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Статті в журналах з теми "School: School of Education Policy and Implementation"
Fuad, Nurhattati, Choirul Fuad Yusuf, and Rihlah Nur Aulia. "School Autonomy Policy Implementation in Emerging Country." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 210–24. http://dx.doi.org/10.9756/int-jecse/v14i1.221026.
Повний текст джерелаSudaryono, Sudaryono, and Ine Kusuma Aryani. "School Policy in Improving Discipline Character of Elementary School Students." Dinamika Jurnal Ilmiah Pendidikan Dasar 13, no. 2 (September 22, 2021): 101. http://dx.doi.org/10.30595/dinamika.v13i2.11554.
Повний текст джерелаThajane, S. B., and M. G. Masitsa. "An investigation into policy implementation by primary school principals in the Free State province." South African Journal of Education 41, Supplement 2 (December 31, 2021): S1—S12. http://dx.doi.org/10.15700/saje.v41ns2a1960.
Повний текст джерелаHall, William J., and Mimi V. Chapman. "The Role of School Context in Implementing a Statewide Anti-Bullying Policy and Protecting Students." Educational Policy 32, no. 4 (March 18, 2016): 507–39. http://dx.doi.org/10.1177/0895904816637689.
Повний текст джерелаJeongho [John], Lee, and Jeong Jin Woo. "Explanatory Factors for the Uneven Implementation of Charter School Policy." Korean Journal of Policy Studies 27, no. 1 (April 30, 2012): 153–72. http://dx.doi.org/10.52372/kjps27108.
Повний текст джерелаKristiana, Maria Dita. "Politics of Law on School Days Policy: Legal Reform on Indonesian Education Policy." Journal of Law and Legal Reform 1, no. 1 (October 15, 2019): 5–24. http://dx.doi.org/10.15294/jllr.v1i1.35405.
Повний текст джерелаAmir, Ahyar. "Public Policy Implementation: Study on Educational Budgeting of Palopo." Journal La Sociale 1, no. 1 (January 29, 2020): 5–11. http://dx.doi.org/10.37899/journal-la-sociale.v1i1.19.
Повний текст джерелаNurhasanah, Ana, Arita Marini, and Mohamad Syarif Sumantri. "PENGELOLAAN PENDIDIKAN BERBASIS KEBIJAKAN GENDER DI SALAH SATU SEKOLAH DASAR BANTEN." ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED 11, no. 1 (July 5, 2021): 79. http://dx.doi.org/10.24114/esjpgsd.v11i1.24729.
Повний текст джерелаLiu, Tingxi. "Home-school Cooperative Education." International Journal of Education and Humanities 4, no. 3 (September 27, 2022): 238–43. http://dx.doi.org/10.54097/ijeh.v4i3.1815.
Повний текст джерелаAnderson, Kaitlin P., and Sarah McKenzie. "Local Implementation of State-Level Discipline Policy: Administrator Perspectives and Contextual Factors Associated With Compliance." AERA Open 8 (January 2022): 233285842210753. http://dx.doi.org/10.1177/23328584221075341.
Повний текст джерелаДисертації з теми "School: School of Education Policy and Implementation"
Cothern, Thomas Lynn. "Professional development of school principals and policy implementation." Thesis, Southeastern Louisiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3616991.
Повний текст джерелаEffective professional development for school principals is crucial to the successful administration of schools, especially during periods of change resulting from policy mandates. The Louisiana Legislature has passed legislation in an attempt to reform education in the state. During this same period, the Board of Elementary and Secondary Education (BESE) has determined school districts are responsible for the professional development of school principals in the district. However, there may be varying degrees of fidelity with respect to the types of programs implemented in the school districts in Louisiana.
This study utilized qualitative and quantitative data to determine the elements, contexts, and topics found in the principals' professional development in two school districts in Louisiana. Educational leadership literature and studies have indicated professional development for principals should be ongoing and occur during all phases of the principals' career. The participants in the study included the district personnel responsible for implementing professional development for principals and the principals in two school districts, one rural and the other suburban.
