Relevant bibliographies by topics / Educational district

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Educational district'

Author: Grafiati
Published: 28 May 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Educational district.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Educational district"

1

Khamraeva, Elizaveta A., Anastasiia Iu Aleksinskaia, Elizaveta A. Andreiushina, Polina V. Novikova, Anna V. Oblasova, and Anna B. Uglova. "Comparative analysis of problems and resources in the system of migrant children’s education (on the example of federal districts of the Russian Federation)." Perspectives of Science and Education 55, no. 1 (March 1, 2022): 643–64. http://dx.doi.org/10.32744/pse.2022.1.41.

Full text
Abstract:
Introduction. The pedagogical need due to the migration situation in the country actualizes the need for research on the specifics of migrant children’s linguistic and socio-cultural adaptation in the regions. The research purpose is to identify reliable and significant differences in the specifics of problems of migrant children’s educational environment in federal districts of the Russian Federation. Materials and methods. The study involved 8,864 teachers (4,026 respondents were selected for the content analysis) working in multicultural classes from 8 federal districts. The study used a method of content analysis, survey methods and methods of mathematical and statistical processing (descriptive methods, cluster analysis, Kruskal-Wallis test). Research results. Peculiarities in the supportability of the educational process of migrant children in different federal districts of the Russian Federation are revealed: the greatest attention is paid to the problem in the North Caucasus Federal District (64%) and the Ural Federal District (67%). Teachers’ perceptions of the main difficulties they face in teaching migrant children are divided into two clusters: “Migrant children’s communication difficulties, difficulties in learning a new language” (66.9% of the respondents) and “Socio-cultural features of the education system for migrant children”, which includes seven subclusters, for which, when compared, reliable and significant differences were revealed in different federal districts: difficulties in interacting with parents are most relevant in the Ural Federal District (p=0.001) and Siberian Federal District (p=0.001), organizational-methodological problems – in the Northwestern Federal District (p=0.034) and Ural Federal District (p=0.034), problems with the mastering of the educational program – in the Central Federal District (p=0.001), Volga Federal District (p=0.001) and Ural Federal District (p=0.001), difficulties in socio-cultural integration – in the Central Federal District (p=0.001) and Far Eastern Federal District (p=0.001), difficulties in social-psychological adaptation – in the Central Federal District (p=0.01), Volga Federal District (p=0.01) and Far eastern Federal District (p=0.01). Conclusion. There are differences in the problem field of migrant children’s socio-cultural adaptation in federal districts of the Russian Federation: in the scientific-methodological support of the educational process, in the main difficulties that arise during the socio-cultural adaptation of migrant children. The main difficulties include: migrant children’s communication difficulties, difficulties in the interaction of a teacher with parents, organizational-methodological problems, problems with mastering the educational program, difficulties in socio-cultural integration, difficulties in socio-psychological adaptation. The data obtained can be used for psychological and scientific-methodological support of the educational process of migrant children in order to diagnose and control social-cultural adaptation.
APA, Harvard, Vancouver, ISO, and other styles
2

Rivera, Marialena D., and Sonia Rey Lopez. "Some pennies are more equal than others: Inequitable school facilities investment in San Antonio, Texas." education policy analysis archives 27 (February 25, 2019): 16. http://dx.doi.org/10.14507/epaa.27.4191.

Full text
Abstract:
In Texas, local taxpayers fund the majority of educational facilities construction and maintenance costs, with local wealth influencing facilities outcomes. The traditional school districts that comprise the predominantly Latino and segregated San Antonio area vary considerably in property wealth as well as district capacity and expertise. We conducted an analysis of 12 San Antonio area school districts to address the questions: 1) To what extent do state and local investments vary by district? 2) How do district actions and constraints affect facilities quality and equitable investment? Methods include descriptive quantitative analysis of facilities investment data and qualitative interviews with school district leaders, staff, and school finance experts. Examining Texas school finance data demonstrated the variance in school district investments in educational facilities. Despite some districts with lower property wealth exerting higher levels of tax effort, they were able to raise less money per student for educational facilities through interest and sinking taxes. Interview findings revealed that several districts acknowledge lacking the capacity to maintain high-quality facilities for all students. Respondents frequently criticized current state policies and funding for educational facilities as inadequate, inequitable, and inefficient and expressed a need for policy improvements in an era of increasing state disinvestment.
APA, Harvard, Vancouver, ISO, and other styles
3

Maji, Krishnendu, and Sumana Sarkar. "Intra-District Disparities in Primary Education: A Case Study of Bankura District, West Bengal." Space and Culture, India 4, no. 3 (March 31, 2017): 77. http://dx.doi.org/10.20896/saci.v4i3.214.

