Relevant bibliographies by topics / Director of public school

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Academic literature on the topic 'Director of public school'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Director of public school"

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Medeiros, Mirna de Lima, Carla Baraldi Artoni Vantini, Cláudia Souza Passador, and João Luiz Passador. "SCHOOL DIRECTOR OF PUBLIC: THE ENTIRE The Centrality?" Nucleus 11, no. 2 (2014): 69–84. http://dx.doi.org/10.3738/1982.2278.952.

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Edward Tanui, Katitia Melita David; Florence Oruta;. "Analysing the Extent of ICT Implementation and Use in the Administration of School Records in Kajiado County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 1, no. 3 (2019): 94–108. http://dx.doi.org/10.51317/ecjces.v1i3.103.

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The purpose of this study was to analyse the extent of ICT implementation and use in the administration of school records in Kajiado County, Kenya. Descriptive survey design was used. The target population was 61 public secondary schools’ principals, 1220 teachers, 610 students, 25 ICT teachers, 6 Sub-county Directors of Education and 1 County Director of Education in Kajiado County. The sample size for this study was 18 principals, 366 teachers, 8 ICT teachers, 183 students, 2 Sub-county Directors of Education and 1 County Director of Education. This study used questionnaires administered to Principals, teachers and ICT coordinators, observation schedules and interview schedule administered to the students, Sub-county Directors of Education and the County Director of Education as tools for data collection. The pilot test was done in schools with similar characteristics to those sampled through random sampling. All the respondents were seven principals of public secondary schools. Validity was determined by pre-testing of data collection tools while reliability through test-retest method. Cronbach alpha was used to test the internal reliability of the measurement instrument. Drop and pick methodology was adopted for data collection. The findings showed that use and implementation ICT in school administration in Kajiado County was very low. The study concluded that most schools in Kajiado County had not embraced ICT in various areas of administration. Therefore, the study recommends that proper technology should be put in place by purchasing of the required ICT facilities in schools to enhance management of schools using the current technology.
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Morales-Ruán, Maria del Carmen, Verónica Mundo-Rosas, and Rebeca Uribe-Carvajal. "Perceptions on the General Guidelines for the Sale of Food and Beverages at an Elementary School in Mexico City." Current Developments in Nutrition 4, Supplement_2 (2020): 1725. http://dx.doi.org/10.1093/cdn/nzaa064_015.

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Abstract Objectives To document the perceptions of an elementary school director in Mexico City concerning the implementation of guidelines for vendors of food and beverages in schools (the Guidelines). Methods We interviewed the director of an elementary school in order to document his perceptions of the Guidelines, his experience –including the day-to-day difficulties encountered– while implementing them, the actors involved in this process and the food and beverages sold at his school. Data analysis was performed through Atlas-ti ® software. Results The level of information reported by the director on the origins of the Guidelines was adequate. Among the causes he referenced for their introduction was the growing prevalence of obesity and diabetes, which he indicated warranted the regulation of food and beverage sales in schools. With regard to the foods and beverages permitted for sale, the information reported was only partial; he recognized that restricted foods were in fact being sold. Information on the Guidelines had been transmitted to him orally by the school district supervisor, and he was provided no list of permitted and prohibited foods and beverages. There were no documents or teaching materials available in the school which could be used for disseminating this information and for training the members of the school committee in charge of supervising the implementation of the Guidelines. To ensure compliance with the Guidelines, the director advised that a specific committee composed of parents and the school district supervisor was monitoring the quality, hygiene and nutritional value of the food. The director believed that prohibiting sugary drinks in schools had produced a substantial and positive change: students had reduced their consumption of soda with favorable health results. In addition, he affirmed that, owing to the implementation of the Guidelines, the students had access to nutritious and quality food. Conclusions Although the school director is a key actor for ensuring Guideline compliance, he lacks the necessary information for implementing the Guidelines correctly given a lack of teaching material and adequate training. Funding Sources National Institute of Public Health.
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Sergeev, Tikhon S. "The Library Book in I. Ulyanov's Pedagogical Activity." Bibliotekovedenie [Russian Journal of Library Science], no. 5 (October 19, 2010): 73–80. http://dx.doi.org/10.25281/0869-608x-2010-0-5-73-80.

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The article reveals the progressive activities of I. Ulyanov, inspector and director of public schools of the Simbirsk region in the second half of XIXth century, his activity in organizing school libraries and inoculating to pupils and adults book culture.
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Shaikh, Abdul Rehman, and Asad Ali Qazi. "Modern Public School – technical procurement." Emerald Emerging Markets Case Studies 9, no. 3 (2019): 1–18. http://dx.doi.org/10.1108/eemcs-09-2019-0246.

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Learning outcomes Understand the process of purchasing and procurement in a commercial organization; describe the process of tendering, evaluation of bids, and the selection of the supplier; describe the commercial, technical and financial bids; understand the importance of vendor selection criteria and develop the same; and identify the parameters for the procurement of assets. Case overview/synopsis Mr Shaikh, working as Procurement Manager at Modern Public School Sukkur (MPSS), is facing the challenge of procuring the bunk beds for recently inducted students. He was asked by the management of the school and his financiers to procure the best quality bunk beds. These beds shall be used at hostels for the students of Class VI. Director academics had already rejected his initial proposal and requested him to source out some cheaper solution keeping in view the budgets. Mr Shaikh then arranged a sample, which was well within the budget, however, this sample was rejected by the owner of the school on the basis of quality. Mr Shaikh now had to source out not only the best quality product but also a budget-friendly solution. He visited the markets and finalized the best quality of pipes to be used for bunk beds. With limited funds, and very short time, shall he be able to select the vendor of his choice and arrange the best quality products? Shall he be able to motivate his key stakeholders and gain procurement committee approval this time? Complexity academic level Bachelor of Business Administration and Master of Business Administration. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 11: Strategy
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Silva, Patricia, Charles L. Slater, Gema Lopez Gorosave, et al. "Educational leadership for social justice in Costa Rica, Mexico, and Spain." Journal of Educational Administration 55, no. 3 (2017): 316–33. http://dx.doi.org/10.1108/jea-03-2016-0033.

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Purpose The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.
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Afonso, Almerindo Janela. "O diretor enquanto gestor e as diferentes pressões e dilemas da prestação de contas na escola pública." Roteiro 43 (December 6, 2018): 327. http://dx.doi.org/10.18593/r.v0i0.17538.