The role district administrators had in the districts' professional development programs was examined and compared to the responses of the principals included in the study. The responses of the principals and superintendents in both districts were compared and contrasted through both a within-case and cross-case analysis. The role professional development had in implementing policy changes was also examined.
The data collected through the survey used and the interviews provided a glimpse of the professional development found in both districts, as well as the expectations and needs the principals had for the program. To take it a step further, the desires of the principals of both districts in all three areas are compared with the common areas in both districts delineated.
The results between the two districts were very similar in both the types of professional development the principals attended and the desires the principals indicated they would like to see included in a program of professional development. The principals in both districts desired the program to be ongoing, collaborative, and participative. The principals also desire for professional learning communities to be the context used in the programs. Topics should include the use of data, enhancing instruction, facilitating change, and the development of leadership skills. The expectations the principals had for professional development that should be included in a program are the use of data, personnel matters, and implementation strategies for changes to the school campus. The needs the principals perceived as important to be included in professional development included collaboration among their peers, provide follow-up, provide time for reflection, allow for school visitations, and the program be research based. The needs that were not being met through professional development included knowledge of teacher evaluation and instruction, data interpretation and student achievement, and activities designed to foster improvement in leadership skills.
Geiser, Jill S., Jamie Brett Chisum, Anna Carollo Cross, and IV Charles Alexander Grandson. "Turning Around Schools: A View From School Leaders as Policy Implementers." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3814.
Повний текст джерелаThis single case study examines how stakeholders of a local education agency (LEA) understand and implement state turnaround policy for its chronically underperforming schools. While there is ample research on how to improve chronically underperforming schools, that research becomes limited when looking at turnaround implementation actions that are in response to policy mandates. This qualitative study uses the theory frame of policy sense-making to identify how implementers come to understand turnaround policy and to explore how that sense-making impacts their implementation decisions. Focusing on school leaders as turnaround policy implementers, this research considers how school leaders come to understand their work of turning around a chronically underperforming school in the context of responding to policy mandates. Research findings, which emerged from Interviews, observations, and policy analysis, reveal that school leaders in this LEA are engaged in sense-making of turnaround policy and practice, which informs their decisions about how to implement turnaround. School leaders begin by asking questions about the policy requirements which center on decisions about how to organize staff and utilize resources. Yet, findings show that their sense-making goes beyond policy requirements to other areas of turnaround work. Namely, they also make sense of the data, which plays a prevalent role in turnaround in that it informs how school leaders diagnose the school's strengths and weaknesses. School leaders then consider the leadership practices that would effectively raise achievement in the school. Findings also show that how school leaders make sense of these areas is influenced by their communication with other stakeholders, their background knowledge and experience in turnaround, and the context of the school. These findings lead to the recommendations to increase communication that focuses on facilitation of sense-making, to communicate a transparent process about how decisions about resource distribution are made across the LEA, to build capacity around data analysis throughout the LEA, and to communicate a vision of turnaround leadership for the LEA
Thesis (EdD) — Boston College, 2014
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Adeeko, Omotayo O. "“What gets measured gets done”: An examination of policy implementation practices of charter school authorizers in Ohio." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563478788629993.
Повний текст джерелаCronin, Abby Louise Perlman. "Multicultural education : a school-based ethnographic study of policy implementation." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10018507/.
Повний текст джерелаDellar, Graham Brendon. "Organizational change for school development: a study of implementation of school-based decision-making groups." Thesis, Curtin University, 1990. http://hdl.handle.net/20.500.11937/426.
Повний текст джерелаMaharaj, Ameerchund. "The development and implementation of school governance policy in South African Schools Act (SASA) and the Western Cape Provincial School Education Act (WCPSA)." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Повний текст джерелаDellar, Graham Brendon. "Organizational change for school development: a study of implementation of school-based decision-making groups." Curtin University of Technology, Department of Education, 1990. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15568.