Full text
Abstract:
The level of education and its response to different educational opportunities vary from one spatial unit to another depending on various factors like social, economic, cultural, and institutional. It is understood that certain regions acquire relative advancements over others in terms of human resource development and human capital formation. The key purpose of this research is to examine the intra-district disparities in primary education in Bankura District one of the districts of West Bengal. It ranks 11thamong the 19 districts of West Bengal (Human Development Report, 2007). Overall literacy rate of the district stands at 70.26% but the district scores low in terms of female literacy rates, which is 60.05%,whereas the male literacy rate is 80.05%, which is a huge gender literacy gap of 20%. There are also regional inequalities existing at block level. Kotulpur ranks first with a literacy rate of 78.01% while Saltora occupies the bottom position with literacy rate of just 61.45% (Census of India, 2011). The level of educational development is dependent on several factors—enrolment ratio, dropout and repetition rates, pupil-teacher ratio, habitations covered by educational institutions, space-student ratio, drinking water and sanitation facilities in school, etc. In this context, the present study aims at examining the issues of intra-district disparities in educational attainment with regard to various educational amenities of Bankura district, West Bengal. Ten attributes have been selected to examine the level of development in primary education. It is clear from the study that the level of development in eastern part of the district is relatively better in comparison to other regions. Economic backwardness and physical bottlenecks continue to be major issues in western blocks.
APA, Harvard, Vancouver, ISO, and other styles
4

Primandari, Arum Handini, and Nur Aini Ikasakti. "Job applicants clustering using self-organizing map." Bulletin of Social Informatics Theory and Application 1, no. 2 (December 1, 2017): 60–71. http://dx.doi.org/10.31763/businta.v1i2.28.

Full text
Abstract:
Yogyakarta Government through Directorate of Manpower and Transmigration (Disnakertrans) have been canvassing people looking for job. An employment program was provided by Disnakertrans to allow job applicants meet companies. This research was carried out to identify educational background of applicants, in order to obtain the suitable worker. One of the ways to identify educational background is by district clustering in Yogyakarta. Clustering method is employed to reveal the characteristic of educational quality in every district in Yogyakarta. Clustering is a grouping method which is done by minimalize the characteristic among class members and minimalize the characteristic among clusters. This research used Self Organizing Maps to grouping districts in Yogyakarta according to educational background of its job seekers. The clustering results 3 clusters: 6 districts belong to cluster 1, 4 districts belong to cluster 2, and 4 districts belong to cluster 3. Then, Yogyakarta map is used to visualize the result of district clustering.
APA, Harvard, Vancouver, ISO, and other styles
5

Hooge, Edith H., Nienke M. Moolenaar, Karin C. J. van Look, Selma K. Janssen, and Peter J. C. Sleegers. "The role of district leaders for organization social capital." Journal of Educational Administration 57, no. 3 (May 13, 2019): 296–316. http://dx.doi.org/10.1108/jea-03-2018-0045.

Full text
Abstract:
Purpose Although it is assumed that school district governance by districts leaders can impact schools’ capacity to improvement and educational quality, there is little systematic evidence to support this claim. The purpose of this paper is to discuss how governance goals and interventions affect school districts’ social capital. Design/methodology/approach The empirical enquiry used quantitative data on district leaders enacting governance as perceived by their school principals. These data were collected among 399 school principals of 23 Dutch school districts in elementary education, using a survey. Social network data on social capital within school districts were collected using a social network survey among educational administrators (i.e. district leaders, central office administrators and school principals). Additionally, examples of the relation between school district social capital and governance at six school districts were described. Findings Results suggest that district leaders can promote the organizational social capital of their school districts through focusing on educational goals. In addition, the findings show that they can reinforce their impact by using interventions varying in coercion level, of which offering support to school principals appears to be “a golden button” to make organizational social capital thrive. Research limitations/implications Limitations to the study are the generalizability of the findings (they can be questioned because “convenience sampling” was used) and warrant a longitudinal design to examine how organization social capital develops over time. Originality/value The study is unique as it addresses the impact district leaders may have on their districts’ social capital by focusing on social network approach in the study of school district governance.
APA, Harvard, Vancouver, ISO, and other styles
6

Farkas, George, Paul L. Morgan, Marianne M. Hillemeier, Cynthia Mitchell, and Adrienne D. Woods. "District-Level Achievement Gaps Explain Black and Hispanic Overrepresentation in Special Education." Exceptional Children 86, no. 4 (February 2, 2020): 374–92. http://dx.doi.org/10.1177/0014402919893695.