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Resumo: Em Portugal, as escolas públicas dos ensinos básico e secundário e os jardins de infância públicos foram, na sua maioria, integrados nos designados Agrupamentos de Escolas. Cada um desses agrupamentos, bem como as escolas que não foram integradas, regem-se por um modelo de administração no qual se sobressaem dois órgãos fundamentais: o Diretor, que é o órgão (unipessoal) de gestão, e o Conselho Geral, que é o órgão (colegial) de direção. Nesse último órgão participam os representantes de diferentes atores e interesses da Comunidade Educativa (internos e externos). O Diretor presta contas pelas suas decisões, quer ao Conselho Geral, quer, sobretudo, ao Ministério da Educação e outros serviços da burocracia do Estado com poder fiscalizador e hierárquico. Mas não apenas. Com efeito, em um contexto em que também é crescente o escrutínio ou controle das famílias e dos stakeholders sobre as escolas e agrupamentos de escolas, sobretudo em relação a resultados acadêmicos mensuráveis, as pressões que se exercem sobre o diretor colocam-no, ainda mais, perante formas diferenciadas (e, não raras vezes, contraditórias) de accountability (isto é, processos ambivalentes e heterogêneos de avaliação, prestação de contas e responsabilização). O foco neste artigo, no entanto, incide no pilar da prestação de contas.Palavras-chave: Gestão escolar. Diretor. Gerencialismo. Prestação de contas.El director como gestor y las diferentes pressiones y dilemas de la rendición de cuentas en la escuela públicaAbstract: In Portugal, public elementary and secondary schools and public kindergartens were mostly integrated into the so-called School Groupings. Each of these school grouping, as well as the schools that were not integrated, are governed by a model of administration in which two fundamental bodies stand out: The Director, who is the management body, and the General Council, which is the collegiate body of direction. The Director is accountable for his decisions to the General Council and above all to the Ministry of Education and other departments of the State bureaucracy, with supervisory and hierarchical power. But not only. Indeed, in a context where there is also increasing scrutiny or control of families and stakeholders on schools and school grouping, especially in relation to measurable academic results, the pressures exerted on the director place him even more in the face of differentiated (and not infrequently contradictory) forms of accountability (i.e., ambivalent and heterogeneous processes of evaluation, answerability, and responsibilization). This article, however, focuses mainly on the pillar of answerability.Keywords: School management. Director. Managerialism. Answerability.The director as manager and the different pressures and dilemas of answerability in the state public school Resumen: En Portugal, las escuelas públicas de la enseñanza no superior y jardines de infancia públicos se han integrado, en su mayoría, en agrupamientos escolares. Cada uno de estos agrupamientos, así como las escuelas que no fueron integradas, se rigen por un modelo de administración donde sobresalen dos órganos fundamentales: el Director, que es el órgano (unipersonal) de gestión, y el Consejo General, que es el órgano (colegial) de dirección. En este último órgano participan los representantes de diferentes actores e intereses de la Comunidad Educativa (internos y externos). El Director rendirá cuentas por sus decisiones, tanto al Consejo General, así como, sobre todo, al Ministerio de Educación y otros servicios de la burocracia del Estado, con poder fiscalizador y jerárquico. Pero no sólo. En efecto, en un contexto en que también es creciente el escrutinio o control de las familias y de los stakeholders sobre las escuelas y agrupamientos de escuelas, sobre todo en relación a resultados académicos mensurables, las presiones que se ejercen sobre el director lo sitúan, aún más, ante formas diferenciadas (y no raras veces contradictorias) de accountability (es decir, procesos ambivalentes y heterogéneos de evaluación, rendición de cuentas y responsabilización). El enfoque de este artículo, sin embargo, se centra principalmente en el pilar de la rendición de cuentas.Palabras clave: Gestión escolar. Director. Gerencialismo. Rendición de cuentas.
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Afonso, Almerindo Janela. "O diretor enquanto gestor e as diferentes pressões e dilemas da prestação de contas na escola pública." Roteiro 43 (December 6, 2018): 327. http://dx.doi.org/10.18593/r.v43i0.17538.

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Resumo: Em Portugal, as escolas públicas dos ensinos básico e secundário e os jardins de infância públicos foram, na sua maioria, integrados nos designados Agrupamentos de Escolas. Cada um desses agrupamentos, bem como as escolas que não foram integradas, regem-se por um modelo de administração no qual se sobressaem dois órgãos fundamentais: o Diretor, que é o órgão (unipessoal) de gestão, e o Conselho Geral, que é o órgão (colegial) de direção. Nesse último órgão participam os representantes de diferentes atores e interesses da Comunidade Educativa (internos e externos). O Diretor presta contas pelas suas decisões, quer ao Conselho Geral, quer, sobretudo, ao Ministério da Educação e outros serviços da burocracia do Estado com poder fiscalizador e hierárquico. Mas não apenas. Com efeito, em um contexto em que também é crescente o escrutínio ou controle das famílias e dos stakeholders sobre as escolas e agrupamentos de escolas, sobretudo em relação a resultados acadêmicos mensuráveis, as pressões que se exercem sobre o diretor colocam-no, ainda mais, perante formas diferenciadas (e, não raras vezes, contraditórias) de accountability (isto é, processos ambivalentes e heterogêneos de avaliação, prestação de contas e responsabilização). O foco neste artigo, no entanto, incide no pilar da prestação de contas.Palavras-chave: Gestão escolar. Diretor. Gerencialismo. Prestação de contas.El director como gestor y las diferentes pressiones y dilemas de la rendición de cuentas en la escuela públicaAbstract: In Portugal, public elementary and secondary schools and public kindergartens were mostly integrated into the so-called School Groupings. Each of these school grouping, as well as the schools that were not integrated, are governed by a model of administration in which two fundamental bodies stand out: The Director, who is the management body, and the General Council, which is the collegiate body of direction. The Director is accountable for his decisions to the General Council and above all to the Ministry of Education and other departments of the State bureaucracy, with supervisory and hierarchical power. But not only. Indeed, in a context where there is also increasing scrutiny or control of families and stakeholders on schools and school grouping, especially in relation to measurable academic results, the pressures exerted on the director place him even more in the face of differentiated (and not infrequently contradictory) forms of accountability (i.e., ambivalent and heterogeneous processes of evaluation, answerability, and responsibilization). This article, however, focuses mainly on the pillar of answerability.Keywords: School management. Director. Managerialism. Answerability.The director as manager and the different pressures and dilemas of answerability in the state public school Resumen: En Portugal, las escuelas públicas de la enseñanza no superior y jardines de infancia públicos se han integrado, en su mayoría, en agrupamientos escolares. Cada uno de estos agrupamientos, así como las escuelas que no fueron integradas, se rigen por un modelo de administración donde sobresalen dos órganos fundamentales: el Director, que es el órgano (unipersonal) de gestión, y el Consejo General, que es el órgano (colegial) de dirección. En este último órgano participan los representantes de diferentes actores e intereses de la Comunidad Educativa (internos y externos). El Director rendirá cuentas por sus decisiones, tanto al Consejo General, así como, sobre todo, al Ministerio de Educación y otros servicios de la burocracia del Estado, con poder fiscalizador y jerárquico. Pero no sólo. En efecto, en un contexto en que también es creciente el escrutinio o control de las familias y de los stakeholders sobre las escuelas y agrupamientos de escuelas, sobre todo en relación a resultados académicos mensurables, las presiones que se ejercen sobre el director lo sitúan, aún más, ante formas diferenciadas (y no raras veces contradictorias) de accountability (es decir, procesos ambivalentes y heterogéneos de evaluación, rendición de cuentas y responsabilización). El enfoque de este artículo, sin embargo, se centra principalmente en el pilar de la rendición de cuentas.Palabras clave: Gestión escolar. Director. Gerencialismo. Rendición de cuentas.
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Farris, Alisha R., Georgianna Mann, Justin Parks, John Arrowood, Manan Roy, and Sarah Misyak. "School Nutrition Director Perceptions of Flexible Regulations for School Nutrition Programs in One Southeastern State." Journal of School Health 91, no. 4 (2021): 298–306. http://dx.doi.org/10.1111/josh.13002.