Повний текст джерелаevents were distilled in order to capture the complexities of the change. Cross-case analysis of the casestudy data was then undertaken to draw out particular issues, events and interactions that appeared to be of importance in directing the implementation process within individual schools and across all three sites.The final chapter addresses the initial set of research questions and presents a series of findings and associated recommendations stemming from this study. Of the range of findings to emerge from the study three appear to be of critical importance for our understanding of the organizational change process. The first finding is that the implementation of a policy innovation is best viewed as a process of "interactive modification" That is, a process whereby the innovation prompts modifications to be made to the adopting system and where the adopting system prompts modifications to be made to the innovation in a complex and dynamic manner. This finding goes beyond the notion of of change as "adaptation" or "evolution" to suggest more dynamic and interrelated process of change occurring to both the innovation and the adopting system. The second finding is that adopting system, the school, is best viewed as an open social system influenced by and yet exerting an influence upon the broader change environment in which it exists. Consequently the implementation of change is subject to influence by infomation, issues, events and interventions stemming from internal and external sources. The reality of the organizational change process is therefore far more complex and dynamic than previous theories and models of change suggest. A third and related finding is that secondary schools appear to be comprised of a number of sub-systems. The extent to which these sub-systems are interdependent or linked appears to influence not only the school's initial response to ++
change but also the schools capacity to undertake meaningful and significant implementation of an innovation. This finding has implications for the design of specific change strategies that focus on improving the degree of sub-system linkage within a school. Such change strategies might occur prior to or run concurrently with other strategies concerned with the implementation of specific organizational changes.It is hoped that these findings have value for several audiences. First, they should be of particular importance to Ministry and school personnel presently confronted by organizational change. Second, the findings should not only serve to inform those building change theory, but also those educators who might hold responsibility for the implementation of similar policy innovations.
Gang, Kachollom Pyam. "Vocationalising the school curriculum : a case study of school management responses to the implementation of the national policy on education in Nigerian secondary schools." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293256.
Повний текст джерелаReed, Craig B. "A Program Evaluation Of The Implementation Of School Improvement Policies Of The Every Student Succeeds Act In A Rural School District In Virginia." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091760.
Повний текст джерелаBenton, Robin L. "The Leadership Practices of Elementary Principals in Urban Inner-City Schools of South Los Angeles That Impact Successful Implementation of School Reform." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749205.
Повний текст джерелаThe purpose of this study is to investigate the existing influences faced by today’s urban inner-city elementary school principals that impact the successful implementation of reform strategies as measured by student achievement data. The study examines dynamics such as the characteristics and qualities, leadership style and behavior, instructional leadership, school community, and political influences encountered by principals assigned to low-income urban inner-city schools and the impact of these forces on student achievement in South Los Angeles elementary schools. It utilizes a mixed method design phenomenological approach. The quantitative phase entails the use data from the Multifactor Leadership Questionnaire (MLQ)-5X from Mind Garden Institute and the Principal Instrumental Management Rating Scale (PIMRS) authored by Hallinger (1982). Information was collected from interviews with principals, assistant principals, and approximately 30% of classroom teachers at two underperforming schools. Grounded within the Coherence Framework by Fullan and Quinn (2015) and the Public Education Leadership Project (PELP) Coherence Framework by Childress, Elmore, Grossman, and King (2011), the study provides an insight into the effectiveness of the principal position and its impact on school reform efforts. The findings of this study revealed the transformative style of leadership is most preferred as it allows stakeholder voice in decision-making. Data also verified that urban innercity principals devote the least amount of time in their day to instructional leadership activities. These activities are focused on framing the school’s goals and coordinating the school curriculum and require emphasis on engaging in the behaviors that develop the school’s learning climate. Moreover, several themes emerged from the study. These included (a) teacher “voice” in school-wide decisions impacts reform efforts; (b) the school community severely impacts the principal’s decision-making towards school improvement; (c) the principal’s style of leadership influences teacher commitment; (d) the political/district influences can limit reform efforts.
Книги з теми "School: School of Education Policy and Implementation"
1971-, Honig Meredith I., ed. New directions in education policy implementation: Confronting complexity. Albany: State University of New York Press, 2006.
Знайти повний текст джерелаPeel (Ont. : Regional municipality). Board of Education. Anti-racism and ethnocoltural equity policy and implementation plan. [Mississauga, ON]: Peel Board of Education, 1995.
Знайти повний текст джерелаEducation, Ontario Ministry of. Antiracism and ethnocultural equity in school boards: Guidelines for policy development and implementation. Toronto: Ministry of Education and Trainng, 1993.
Знайти повний текст джерелаUganda. Government white paper on implementation of the recommendations of the report of the Education Policy Review Commission entitled "Education for national integration and development". Kampala: The Republic of Uganda, 1992.
Знайти повний текст джерелаThe implementation of health promoting schools: Exploring the theories of what, why and how. Milton Park, Abingdon, Oxon: Routledge, 2013.
Знайти повний текст джерелаNew Jersey. Legislature. General Assembly. Committee on Education. Public hearing before Assembly Education Committee: New Jersey school construction program : problems in implementation and possible solutions. Trenton, N.J: The Unit, 2002.
Знайти повний текст джерела1962-, Berends Mark, Rand Corporation, and Rand Education (Institute), eds. Implementation and performance in New American Schools: Three years into scale-up. Santa Monica, CA: Rand, 2001.
Знайти повний текст джерелаNew Jersey. Legislature. General Assembly. Committee on Education. Committee meeting of Assembly Education Committee: Testimony from invited guests on the implementation and impact of the No Child Left Behind Act of 2001 : [April 30, 2007, Newark, New Jersey]. Trenton, N.J: The Unit, 2007.
Знайти повний текст джерелаUnited, States Congress Senate Committee on Health Education Labor and Pensions. Implementation of reading programs and strategies: Hearing before the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, second session on examining the implementation of the No Child Left Behind Act (P.L. 107-110), focusing on the Reading First and other literacy-related programs and strategies, June 13, 2002. Washington: U.S. G.P.O., 2002.
Знайти повний текст джерелаIndonesia. Dirjen Pendidikan Luar Sekolah, Pemuda dan Olah Raga. An overview of programme implementation of Directorate General of Out-of-School Education, Youth and Sports (Diklusepora) during the Fifth-Five Year Development Plan (Repelita V), 1989/1990-1993/1994. [Jakarta]: Directorate General of Out-of-School Education, Youth and Sports, Ministry of Education and Culture, Republic of Indonesia, 1994.
Знайти повний текст джерелаЧастини книг з теми "School: School of Education Policy and Implementation"
Lustick, Hilary. "Reframing Misbehavior: Positive School Discipline and the New Meaning of “Safety” in Schools." In Discursive Perspectives on Education Policy and Implementation, 157–73. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58984-8_8.
Повний текст джерелаZhou, Chunqi. "Public policy research and policy implementation in China." In Chinese Communist Party School and its Suzhi Education, 27–46. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003322047-3.
Повний текст джерелаZhou, Chunqi. "The impacts of CCPS on Chinese education policy implementation." In Chinese Communist Party School and its Suzhi Education, 126–36. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003322047-8.
Повний текст джерелаHuang, Xiao, Lin Ding, and Bingyuan Hu. "Science Curriculum and Implementation in Senior Secondary School." In Chinese Science Education in the 21st Century: Policy, Practice, and Research, 101–32. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_5.
Повний текст джерелаHo, Wai-Chung. "The Challenges of Implementing Diverse Political Directives in Contemporary China: Between Creativity and Confucianism." In The Politics of Diversity in Music Education, 103–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_8.
Повний текст джерелаBisri, Mizan Bustanul Fuady, and Aiko Sakurai. "Disaster Education and School Safety Governance after the 2004 Indian Ocean Tsunami in Indonesia: From National Policy to Local Implementation." In Disaster Risk Reduction in Indonesia, 189–212. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54466-3_7.
Повний текст джерелаRhodes, David, and Margaret Wang. "Learn to Lead: Developing Curricula that Foster Climate Change Leaders." In Education and Climate Change, 45–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_2.