Full text
Abstract:
To examine whether special education racial risk ratios reported by U.S. school districts are explained by district-level confounds, particularly, racial achievement gaps, we analyzed merged data ( N = 1,952 districts for Black–White comparisons; N = 2,571 districts for Hispanic–White comparisons) from the U.S. Department of Education’s Office of Civil Rights, Stanford Educational Data Archive, and Common Core data sets. Regression analysis results indicated that Black– and Hispanic–White district risk ratios were strongly related to Black– and Hispanic–White district achievement gaps. These results reconcile findings from district-level data with those from student-level data and support the finding that, when compared to otherwise similar White students by controlling for group differences in achievement, non-White students are on average underrepresented in special education. That is, non-White overrepresentation in special education in most districts is explained by racial achievement gaps in these districts. Residuals from the regressions provide a more accurate way to monitor for outlier districts than the current practice required in federal regulations of using unadjusted risk ratios.
APA, Harvard, Vancouver, ISO, and other styles
7

Jasim, Mohammed Jawad Shabaa and Dunya Ali. "Educational Services and their Development in Kufa District." International Journal of Psychosocial Rehabilitation 24, no. 4 (February 28, 2020): 3786–95. http://dx.doi.org/10.37200/ijpr/v24i4/pr201492.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Faw, Leah, and Huriya Jabbar. "Poor Choices: The Sociopolitical Context of “Grand Theft Education”." Urban Education 55, no. 1 (June 9, 2016): 3–37. http://dx.doi.org/10.1177/0042085916651322.

Full text
Abstract:
In recent years, districts have paid special attention to the common practice of “district hopping,” families bending geographic school assignment rules by sending a child to a school in a district where the child does not formally reside—usually to a district that is more desirable because of higher performing schools or greater educational resources. In several high-profile cases, mothers who engaged in district hopping were charged with “grand theft” of educational services. By situating these cases in the broader context of market-based reforms, we refocus attention on the responses of districts rather than the actions of parents. We argue that increased privatization of education and growing dominance of a “private-goods” model of schooling create the conditions necessary for framing these actions as “theft.”
APA, Harvard, Vancouver, ISO, and other styles
9

Sampson, Carrie. "“The State Pulled a Fast One on Us”: A Critical Policy Analysis of State-Level Policies Affecting English Learners From District-Level Perspectives." Educational Policy 33, no. 1 (October 23, 2018): 158–80. http://dx.doi.org/10.1177/0895904818807324.

Full text
Abstract:
States’ increasing involvement in educational policy making can play a significant role in how school districts provide equitable educational opportunities. Guided by critical policy analysis, the purpose of this article is to examine state-level policy pertaining to English learners (ELs) from district-level perspectives. Based on interview and archival data from a multiple case study of three metropolitan school districts in different states, district-level perspectives illustrate how these state-level policies were symbolic, restrictive, or exclusionary toward ELs. The results also demonstrate ways that districts advocated, engaged, resisted, and navigated state-level policies and politics. Based on these findings, I argue that state-level policies and related politics can compromise school districts’ ability to provide ELs with adequate educational opportunities.
APA, Harvard, Vancouver, ISO, and other styles
10

Horozhankina, N. A., and V. V. Hrushka. "Typization of administrative districts of Dnipropetrovsk region on the level of development of pre-school education (by methods of modeling of the trajectory of motion of sociogeosystems and cluster analysis)." Вісник Дніпропетровського університету. Геологія, географія 26, no. 1 (March 30, 2018): 41–49. http://dx.doi.org/10.15421/111805.

Full text
Abstract:
The simulation of the trajectory of the development of the educational component of district sociogeosystems in a multidimensional normalized space on the example of the subsystem of preschool education (in six indicators) was conducted on average for 2008-2017. According to the results of simulation of the development trajectory of the subsystem of pre-school education of district sociogeosystems based on the analysis of the coherence of their development trajectories with the optimal trajectory and the coherence of the development trajectory between the district sociogeosystems, it was established that the trajectories of the movement of the Apostolovsky, Solonyansky and Verkhnodniprovsky districts were closest to the point of maximal development. The most distant from it were the trajectories of development of Vasylkivsky, Pavlogradsky, Petrykivskyi districts. The average indicators of the rejection of the path through the sociogeosystems of the districts of the Dnipropetrovsk region have been calculated, and it has been established that only nine districts of the region (Vasylkivsky, Dnipropetrovsk, Krynichansky, Nikopolsky, Novomoskovsk, Pavlohradsky, Pokrovsky, Synelnikovsky, Tomakivsky) have positive meanings, the other thirteen districts are negative, indicating the inconsistency in the educational component of district sociogeosystems of the Dnipropetrovsk region. The highest index of distance from the origin of the specified time interval has the Apostolovsky district. High rates are characteristic for Pokrovsky, Krivoy Rog, Solonyansky districts. Low rates have Vasylkivsky, Petrykivsky, Pavlogradsky areas that lag behind in the development of the educational system of preschool education from other administrative units of the region. It was clarified that the districts of the Dnipropetrovsk region have been unevenly developed. Most progressed in the Vasylkivsky district, a little behind him trajectories of growth of Petrikivsky, Tomakivsky and Yurievsky districts. The grouping of administrative regions of the Dnipropetrovsk region on the basis of cluster analysis allowed allocating five groups (clusters) of subsystems of pre-school education according to the similarity of their territorial organization.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Educational district"

1

Jekanowski, Elizabeth C. "District Leadership and Systemic Inclusion| A Case Study of One Inclusive and Effective School District." Thesis, Florida Atlantic University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10610476.