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Brenner, Devon, Brandon Presley, John Conradi, Wayne Rodolfich, and Tyler Hansford. "Get Connected Now: A Conversation with School Leaders and Policy Makers about Expanding Rural Broadband Access." Rural Educator 41, no. 3 (2021): 57–62. http://dx.doi.org/10.35608/ruraled.v41i3.1156.

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At the most recent National Forum to Advance Rural Education in November of 2020, editor Devon Brenner led a panel discussion about current and future efforts to expand broadband access for rural schools and communities with Brandon Presley, Public Service Commissioner for the Northern District of Mississippi; John Conradi, executive director of Connect Americans Now; and two Mississippi school leaders, Wayne Rodolfich, superintendent of the Pascagoula-Gautier School District, and Tyler Hansford, superintendent of Union City School District and chair of the Mississippi Rural Education Association. Their conversation is excerpted here. Some portions have been edited for cohesiveness and clarity.
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Dissertations / Theses on the topic "Director of public school"

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Bays, Debora Ann. "Supervision of Special Education Instruction in Rural Public School Districts: A Grounded Theory." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/27189.

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The grounded theory presented in this study describes how the supervision of special education instruction occurs in public elementary schools in rural settings. Grounded theory methodology (Strauss & Corbin, 1998) was employed in this study. Nine elementary schools in three rural districts in the state of Virginia participated in the study. Interview data were collected from 34 participants, including special and general education teachers, principals, and directors of special education. Observations were made in the schools and documents pertaining to the supervision process were collected. Data analysis allowed identification of categories and subcategories, processes, influencing conditions, strategies, and outcomes related to supervision, which contributed to the articulation of the theory. The grounded theory suggests that the supervisor's role is assigned to the principal. The principal negotiates among competing priorities and contextual factors while providing supervision. Competing priorities exist in three areas: (1) management and administration versus supervision; (2) monitoring for legal compliance versus supervision of instruction for students with disabilities; and (3) evaluation of teachers versus supervision of instruction. Contextual factors include systemic conditions such as enrollment size of school, time, and number of administrators. Contextual factors also include personal conditions such as knowledge of special education, definitions of special education instruction, and perceived competence of teachers. The outcome of negotiating competing priorities and contextual factors is a dispersal of responsibility for supervision to three groups of educators. Principals, as the primary supervisors, utilize three strategies to address supervision: (1) the observation/evaluation process; (2) supervision by wandering; and (3) open communication. Directors of special education have a supportive role in supervision through communication and collaboration with teachers and principals. Teachers provide some supervision when they mentor new teachers and serve as special education coordinators.<br>Ph. D.
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Giarratano, Caryn D. "Criteria for evaluating personnel directors in Missouri public schools /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988665.

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Mincher, Jeanine L. "AN ANALYSIS OF THE IMPACT OF THE PUBLIC SCHOOL DISTRICT FOOD SERVICE DIRECTOR ON THE DEVELOPMENT AND IMPLEMENTATION OF FOOD-RELATED POLICIES AND PRACTICES." Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279741719.

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Williams, Brandon M. "Facilitators and Barriers of Performing the Duties of Facilities Director in Public School Systems in Tennessee: A Study of Perceptions." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3113.

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Public education in the United States has changed remarkably in the last 200 years. The buildings that house students and teachers have also gone through a dramatic evolution in that same time. The buildings in use today are far more complex in design and thus require considerable expertise to operate and maintain. Although a good deal of scholarly literature has addressed the growing demand for dedicated facilities management, very little of that research is focused on that need within public education systems or the individuals who fulfill the duties associated with that need. The purpose of this research was to evaluate the perceptions of facilities directors of public school systems. A qualitative collective case study was conducted to evaluate the perceptions of six facilities directors from public school systems in Tennessee. Analysis of transcriptions from in-depth interviews as well as document review helped identify factors those individuals perceived as facilitators or barriers to performing their duties. Findings indicated participants perceive communication, autonomy, employees, and access to resources as facilitators of their success. Participants identified communication, purchasing, funding, the age of facilities, and lack of understanding as the primary barriers to their success. This research adds to the literature related to the topic, has implications for future research and practice, and could serve as a model for research among other support service areas of public education.
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Miller, Harlie G. "High School athletic eligibility policies a mixed-methods study of the perspectives of Public School athletic directors /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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Rodrigues, Jorge Manuel Portugal Peixoto. "Relação entre o modelo de gestão e o clima organizacional: a passagem do modelo colegial." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2011. http://hdl.handle.net/10400.5/3683.