Повний текст джерелаGalkienė, Alvyra, and Ona Monkevičienė. "The Model of UDL Implementation Enabling the Development of Inclusive Education in Different Educational Contexts: Conclusions." In Inclusive Learning and Educational Equity, 313–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_12.
Повний текст джерелаGalkienė, Alvyra, and Ona Monkevičienė. "Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background." In Inclusive Learning and Educational Equity, 1–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_1.
Повний текст джерелаNicolau, Lurdes. "Roma at School: A Look at the Past and the Present. The Case of Portugal." In Social and Economic Vulnerability of Roma People, 153–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_10.
Повний текст джерелаТези доповідей конференцій з теми "School: School of Education Policy and Implementation"
Baidowi, Achmad, Maria Veronika Roesminingsih, and Soedjarwo Soedjarwo. "The Implementation of School Operational Assistance Program Policy at Primary School Levels." In Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-18.2018.66.
Повний текст джерелаWindari, Dr, Dr Darwin, and Sukarman Purba. "Implementation Of School Accreditation Policy at State Elementary School In Medan Area Districts." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.187.
Повний текст джерелаLouw, Jaysveree M. "CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.
Повний текст джерелаEtana, Diyah, Endang Larasati, Yuwanto Yuwanto, and Sundarso Sundarso. "Policy Implementation of Extraordinary School (SLB) Education in Central Java Province." In Proceedings of the 4th International Conference on Indonesian Social and Political Enquiries, ICISPE 2019, 21-22 October 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.21-10-2019.2294360.
Повний текст джерелаGoiri, Duha, Edi Harapan, and Tahrun. "The Implementation of Online Learning Policy at Tirta Kencana Elementary School." In International Conference on Education Universitas PGRI Palembang (INCoEPP 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210716.143.
Повний текст джерелаSuheni, Suheni, Jaenam Jaenam, Septya Suarja, and Zulkifli Zulkifli. "The Performance of School Leader Elements as Impact of the Implementation of Regional School Operational Assistance (Bosda) Policy." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.49.
Повний текст джерелаSiraj, Dr, Sri Milfayetty, and Ibnu Hajar. "Implementation of Islamic School Culture Policy in Development of Teacher Professional Performance." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.155.
Повний текст джерелаRismita. "The Implementation of Tuition-Free School Policy Using Stake's Countenance Evaluation Model." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.110.
Повний текст джерелаTudor, Sofia-Loredana. "Study on the Training Needs of Teaching Staff to Provide Quality Early Childhood Education Services." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/36.
Повний текст джерелаAinley, Janet, and Carlos Monteiro. "Comparing curricular approaches for statistics in primary school in England and Brazil: a focus on graphing." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08201.
Повний текст джерелаЗвіти організацій з теми "School: School of Education Policy and Implementation"
Bano, Masooda, and Daniel Dyonisius. Community-Responsive Education Policies and the Question of Optimality: Decentralisation and District-Level Variation in Policy Adoption and Implementation in Indonesia. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/108.
Повний текст джерелаZanoni, Wladimir, Paloma Acevedo, and Diego Guerrero. Do Slum Upgrading Programs Impact School Attendance? Inter-American Development Bank, October 2021. http://dx.doi.org/10.18235/0003710.
Повний текст джерелаOlsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.
Повний текст джерелаSchelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.
Повний текст джерелаDell'Olio, Franca, and Kristen Anguiano. Vision as an Impetus for Success: Perspectives of Site Principals. Loyola Marymount University, 2009. http://dx.doi.org/10.15365/ceel.policy.2.
Повний текст джерелаBano, Masooda. International Push for SBMCs and the Problem of Isomorphic Mimicry: Evidence from Nigeria. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/102.
Повний текст джерелаHabyarimana, James, Ken Ochieng' Opalo, and Youdi Schipper. The Cyclical Electoral Impacts of Programmatic Policies: Evidence from Education Reforms in Tanzania. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/051.
Повний текст джерелаBano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.
Повний текст джерелаChegwin, Valentina, Cynthia Hobbs, and Agustina Thailinger. School Financing in Jamaica: An Exploration of the Allocation of School Resources. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003880.
Повний текст джерелаBarjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.
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