Full text
Abstract:

Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE .75% for three consecutive years) and effective district (based on district grades of As and Bs, state measures of student achievement) in Southeast Florida. Within SSSD, a purposeful sample of 31 participants was selected that included eight district leaders, three principals, 15 teachers, and five parents located at four sites and observed across three events over the span of one semester with multiple supporting documents analyzed.

Four findings describing district leadership practices emerged from the data analysis; 1) a shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development (PD), and 4) acknowledging and addressing challenges. The practices of district leaders found in this study resonate with other findings in the literature and contribute two of the new findings in this study: 1) the superintendent’s attitudes, beliefs, and experiences as a special educator were described as key to her district’s inclusive focus and success and extends previous research connecting principal leadership to school site inclusion; and 2) informal versus formal PD was more beneficial to teachers in building collective capacity for inclusive service delivery—marking a new distinction within related PD literature.

Recommendations to district leaders, policy makers, and scholars are included. The study concludes by encouraging educational leaders to cultivate a shared inclusive mission implemented through collaborative efforts. There is hope for inclusion, not only in theory, but in practice, mirroring the call of other district leadership studies of successful, systemic inclusion.

APA, Harvard, Vancouver, ISO, and other styles
2

Curcio, Lea. "District Office Leadership Practices' Impact on Principal Job Satisfaction." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810177.

Full text
Abstract:

Problem. The demands of the principalship have become overwhelming for school principals and have contributed to job dissatisfaction. The expectations and pressure for schools to demonstrate positive learning outcomes require principals to be highly skilled and motivated. Since principal performance is directly affected by their job satisfaction, district offices would benefit from understanding how district directors’ leadership practices influence the job satisfaction of principals and which supports are the most impactful.

Purpose. The purpose of this qualitative case study was to explore how district directors’ leadership behaviors, as aligned to Kouzes and Posner’s (2012) 5 practices of exemplary leadership, influence principals’ job satisfaction from the perspective of principals from small to midsized San Diego County school districts in kindergarten through 8th-grade Southern California schools.

Methodology. This qualitative single case study focused on a semistructured interview and a public district document review to explore from the principal’s perspective district office directors’ leadership behaviors and practices that influence principal job satisfaction and identify impactful supports.

Findings. The analysis of the findings resulted in 6 themes and 14 subthemes that described, from principals’ perspectives, leadership behaviors and practices of district office directors that align with Kouzes and Posner’s 5 practices of exemplary and what support provided positively influenced principal job satisfaction.

Conclusions. When district office directors lead in a manner that is responsive, supportive, and encouraging, it fosters positive relationships and higher levels of job satisfaction among site principals. By improving working conditions of site principals, district leaders are minimizing principal turnover and increasing principals’ effectiveness.

Recommendations. District directors should be available and responsive to principal needs engaging in collaboration and problem solving. They should create an environment that allows for frequent communication and input, and provide personalized coaching for principals on topics of their choice. Districts should create systems that formalize these supports.

APA, Harvard, Vancouver, ISO, and other styles
3

Coffin, George Augustus. "The impact of district conditions on principals' experientially acquired professional learning." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0017/NQ27625.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Monterosa, Vanessa M. "Digital Citizenship District-Wide| Examining the Organizational Evolution of an Initiative." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286695.

Full text
Abstract:

District leaders play a pivotal role in shaping federally-mandated policies that impact how digital citizenship curriculum is developed and implemented in schools. Yet, for many school leaders, teaching about digital participation may appear as a daunting and unfamiliar practice. In fact, most educators do not participate in digital communities, in contrast to the large number of youth who do. Over 1,200 district administrators from across the nation reported that they ban collaborative digital spaces such as social media in the classroom due to safety, privacy, and classroom management concerns. Yet, emerging research demonstrates that when students are given a structured opportunity to experience digital engagement in productive and constructive ways, students become producers rather than consumers of content and are able to develop an understanding of their digital participation in relation to their participation in society.

For educators who want to delve into digital citizenship, there currently exists a plethora of resources to support teachers in classroom-level integration of digital citizenship, but supports and resources for system-level, implementation remain limited. Moreover, these resources represent varied conceptualizations of digital citizenship, which results in inconsistent implementations of digital citizenship across classrooms, schools, and districts. Thus, how can district leaders such as superintendents, chief academic officers, or chief technology officers provide a cohesive and comprehensive digital citizenship program when the very conceptualization of digital citizenship remains unclear?

