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1
Rasban, Sadali, Adam Abdullah, and Aznan Hasan. "An analysis of residue net estate distribution to bayt al-māl in Singapore." ISRA International Journal of Islamic Finance 12, no. 1 (April 1, 2020): 49–67. http://dx.doi.org/10.1108/ijif-04-2019-0055.
Повний текст джерелаАнотація:
Purpose This paper aims to examine the current practice in Singapore regarding an inheritance issue: disposal of the residual net estate to the bayt al-māl, which is identified as the Islamic Religious Council of Singapore (Majlis Ugama Islam Singapura, MUIS). The issue arises when the deceased leaves farḍ (fixed-share) heir(s) and/or dhawū al-arḥām (outer family members) but there is no ʿaṣabah (agnatic residuary heir by blood). Farḍ legal heirs are those beneficiaries for whom the Qurʾān prescribes inheritance of a pre-determined share. Disposal of the residual net estate to the bayt al-māl results in a reduction in the share due to the farḍ legal heir or worse, a total loss to the dhawū al-arḥām legal heirs. Design/methodology/approach A qualitative approach based on library and case study research has been adopted to elaborate practices that fall under the purview of the Administration of Muslim Law Acts (AMLA), Chapter 3. Findings The current practice seems biased against, especially, women and spouses. It creates high dissatisfaction in the community, especially those affected by such practices. This paper elaborates on the practice of residual net estate distribution in Singapore and the contemporary practices of the four Sunni madh-habs – the Ḥanafī, Mālikī, Shāfiʿī and Ḥanbalī jurisprudential schools – in other countries. Research limitations/implications In Singapore, Muslim law is defined and implemented by the civil court, not the Syariah Court or MUIS. The recommendation to change from the current classical practice by the Syariah Court and MUIS to the contemporary practice that is relevant to today’s context lies with the civil court and Government of Singapore. The choice for the Syariah Court and MUIS to adopt the contemporary practice as per Ḥanafī School by rule of the court or the government is beyond this research. Zayd ibn Thābit, Caliph Abū Bakr and a small number of companions held the view that the residue net estate asset must go to the bayt al-māl, the current classical practice. The contemporary practice adopted by Sayyidina ʿUthmān ibn ʿAffān, Jābir ibn Zayd and majority of the companions’ view, is not in favour of the residue net estate asset to go to the bayt al-māl; rather they view that it must be returned to the legal heirs. Practical implications Awareness in the community in the current controversial practice in Singapore when the residue net estate through the farāʾiḍ law was giving to bayt al-māl instead of returning to farḍ or dhawū al-arḥām in the absence of the ʿaṣabah legal heir as stated in the Inheritance Certificate issued by Syariah Court. Social implications To understand the contemporary Muslim law and the practical and just application in today’s Singapore context as supported by the AMLA, Chapter 3. Originality/value This is the first study that challenges the current practice by the Syariah Court and MUIS in Singapore, thereby endeavouring to restore justice to the community.
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Lin, Yao-San, Jie Ni Lim, and Yung-Sen Wu. "Developing and Applying a Chinese Character Learning Game App to Enhance Primary School Students’ Abilities in Identifying and Using Characters." Education Sciences 12, no. 3 (March 9, 2022): 189. http://dx.doi.org/10.3390/educsci12030189.
Повний текст джерелаАнотація:
The Chinese language is the mother tongue that most students in Singapore need to master. However, for many local students, due to the use of English as the main language in Singapore’s families and the living environment, the time and frequency of using Chinese and the exposure to Chinese characters are relatively insufficient, which leads to a high forgetting rate, confusion of the characters and the improper use of Chinese characters. This study attempts to develop an app of a Chinese character learning game for Singapore primary school students, aiming to stimulate students’ interest in learning Chinese, increase their frequency of contact and use of Chinese characters, and ultimately strengthen their ability to remember, understand and use Chinese characters. By collecting the data from students’ questionnaire surveys, teachers’ questionnaire surveys, students’ literacy tests, and classroom observations, the research team found that the designed app can enhance the interest of lower grade primary school students in learning Chinese and strengthen their ability to memorize and use Chinese characters.
3
Ong Kelly, Khim, Shi Yun Angela Ang, Wei Ling Chong, and Wei Sheng Hu. "Teacher appraisal and its outcomes in Singapore primary schools." Journal of Educational Administration 46, no. 1 (February 2008): 39–54. http://dx.doi.org/10.1108/09578230810849808.
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Nguyen, Dong Thanh, David Ng, and Pui San Yap. "Instructional leadership structure in Singapore: a co-existence of hierarchy and heterarchy." Journal of Educational Administration 55, no. 2 (April 10, 2017): 147–67. http://dx.doi.org/10.1108/jea-05-2016-0060.
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Purpose The purpose of this paper is to explore the instructional leadership practices and structure in Singapore primary schools. Design/methodology/approach The study employs a qualitative approach. Data were collected from interviews of 30 Singapore primary school principals and 25 working-day observations of five principals. A grounded theory method was utilized to analyze the qualitative data. Findings The instructional leadership roles of principals can be categorized into four key themes: vision development and implementation, physical and organizational structure, professional development, and leading and managing instruction. Importantly, the study illuminates a hybrid structure of instructional leadership in which both hierarchical and heterarchical elements exist. Originality/value The current study expands the global knowledge base on instructional leadership by providing indigenous knowledge of how instructional leadership is enacted in Singapore schools. Simultaneously, this study suggests an agenda for future research on instructional leadership.
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Prasvita, Desta Sandya. "Implementation of Sistem Administrasi Keuangan Sekolah for Junior High Schools, Senior High Schools and Vocational Schools in Bogor PESAT Schools (Si-AKSES)." I-STATEMENT 6, no. 1 (January 14, 2021): 15–24. http://dx.doi.org/10.46371/istatement.v6i1.267.
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In educational institutions, one of the resources that need to be managed properly is school financial resources. However, there are still many schools that have not managed their financial resources optimally, one of which is in the student financial administration process which is still done manually, namely by recording with books or recording with spreadsheet software. This has the risk of data being damaged, data lost, difficult to evaluate and monitoring, and less effective in student financial administration services. The same is the case with PESAT Bogor school, where schools still use spreadsheet software in financial administration. So in this study, the implementation of an integrated financial administration system at SMP, SMA, and SMK PESAT is integrated (Si-AKSES) in order to create optimal school governance, especially in the financial administration process. The software development uses the waterfall method which is implemented with the MySQL database, the PHP programming language and the CodeIgniter framework. With the existence of Si-AKSES, it can facilitate PESAT schools in providing services to students who want to make school financial payments, recording student transactions from the start of entry to graduation, controlling student arrears, reporting processes, and so that school finances are more controllable and transparent.