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Dissertação de Mestrado em Administração Escolar<br>O objectivo deste estudo é aferir, partindo de uma organização escolar portuguesa, quais as mudanças produzidas no estilo de liderança e no clima da organização, por força da alteração do suporte legislativo da gestão e administração escolar. Concretamente, aferir no terreno, quais as consequências da transição do modelo colegial para um modelo unipessoal de gestão escolar.<br>Daparting from the particular context of a Portuguese school, the aim of this study is to assess the changes, in the style of leadership and in the organization`s environment, due to the implementation of new legislation, regulating school management and administration. More precisely, we aim at assessing the consequences of the transition from the collegial model into the unipersonal model of school management.
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Salomão, Maria Sílvia Azarite. "Impacto de programas de formação continuada da Secretaria Estadual de Educação de São Paulo na gestão escolar /." Araraquara : [s.n.], 2011. http://hdl.handle.net/11449/101565.

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Orientador: Ricardo Ribeiro<br>Banca: João Cardoso Palma Filho<br>Banca: Maria Eliza Brefere Arnoni<br>Banca: Paulo Cesar Cedran<br>Banca: Sebastião de Souza Lemes<br>Resumo: Esta pesquisa tem como objetivo investigar o impacto de programas de formação continuada implementados pela Secretaria Estadual de Educação do Estado de São Paulo no período de 2000-2006 na gestão escolar. Para tal, buscou identificar a opinião dos diretores de escola acerca dos referidos programas e as possíveis contribuições dos mesmos na gestão escolar. Foram estudados 19 diretores de escola das Diretorias de Ensino de Catanduva (n = 8) e Taquaritinga (n = 11) por meio do uso de questionário contendo perguntas fechadas e abertas. Os resultados mostraram que a maioria dos diretores é do sexo feminino (68%), possui idade superior a 41 anos (95%), apresenta mais de 10 anos na direção de escola (42%) e atua em escolas de 5ª a 8ª série e ensino médio (79%). Com relação às atuais demandas para a gestão escolar, 37% dos diretores referem-se ao desempenho de atividades de ordem pedagógica. As dificuldades que emergem no cotidiano escolar são solucionadas principalmente por meio da implementação de colegiados (41%) e incentivo à participação da família na escola (25%). O suporte mais importante na solução de eventuais dificuldades encontradas no cotidiano da escola foi o apoio da supervisão de ensino (32%). A maioria dos diretores (69%) participou dos três programas de formação continuada (Circuito Gestão, Progestão e Gestão Educacional). A contribuição desses programas para a gestão escolar possibilitou principalmente a reflexão sobre a gestão escolar (32%) e mudanças na prática (28%). Concluindo, esses programas contribuíram para o redirecionamento de ações no cotidiano e na gestão da escola. Os conteúdos abordados nos três programas constituíram-se em aspectos positivos para a maioria dos diretores. Não obstante a especificidade de cada um dos programas, tal constatação sinaliza que os temas expressos nos diversos conteúdos responderam... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This research aims at investigating the impact of continuing formation programs implemented by the Secretaria Estadual de Educação (SEE) of the State of São Paulo during the period of 2000 to 2006 in the school management. For its accomplishment, this work aimed to identity the opinion of school directors about these programs and its possible contributions in the school management. A total of 19 school directors of the Education Board Districts of the Catanduva (n= 8) and Taquaritinga (n=11) were studied through use of questionnaire containing open and closed questions. The results showed that the majority of directors is female sex (68%), has age higher than 41 years (95%), present more than 10 years in school direction (42%) and works in fundamental and high schools (79%). Regarding the current demands for the school management, 37% of the directors refer to the performance of pedagogical activities. The difficulties that occur in the school quotidian are solved mainly by means of the implementation of committees (41%) and stimulation to the family participation in the school (25%). The support more important in the resolution of eventual difficulties found in the school quotidian was the support of educational supervision (32%). The majority of the directors (69%) participated of the three continuing formation programs (Circuito Gestão, Progestão and Gestão Educacional). The contribution of these programs for the school managements allowed mainly the reflection on the school management (32%) and changes in the practice (28%). Concluding, these programs contributed to the reorganization of actions in the quotidian and in the school management. The presented contents in the three programs constituted in positive aspects for most of the directors. Despite specificity of each one of the programs, this finding indicate that the subjects expressed in the several contents to the answered... (Complete abstract click electronic access below)<br>Doutor
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Salomão, Maria Silvia Azarite [UNESP]. "Impacto de programas de formação continuada da Secretaria Estadual de Educação de São Paulo na gestão escolar." Universidade Estadual Paulista (UNESP), 2011. http://hdl.handle.net/11449/101565.