The purpose of this study was to utilize a case study approach to examine a large, urban school district’s approach to defining, developing, and maintaining a digital citizenship initiative focused on empowering students over the course of four years. By documenting and unpacking the elements of a district-wide approach to digital citizenship, this study provides a foundation for systemic practices and a common language aimed at informing organizational policy and practice. Despite the concept of digital citizenship being in its infancy, this study provides an organizational perspective of its conceptualization and implementation across a large system. Findings revealed that the district’s complex organizational efforts were rooted in political and symbolic decisions that facilitated the influence of digital citizenship across policy and program implementation efforts.

APA, Harvard, Vancouver, ISO, and other styles
5

Trautenberg, David Herbert. "Braking and entering| A new CFO's transition into K-12 urban school district." Thesis, University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125796.

Full text
Abstract:

In this autoethnography, I examine the challenges I faced as a private-to-public-sector novice CFO entering a resource-constrained 41-thousand-student K-12 urban school district in Colorado. This study chronicles how I deliberately slowed down my interactions within a complex adaptive system (CAS) through ethnographic interviewing to identify the relationships, processes, and tools; and create the conditions necessary to align and optimize resources at the district level to improve student outcomes. There is scant research on how a new K-12 education CFO transitions from a traditional budget-manager approach toward one that promotes inquiry and cost-effectiveness.

Unlike CFOs in the private sector, oftentimes I was estranged from strategic and capital-allocation decisions, particularly around instruction. I lacked the time, skilled staff, and resources to perform fundamental cost-benefit analyses.

I had come to work in a school system after obtaining an MBA from the Stanford Graduate School of Business and working in Wall Street for 20 years. Having no experience working in the public sector more generally or education more specifically, I came with a particular mindset and approach not altogether suited for this environment. Consequently, my transition to this new milieu was quite chaotic. I intentionally embraced entry planning as a way to make sense of a CAS that oftentimes defied comprehensive analysis.

I learned, slowly, that successful entry required intellectual rigor and emotional sensitivity. I repeatedly found that interventions based on adaptive change that fundamentally shifts how works gets done increased employees’ anxiety. I assumed the roles of researcher, learner, and knower in evolving an induction approach that recognized entry never stopped because the CAS never rested.

I explore entry through three case studies. The first of these pertains to my participation in Teachers’ Master Agreement Negotiations; the second centers on my engagement with Nutrition Services, a low-status but high-value allocator of resources; and the third analyzes how I merged the roles of CFO and educator to increase my district’s understanding of municipal-bond finance in preparation for a general-obligation bond offering.

Keywords: CFO entry; entry planning; complex adaptive systems; teachers’ negotiations; nutrition services; school finance

APA, Harvard, Vancouver, ISO, and other styles
6

Watts, Randy Adam, Virginia Foley, and Donald W. Good. "Parental Involvement: Perceptions and Actions in a Small School District." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/281.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gormly, Robin K. "Education for Education's Sake? Exposing the Arts District of Downtown Dallas." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4876/.

Full text
Abstract:
This thesis discusses the relatively new approach of art education, by paralleling it to Marxist ideology on art. The Dallas Arts District is one example of a city where museum art education is in conflict: being adopted more vigorously by some and with less acceptance by others. In order to provide a glimpse into the museum ideology of downtown Dallas, previous schools of thought regarding the role of curators and the introduction of educators into museums will be detailed, as well as conflicts between these two factions. The following questions will be addressed: Is museum art education truly a movement which strives to infuse the American culture with a greater appreciation of art? Is there a link to overcoming Marx's key issue of class? How is the movement affecting the Dallas Arts District and to what extent is museum art education being utilized within this forum? Is the emphasis toward museum art education greater in Dallas than in other large cities across the United States, and if so, how has that affected the cities' patrons?
APA, Harvard, Vancouver, ISO, and other styles
8

Ellis, Joann Almyra. "District Level Achievement Gap Between the Distribution of Caucasian and African American District Means on the 2003/2004 Ohio 4th Grade Reading Proficiency Exam." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853965.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Van, Wagenen Linda C. "Working in concert : the district as a symphonic system /." Abstract, 2008. http://eprints.ccsu.edu/archive/00000515/01/40DissABSTRACT.htm.

Full text
Abstract:
Thesis (Ed.D.) -- Central Connecticut State University, 2008.
Dissertation advisor: Nancy Hoffman. "... in partial fulfillment of the requirements for the degree of Doctor of Education." Includes bibliographical references (leaves 217-230). Abstract available via the World Wide Web.
APA, Harvard, Vancouver, ISO, and other styles
10

Kinder, Keenan D. "Paying for Performance| Public School Property Taxes and Public-School District Performance in Missouri." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806297.

