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Journal articles on the topic 'Educational district'
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.”
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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.
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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.
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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.
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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.
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Taylor, Kendra, and Erica Frankenberg. "Student Assignment Policies and Racial and Income Segregation of Schools, School Attendance Zones, and Neighborhoods." Educational Administration Quarterly 57, no. 5 (November 22, 2021): 747–75. http://dx.doi.org/10.1177/0013161x211024720.
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Purpose: This article examines the relationship between educational and residential segregation in three school districts with differing approaches to student assignment. Racial and income segregation within school districts is often only examined at the school level, even as school patterns are often related to residential and attendance zone segregation depending on integration policies aimed at decoupling these relationships. Research Method/Approach: Using an innovative data set, the School Attendance Boundary Survey, along with Census and Common Core of Data data, this analysis examines racial and income segregation at the neighborhood, school zone, and school levels in three districts with varied student assignment policies to explore the relationship between districts’ diversity policies and school, attendance zone, and residential segregation. Findings: We find that, despite high residential segregation, educational segregation varies in these three districts. In the two districts that sought to increase diversity in their student assignment policies, educational segregation was lower than in the third district that did not consider diversity, despite similar levels of residential segregation. The findings suggest that district leaders’ use of diversity-focused student assignment policies may be one way to disrupt the link between residential and school segregation. Conclusions: Understanding the segregation of educational boundaries within school districts, and the relationship between school zone segregation and segregation at other geographic scales, offers insights into how district leaders could utilize student assignment policies to reduce racial and income segregation.
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George, Heather Peshak, Karen Elfner Cox, Devon Minch, and Therese Sandomierski. "District Practices Associated With Successful SWPBIS Implementation." Behavioral Disorders 43, no. 3 (January 22, 2018): 393–406. http://dx.doi.org/10.1177/0198742917753612.
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Schoolwide positive behavior interventions and supports (SWPBIS) is a widely implemented model for systematically supporting the social and behavioral development of students with and without disabilities, including those with and at risk for emotional and behavioral disorders. Identifying district factors associated with SWPBIS implementation fidelity and improved student outcomes can assist district personnel with appropriate allocation of resources, including professional development and school-based implementation support. Due to the limited empirical support for district-level factors that influence school practices and student outcomes, this exploratory study was conducted with the goal of identifying characteristics associated with school districts that have a high proportion of schools implementing SWPBIS with fidelity and sustained positive student discipline outcomes. Six high-implementing districts were identified, and semi-structured interviews with district staff were then conducted to identify common features staff attributed to their district’s positive outcomes. Analysis of those interviews revealed eight themes including District Coordinator, Coaches, District Teaming, Internal Implementation Drivers, Leadership Buy-In and Support, District Data Infrastructure, Direct Support to Schools, and Communication. Limitations and implications are discussed.
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Морін О. Л. "ФУНКЦІОНАЛЬНА МОДЕЛЬ ЗАБЕЗПЕЧЕННЯ ПРОФЕСІЙНОГО САМОВИЗНАЧЕННЯ УЧНІВСЬКОЇ МОЛОДІ В УМОВАХ ОСВІТНЬОГО ОКРУГУ." World Science 3, no. 4(44) (April 30, 2019): 26–30. http://dx.doi.org/10.31435/rsglobal_ws/30042019/6481.
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The article is devoted to the consideration of the functional model of providing professional self-determination of pupils in the conditions of the educational district. It contains a description of the organization of the respective activities of the subjects of vocational guidance activities, which is provided with all available resources of educational districts and takes place in a complex way during the periodic, extra-curricular and extracurricular subject-transformation activities, during the pre-school preparation and profile education of the students of youth. According to the author, the model proves that the professional self-determination of students in the educational district occurs as a process of purposeful and consistent self-modification of the individual, which is carried out under the influence of the vocational guidance activity of the subjects of educational districts coordinated by the only structural unit determined by them in its composition.
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Burch, Patricia Ellen. "The New Educational Privatization: Educational Contracting and High Stakes Accountability." Teachers College Record: The Voice of Scholarship in Education 108, no. 12 (December 2006): 2582–610. http://dx.doi.org/10.1177/016146810610801205.
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The institutional landscape of K-12 educational contracting is fundamentally changing. Based on industry and district data, this study identifies three distinct shifts in the content and structure of interactions between suppliers of instructional goods and local school systems. These shifts include 1) elevation of test-related services and products, 2) increasing emphases on technology-based solutions. and 3) an expanding role for the state in spurring market activity. Drawing on a case study of district practice, the study provides evidence of how broader changes are influencing local contracting activities, and the dilemmas and responses generated by these pressures. The study suggests the need for new conceptual approaches to studying educational privatization that draw on the institutional analysis of organizations and also identifies critical questions for future research.