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Made available in DSpace on 2014-06-11T19:31:31Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-03-15Bitstream added on 2014-06-13T20:41:53Z : No. of bitstreams: 1 salomao_msa_dr_arafcl.pdf: 536406 bytes, checksum: 616e6decbca9f82cb44ee880ae702855 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Esta pesquisa tem como objetivo investigar o impacto de programas de formação continuada implementados pela Secretaria Estadual de Educação do Estado de São Paulo no período de 2000-2006 na gestão escolar. Para tal, buscou identificar a opinião dos diretores de escola acerca dos referidos programas e as possíveis contribuições dos mesmos na gestão escolar. Foram estudados 19 diretores de escola das Diretorias de Ensino de Catanduva (n = 8) e Taquaritinga (n = 11) por meio do uso de questionário contendo perguntas fechadas e abertas. Os resultados mostraram que a maioria dos diretores é do sexo feminino (68%), possui idade superior a 41 anos (95%), apresenta mais de 10 anos na direção de escola (42%) e atua em escolas de 5ª a 8ª série e ensino médio (79%). Com relação às atuais demandas para a gestão escolar, 37% dos diretores referem-se ao desempenho de atividades de ordem pedagógica. As dificuldades que emergem no cotidiano escolar são solucionadas principalmente por meio da implementação de colegiados (41%) e incentivo à participação da família na escola (25%). O suporte mais importante na solução de eventuais dificuldades encontradas no cotidiano da escola foi o apoio da supervisão de ensino (32%). A maioria dos diretores (69%) participou dos três programas de formação continuada (Circuito Gestão, Progestão e Gestão Educacional). A contribuição desses programas para a gestão escolar possibilitou principalmente a reflexão sobre a gestão escolar (32%) e mudanças na prática (28%). Concluindo, esses programas contribuíram para o redirecionamento de ações no cotidiano e na gestão da escola. Os conteúdos abordados nos três programas constituíram-se em aspectos positivos para a maioria dos diretores. Não obstante a especificidade de cada um dos programas, tal constatação sinaliza que os temas expressos nos diversos conteúdos responderam...<br>This research aims at investigating the impact of continuing formation programs implemented by the Secretaria Estadual de Educação (SEE) of the State of São Paulo during the period of 2000 to 2006 in the school management. For its accomplishment, this work aimed to identity the opinion of school directors about these programs and its possible contributions in the school management. A total of 19 school directors of the Education Board Districts of the Catanduva (n= 8) and Taquaritinga (n=11) were studied through use of questionnaire containing open and closed questions. The results showed that the majority of directors is female sex (68%), has age higher than 41 years (95%), present more than 10 years in school direction (42%) and works in fundamental and high schools (79%). Regarding the current demands for the school management, 37% of the directors refer to the performance of pedagogical activities. The difficulties that occur in the school quotidian are solved mainly by means of the implementation of committees (41%) and stimulation to the family participation in the school (25%). The support more important in the resolution of eventual difficulties found in the school quotidian was the support of educational supervision (32%). The majority of the directors (69%) participated of the three continuing formation programs (Circuito Gestão, Progestão and Gestão Educacional). The contribution of these programs for the school managements allowed mainly the reflection on the school management (32%) and changes in the practice (28%). Concluding, these programs contributed to the reorganization of actions in the quotidian and in the school management. The presented contents in the three programs constituted in positive aspects for most of the directors. Despite specificity of each one of the programs, this finding indicate that the subjects expressed in the several contents to the answered... (Complete abstract click electronic access below)
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Hitt, Robert James Jr. "A National Survey of Planetarium Directors Operating Public-School-Owned Planetaria." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/40377.

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This is a descriptive quantitative study of public-school-owned and operated planetarium facilities across the United States. A random sample of 210 planetarium directors was selected, and 131 were used in the data analysis to benchmark current practices involving public school planetaria in five domains: (1) the job of planetarium director, (2) the curriculum used in public school planetaria, (3) the organization of the planetarium, (4) the facility, and (5) the directors. Data were collected over a 10-week period in the spring of 1999 with a mail survey containing 72 questions. Frequency counts, percentages, means, and standard deviations were used to report the descriptive data. Results and conclusions are organized around each of the five domains. The major conclusion is that planetaria in the nation's public school systems are not in the educational mainstream as much as they were 20 years ago. Although some facilities appear to be well maintained and have added automation and new video equipment, a majority of the facilities are not properly maintained or supported by school administrators.<br>Ed. D.
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Showalter, Diana Lynn McKinney. "A study of the career paths and career goals of Indiana public school curriculum directors." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247901.

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This research study, based on 15 research questions, described demographic information, career patterns and career goals of 156 of Indiana's public school curriculum leaders. The two most common titles for curriculum leaders were curriculum director and assistant superintendent for curriculum and instruction. Significant associations were found in three areas: respondents with the highest degrees and those who had moved to the curriculum director's position from specific educational professions identified certain career goals; curriculum directors who planned to retire from their current positions chose curriculum as their ultimate career goal. Comparisons to Malone's (1999) study of Indiana's superintendents were included. Curriculum directors were evenly divided men and women, were 96% Caucasian, had a mean age of 51 years, and represented all sizes of school districts.<br>Department of Educational Leadership
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Books on the topic "Director of public school"

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Rogus, Joseph. The development director: Making each moment count. National Catholic Educational Association, 1986.

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Turner, Chandra Ramphal. Toward the director-designate's entry plan: The result of focused interviews with key stakeholders in the Scarborough public school system. Program Dept., Research Centre, Scarborough Board of Education, 1991.

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Massachusetts. Bureau of Student Development and Health. [Letter to Dr. Geraldine O'Donnell, Superintendent, Wilmington Public Schools from Dan French, Director, Bureau of Student Development and Health]. Commonwealth of Massachusetts, Dept. of Education, 1993.

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Sadler, Wendell Clarke. The attitudes of public school superintendents, athletic directors, and school board presidents regarding thevalues of inter-scholastic athletics. Microform Publications, College of Human development and performance, University of Oregon, 1989.

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Blanchette, Cornelia M. District of Columbia public schools: School year 1996-97 enrollment count vulnerable to errors : statement of Cornelia M. Blanchette, Associate Director, Education and Employment Issues, Health, Education, and Human Services Division, before the Council of the District of Columbia, Committee on Education, Libraries, and Recreation. The Office, 1997.

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Scanlon, William. Medicaid, questionable practices boost federal payments for school-based services: Statement of William J. Scanlon, Director, Health Financing and Public Health Issues, Health, Education, and Human Services Division, before the Committee on Finance, U.S. Senate. The Office, 1999.

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Blanchette, Cornelia M. District of Columbia public schools: Enrollment count still appears vulnerable to errors : statement of Cornelia M. Blanchette, Director, Education and Employment Issues, Health, Education, and Human Services Division, before the Subcommittee on the District of Columbia, Committee on Government Reform and Oversight, House of Representatives. The Office, 1998.

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H, Hast Robert, United States. General Accounting Office., and United States. Congress. Senate. Committee on Finance., eds. Medicaid in schools: Poor oversight and improper payments compromise potential benefit : statement of Kathryn G. Allen, associate director, Health Financing and Public Health Issues, and Robert H. Hast, acting Comptroller General for Special Investigations, before the Committee on Finance, U.S. Senate. The Office, 2000.

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Canada, Abt Associates of. Catholic education in the separate school system of Ontario: Project report ; prepared for the Board of Directors, Institute for Catholic Education. Abt, 1990.

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Consortium of Ontario Public Alternative Schools. Directory of Ontario public alternative schools. The Consortium of Ontario Public Alternative Schools (COPAS), 1985.

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Book chapters on the topic "Director of public school"

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Muckle, James. "Interview with the Director." In Portrait of a Soviet School under Glasnost. Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-21077-0_12.