Full text
Abstract:

An increase in the property tax rate of a school district creates an increase in local revenues for the district (Missouri Department of Elementary and Secondary Education. [MODESE], 2017). The overarching question becomes: Do increases in the local tax levy compare to improved student performance? The purpose of this quantitative study was to examine the difference between property tax rates of Missouri public school districts to student performance as viewed through the lens of benefit tax theory (Duff, 2004). Secondary data were obtained via the MODESE which included property tax rates and information from the Annual Performance Reports for public school districts for academic years 2014–2015, 2015–2016, and 2016–2017. The categories examined from the Annual Performance Reports were: academic achievement, subgroup achievement, career and college, attendance, and graduation. Public schools with higher tax rates were found to have the best attendance rates and the highest graduation rates. Overall, public school districts with higher tax rates realized higher Annual Performance Report scores.

APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Educational district"

1

District education plan: District Muzaffargarh, 2013 - 2018. Islamabad: Institute of Social and Policy Sciences, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

British Columbia. Ministry of Education. School district multiculturalism policies. Victoria: Province of British Columbia, Ministry of Education, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dedza District (Malawi). District Education Office. District education plan (DEP), year 2002-year 2005: Dedza District. [Dedza, Malawi]: District Education Office, Ministry of Education, Science and Technology, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Learning, Pacific Resources for Education and. Feasibility of a noncontiguous charter school district. Honolulu, Hawaii: Legislative Reference Bureau, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jean, Brown, and Dibbon David C. 1958-, eds. School district leadership matters. New York: Springer, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Sheppard, L. Bruce. School district leadership matters. New York: Springer, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

North Clackamas School District 12. Education Assurance Plan Study Team. North Clackamas School District 12 education assurance plan. [Milwaukie, Or.?: The District, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Union, Pakistan IUCN-the World Conservation. District education plan for Badin (2005-2009). Karachi: District Government Badin, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

District, WEA Western. A history of the Workers' Educational Association, Western District 1911-86. Bristol: WEA Western District, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Texas School Performance Review (Agency). Austin Independent School District: A report from the Texas School Performance Review. Austin, Tex. (P.O. Box 13528, Austin 78711-3528): Texas School Performance Review, Texas Comptroller of Public Accounts, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Educational district"

1

Cooley, William W., and William E. Bickel. "A District-Wide Needs Assessment." In Decision-Oriented Educational Research, 183–96. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4227-1_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Brown, Ron. "Public School District Police Departments." In Policing America’s Educational Systems, 50–61. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315155715-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Stein, Mary Kay, Lea Hubbard, and Judith Toure. "Travel of District-Wide Approaches to Instructional Improvement: How Can Districts Learn from One Another?" In Second International Handbook of Educational Change, 781–805. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-2660-6_44.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Webster, William J., Ted O. Almaguer, and Tim Orsak. "State and School District Evaluation in the United States." In International Handbook of Educational Evaluation, 929–49. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0309-4_52.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Huffman, Jane B., James K. Wilson, and Mike Mattingly. "District efforts to support the professional learning community framework in schools." In Teachers Leading Educational Reform, 139–54. Abingdon, Oxon ; New York, NY : Routledge, 2017. | Series: Teacher quality and school development series: Routledge, 2017. http://dx.doi.org/10.4324/9781315630724-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chatterjee, Sayantani, and Udaya S. Mishra. "Educational Development and Disparities in India: District-Level Analyses." In The Demographic and Development Divide in India, 259–328. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-5820-3_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Tucker, G. Richard, Richard Donato, and Kimmaree Murday. "The genesis of a district-wide Spanish FLES program." In New Perspectives and Issues in Educational Language Policy, 235–59. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/z.104.18tuc.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Huang, Chen, Lei Tao, Linli He, Shunguang Yang, Shuang Gong, Qian Zhao, Wei Li, and Ling Li. "A Longitudinal Study on Comprehensive Reforming and Experimenting District of Education System." In Reform and Development of Educational System, 233–417. Berlin, Heidelberg: Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55525-5_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Saharan, Vikas. "Spatial Patterns of Educational Levels and Outputs in Bikaner District, Rajasthan." In Population Dynamics in Contemporary South Asia, 249–70. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1668-9_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Everhart, Nancy, and Marcia Mardis. "In the District and on the Desktop: School Libraries as Essential Elements of Effective Broadband Use in Schools." In Educational Media and Technology Yearbook, 173–86. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-1305-9_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Educational district"

1

Vershinina, S. F. "DEVELOPMENT OF TOURIST ROUTES FOR THE PURPOSE OF CHILDREN'S TRIP FOR THE RESEARCH OF THE OWN REGION." In Prirodopol'zovanie i ohrana prirody: Ohrana pamjatnikov prirody, biologicheskogo i landshaftnogo raznoobrazija Tomskogo Priob'ja i drugih regionov Rossii. Izdatel'stvo Tomskogo gosudarstvennogo universiteta, 2020. http://dx.doi.org/10.17223/978-5-94621-954-9-2020-94.