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Syrymbetova, L. S., G. N. Akbayeva, and A. K. Zhuman. "The realization of bilingual education in Singapore (overview)." Bulletin of the Karaganda University. Pedagogy series 105, no. 1 (March 29, 2022): 147–52. http://dx.doi.org/10.31489/2022ped1/147-152.
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Today, when knowing languages are directly connected with economic situation, Singapore is a good example. According to the international tests results, Singapore has ranked first place. Consequently, in this article, we consider what types of bilingual education are used and how schools implement them in their education program. As a multinational country without one official language, Singapore made all the languages of main nations official and chose English as a common language which is compulsory to be known by all the population. So, schools used bilingual programs directed to make students be able to study in two languages, English and mother tongue. Not only schools develop bilingual programs but the government is also involved in realization of bilingual programs to educate children to know at least two languages at a high level. An effective realization of bilingual program made Singapore one of the best countries which have a good educational system.
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Klar, Hans W., and Curtis A. Brewer. "Successful Leadership in High-Needs Schools." Educational Administration Quarterly 49, no. 5 (March 29, 2013): 768–808. http://dx.doi.org/10.1177/0013161x13482577.
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Periyakoil, Divya, Hari Prasanna Das, Clayton Miller, Costas J. Spanos, and Ndola Prata. "Environmental Exposures in Singapore Schools: An Ecological Study." International Journal of Environmental Research and Public Health 18, no. 4 (February 14, 2021): 1843. http://dx.doi.org/10.3390/ijerph18041843.
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Global climate change is a clear and present danger to our environment, but the impacts of climate change on human health are less known. People in Asian countries are more susceptible to the negative impacts of climate change and the subsequent environmental exposures because of the high population density, rapid urbanization, and natural geography of the region. The objective of this multidisciplinary collaborative ecological study was to explore the impact of environmental exposures such as temperature (°C), noise (db), humidity (%rh), air conditioning exposure time (hours), and distance traveled to school (km) on the comfort and academic success of school children in Singapore. Analysis of a large dataset from the Singapore National Science Experiment revealed a positive correlation between the distance traveled to school and favorable environmental conditions (moderate temperatures, low noise, low humidity, and higher amount of air conditioning time) and student academic performance. The analysis revealed that the distance traveled between home and school for public school students falls within a larger range than that for independent (private) school students. On average, students traveled farther distances to attend schools of higher academic caliber thereby increasing their exposure to environmental pollution. Student exposure to pollution can be minimized if all schools adhere to higher standards of environmental comfort and standardized academic caliber. If students can attend the school closest to their homes, they can minimize their daily pollution exposure due to traffic/commute, thereby mitigating the resultant negative health consequences.
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Sharpe, Leslie, and S. Gopinathan. "Leadership in High Achieving Schools in Singapore: The Influence of Societal Culture." Asia Pacific Journal of Education 20, no. 2 (January 2000): 87–98. http://dx.doi.org/10.1080/02188791.2000.10600185.
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BAUTISTA, Alfredo, Joanne WONG, and Saravanan GOPINATHAN. "Teacher Professional Development in Singapore: Depicting the Landscape." Psychology, Society, & Education 7, no. 3 (April 30, 2015): 311. http://dx.doi.org/10.25115/psye.v7i3.523.
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ABTRACT: This article depicts the landscape of teacher professional development (PD) in Singapore, one of the world’s top-performing countries in education. We provide an overview of the resources available to the approximately 30,000 teachers within the 350 primary and secondary schools run by the Ministry of Education (MOE). We focus on the three main PD providers: the National Institute of Education, the Academy of Singapore Teachers and six Centers of Excellence, and schools themselves. Guided by the “Teacher Growth Model,” these providers aim at making PD coherent with teachers’ interests, the needs of schools, and the national curriculum. Teachers in Singapore are given the exceptionally high allotment of 100 voluntary hours of PD per year. There are multiple types of activities teachers can engage in, ranging from formal/structured courses and programs to more informal/reform-based initiatives (action research, lesson study). Teachers with different levels of expertise and career paths have access to different PD opportunities. Most PD is subject-specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. In fact, all MOE schools have been recently mandated to become Professional Learning Communities (PLC). We conclude that this comprehensive set of PD resources, considered as a whole, presents the features of “high-quality” PD described in the international literature. However, we suggest that more research is needed to examine the extent to which such an ambitious PD model is enhancing teachers’ knowledge and pedagogies, and ultimately students’ learning.
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Mulford, Bill, Diana Kendall, John Ewington, Bill Edmunds, Lawrie Kendall, and Halia Silins. "Successful principalship of high‐performance schools in high‐poverty communities." Journal of Educational Administration 46, no. 4 (July 4, 2008): 461–80. http://dx.doi.org/10.1108/09578230810882009.
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Tichnor-Wagner, Ariel, Christopher Harrison, and Lora Cohen-Vogel. "Cultures of Learning in Effective High Schools." Educational Administration Quarterly 52, no. 4 (July 7, 2016): 602–42. http://dx.doi.org/10.1177/0013161x16644957.
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Lochmiller, Chad R., and Colleen E. Chesnut. "Preparing turnaround leaders for high needs urban schools." Journal of Educational Administration 55, no. 1 (February 6, 2017): 85–102. http://dx.doi.org/10.1108/jea-11-2015-0099.
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Purpose The purpose of this paper is to describe the program structure and design considerations of a 25-day, full-time apprenticeship in a university-based principal preparation program. Design/methodology/approach The study used a qualitative case study design that drew upon interviews and focus groups with program participants as well as program-related documents. Qualitative data analysis was completed using ATLAS.ti. Findings The analysis suggests that the apprenticeship had three specific design features that were intended to support the apprentice’s development for turnaround leadership. These included locating the apprenticeship experience in a turnaround school setting; focusing the apprenticeship on district structures and procedures; and situating the apprentice’s work within the district’s approved improvement process. Research limitations/implications The study was limited in that recurring, on-site observations of apprenticeship activities were not possible. The study has implications for principal preparation programs related to the design of fieldwork experiences, as well as for educational scholars seeking to study the impact of fieldwork on principal efficacy. Originality/value The study contributes to the broader discussion of effective fieldwork experiences for aspiring school leaders, particularly when specific conceptions of leadership are infused within program designs.
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Kondakci, Yasar, and Hakan Sivri. "Salient characteristics of high-performing Turkish elementary schools." Journal of Educational Administration 52, no. 2 (April 29, 2014): 254–72. http://dx.doi.org/10.1108/jea-12-2012-0136.
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Purpose – Considering student achievement in a nation-wide examination as an indicator of school effectiveness, the purpose of this paper is to investigate the common characteristics across nine highly performing schools. Design/methodology/approach – The study was designed as a multiple-case study. Semi-structured interviews with teachers and administrators were conducted when collecting the data. Content analysis was implemented in analyzing the interview transcripts. Findings – The findings of the study basically suggest building a vision of achievement and sharing this vision with different constituencies, structuring positive instructional environment and implementing positive classroom managerial practices, educational leadership identifying the needs of school environment and responding to these needs, investing in positive school climate, monitoring pupils’ progress, ensuring the contribution of parents in schooling practices, and structuring a safe physical environment and providing necessary materials are instrumental activities for positive student outcomes. Research limitations/implications – Although it is not uncommon in the literature, the study relies on students’ scores in a nation-wide examination as an indicator of school effectiveness. However, this was inevitable because of the fact that Turkish education system does not suggest behavioral or organizational effectiveness indicators. Hence, further research in Turkish context may identify multiple indicators and focus on school wide as well as environmental dynamics of effectiveness. Originality/value – The current study produced similar themes characterizing effective schools with the rest of the literature. However, the Turkish context exhibits a different understanding in relation to what causes effectiveness. The uniqueness of the Turkish context is largely related to the cultural context which has largely been shaped by conservatist philosophical orientations and centralized structure.
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HASLAM, Ian R. "Psychological Skills Training: A Qualitative Study of Singapore Coaches." Asian Journal of Physical Education & Recreation 10, no. 1 (June 1, 2004): 37–47. http://dx.doi.org/10.24112/ajper.101294.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.This is a qualitative study of the concerns that Singapore secondary school coaches have with psychological skills training (PST). Two hundred and three coaches were asked to complete the Stages of Concern Questionnaire. The coaches were categorized into four coaching levels. The survey data demonstrated high levels of informational and personal concerns of the lower level coaches and high consequence concerns for the club level and national youth coaches. A group of four coaches, one from each level of coaching agreed to be interviewed in connection with the study. The interview questions were based on an analysis of the survey data. Results of the study revealed three dominant lines of discourse which went beyond the use of PST in schools and which appeared to be systemic concerns about teaching physical education and coaching in public schools. These included issues were closely aligned to existing concepts prevalent in the professional socialisation literature including marginality, isolation and wash-out. It was considered that these concerns would have a negative effect on the likelihood of coaches introducing PST in local schools.本文嘗試探討星加坡中學體育敎練的心理技能訓練，203位敎練接受訪問，結果發現專業的社會化過程可能會影嚮敎練人員的心理技能訓練。
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Bendikson, Linda, Mark Broadwith, Tong Zhu, and Frauke Meyer. "Goal pursuit practices in high schools: hitting the target?" Journal of Educational Administration 58, no. 6 (August 19, 2020): 713–28. http://dx.doi.org/10.1108/jea-01-2020-0020.
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PurposeThis article investigates goal pursuit practices in a sample of 31 New Zealand high schools. It examines goal knowledge of middle and senior leaders, the alignment of this knowledge and factors related to improvement.Design/methodology/approachGoals from schools' annual improvement plans were identified and counted at the beginning of the academic year. Senior and middle leaders were asked to recall their school's academic goals from memory. Responses were scored against the goals in the schools' plans to produce an accuracy score for each leader and for each middle and senior leadership team (SLT). At the end of the academic year, leaders recounted their goals and rated and commented on their SLT’s goal focus. Data analysis examined goal knowledge, alignment of middle and senior leaders' goal knowledge and SLT's goal focus. Comments were analyzed thematically in regard to the number and clarity of the goals and how goals were communicated, enacted and monitored.FindingsOur findings show a lack of goal clarity, persistence across the year and effective strategy hampered the majority of schools in their goal pursuit. Only a few schools had a strong and aligned goal focus. Factors influencing perceived improvement included: fewer and greater clarity of goals, engagement of middle leaders in setting goals, establishing sound supporting structures and regular monitoring of progress.Originality/valueWhile annual improvement plans outlining multiple goals are often compulsory for schools, little is known about their impact on practice. This research clarifies the state of goal pursuit in a sample of high schools.
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Kil Kon, Ko. "Motivations Affecting Singapore University Students` Publicand Private-Sector Job Choices." Korean Journal of Policy Studies 27, no. 1 (April 30, 2012): 131–52. http://dx.doi.org/10.52372/kjps27107.
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This article investigates whether university students` job motivations are different depending on their sectoral job choice. Using stratified random sampling, the author surveyed 253 students in Singapore (response rate = 48 percent). Logistic regression analysis results provided evidence that public service motivation is a significant motivator to Singapore university students who pursue public-sector careers. The results, however, do not exclude the importance of extrinsic motivators such as high salary or opportunity for advancement, which are important to both public- and private-sector job seekers.
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Susanto, Pendi. "Perbandingan Pendidikan Islam di Asia Tenggara." Jurnal Pendidikan Islam 4, no. 1 (June 1, 2015): 71. http://dx.doi.org/10.14421/jpi.2015.41.71-93.
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AbstractIslamic education in Southeast Asia has some diverse substances. In Indonesia, Islamic education experience rapid progress. Indonesia employ Islamic education as cumpolsarysubject in schools and public universities. In Malaysia, Islamic education has manyimprovements since 1956 e.g. Islamic education is taught in national school and alsoMalaysia also formed religious education department that handle every religious subjectin schools. Thailand, especially in couple regions such as Pattani, Setul, Yala, andNarathiwat, Islamic education with boarding school and Madrasah become islamicidentity backbone and Islamic struggle against central government. Meanwhile, differentcondition takes place to Islamic education in Singapore. There is still an unclearedpurpose between islamic education with national education system, there is no islamicuniversity, no standard curriculum, no central islamic education administration, andthe lack of fund and economical status of religion teacher.
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Kwadzo Agezo, Clement. "Female leadership and school effectiveness in junior high schools in Ghana." Journal of Educational Administration 48, no. 6 (September 28, 2010): 689–703. http://dx.doi.org/10.1108/09578231011079557.