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Hertogh, Marc. "A School Director and Non-discrimination Law." In Nobody's Law. Palgrave Macmillan UK, 2018. http://dx.doi.org/10.1057/978-1-137-60397-5_5.

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Ertas, Nevbahar. "School Bureaucracy." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31816-5_3645-1.

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Herbst, Jurgen. "The Systematization of Public Education." In School Choice and School Governance. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222_3.

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Pfüller, Markus. "Initial Public Offering." In Edition Frankfurt School. Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-23894-0_17.

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Kennedy, Sheila Suess. "School Voucher Programs." In Global Encyclopedia of Public Administration, Public Policy, and Governance. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31816-5_3622-1.

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Fabricius, Daniel. "Conducting the School Jazz Ensemble." In Strategies, Tips, And Activities for the Effective Band Director. Routledge, 2021. http://dx.doi.org/10.4324/9781003034193-12.

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Carichner, Christian. "The School Marching Band Program." In Strategies, Tips, And Activities for the Effective Band Director. Routledge, 2021. http://dx.doi.org/10.4324/9781003034193-11.

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Hochschild, Jennifer L., and Nathan Scovronick. "School Desegregation." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0006.

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RACIAL DOMINATION WAS, FROM THE OUTSET, the most glaring flaw in the ideology of the American dream. It began when the dream began, with Captain John Smith’s move to the “New World” in 1607. In his comments are all the elements of the American dream: equal opportunity for all, a chance of success for each, control over our nation’s political and economic future, and virtue, since America was “as God made it when hee created the world.” But enslaved Africans, who arrived in Virginia soon after Smith did, were not “borne to a new life”—or at least not one that allowed participation in the American dream. They were brought into, not out of, “every extremity.” And that terrible irony, the simultaneous invention of American slavery and American freedom, has shaped American society ever since. It has shaped its public schools as well. Desegregation has been our nation’s most direct effort since Reconstruction to come to grips with the evils of racial domination in public schooling. Beginning in the mid-1960s, it was the first as well as one of the largest postwar efforts to make America’s schooling practices fit its ideals. Many of the issues that we discuss in later chapters, such as funding equalization, school reform, the separation of children, and distinctive group treatment, are in part extensions of the successes of school desegregation or reactions to its perceived failures. Controversy over desegregation showed the difficulty in trying to satisfy both the individual and collective goals of the American dream; the experience demonstrated both the power of the ideology and the intractability of its internal conflicts. It continues to reverberate throughout American schooling and society. School desegregation was, on balance, an educational success. Its accomplishments were smaller than its advocates promised and less than they hoped for, but except when done irresponsibly or very unwisely, it improved the chances for black children to attain their dreams and did not diminish the chances for white children. Members of both races usually gained socially from the interaction. If it were politically feasible, a continued effort along these lines would be educationally beneficial. Ending legal segregation in schools and other public facilities, fostering real, not just legal, desegregation, did more to move the American dream from ideology to practice than has any other public policy or private effort.
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Ngulube, Beatrice. "School Libraries Are a Must in Every Learning Environment." In Advances in Public Policy and Administration. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7429-3.ch016.

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Despite the fact that South Africa has been a democracy for 23 years and the efforts made to improve the education landscape, there is still a crisis in the high school library system. This affects the school careers of learners and their lifelong-learning opportunities. The lack and loss of school libraries, as resources for education, deprive learners of their right to a school library and a place to grow mentally and academically. This chapter advocates for libraries in high schools. The study adopted a qualitative approach where primary data was collected through a multiple case study, using in-depth interviews at three schools in the Gauteng Province. School A was a rural high school; school B was a former model-C high school; and school C a township high school. The key findings underscore the importance of libraries in the academic success of learners. Recommendations are made on how advocacy for libraries in high schools could be re-directed.
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Conference papers on the topic "Director of public school"

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Siregar, Kemal N. "MODELING OF ELECTRONIC STUDENT HEALTH RECORD FOR MONITORING STUDENT’S HEALTH BY COMMUNITY HEALTH CENTER, SCHOOL AND PARENTS IN INDONESIA." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6107.

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Schools regularly collect student health data. School health is organized to improve the ability of students to live healthy so that students can learn, grow, and develop in harmony and become quality human resources. In Indonesia, school health priorities are included in the 3rd National MediumTerm Development Plan strategy. However, in Indonesia students, health data is underutilized because data documentation on paper causing some difficulties in terms of storage, use for monitoring and further analysis. The participation and involvement of parents, schools and community health centers in monitoring the health status of students today is still very limited due to the lack of information that can be accessed easily. Objectives: To design a student health record application model that can display student health examination results and connect the data to community health centers, schools and parents in real time. Method: Designing student health record application model with the context diagram, Entity Relationship Diagram (ERD), Table Relational Diagram (TRD), and user interface input and output. Results: The results of this study are a comprehensive student health record system model. The student health record will be applied in the form of mobile devices used by students and parents, which are connected to schools and community health centers by web-based platform. Conclusions: The student health record application model shows a systematic solution that is user friendly, immediately captures data, displays the dashboard in real time, directly connects to parents, schools and community health centers. All of this in the future if implemented properly can early detect student health problems and monitor the health status of students. Keywords: Student health record, real-time data, web-based application, dashboard, monitoring student’s health
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Mutiarini, Menik, and Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.

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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15
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Abdulraheem, Sahar, and Nawari O. Nawari. "Sustainable Techniques for Public School in Florida: Application of the Sustainable Urban Drainage System (SUDS)." In ASME 2015 9th International Conference on Energy Sustainability collocated with the ASME 2015 Power Conference, the ASME 2015 13th International Conference on Fuel Cell Science, Engineering and Technology, and the ASME 2015 Nuclear Forum. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/es2015-49805.

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Floods are among the most common natural hazards in Florida. They are threatening the safety and economic welfare of Floridians. Every year Florida spends millions of dollar to mitigate direct flood damages. Amongst the effective solutions to these flood damages is the control of urban drainage in school buildings and nearby grounds to conserve and preserve natural resources and to promote sustainable thinking. This paper discusses how public schools in Florida can benefit from sustainable techniques by applying the sustainable urban drainage system (SUDS) to school designs. The article also illustrates how Florida can use school sites as double functions to provide an active educational environment and to manage storm water runoff at the same time. Construction costs estimation for sustainable techniques is calculated based on data available for the year 2011 and compared with the conventional construction methods for schools. The result indicates a high initial cost that can easily be offset by considering the cost of conventional drainage structure, conserved storm water, flooding impact, storm water sewage disposal, and other measures.
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Kumalasari, Dwi Tour, Bhisma Murti, and Vitri Widyaningsih. "Path Analysis on the Biopsychosocial Factors Influencing the Quality of Life of Elderly in Surakarta Central Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.41.