Full text
Abstract:
The article shows an analysis of the environmentally-educational, historically-cultural activities of the Museum of the History of Education of the Tomsk district MBEICE “Kopylovsky Teenage Club“ Odyssey ”named after A.I. Shirokov”, Tomsk district.
APA, Harvard, Vancouver, ISO, and other styles
2

Septian, Willy Eka, Turini Turini, and Widya Jati Lestari. "SYSTEM DESIGN AND WEB IMPLEMENTATION ACADEMIC AT SMKN 1 GUGUAK DISTRICT DISTRICT 50 CITIES BY USING PHP PROGRAMMING LANGUAGE AND DATABASE MYSQL." In Global Conference on Business and Management Proceedings. Goodwood Conferences, 2022. http://dx.doi.org/10.35912/gcbm.v1i1.14.

Full text
Abstract:
Website in the world of education is designed to facilitate in obtaining and disseminating information, both for themselves and the public. A good website provides complete, fast, accurate, and accurate information compared to information obtained from the process by telephone, fax, and bulletin board. A school can not be separated from various problems in the dissemination of school information to the general public, especially in promoting the school. Through the website of educational institutions can publish the profile of institutions, academic, teacher lists, student lists, organizational structure of institutions, institutional activities, and can provide opportunities to Students and teachers to publish articles, experiences, and other posts. Improving the quality of education and teaching should be the focus of every school administration.
APA, Harvard, Vancouver, ISO, and other styles
3

Noor, Mauluddin M., Albadi Sinulingga, and Sanusi Hasibuan. "Evaluation of Curriculum Implementation 2013 Batubara District." In Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aisteel-19.2019.80.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Mudiyono, Susilo, and Mursalim. "Dayak Deah Culture Preservation Management in Tabalong District, South Kalimantan." In 2nd Educational Sciences International Conference (ESIC 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200417.003.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Barioglio, Marina, Paolo Mottana, Francesca Martino, and Eletta Pedrazzini. "THE EDUCATIONAL DISTRICT - AN EXPERIMENTATION OF JOYFUL AND DIFFUSED EDUCATION IN THE LOWER SECONDARY SCHOOL." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1945.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Purwanto, Nurtanio Agus. "Service Quality and Educational Leadership at Elementary Schools in Sleman District." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.034.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sutapa, Mada, and Rahmania Utari. "Identification of Teacher Shortage: A District Level Analysis." In 1st Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/yicemap-17.2017.64.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Egorova, Evgeniia Nikolaevna. "School Museum as an educational space." In International Research-to-practice conference. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-86184.

Full text
Abstract:
The article deals with the organization of school museums in the aksubayevsky district of the Republic of Tatarstan. Against the background of attempts to correspond historical events in Ukraine, the countries of the near and far abroad, the issue of preserving the historical memory of the current and future generations of our country is acute. The school Museum becomes an excellent alternative to the usual history lesson, the work of students in the school Museum is of a research nature, develops patriotism, love for their small homeland, their country.
APA, Harvard, Vancouver, ISO, and other styles
9

Kuzina, M. V. "ADAPTIVE PHYSICAL EDUCATION AS A NECESSARY COMPONENT OF STUDENTS ' PHYSICAL DEVELOPMENT." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/29.

Full text
Abstract:
The article presents the results of a study on the need to introduce adaptive physical education in schools of Zolotukhinsky district. Adaptive physical education is a necessary component of both physical and social development of the student. For conducting adaptive physical education classes, an annual plan is drawn up, which reflects the number of hours for classes, topics, and the planned result. The article deals with the problems of introducing adaptive physical education, the possibility of an educational organization to have full-time teachers with special education.
APA, Harvard, Vancouver, ISO, and other styles
10

Siregar, Febry Hakim Nur, Nurkadri, and Sanusi Hasibuan. "Evaluation of Physical Education Learning Program at The West Nias District Senior High School." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.101.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Educational district"

1

Joyce, Martin, Michelle Osterman, and Claudia Valenzuela. Maternal and Infant Characteristics and Outcomes Among Women With Confirmed or Presumed COVID-19 During Pregnancy: 14 States and the District of Columbia. National Center for Health Statistics (U.S.), December 2021. http://dx.doi.org/10.15620/cdc:111396.

Full text
Abstract:
This report describes characteristics and selected pregnancy outcomes among mothers with and without confirmed or presumed COVID-19 during pregnancy by maternal age, educational attainment, race and Hispanic origin, and source of payment for the delivery for a 14-state and District of Columbia reporting area.
APA, Harvard, Vancouver, ISO, and other styles
2

Martin, Joyce, Michelle Osterman, and Valenzuela Claudia. Maternal and Infant Characteristics and Outcomes Among Women With Confirmed or Presumed COVID-19 During Pregnancy: 14 States and the District of Columbia. National Center for Health Statistics ( U.S.), December 2021. http://dx.doi.org/10.15620/cdc:111693.