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PurposeThe purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.Design/methodology/approachThe study was qualitative and interpretive. Five principals of junior high schools were interviewed, their schools observed over a period of three months, and schools' records examined.FindingsThe schools had shared visions and missions that were well articulated by the principals and other stakeholders. The principals created a work environment that encouraged creative thinking; designed and implemented new and cutting edge programs; and challenged the status quo.Research limitations/implicationsAs a male researching into female leadership, the researcher's gender might influence some of the findings. The sample size is not large enough for any meaningful generalization to be made beyond similar context and geographical contexts.Practical implicationsThe female principals were transformational leaders, a leadership style demanded in organizations during the twenty‐first century.Originality/valueAt the time that this research was conducted, it was the first study on female principal leadership in junior high schools in Ghana.
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Addi-Raccah, Audrey. "Resources and Influences: Parents in Leadership Positions in Low-/Mid-SES and High-SES Schools in Israel." Educational Administration Quarterly 56, no. 4 (October 23, 2019): 600–640. http://dx.doi.org/10.1177/0013161x19883693.
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Purpose: This study focused on parents’ involvement in their children’s schools through participation in collective leadership roles. Based on Bourdieu’s approach the current analysis examined the link between parents’ types of resources, types of involvement in schools, and their influences over different school domains while comparing parents from two socioeconomic status (SES) levels (low/mid and high). Research Design: Participants comprised 624 parents from 21 randomly selected elementary schools, of which 10 were of low-/mid-SES and 11 high-SES schools. Data were collected by a questionnaire and analyzed based on multivariate analysis of variance and multi-group structural equation modeling approach. Findings: It was found that for holding leadership roles in schools, parents activate diverse education-related resources. Once gaining a formal leadership role parents may feel a legitimate right to influence schools, mainly on issues related to school management domains such as fundraising. Although, some differences occurred between high-SES and low-/mid-SES schools, there was a similarity regarding parents’ leadership roles that may benefit schools by bridging between the schools and their environment. Conclusions: As schools become more heterarchical, parent leadership may be able to play an increasingly significant role in facilitating the school principal’s work and fostering school improvement. Accordingly, school principals need to support and encourage parent leadership, particularly in low-SES schools. For that purpose, educators must be more attentive, accepting and value the resources of parents of low-SES schools.
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Yaya, Rizal. "Twelve years of scottish school public private partnerships: Are they better value for money?" Journal of Public Procurement 17, no. 2 (March 1, 2017): 187–228. http://dx.doi.org/10.1108/jopp-17-02-2017-b002.
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This research evaluates the value-for-money (VFM) obtained from public-private partnership (PPP) schools in Scotland, based on headteachers questionnaires, local authority interviews and Scottish School Estate Statistics. The period covered is 2000-2012, when 395 new schools were commissioned. The PPPs were better in building condition and maintenance standards and conventionally-financed schools were better in terms of teacher access and improvement in staff morale. There was transfer of knowledge whereby the high standards of the PPPs then became the new standards for the conventionally-financed schools. Concerns about PPP VFM relates to the high cost of unitary charges and contract inflexibilities. A higher percentage of headteachers of conventionally-financed schools (63.64%) considered their new schools resulted in good VFM compared to PPP schools (42.86%).
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Chow, Chiu Wai, and Elaine Chapman. "Construct Validity of the Two-Factor Revised Learning Process Questionnaire in a Singapore High School." Journal of Educational and Developmental Psychology 8, no. 2 (September 11, 2018): 159. http://dx.doi.org/10.5539/jedp.v8n2p159.
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The Revised Two-factor Learning Process Questionnaire (R-LPQ-2F) is an instrument for assessing students’ learning approaches at the high school level. The instrument has significant potential for use in Singapore schools, but as yet, has not been validated in this context. This study evaluated the validity attributes of the R-LPQ-2F in a sample of Singapore senior high school students. The sample comprised 455 Year 11 students (266 male, 189 female) from Singapore. The internal structure of the R-LPQ-2F was evaluated by replicating the confirmatory factor analyses published in previous validations of the instrument, and assessing its internal consistencies and inter-scale correlations. Relationships between the R-LPQ-2F subscales and external variables were also evaluated. Results indicated that for the Deep Approach scale, a one-factor model fit the data well. For the Surface Approach scale, a four-factor model (Fear of Failure; Aim for Qualification; Minimizing Scope of Study; and Memorization) was found to fit the data best. Correlations between scores on the R-LPQ-2F subscales, on the Motivated Strategies for Learning Questionnaire, and a physics achievement test demonstrated expected patterns of correlation. Overall, results obtained in this study supported the construct validity of the R-LPQ-2F for use with Singapore high school students.
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Yong, Yeong Wee, and Kau Ah Keng. "Government and Technology Transfer: The Case of Singapore." International Small Business Journal: Researching Entrepreneurship 10, no. 2 (January 1992): 54–65. http://dx.doi.org/10.1177/026624269201000204.
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DR. YEONG WEE-YONG AND ASSOCIATE professor Kay Ah-Keng are both with the faculty of business administration, National University of Singapore. In order to sustain the high economic growth Singapore has enjoyed in the last two decades and to face the new challenges ahead, the Singapore government has recently reviewed its economic development strategy and formulated several new plans. One of the steps Singapore is taking is to encourage all industries to exploit and apply new advances in technology. This paper reviews the Singapore government's role in technology transfer and the assistance it provides to small and medium enterprises in the upgrading of their operations. Two case studies are also given to illustrate how local small companies have benefitted from the new programmes.
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García Torres, Darlene. "Distributed leadership and teacher job satisfaction in Singapore." Journal of Educational Administration 56, no. 1 (February 5, 2018): 127–42. http://dx.doi.org/10.1108/jea-12-2016-0140.
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Purpose Singapore is a country with low teacher attrition rates and high performance on international assessments (TIMSS 2011/2015 and PISA 2012/2015). Consequently, its education system is often considered as a model for other nations. The purpose of this paper is to extend research on teacher job satisfaction in Singapore and provide comparative information for other education systems. Design/methodology/approach This paper presents a secondary analysis of data from the Organization for Economic Cooperation and Development’s 2013 Teaching and Learning International Survey with a focus on relationships among teacher and principal perceptions of distributed leadership and teachers’ job satisfaction in Singapore. Hierarchical linear modeling is applied to investigate teacher job satisfaction with principal perceptions and aggregate teacher perceptions of distributed leadership as school-level (level 2) variables and individual teacher perceptions of distributed leadership as a level 1 variable. Findings Results indicated that distributed leadership significantly predicted teachers’ work and professional satisfaction; higher distributed leadership scores were associated with higher satisfaction scores. Originality/value The significant positive relationship between distributed leadership and both dimensions of job satisfaction after accounting for individual teacher characteristics is a new finding in the Singapore schooling context.