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ABSTRACT Background: Health-related quality of life (HRQoL) is a commonly used measure of health outcome. It reflects several dimensions of health, including physical, psychological, social, cognitive function, as well as general well-being, including in elderly population. The association between social capital and HRQoL in elderly has been rarely studied in Indonesia. The purpose of this study was to investigate the biopsychosocial factors influencing the quality of life of elderly using path analysis. Subjects and Method: A cross sectional study was conducted in Surakarta, Central Java, in December 2019. A sample of 200 elderly was selected by simple random sampling. The dependent variable was quality of life. The independent variables were education, income, marital status, body mass index (BMI), physical activity, locus of control, family support, peer support, social capital. The data were collected by questionnaire and analyzed by path analysis run on Stata 13. Results: Quality of life in elderly was directly increased by high physical activity (b= 2.01; 95% CI= 0.55 to 3.45; p= 0.007), education ≥Elementary school (b= 2.38; 95% CI= 0.79 to 3.97; p= 0.003), BMI 18.5 to 25 (b= 3.45; 95% CI= 1.60 to 5.30; p&lt;0.001), income ≥Rp 1,800,000 (b= 2.96; 95% CI= 1.33 to 4.59; p&lt;0.001), strong social capital (b= 2.01; 95% CI= 0.56 to 3.44; p= 0.006), married (b= 2.15; 95% CI= 0.63 to 3.67; p= 0.005), and internal locus of control (b= 2.29; 95% CI= 0.69 to 3.90; p= 0.005). Quality of life in elderly was directly increased by physical activity, education, peer support, social capital, and marital status. Conclusion: Quality of life in elderly is directly increased by high physical activity, education ≥Elementary school, BMI 18.5 to 25, income ≥Rp 1,800,000, strong social capital, married, and internal locus of control. Quality of life in elderly is directly increased by physical activity, education, peer support, social capital, and marital status. Keywords: quality of life, biopsychosocial, path analysis, elderly Correspondence: Dwi Tour Kumalasari. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: kumalasari.azzah-ra@gmail.com. Mobile: +6281216417536. DOI: https://doi.org/10.26911/the7thicph.01.41
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Wiyono, Bambang Budi, Desi Eri Kusumaningrum, Teguh Triwiyanto, Raden Bambang Sumarsono, Anabelie Villa Valdez, and Imam Gunawan. "The Comparative Analysis of Using Communication Technology and Direct Techniques in Building School Public Relation." In 2019 5th International Conference on Education and Technology (ICET). IEEE, 2019. http://dx.doi.org/10.1109/icet48172.2019.8987220.

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Kuswandari, Eti, Harsono Salimo, and Yulia Lanti Retno Dewi. "Social Economic Determinants of Birth Weight: Path Analysis Evidence from Situbondo, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.104.

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ABSTRACT Background: Social economics and environmental factors contribute to low birthweight. Cigarette exposure to tobacco smoke in pregnant women has been discerned as an important risk factor for low birth weight. The purpose of this study was to investigate social economic determinants of birth weight using path analysis model. Subjects and Method: A case control study was carried out at Asembagus community health center, Situbondo, East Java. The study population was children aged 0-1 years. A sample of 150 children with normal birthweight and 50 children with low birth weight was selected randomly. The dependent variable was low bierthweight. The independent variables were maternal age, maternal employment status, family income, maternal knowledge, and cigarette smoke exposure. The data were collected by questionnaire and analyzed by path analysis. Results: The risk of low birthweight was directly and positively associated with maternal age &lt;20 or ≥35 years (b= 1.78; 95% CI= 0.83 to 2.73; p&lt;0.001), low maternal education (&lt;Senior high school) (b= 0.93; 95% CI= 0.00 to 1.86; p= 0.049), mother work outside the home (b= 1.24; 95% CI= 0.26 to 2.22; p= 0.013), low family income low (b= 1.33; 95% CI= 0.42 to 2.24; p= 0.004), low maternal knowledge (b= 1.17; 95% CI= 0.13 to 2.21; p= 0.026), and high cigarette smoke exposure (b= 1.11; CI 95%= 0.08 to 2.13; p= 0.035). The risk of low birthweight was indirectly and positively associated with maternal education, maternal knowledge, and family income. Conclusion: The risk of low birthweight is directly and positively associated with maternal age &lt;20 or ≥35 years, low maternal education (&lt;Senior high school), mother work outside the home, low family income low, low maternal knowledge, and high cigarette smoke exposure. The risk of low birthweight is indirectly and positively associated with maternal education, maternal knowledge, and family income. Keywords: low birthweight, cigarette smoke exposure, social economy determinants, path analysis Correspondence: Eti Kuswandari. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: etikuswandari.eki@gmail.com. Mobile: +6282132770153. DOI: https://doi.org/10.26911/the7thicph.03.104
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Wahyuningsih, Heni Puji, Bhisma Murti, Eny Lestari, and Reviono Reviono. "The Influence of Social Capital, Parenting, and Environment on Quality of Life among 2-4 Years Old Children." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.15.