Full text
Abstract:
This report describes characteristics and selected pregnancy outcomes among mothers with and without confirmed or presumed COVID-19 during pregnancy by maternal age, educational attainment, race and Hispanic origin, and source of payment for the delivery for a 14-state and District of Columbia reporting area.
APA, Harvard, Vancouver, ISO, and other styles
3

Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

Full text
Abstract:
This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
APA, Harvard, Vancouver, ISO, and other styles
4

Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.

Full text
Abstract:
California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.
APA, Harvard, Vancouver, ISO, and other styles
5

Cilliers, Jacobus, Eric Dunford, and James Habyarimana. What Do Local Government Education Managers Do to Boost Learning Outcomes? Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/064.

Full text
Abstract:
Decentralization reforms have shifted responsibility for public service delivery to local government, yet little is known about how their management practices or behavior shape performance. We conducted a comprehensive management survey of mid-level education bureaucrats and their staff in every district in Tanzania, and employ flexible machine learning techniques to identify important management practices associated with learning outcomes. We find that management practices explain 10 percent of variation in a district's exam performance. The three management practices most predictive of performance are: i) the frequency of school visits; ii) school and teacher incentives administered by the district manager; and iii) performance review of staff. Although the model is not causal, these findings suggest the importance of robust systems to motivate district staff, schools, and teachers, that include frequent monitoring of schools. They also show the importance of surveying subordinates of managers, in order to produce richer information on management practices.
APA, Harvard, Vancouver, ISO, and other styles
6

Cilliers, Jacobus, and Shardul Oza. The Motivations, Constraints, and Behaviour of Tanzania's Frontline Education Providers. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-ri_2020/023.

Full text
Abstract:
In this note, we leverage data from a nationwide survey conducted in 2019 in Ethiopia to shed light on what Ward Education Officers do, their understanding of their own role, and the constraints they face in executing their responsibilities. We interviewed 397 WEOs responsible for primary schools across 23 districts and six regions of Tanzania as part of a baseline survey conducted between February and May 2019. This note contributes to a growing literature on the activities, self-perceptions, and motivation of public sector officials in charge of “last mile” service delivery. For example, Aiyar and Bhattacharya (2016) use time-use diaries, in-depth interviews, and quantitative data to understand the views, attitudes, and activities of sub-district education sector officials, called block education officers, in India.
APA, Harvard, Vancouver, ISO, and other styles
7

Dell'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.

Full text
Abstract:
Findings from the first two years of a 3-year evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to understand the extent to which school principals know, understand, and act upon research-based principles for English Language Learners (ELL) and their intersection with the California Professional Standards for Educational Leadership related to promoting ELL success. Surveys and focus groups were used to gather data from school principals at fifteen schools throughout Southern California including early childhood, elementary, middle, and high schools. School principals identified several areas where PROMISE serves as a beacon of hope in promoting and validating critical conversations around a collective vision for success for all learners including ELL, bilingual/biliterate, and monolingual students. Educational and policy recommendations are provided for the following areas: 1) recruitment and selection of personnel and professional development; 2) accountability, communication and support; and 3) university-based educational leadership programs. This policy brief concludes with a call for school principals to facilitate the development, implementation, and stewardship of a vision for learning that highlights success for English Learners and shared by the school and district community.
APA, Harvard, Vancouver, ISO, and other styles
8

Lytvynova, Svitlana H. Хмаро орієнтоване навчальне середовище загальноосвітнього навчального закладу. [б. в.], August 2018. http://dx.doi.org/10.31812/0564/2451.

Full text
Abstract:
Research goals: to outline the state of secondary education to implement a cloud-oriented learning environment (COLE), establishing research objectives: to determine the readiness of students to the introduction of COLE, to develop a conceptual framework of cooperation in COLE at the level of the institution, identify the actors interact COLE. The object of research supports the learning environment secondary schools; subject – a cloud-oriented learning environment of secondary schools. Research methods used: analysis of statistics and publications. Experimental research and conducted in secondary schools Obolon district of Kyiv. Intermediate results: the architecture of COLE 44 secondary schools of the district, introduced more than 10 thousand accounts established electronic interaction between teachers and students by e-mail Outlook. Currently under development cloud storage (SkyDrive) training materials teachers practiced the skills of teamwork and planning tools calendars. The main conclusions and recommendations. Implementation of COLE at secondary schools provides endless opportunities both teacher and student, in fact created conditions for innovation and learning. Without a doubt we can say that for the future of Honshu, for full use must have a quality Internet, motivated teachers. For subjects of the educational process, the conditions of access to learning materials anywhere, anytime, and it activates the cognitive and creative activity of students that will improve key indicators of learning.
APA, Harvard, Vancouver, ISO, and other styles
9

Smith, Mary. Equality of Educational Opportunity for Language Minority Students in Oregon: A Survey of ESL/Bilingual Education Policy in Local School Districts. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.382.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

Full text
Abstract:
Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Educational district' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography