference on Public and Business Administration (AICoBPA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210928.098.

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Kniazkina, Marina, Olga Yurchenko i Vyacheslav Dyachuk. "A new approach for immunostaining nervous systems in isolated organs and whole animals". W INTERNATIONAL CONFERENCE ON PHYSICS AND CHEMISTRY OF COMBUSTION AND PROCESSES IN EXTREME ENVIRONMENTS (COMPHYSCHEM’20-21) and VI INTERNATIONAL SUMMER SCHOOL “MODERN QUANTUM CHEMISTRY METHODS IN APPLICATIONS”. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0031970.

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Richardson, Sarah, i Sladana Krstic. "Using assessment data to improve equity: How teachers use insights from the Scottish National Standardised Assessments". W Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_10.

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Evidence-based decision-making is regarded as an important indicator of quality in schools around the world. Using data gathered from assessments, in conjunction with other insights, can help school leaders and teachers better meet the needs of learners. In schools that cater to disadvantaged learners, using data to design targeted interventions plays an important role in improving equity. In this paper we report on a study with five schools in Scotland. All schools had learner cohorts characterised by multiple layers of disadvantage. Informed by the theoretical underpinnings of sensemaking theory, we investigated how teachers and school leaders used data from the Scottish National Standardised Assessments (SNSA). Our findings suggest that teachers and leaders are adept at combining assessment data with other insights – including their own observations. All schools were active in using data to inform decision-making, both at the whole-school level and at the classroom level. They reported multiple uses of data, from validating their own instincts to targeting support to particular cohorts of learners. We suggest that the way in which SNSA is designed – explicitly providing data to teachers to help inform their professional judgement – is a factor in the positive approach to data usage among these schools.
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Caredda, Carla, i Maria Puxeddu. "The Classic Definition of Probability and Fractions: Difficulties and Possibilities as the Primary School Level". W Proceedings of the First Scientific Meeting of the IASE. International Association for Statistical Education, 1993. http://dx.doi.org/10.52041/srap.93103.

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The concept of fraction represents, a moment of difficulty both for teachers, from which it requires adequate teaching abilities, and for children, who must be highly motivated to understand it. It is not rash to state that even the scholastic stages following the primary school level the approach to fractions requires special attention of the part of teachers and students. Fractional notation expresses different "mathematical moments" which obviously go beyond the traditional teaching concept of the whole to the part. The educative process at the primary school level traditionally starts from this approach and with this content, with the idea of latest broadening its fields of application. in some of these the same notation is subsequently used, In Italian primary school syllabuses for 1985, the girls outlined for the first cycle (first and second years) call explicitly for the use of the fraction symbol in the classic terms of the concept of whole/part: "... with the aid of an adequate number of objects, calculate the reciprocal connection double/ha.f, triple/thrid, quadruple/fourth, and so on..." Amount the goals of the second cycle (3rd, 4th and 5th years) pupils must: "... find the fractions representing parts of suitable geometrical figures, set of objects or numbers; conversely, given a fraction, find the corresponding part in appropriate geometric figures, set of objects or numbers, paying special attention to decimal places. Compare and out in order the simplest fractions, using properly the number-line...".
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Boamah, Eric. "Unfettered Resilience of School Archivists in Maintaining Value of Records to Support the New Zealand School Curriculum". W 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205016.

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The purpose of this study is to explore the key function of school archives and to highlight the important roles school archivists play in maintaining the value of records to support the curriculum. Although school archives play an important role in the school, little has been researched in New Zealand about the challenges school archivists face and their unfettered resilience to push through those obstacles to maintain the value of school records to support the curriculum. This article is part of a study in progress that employs an interpretive qualitative approach to understand the perspectives of school archivists on their purpose. The perspectives of seven school archivists from four regions of New Zealand are presented. The findings reveal the core functions of the school archive as a source of information for researchers, family members of past students, and corporate entities. The archive supports teaching and learning by providing teachers with useful and unique teaching aids from the collection. It also serves to preserve the identity and memory of the school. Specific tasks of the school archivist include collecting items for the archive, organising the collection, reporting, and displaying the materials for easy access and use by those who need them. Certain resources enable the archivist to achieve their purposes, but their passion is a key enabler. The main challenges school archivists face relate to issues with training and skills development, resourcing, recognition and awareness, inadequate facilities and collaboration. The study has useful implications for archival research in New Zealand as it discusses an area that has not been explored before. This article is limited to the perspectives of only seven school archivists, meaning it can be difficult to form a generalisation of school archivists in the whole of New Zealand. However, the study is still in progress and the author hopes to gather more perspectives in order to make a comprehensive generalisation.
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PETRE (STAN), Cornelia, Loredana Elena COMĂNESCU i Nicușor DIACONU. "MANAGEMENT FROM AN EDUCATIONAL PERSPECTIVE". W International Management Conference. Editura ASE, 2022. http://dx.doi.org/10.24818/imc/2021/02.09.

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Authentic educational management supports and stimulates, by all possible means, the process of organization and functioning of educational organizations, in their essence, referring to the content, structure, process, which naturally involves the decentralization of educational management, of all its hierarchical structures, the efficient applicability of methods, techniques and tools, as well as the approach of modern managerial practices. These involve the organization of educational structures, the promotion of school autonomy with all its advantages, together with the positive effects arising from these actions of major importance, which work together to ensure access conditions and school success- a fundamental objective of educational management, from the whole system to the school level. The general managerial objectives at the level of both global and local educational system, of the school itself, correlate, one by one, with the new orientations and realities appropriate to a democratic and open society, with the directions of the education reform. They are organically linked to the value system and express the perspective of the development of education, values that ensure socio-human progress. The objectives of the paper are the analysis of educational management and its impact on schools and the identification of appropriate managerial procedures in order to increase educational performance. The research include the ways in which the quality of the managerial act contribute to improving the satisfaction of the direct beneficiaries of the instructive-educational process, regarding the acquisition of new skills. These beneficiaries are students.
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Raporty organizacyjne na temat "Whole school approach"

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Klevan, Sarah, Julia Daniel, Kendra Fehrer i Anna Maier. Creating the conditions for kids to learn: Oakland’s districtwide community schools initiative. Learning Policy Institute, wrzesień 2022. http://dx.doi.org/10.54300/784.361.

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With historic investments in the community school approach at the federal and state levels, educational leaders must understand how to build, implement, and sustain high-quality community schools in policy and practice. This study builds this understanding by examining the relationship between district support, community schools, and whole child educational practices within the Oakland Unified School District. This report describes how the district supports three community schools—one elementary, one middle, and one high school—by providing a centralized infrastructure that enables them to function as community schools while also prioritizing whole child educational practices.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, grudzień 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko i Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards is the necessary step in high education reforming in Ukraine, while the application of competencies-based approach to high school sectoral standards development facilitates tuning of education towards labour market’s requirements and demands, further development of educational techniques and educational system as a whole. Objective of the article: to project system of competencies and to define components of environmental competencies for mining engineers. Methods: – theoretical: analysis, generalization, systematization of legislative framework, educational standards, Internet - sources in order to distinguish theoretical basis of research, develop system of competencies for future mining engineers. – Empirical – improvement of system of competencies for future mining engineers. Scientific novelty is represented with structured system, consisting of 49 competencies, comprising the core of new sectoral standard for mining engineers preparation; Practical importance of the outcomes is related to developments: separate constituents of high school draft sectoral standard for Mining engineers bachelors’ preparation 6.050301 Mining (system of social & personal, general scientific, tool-based, general professional and special professional competencies. Research outcomes can be used while developing educational qualification profile and training program for Mining bachelors 6.050301 education field, in course of geoinformational technologies review by ecology, land survey and geography bachelors.
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Mathie, R. G., i A. E. J. Wals. Whole school approaches to sustainability : Exemplary practices from around the world. Wageningen: Wageningen University, Education & Learning Sciences, 2022. http://dx.doi.org/10.18174/566782.

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Mathie, R. G., i A. E. J. Wals. Whole school approaches to sustainability : exemplary practices from around the world. Wageningen: Wageningen University, Education & Learning Sciences, 2022. http://dx.doi.org/10.18174/572267.

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Liberman, Babe, i Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, lipiec 2020. http://dx.doi.org/10.51388/20.500.12265/100.

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Education research is too often based on gaps in published research or the niche interests of researchers, rather than the priority challenges faced by schools and districts. As a result, the education studies that researchers design and publish are often not applicable to schools’ most pressing needs. To spur future research to address the specific equity goals of schools and districts, Digital Promise set out to define and test a collaborative process for developing practice-driven, equity-centered R&D agendas. Our process centered on convening a range of education stakeholders to listen to and prioritize the equity-related challenges that on-the-ground staff are facing, while considering prominent gaps in existing research and solutions. We selected two challenge topics around which to pilot this approach and create sample agendas (adolescent literacy and computational thinking).
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Hudson, Kesha N., i Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, sierpień 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.
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Bano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), lipiec 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.

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Establishing School-Based Management Committees (SBMCs) is one of the most widely adopted and widely studied interventions aimed at addressing the learning crisis faced in many developing countries: giving parents and communities a certain degree of control over aspects of school management is assumed to increase school accountability and contribute to improvements in learning. Examining the case of Nigeria, which in 2005 adopted a national policy to establish SBMCs in state schools, this paper reviews the evidence available on SBMCs’ ability to mobilise communities, and the potential for this increased community participation to translate into improved learning. The paper shows that while local community participation can help improve school performance, the donor and state supported SBMCs struggle to stay active and have positive impact on school performance. Yet for ministries of education in many developing countries establishing SBMCs remains a priority intervention among the many initiatives aimed at improving education quality. The paper thus asks what makes the establishment of SBMCs a priority intervention for the Nigerian government. By presenting an analysis of the SBMC-related policy documents in Nigeria, the paper demonstrates that an intervention aimed at involving local communities and developing bottom-up approaches to identifying and designing education policies is itself entirely a product of top-down policy making, envisioned, developed, and funded almost entirely by the international development community. The entire process is reflective of isomorphic mimicry—a process whereby organisations attempt to mimic good behaviour to gain legitimacy, instead of fixing real challenges. Adopting the policy to establish SBMCs, which is heavily promoted by the international development community and does not require actual reform of the underlying political-economy challenges hindering investment in education, enables education ministries to mimic commitment to education reforms and attain the endorsement of the international community without addressing the real challenges. Like all cases of isomorphic mimicry, such policy adoption and implementation has costs: national ministries, as well as state- and district-level education authorities, end up devoting time, resources, and energy to planning, designing, and implementing an intervention for which neither the need nor the evidence of success is established. Additionally, such top-down measures prevent state agencies from identifying local opportunities for delivering the same goals more effectively and perhaps at a lower cost. The paper illustrates this with the case of the state of Kano: there is a rich indigenous culture of supporting community schools, yet, rather than learning why local communities support certain kinds of school but not state schools, and trying to replicate the lessons in state schools, the SBMC model introduced is designed by development agencies at the national level and is administratively complicated and resource-intensive. The opportunity for local learning has not been realised; instead, both the agenda and the implementation framework have been entirely shaped by international aid agencies. The paper thus demonstrates how apparently positive policy interventions resulting from pressure exerted by the international community could be having unintended consequences, given the national-level political-economy dynamics.
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Chen, Liming, David Raitzer, Rana Hasan, Rouselle Lavado i Orlee Velarde. What Works to Control COVID-19? Econometric Analysis of a Cross-Country Panel. Asian Development Bank, grudzień 2020. http://dx.doi.org/10.22617/wps200354-2.

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The paper examines the effects of nonpharmaceutical interventions on transmission of the novel coronavirus disease (COVID-19) as captured by its reproduction rate 𝑅t. Using cross-country panel data, the paper finds that while lockdown measures have strong effects on 𝑅t, gathering bans appear to be more effective than workplace and school closures. Ramping up the testing and tracing of COVID-19 cases is found to be especially effective in controlling the spread of the disease where there is greater coverage of paid sick leave benefits. Workplace and school closures are found to have large negative effects on gross domestic product compared with other measures, suggesting that a more targeted approach can be taken to keep the epidemic controlled at lower cost.
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Stepanyuk, Alla V., Liudmyla P. Mironets, Tetiana M. Olendr, Ivan M. Tsidylo i Oksana B. Stoliar. Methodology of using mobile Internet devices in the process of biology school course studying. [б. в.], lipiec 2020. http://dx.doi.org/10.31812/123456789/3887.

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This paper considers the problem of using mobile Internet devices in the process of biology studying in secondary schools. It has been examined how well the scientific problem is developed in pedagogical theory and educational practice. The methodology of using mobile Internet devices in the process of biology studying in a basic school, which involves the use of the Play Market server applications, Smart technologies and a website, has been created. After the analyses of the Play Market server content, there have been found several free of charge applications, which can be used while studying biology in a basic school. Among them are the following: Anatomy 4D, Animal 4D+, Augmented Reality Dinosaurs – my ARgalaxy, BioInc – Biomedical Plague, Plan+Net. Their choice is caused by the specifics of the object of biological cognition (life in all its manifestations) and the concept of bio(eco)centrism, which recognizes the life of any living system as the highest value. The paper suggests the original approach for homework checking, which involves besides computer control of students’ learning outcomes, the use of Miracast wireless technology. This demands the owning of a smartphone, a multimedia projector, and a Google Chromecast type adapter. The methodology of conducting a mobile front-line survey at the lesson on the learned or current material in biology in the test form, with the help of the free Plickers application, has been presented. The expediency of using the website builder Ucoz.ua for creation of a training website in biology has been substantiated. The methodology of organizing the educational process in biology in a basic school using the training website has been developed. Recommendations for using a biology training website have been summarized. According to the results of the forming experiment, the effectiveness of the proposed methodology of using mobile Internet devices in the process of biology studying in a basic school has been substantiated.
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