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Background: Quality of life is actually a broader construct that encompasses aspects of life that may not be amenable to healthcare service. The quality of life of children is a subjective perception of satisfaction or happiness on quality of life. The quality of life is influenced by various factors, namely health conditions, socio-economic status, parenting styles, and the environment. According to HL Bloom’s theory, health status is determined by 40 percent of environmental factors, 30 percent of behavioral factors, 20 percent of health services, and 10 percent of genetics or heredity. The purpose of this study was to determine the effect of social capital, parenting, and the environment on the quality of life among children. Subjects and Method: This was a retrospective cohort study. Total of 400 children aged 2-4 years old who reside in the desa layak anak villages and ordinary villages in the region of Sleman regency. The dependent variable was quality of life among children. The independent variables were social capital, parenting, and the environment. Data were obtained from in-depth interview and questionnaire. Data were analyzed using path analysis. Results: The good quality of life of children was affected directly by positive social capital (b = 0.084; SE = 0.049; p = 0.001), good parenting style (b = 0.123; SE = 0.050; p &lt;0.001), and good environment (b = 0.128; SE = 0.048; p &lt;0.001). Conclusion: Social capital, parenting and environment have a direct influence on the quality of life among children. Keywords: quality of life, children, social capital, parenting, environment Correspondence: Heni Puji Wahyuningsih. Doctoral Program of Development Counseling, Universitas Sebelas Maret/ School of Health Polytechnis, Yogyakarta, Indonesia. Email: heni.pujiw@-poltekkesjogja.ac.id DOI: https://doi.org/10.26911/the7thicph.01.15
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Wahyuni, Tavip Dwi. "The Effect of Community Empowerment on The Implementation of Diabetes Mellitus Management in Malangsuko, West Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.11.

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ABSTRACT Background: Efforts to deal with Diabetes Mellitus (DM) disease require support from various parties, especially the community and family apart from the sufferer himself. The community in an effort to reduce the risk of DM disease, among others, by providing knowledge and understanding to families and sufferers directly, including empowering the community. This study was carried out by empowering health cadres by training in knowledge and skills in medical examinations, starting from checking blood pressure, anthropometry, and blood sugar. This study aimed to analyze the effect of community empowerment on the implementation of DM management. Subjects and Method: This was an experimental study with a control group design. This study was carried out in Malangsuko Village, West Java. Total of 30 cadres were divided into 15 cadres in the control group and 15 cadres in the treatment group. The independent variable was community empowerment. The dependent variable was the implementation of DM management. Data were collected using questionnaire and observation sheet skills results. Data were analyzed using Wilcoxon test. Results: After a post test, a total of 73% cadres had moderate knowledge and 80% had low skill in control group, while in intervention group, 73.3% cadres had good knowledge and 100% had good skill. Conclusion: The empowerment of health cadres in Malangsuko Village is effective because it has a positive impact on knowledge and skills in early detection of DM disease. Keywords: community empowerment, diabetes mellitus management Correspondence: Tavip Dwi Wahyuni. School of Health Polytechnics, Malang, East Java. Email: tavip_dwi@poltekkes-malang.ac.id DOI: https://doi.org/10.26911/the7thicph.04.11
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Priutami, Vinca Amanda, and Febrita Paulina Heynoek. "The Difference Between Physical Fitness and Motor Ability of State Junior High School Female Students Based on the Time Modification of Direct and Indirect Learning in Malang." In The 1st International Scientific Meeting on Public Health and Sports (ISMOPHS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.201203.032.

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Maryani, Diani, and Liza Anggraeni. "Effect of Hypnoparenting on Nutritional Status in Preschool Age Children at Al-Fathir Kindergarten, Tangerang, Banten." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.23.

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Background: Malnutrition is estimated to account for more than one third of all child deaths, although it is rarely listed as a direct cause. Hypnoparenting is an attempt by parents to bring their children into the subconscious. This study aimed to determine the effect of hypnoparenting on nutritional status in preschool age children at Al-Fathir kindergarten, Tangerang, Banten. Subjects and Method: This was a quasi-experiment with a non-randomized pretest posttest design was conducted at Al-Fathir Kindergarten, Tangerang City, Banten Province from April to August 2020. A sample of 36 selected by purposive sampling. This study was divided into 2 groups: (1) 18 respondents were given hypnoparenting treatment and for the second group; and (2) 18 respondents were not given hypnoparenting. The dependent variable was nutritional. The independent was hypnoparenting. The data were analyzed by non-parametric tests. Results: There was a significant difference between nutritional status before hypnoparenting (p= 0.293) and nutritional status after hypnoparenting (p= 0.406) but there was no effect between changes in nutritional status made in the intervention group (Mean= 16.25; SD= 2.46; p= 0.222) and the control group (Mean= 16.18; SD= 3.88; p= 0.150). Conclusion: Hypnoparenting has effect in nutritional status of preschool age children, but it is statistically non-significant. Next, researchers will conduct further research on overcoming problems in children, especially nutritional problems, and the parents/guardians of students to be more effective in doing hypnoparenting to be maximized. Keyword: BMI, age, pre-school, hypnoparenting Correspondence: Diani Maryani, Academy of Midwifery Karya Bunda Husada, Tangerang, Banten. E-mail: dhianeyrs@gmail.com. Mobile: 081381234008. DOI: https://doi.org/10.26911/the7thicph.02.23
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Reports on the topic "Director of public school"

1

McGee, Steven, Ronald I. Greenberg, Lucia Dettori, et al. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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2

Palmer, Michele A., and Mujahid D. Powell. Buffalo Public School #305 McKinley High School. Landscape Architecture Foundation, 2014. http://dx.doi.org/10.31353/cs0850.

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Cabrera Cabrera, Mariángeles, and Ana Almansa-Martínez. El director de relaciones públicas en las grandes empresas españolas / Public Relations Director in Spanish Companies. Revista Internacional de Relaciones Públicas, 2016. http://dx.doi.org/10.5783/rirp-11-2016-07-113-134.

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Davis, Matthew, and Fernando Ferreira. Housing Disease and Public School Finances. National Bureau of Economic Research, 2017. http://dx.doi.org/10.3386/w24140.

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Clotfelter, Charles. Public School Segregation in Metropolitan Areas. National Bureau of Economic Research, 1998. http://dx.doi.org/10.3386/w6779.

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Barseghyan, Levon, Damon Clark, and Stephen Coate. Public School Choice: An Economic Analysis. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w20701.

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McDanel de García, Mary Anne. THE REST OF THE SCHOOL The Group Director and Educating for Peace. Institucion Universitaria Colombo Americana, 2018. http://dx.doi.org/10.26817/paper.05.

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Dee, Thomas, Elizabeth Huffaker, Cheryl Phillips, and Eric Sagara. The Revealed Preferences for School Reopening: Evidence from Public-School Disenrollment. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29156.

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Avery, Christopher, and Parag Pathak. The Distributional Consequences of Public School Choice. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21525.

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Figlio, David, Cassandra M. D. Hart, and Krzysztof Karbownik. Effects of Scaling Up Private School Choice Programs on Public School Students. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w26758.

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