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Eckert, Jonathan. "Collective Leadership Development: Emerging Themes From Urban, Suburban, and Rural High Schools." Educational Administration Quarterly 55, no. 3 (September 24, 2018): 477–509. http://dx.doi.org/10.1177/0013161x18799435.
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Purpose: Applying an analytic model to better understand collective leadership development, this study examines three high schools: one urban, one suburban, and one rural. Each school’s unique structure and context tests the model’s explanatory power. Research Methods: Using a multiple-case study design, data consisting of interviews with teachers and administrators ( n = 64), document analysis, and observations were collected from each of the three high schools to describe and explain variation in collective leadership development, practice, and student outcomes. Findings: Schools’ efforts to develop leadership are organized for cross-case analysis by model constructs. Variation between schools exists in collective leadership capacity, practice, and student outcomes. This variation is explained by antecedent factors that include principal support of teacher leadership, initial teacher capacity, school conditions, work design, and leadership development experiences. Specifically, catalytic principal support, relational trust, professional capital, and views of leadership as work enhance development. Moreover, because of the iterative nature of improvement captured by the model, improved collective leadership practice influences the antecedent constructs. Implications: This study has implications for how schools and districts understand collective leadership development efforts of administrators and teachers. The analytic model facilitates the examination of school contexts to understand the potential and relative success of development efforts.
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Romero, Lisa S. "Trust, behavior, and high school outcomes." Journal of Educational Administration 53, no. 2 (April 13, 2015): 215–36. http://dx.doi.org/10.1108/jea-07-2013-0079.
Повний текст джерелаАнотація:
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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Scribner, Jay Paredes, Douglas R. Hager, and Tara R. Warne. "The Paradox of Professional Community: Tales From Two High Schools." Educational Administration Quarterly 38, no. 1 (February 1, 2002): 45. http://dx.doi.org/10.1177/0013161x02038001003.
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Scribner, Jay Paredes, Douglas R. Hager, and Tara R. Warne. "The Paradox of Professional Community: Tales from Two High Schools." Educational Administration Quarterly 38, no. 1 (February 2002): 45–76. http://dx.doi.org/10.1177/0013161x02381003.
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TELFER, ROSS, and TREVOR SWANN. "TEACHER MOTIVATION IN ALTERNATE PROMOTION STRUCTURES FOR NSW HIGH SCHOOLS." Journal of Educational Administration 24, no. 1 (January 1986): 38–58. http://dx.doi.org/10.1108/eb009908.
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Hussain, Sabir. "Quality of Education in Public and Daanish Schools at Secondary Level." International Research Journal of Education and Innovation 2, no. 2 (September 20, 2021): 160–69. http://dx.doi.org/10.53575/irjei.17-v2.2(21)160-169.
Повний текст джерелаАнотація:
Quality has been considered a major component of education. The said research paper was designed to compare the Quality of education between Daanish and Public High Schools. Furthermore, the Quality was checked by four factors; Quality of Administration, Infrastructure, Teaching Staff, and Quality of Curriculum. By nature, it was survey type research. The population of that quantitative study was all the male and female teachers of public high schools and Daanish schools & Center of Excellence in Division Dera Ghazi Khan. The study sample was 196 teachers from Daanish schools and 457 teachers from public high schools. Data were collected by a five-point Likert scale with 50 statements and analyzed through SPSS V23; a t-test was used to compare the Quality of education between Daanish and public schools. It was found that quality of education was better in Daanish schools than in Public High Schools; with this, Quality of administration was better in Daanish schools, Quality of infrastructure, Quality of teaching staff, and Quality of the curriculum better in Daanish schools. Danish schools should be taken as a modal to improve the Quality of education in public schools.
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Harris, Alma, Michelle Jones, Kenny Soon Lee Cheah, Edward Devadason, and Donnie Adams. "Exploring principals’ instructional leadership practices in Malaysia: insights and implications." Journal of Educational Administration 55, no. 2 (April 10, 2017): 207–21. http://dx.doi.org/10.1108/jea-05-2016-0051.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to outline the findings from a small-scale, exploratory, study of principals’ instructional leadership practice in Malaysian primary schools. The dimensions and functions of instructional leadership, explicitly explored in this study, are those outlined in the Hallinger and Murphy’s (1985) model. Design/methodology/approach This study is part of a larger international, comparative research project that aims to identify the boundaries of the current knowledge base on instructional leadership practice and to develop a preliminary empirically based understanding of how principals conceive and enact their role as instructional leaders in Hong Kong, China, Vietnam, Malaysia, Singapore, Taiwan, and Thailand. Using a qualitative research design, semi-structured interviews were conducted with 30 primary school principals in Malaysia. The sample comprised principals from 14 Government National schools (SK), nine principals from Chinese schools (SJKC) and seven principals from Tamil schools (SJKT). The qualitative data were initially analysed inductively, and subsequently coded using ATLAS.ti to generate the findings and conclusions. Findings The findings showed that the Malaysian principals, who were interviewed, understood and could describe their responsibilities relating to improving instructional practice. In particular, they talked about the supervision of teachers and outlined various ways in which they actively monitored the quality of teaching and learning in their schools. These data revealed that some of the duties and activities associated with being a principal in Malaysia are particularly congruent with instructional leadership practices. In particular, the supervision of teaching and learning along with leading professional learning were strongly represented in the data. Research limitations/implications This is a small-scale, exploratory study involving 30 principals. Practical implications There is a clear policy aspiration, outlined in the Malaysian Education Blueprint, that principals should be instructional leaders. The evidence shows that principals are enacting some of the functions associated with being an instructional leader but not others. Originality/value The findings from this study provide some new insights into the principals’ instructional leadership practices in Malaysia. They also provide a basis for further, in-depth exploration that can enhance the knowledge base about principals’ instructional leadership practices in Malaysia.
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DeMatthews, David E., David S. Knight, and Jinseok Shin. "The Principal-Teacher Churn: Understanding the Relationship Between Leadership Turnover and Teacher Attrition." Educational Administration Quarterly 58, no. 1 (November 13, 2021): 76–109. http://dx.doi.org/10.1177/0013161x211051974.
Повний текст джерелаАнотація:
Purpose: Principals are critical to school improvement and play a vital role in creating inclusive and high-performing schools. Yet, approximately one in five principals leave their school each year, and turnover is higher in schools that serve low-income students of color. Relatedly, high rates of teacher turnover exacerbate challenges associated with unstable learning environments. Our study examines the extent to which principal turnover influences teacher turnover. We build on past work by exploring how the relationship between teacher and principal turnover differs in urban, high-poverty settings and by examining the effects of chronic principal turnover. Research Methods/Approach: We draw on a student- and employee-level statewide longitudinal dataset from Texas that includes all public K-12 schools from school years 1999–2000 to 2016–17. We estimate teacher-level models with school fixed effects, allowing us to compare teacher turnover in schools leading up to and immediately following a principal exit, to otherwise similar schools that do not experience principal turnover. Findings: Teacher turnover spikes in schools experiencing leadership turnover, and these effects are greater among high-poverty and urban schools, in schools with low average teacher experience, and in schools experiencing chronic principal turnover. Implications: Improving leadership stability, especially in urban schools experiencing chronic principal turnover may be an effective approach to reducing teacher turnover. Principal and teacher turnover and their relationship with each other requires further investigation. The field would benefit from qualitative research that can provide important insights into the individual decisions and organizational processes that contribute to principal turnover.
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Lyons, Lindsay, and Marc Brasof. "Building the capacity for student leadership in high school: a review of organizational mechanisms from the field of student voice." Journal of Educational Administration 58, no. 3 (April 10, 2020): 357–72. http://dx.doi.org/10.1108/jea-05-2019-0077.
Повний текст джерелаАнотація:
PurposeThe purpose of this paper is to understand the organizational mechanisms by which schools can increase opportunities for student leadership.Design/methodology/approachA review of the student voice literature conducted in high schools was used to identify organizational mechanisms for enhancing student leadership.FindingsFive leadership-fostering organizational mechanisms were identified: consistency, research, group makeup, governance structure and recognition.Originality/valueThis paper examines the existing body of student voice research to identify organizational mechanisms for fostering student leadership in schools. Researchers can use this to operationalize student leadership mechanisms and study their impact. Practitioners can implement these mechanisms in schools to support youth leadership development.
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Bellamy, G. Thomas, Lindy Crawford, Laura Huber Marshall, and Gail A. Coulter. "The Fail-Safe Schools Challenge: Leadership Possibilities From High Reliability Organizations." Educational Administration Quarterly 41, no. 3 (August 2005): 383–412. http://dx.doi.org/10.1177/0013161x04269862.
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Huda, Baenil, Fitri Nurapriani, and Helga Amanda. "Academic Application Design WEB-based on junior high schools." Buana Information Technology and Computer Sciences (BIT and CS) 1, no. 1 (January 1, 2020): 5–7. http://dx.doi.org/10.36805/bit-cs.v1i1.682.
Повний текст джерелаАнотація:
Current advances in information technology have provided great benefits in the world of education, making web-based academic applications is a major use of information technology. Information technology enables academic data to be processed and, making the required presentation of academic information be got, and. This research uses technological trends in managing academic administration so that conventional bookkeeping in junior high schools is overcome by computer systems. The method in developing the system uses a waterfall with WEB-based device implementation. The application of this new system can improve the knowledge and skills of employees, teachers, and principals in web-based academic applications.
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Tschannen-Moran, Megan, and Christopher R. Gareis. "Faculty trust in the principal: an essential ingredient in high-performing schools." Journal of Educational Administration 53, no. 1 (February 2, 2015): 66–92. http://dx.doi.org/10.1108/jea-02-2014-0024.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to explore the relationships among faculty trust in the principal, principal leadership behaviors, school climate, and student achievement. Design/methodology/approach – Data from 64 elementary, middle, and high schools in two school districts formed the basis of the study (n=3,215 teachers), allowing for correlational and regression analyses of the variables. Findings – The authors found that faculty trust in the principal was related to perceptions of both collegial and instructional leadership, as well as to factors of school climate such as teacher professionalism, academic press, and community engagement. Student achievement was also correlated with trust, principal leadership behaviors, and school climate. The authors found that both of the composite variables, principal behaviors and school climate, made significant independent contributions to explaining variance in student achievement and that together they explained 75 percent of the variance in achievement. Research limitations/implications – Limitations of the study include the use of a single form to collect participants’ responses that may have elevated the degree of correlations, as well as the exclusion of rural schools from the sample. Practical implications – The findings of this study suggest that principals must foster and maintain trust in order to lead schools effectively. Importantly, trust has both interpersonal and task-oriented dimensions. Thus, principals must be prepared to engage collegially with teachers in ways that are consistently honest, open, and benevolent, while also dependably demonstrating sound knowledge and competent decision making associated with administering academic programs. Originality/value – Situated in a conceptual framework of systems theory, this study explored the interplay of faculty trust in the principal, principal behavior, school climate, and student achievement. The findings suggest that it is necessary for principals to evidence both interpersonal and task-oriented behaviors in order to be trusted by teachers. Furthermore, the strength of the relationships suggests that schools will not be successful in fostering student learning without trustworthy school leaders who are skillful in cultivating academic press, teacher professionalism, and community engagement in their schools.
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Allen, Tim, and Melissa Parker. "DEWORMING DELUSIONS? MASS DRUG ADMINISTRATION IN EAST AFRICAN SCHOOLS." Journal of Biosocial Science 48, S1 (July 18, 2016): S116—S147. http://dx.doi.org/10.1017/s0021932016000171.
Повний текст джерелаАнотація:
SummaryRecent debates about deworming school-aged children in East Africa have been described as the ‘Worm Wars’. The stakes are high. Deworming has become one of the top priorities in the fight against infectious diseases. Staff at the World Health Organization, the Gates Foundation and the World Bank (among other institutions) have endorsed the approach, and school-based treatments are a key component of large-scale mass drug administration programmes. Drawing on field research in Uganda and Tanzania, and engaging with both biological and social evidence, this article shows that assertions about the effects of school-based deworming are over-optimistic. The results of a much-cited study on deworming Kenyan school children, which has been used to promote the intervention, are flawed, and a systematic review of randomized controlled trials demonstrates that deworming is unlikely to improve overall public health. Also, confusions arise by applying the term deworming to a variety of very different helminth infections and to different treatment regimes, while local-level research in schools reveals that drug coverage usually falls below target levels. In most places where data exist, infection levels remain disappointingly high. Without indefinite free deworming, any declines in endemicity are likely to be reversed. Moreover, there are social problems arising from mass drug administration that have generally been ignored. Notably, there are serious ethical and practical issues arising from the widespread practice of giving tablets to children without actively consulting parents. There is no doubt that curative therapy for children infected with debilitating parasitic infections is appropriate, but overly positive evaluations of indiscriminate deworming are counter-productive.
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Keng, Koh Noi. "Harnessing ICT to support the mixed-mode delivery framework." Revista Diálogo Educacional 10, no. 31 (July 7, 2010): 615. http://dx.doi.org/10.7213/rde.v10i31.2650.
Повний текст джерелаАнотація:
To teach the net generation in today’s classrooms, it calls for innovativeteaching and learning strategies that are engaging so as to sustain learners’interest in learning. This paper describes how Singapore has successfullylaunched ICT initiatives in schools and expounds the use of the MixedMode Delivery (MMD) pedagogical model in ICT-Rich classroomsin Singapore educational context. This paper discusses how ICT isharnessed so as to support the MMD model where student teachersare empowered with a wide repertoire of strategies and tools to createa more positive learning environment. The paper concluded with theremark on the importance of the MMD as a viable pedagogical modelfor sustaining interest of learners in a high-tech world.
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Bloch, Christopher, and Anthony Cheah Nicholls. "ICC Hybrid Arbitrations Here to Stay: Singapore Courts Treatment of the ICC Rules Revisions in Articles 1(2) and 6(2)." Journal of International Arbitration 31, Issue 3 (June 1, 2014): 393–412. http://dx.doi.org/10.54648/joia2014016.
Повний текст джерелаАнотація:
This article examines the recent case of HKL Group Co. Ltd. v. Rizq International Holdings Pte. Ltd., where the Singapore High Court refused to enforce the ICC's 2012 revisions to Articles 1(2) and 6(2) of its Arbitration Rules. These revisions ban so-called 'hybrid arbitrations' and mandate ICC administration for every arbitration that is conducted under the ICC Rules 2012. Singapore was the first jurisdiction that refused to enforce these provisions in favour of party autonomy in 'hybrid arbitrations'. Other pro-arbitration jurisdictions may follow suit once cases arise challenging this mandate.
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Rakhmatullaev, Marat. "Information Support of High Schools in Corporate Library Network." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (July 24, 2015): 333. http://dx.doi.org/10.17770/sie2014vol2.653.
Повний текст джерелаАнотація:
The paper includes information about some results of research on information library network of more than sixty Uzbekistan universities to provide them with scientific and educational information. It is being known there can be a great number of models of their realization and also their efficiency differs. Therefore, it is very important to find effective models of decision-making in information library network (ILN). At present time Cloud technologies have started to be developed actively both in corporate networks, and in global information environments. Use Cloud Computing in information-library networks can essentially raise efficiency as of user service, and of network administration. The experiments done in corporate network of academic libraries of Uzbekistan using ARMAT system have shown advantages of its applications.
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Addi-Raccah, Audrey, and Noa Friedman. "A liminal approach to parents in leadership positions in schools with students of high socioeconomic background in Israel." Journal of Educational Administration 58, no. 1 (September 26, 2019): 96–111. http://dx.doi.org/10.1108/jea-03-2019-0042.
Повний текст джерелаАнотація:
Purpose Parents’ collective involvement in their children’s education takes the form of holding leadership positions in schools. Employing the concept of liminality, which is used in anthropological and sociological approaches, the purpose of this paper is to explore the features of parent leadership in schools (PLS). Design/methodology/approach Interviews were conducted with 18 individuals: 11 chairpersons and 7 members of the parent leadership of 11 primary schools in Israel attended by students of high socioeconomic backgrounds. Findings Data analyses disclose PLS as a liminal framework, which constitutes both formal and informal dimensions, whether these be its in-school limited activities or out-of-school actions in introducing change and supporting the institutions. PLS’s functions are restricted by school principals, but simultaneously enhance school principals’ position. Practical implications The study’s findings carry implications for school collaboration with external entities. School principals need to support PLS and keep encouraging entrepreneurship, creativity and innovation. There is a need for acknowledging the value of PLS’s contributions whereas policy makers must provide more guidelines and support to parent leaders. Originality/value The study focuses on exploring the position of collective parental involvement in schools. This issue is of significance in a time where parents gain more responsibility over their children’s education and schools support more collaborative relationships with external agencies. The study highlights the benefits of parents in leadership positions for school benefits and for school principals’ legitimacy, from the approach of liminality.
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Mohammad , Abdul Rahim, and Robert Kader Adam . "Challenges to Environmental Education in Senior High Schools in Kumasi, Ashanti Region, Ghana." Journal of Environmental and Geographical Studies 1, no. 1 (November 10, 2022): 27–39. http://dx.doi.org/10.58425/jegs.v1i1.63.
Повний текст джерелаАнотація:
Purpose: The purpose of this study was to investigate barriers hindering successful Environmental Education implementation in Kumasi sub- region in Ghana.
Methodology: The descriptive survey design was used as it came in handy in describing the existing conditions. Data was collected using questionnaires. Data was analysed using the Statistical Package for Social Sciences version 16 computer package. The findings of the study were presented in tables.
Findings: The findings of this study revealed a positive relationship between independent and dependent variables. Specifically, it was noted that there was a positive correlation between teacher attitude, r (.45), student attitude, r (.53), administration support, r (.62) and curriculum design, r (.58) and implementation of Environmental education .
Conclusion: The study concluded that teacher attitude, student attitude, administration support and curriculum design were barriers to implementation of environmental education in public day senior high schools in Kumasi sub- region.
Recommendations: The study recommended the strengthening and clarity of policy guidelines towards environmental education and enhancement of mechanisms to enable administration support. The study also recommend training and empowerment of teachers in matters related to environmental education.
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Mazzilli, Kaitlyn M., Michelle T. Bover Manderski, Cristine D. Delnevo, and Mary Hrywna. "A Pilot Feasibility Study of an Online Youth Tobacco Survey Administration among High School Students." International Journal of Environmental Research and Public Health 19, no. 16 (August 11, 2022): 9911. http://dx.doi.org/10.3390/ijerph19169911.
Повний текст джерелаАнотація:
The COVID-19 pandemic restrictions forced many schools to shift to remote or hybrid learning, disrupting surveillance systems such as the New Jersey Youth Tobacco Survey, traditionally administered in schools by paper and pencil. In spring 2021, we conducted a feasibility study among a convenience sample of six public high schools to assess the use of an online survey to allow for remote participation. In each school, 4 to 6 classes were selected randomly, and all students within a sampled class were selected to participate in the survey. A total of 702 students completed surveys. School contacts were asked to provide qualitative feedback about the survey administration. Feedback was generally positive, with a few suggestions for improvement. Approximately 19% of students reported the ever use of e-cigarettes. Among current e-cigarette users, there was a shift in popularity from prefilled or refillable pods or cartridges (23.3%) to disposable e-cigarettes (53.5%). Less than 10% of current e-cigarette users reported using tobacco-flavored e-cigarettes, despite a statewide flavor ban on all other flavors.
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Siskin, Leslie Santee. "The Challenge of Leadership in Comprehensive High Schools: School Vision and Departmental Divisions." Educational Administration Quarterly 33, no. 1_suppl (December 1997): 604–23. http://dx.doi.org/10.1177/0013161x970331005.
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Holt, Stephen B. "The Influence of High Schools on Developing Public Service Motivation." International Public Management Journal 22, no. 1 (September 19, 2018): 127–75. http://dx.doi.org/10.1080/10967494.2018.1470120.
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Sana Said Bdair, Sana Said Bdair. "The Role of School Administration in Developing Creativity and Its Obstacles as Perceived by School Principals in Government Schools in the Directorate of University District: دور الإدارة المدرسية في تنمية الإبداع ومعيقاته من وجهة نظر مديري ومديرات المدارس الحكومية في مديرية لواء الجامعة". مجلة العلوم التربوية و النفسية 5, № 39 (28 жовтня 2021): 22–1. http://dx.doi.org/10.26389/ajsrp.n270421.
Повний текст джерелаАнотація:
This study aims at identifying the role of school administration in developing creativity and its obstacles as perceived by school principals in government schools in the directorate of University District. This may be attributed to variables of gender, academic qualification, years of experience, and school level. The researcher has used the descriptive analytical method through employing the use of a questionnaire. This questionnaire has been made of 36 sections. 28 sections were designed to identify the role of school administration in developing creativity in the government schools in the directorate of the university district, and 8 to identify the obstacles that face the school’s administration. A sample of 55 male and female principals in government schools in the directorate of the university district have been chosen for the academic year 2019/2020. The results of the study showed that the application of creativity by the school principals in government schools have an overall average of (3.5 out of 5), which is rated as high. For the other two main areas, the administration one resulted with an average of (4.03) with a high rate, and for the obstacles area it resulted with (3.68) and was rated as large obstacles. It also has shown that there were no statistically significant differences in the role of school administration in developing creativity in government schools, which might be attributed to variables of academic qualification, years of experience, and school’s level. However, there was a significant difference attributed to the gender variable, and it was in the favor of females. Based on those results, the researcher suggested a number of recommendations for developing creativity and limiting its obstacles at Jordanian Schools and other Arab countries.
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Koh, Koon Teck, Wenxiang Foo, Goken Sakamoto, and Adrian Low. "The Profile of Coaching and Coach Education in Singapore: Past, Present and Future." International Sport Coaching Journal 1, no. 2 (May 2014): 94–102. http://dx.doi.org/10.1123/iscj.2013-0027.
Повний текст джерелаАнотація:
The demand for certified sports coaches in Singapore is high, especially from the schools and private sectors. This trend is in line with the significant global growth of the vocation of sports coaching (Taylor & Garratt, 2013). The purpose of this paper is to provide an informal review of the state of coaching and coach education in Singapore, by addressing three main themes: (1) provide an overview of the evolution of the Singaporean coaching system since the late 1990s, (2) describe examples of identified ground up initiatives from various stakeholders within the coaching ecosystem and (3) draw conclusions from existing literature and provide suggestions on how coach education systems can be further developed. The foundation of the current coaching system was established in the late 1990s with the introduction of the National Coaching Accreditation Program (NCAP) and it is still the benchmark for the coaching practice in Singapore today. The basic NCAP is broken down to a theory and technical component which is administered by the Singapore Sports Council (SSC) and the National Sports Associations (NSAs) respectively. The SSC had embarked on various initiatives over the years to ensure that more Singaporeans have access to quality coaching.
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Rasberry, Catherine N., India Rose, Elizabeth Kroupa, Andrew Hebert, Amanda Geller, Elana Morris, and Catherine A. Lesesne. "Overcoming Challenges in School-Wide Survey Administration." Health Promotion Practice 19, no. 1 (September 19, 2017): 110–18. http://dx.doi.org/10.1177/1524839917733476.
Повний текст джерелаАнотація:
School-based surveys provide a useful method for gathering data from youth. Existing literature offers many examples of data collection through school-based surveys, and a small subset of literature describes methodological approaches or general recommendations for health promotion professionals seeking to conduct school-based data collection. Much less is available on real-life logistical challenges (e.g., minimizing disruption in the school day) and corresponding solutions. In this article, we fill that literature gap by offering practical considerations for the administration of school-based surveys. The protocol and practical considerations outlined in the article are based on a survey conducted with 11,681 students from seven large, urban public high schools in the southeast United States. We outline our protocol for implementing a school-based survey that was conducted with all students school-wide, and we describe six types of key challenges faced in conducting the survey: consent procedures, scheduling, locating students within the schools, teacher failure to administer the survey, improper administration of the survey, and minimizing disruption. For each challenge, we offer our key lessons learned and associated recommendations for successfully implementing school-based surveys, and we provide relevant tools for practitioners planning to conduct their own surveys in schools.
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Darolia, Rajeev, and Cory Koedel. "HIGH SCHOOLS AND STUDENTS' INITIAL COLLEGES AND MAJORS." Contemporary Economic Policy 36, no. 4 (May 14, 2018): 692–710. http://dx.doi.org/10.1111/coep.12390.
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Lindsey, Delores B., Richard S. Martinez, and Randall B. Lindsey. "Practice What We Teach: Our Ethical Connection to P-12 Schools." Journal of Transformative Leadership & Policy Studies 1, no. 1 (May 1, 2010): 5–14. http://dx.doi.org/10.36851/jtlps.v1i1.450.
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This article addresses the ethical interface of Educational Administration faculty, our degree and credential candidates, and the educational achievement of pre-school, kindergarten through high school (P-12) students. Culturally Proficient Coaching is presented as a set of integrated tools that can be used by Educational Administration faculty, P-12 school leaders, and classroom teachers in providing for the educational needs of students in our diverse communities.