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Walls, Jeff, and Sara Kemper. "Trading Off Between Representativeness and Social Capital: The Case of Bayview Secondary School." Journal of Cases in Educational Leadership 22, no. 1 (June 29, 2018): 15–28. http://dx.doi.org/10.1177/1555458918782358.
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Increasingly, educational leaders are recognizing that the distribution of students within districts and schools has important implications for educational quality and equity. This case is about the factors underlying the changing student demographics at Bayview School, a 6 to 12 Expeditionary Learning school in an urban district. The case implicates teachers, district officials, and parents in how policies and system changes can produce incentives that reproduce inequitable access to educational choices. The case presents events over time and asks the reader to interrogate the role of social capital, power, and organizational influence in the demographic makeup of schools in the context of school choice.
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Agbenyo, F., and F. Sarkpoh. "EXAMINING GENDER-BASED INCLUSIVE EDUCATIONAL INTERVENTIONS IN THE KADJEBI DISTRICT, GHANA." UDS International Journal of Development 8, no. 2 (February 10, 2022): 637–55. http://dx.doi.org/10.47740/610.udsijd6i.
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Reports from various evaluations of the Millennium Development Goal (MDG) 2 indicate that even though a great deal of success had been chalked, a lot more was yet to be attained. In 2013, just two years to 2015, which marked the end of the MDG target year, the Kadjebi District was declared a deprived district in terms of education. The paper employed the lenses of social exclusion/inclusion and theory of change. It examined the extent of gender participation in and achievement of other results of education development interventions, now derived from the Sustainable Development Goal (SGD) 4. Basically, the paper used quantitative data from a secondary source after the Kadjebi District was selected from a group of six deprived districts, using a simple random sampling technique. It emerged that Kadjebi is faring well in terms of interventions targeting access to JHS and SHS education by gender but not much progress in the area of indicators measuring quality of education. It is recommended that all stakeholders, particularly, NGOs that were undertaking the interventions, collaborate to diagnose the factors militating against achievement of the quality objective of their interventions and dwell on their respective competitive advantage to create the necessary synergies to be able to tackle these challenges head-on in the District.
Key Words/Descriptors: Education Intervention, Gender, World Bank, Sustainable Development Goals, Ghana.
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Turner, Erica O., and Angeline K. Spain. "The Multiple Meanings of (In)Equity: Remaking School District Tracking Policy in an Era of Budget Cuts and Accountability." Urban Education 55, no. 5 (November 10, 2016): 783–812. http://dx.doi.org/10.1177/0042085916674060.
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How do school district administrators make sense of educational equity as they undertake reform? This study examines tracking policymaking in two urban school districts. Using case studies and an interpretive approach, the study highlights school district leaders’ shifting ways of making sense of tracking and (in)equity while facing achievement gaps, accountability pressures, budgets cuts, and support for tracking. Even after the emergence of powerful opposition, we find that district administrators continued to rethink the meaning of equity in relation to tracking and they pursued policies that expanded access to high-track classes and gifted education. While potentially widening educational opportunity, these moves fundamentally reinscribed the inequity of tracking in their schools.
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Allard, J. Brad, and Diane Cordry Golden. "Educational Audiology." Language, Speech, and Hearing Services in Schools 22, no. 2 (April 1991): 5–11. http://dx.doi.org/10.1044/0161-1461.2202.05.
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Data were collected representing three audiology service delivery systems: (a) school-based audiology within the district, (b) nonschool-based audiology within the immediate community area, and (c) school-based audiology in a community remote from the school. Analysis of information found in the case records of hearing-impaired students serviced by these delivery systems showed superiority of school-based audiological programs on a variety of quality indicators.
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S, Dr Manimaran. "Application of Information System in Educational Institutions in Dindigul District." International Journal of Research in Arts and Science 5, Special Issue (August 30, 2019): 228–32. http://dx.doi.org/10.9756/bp2019.1002/21.
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Baker, Bruce D. "Within-district resource allocation and the marginal costs of providing equal educational opportunity: Evidence from Texas and Ohio." education policy analysis archives 17 (February 13, 2009): 3. http://dx.doi.org/10.14507/epaa.v17n3.2009.
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This study explores within-district fiscal resource allocation across elementary schools in Texas and Ohio large city school districts and in their surrounding metropolitan areas. Specifically, I ask whether districts widely reported as achieving greater resource equity through adoption of Weighted Student Funding (WSF) have in fact done so. I compare Houston Independent School District (a WSF district) to other large Texas cities and Cincinnati (also using WSF) to other large Ohio cities. Using a conventional expenditure function approach, I evaluate the sensitivity of elementary school budgets to special education populations, poverty rates, and school size. Next, I estimate two-stage least squares cost functions across schools to evaluate the relative costs of achieving average outcomes with respect to varied poverty rates within and across school districts within metropolitan areas. I use these estimates to evaluate whether urban core schools on average spend sufficient resources to compete with neighboring schools in other districts in the same Core Based Statistical Area. I find first that widely reported WSF success stories provide no more predictable funding with respect to student needs than other large urban districts in the same state. I also find that in some cases, resource levels in urban core elementary schools are relatively insufficient for competing with schools in neighboring districts to achieve comparable outcomes.
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Diem, Sarah, Carrie Sampson, and Laura Gavornik Browning. "Reorganizing a countywide school district: A critical analysis of politics and policy development toward decentralization." education policy analysis archives 26 (January 5, 2018): 1. http://dx.doi.org/10.14507/epaa.26.3253.
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Policymakers and educational leaders continue to use school district decentralization as a reform effort that attempts to shift power and authority from central office administration to school-level leadership. In 2015, the Nevada Legislature passed legislation to restructure the Clark County School District (CCSD), the state’s largest school district, with the intent of breaking it up into smaller districts but instead evolving to decentralization. In this article, we use case study methods to explore the events leading up to the reorganization of CCSD. We take a critical perspective on Kingdon’s multiple streams framework to analyze the reorganization efforts, focusing specifically on how Nevada’s political context provided a window of opportunity for the reorganization to occur. We also examine the extent to which equitable educational opportunity was a factor in these efforts. Our analysis of the reorganization of CCSD contributes to a wider understanding of state-level policy development and politics within contemporary educational contexts. In this case, we find that state-level policymakers successfully leveraged the opportunity to enact the power and authority necessary to significantly and rapidly impact the structure of one of the largest school districts in the United States.
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Williams, J. Douglas, and Alan C. Kerckhoff. "The Challenge of Developing New Educational Indicators." Educational Evaluation and Policy Analysis 17, no. 1 (March 1995): 113–31. http://dx.doi.org/10.3102/01623737017001113.
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Proposals for national assessments of educational performance provide opportunities to develop valuable social indicators, but they also pose important problems of methodology and interpretation. Researchers in the U. S. have emphasized the importance of analyzing and reporting indicator data at the school level, mainly because much of the variation in schooling outcomes is at the school level, and because findings at this level are particularly relevant to policy and practice. We do not refute this, but contend that indicator data should be analyzed and reported also at state and district levels. We present an analysis of British data that shows there is important variation at higher levels of the system, and that it is possible to examine whether this variation is related to national or district-level policies. The article discusses the issues involved in conducting analyses at higher levels. We identify three kinds of indicators: gross productivity, net productivity, and inequality. Our analysis indicates the degree of interdistrict variation in Great Britain on all of these measures and the extent to which organizational features of the districts’ programs help explain that variation. Recommendations are made regarding the necessary features of any educational assessment if it is to produce useful social indicators.
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Duke, Daniel L. "Organizing education: schools, school districts, and the study of organizational history." Journal of Educational Administration 53, no. 5 (August 3, 2015): 682–97. http://dx.doi.org/10.1108/jea-08-2014-0097.
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Purpose – The purpose of this paper is to present a rationale for organizational histories of schools and school districts and discuss the findings of selected examples of the genre. Design/methodology/approach – The author presents a vignette of an organizational history, discusses key elements of the methodology, and offers seven ways in which organizational histories address important issues in educational research. Findings – A case is made, using actual examples of research, that organizational histories of schools and school districts can contribute to testing existing theory, developing new theory, describing how educational change occurs, accounting for the sustainability of educational change, explaining organizational continuity over time, understanding school and district responses to persistent social issues, and balancing an over-emphasis on the impact of school and district leaders. Originality/value – The paper draws on the author’s original contributions to organizational history as well as the contributions of his doctoral students and others.
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BuendÍA, Edward, and Paul Humbert-Fisk. "Building Suburban Dreams: School District Secession and Mayoral Control in Suburban Utah." Teachers College Record: The Voice of Scholarship in Education 117, no. 9 (September 2015): 1–48. http://dx.doi.org/10.1177/016146811511700901.
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Background/Context Mayoral control of large city school districts has become the newest form of school district reorganization. Researchers have documented how real and perceived crises have propelled mayors in Chicago, Baltimore, and Washington DC, amongst others, to redefine the role of board governance by situating the operations of districts within mayoral governance portfolios. There is little research examining the role of suburban mayors in suburban school district secession movements. Demographic changes as well as tensions around funding and programs have prompted splits in suburban school districts within metropolitan regions that warrant study. Purpose This article examines the educational, demographic, and political dynamics that fueled the contest between suburban city mayors and school district leadership leading to the secession and fragmentation of the largest suburban school district in Utah. The authors sought to understand how this mayoral led secession activity interfaced with mayoral control activities in big cities. We also aimed to identify the parallels and departures that existed in the sources of tension in this case of suburban school district division and historic patterns of suburban political fragmentation, particularly, suburban cities’ creation of autonomous jurisdictions separating them legally and institutionally from urban school districts as a means of assuring clear racial divisions. Population/Participants The research participants included four mayors, two assistant mayors, four school district transition team members, six teachers as well as two school district administrators. Six focus groups comprised of four to six parents also participated. Research Design This study employed qualitative research methods as well as descriptive statistical data analysis. The researchers interviewed mayors as well as parent and community focus groups. Newspaper media pertaining to the events were collected and analyzed as triangulating data. The researchers also analyzed census data using Geographical Information Systems (GIS) software. Findings/Results The authors found that rapid demographic and financial shifts in school districts shared by multiple suburban cities can catalyze mayors to organize and act aggressively to split existing school districts. Strong city mayors were a key force propelling the modification of district governance structures through heightening the prominence of city borders and local control, even when the threats were neighboring middle-class cities composed of white residents. Mayors moved the region's political and educational dynamics one step closer to a mayoral control governance structure. The political, demographic, and economic relationships underlying these scenarios positioned suburban school district administration with few options in which to respond. Conclusions/Recommendations The authors conclude that these practices of division and appropriation by cities and their leadership will only diminish democratic processes of school governance and exacerbate social-class and racial segregation across suburban school districts over time. The authors recommend that regionally based governance bodies be formed that help maintain a regional perspective to educational policy.
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Frais, V. E. "Educational loans: current conditions in Ural federal district." Problemy ucheta i finansov, no. 19(3) (September 1, 2015): 39–41. http://dx.doi.org/10.17223/22229388/19/6.
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Unnever, James D., Allan C. Kerckhoff, and Timothy J. Robinson. "District variations in educational resources and student outcomes." Economics of Education Review 19, no. 3 (June 2000): 245–59. http://dx.doi.org/10.1016/s0272-7757(99)00043-6.
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Karl, Fred. "OUTREACH COUNSELING AND EDUCATIONAL ACTIVITIES IN A DISTRICT." Educational Gerontology 17, no. 5 (January 1991): 487–93. http://dx.doi.org/10.1080/0360127910170507.
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Kim, Yong-Lyun. "Top women in Educational Administration and District Size." Procedia - Social and Behavioral Sciences 93 (October 2013): 799–803. http://dx.doi.org/10.1016/j.sbspro.2013.09.282.
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Kuznetsova, Alfiya R. "Trends in educational migration in the Russian Federation." Siberian Socium 3, no. 2 (July 29, 2019): 52–65. http://dx.doi.org/10.21684/2587-8484-2019-3-2-52-65.
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This article analyzes the trends in international migration processes in federal districts. The analysis of state statistics (2016-2018) revealed conflicting trends in its various aspects. The results show that international educational migration in Russia has an extremely low proportion, which is only 3% of the total migration inflow. The number of educated migrants has grown by almost a third. The main contributing countries of the educational sphere are Kazakhstan, China, Turkmenistan, Tajikistan, Uzbekistan, India, and Iraq among others. At the same time, the number of educational migrants from Kazakhstan, Ukraine, and Moldova has slightly decreased over three years. The results show significant imbalances in the territorial distribution of educational migration flows in the Russian Federation. They mostly take place in the regions and the North-West Federal District (about 50% of migrants by educational institutions, Volga and Siberia — more than 30%). This means that the education system and the use of infrastructure are unlimited. This article identifies the types of dynamics of the formed clusters in federal districts, which resulted in the corresponding typology. The author has calculated the growth rate of educational migration, which is the ratio of the growth in the number of educational migrants to the increase in the total number of people who arrived in the federal district and registered as migrants. It seems appropriate that within the framework of research in the field of the modern sociocultural approach, the mechanism of redistribution of human capital should be involved. This will allow a deeper study of sociocultural factors and the consequences of educational migration.
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T R, Rajarajeswary, Surendran E, and Sowmya C. Nair. "Occupational health status of High School teachers in Tirur educational District ws.r. to musculoskeletal disorders –A Cross sectional study." International Journal of Ayurvedic Medicine 11, no. 1 (March 24, 2020): 98–107. http://dx.doi.org/10.47552/ijam.v11i1.1356.
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A cross sectional study was carried out among 140 high school teachers selected from 4 sub educational districts of Tirur educational district through multistage sampling. Both sexes were included in the study. The tool used for the study was Dutch musculoskeletal questionnaire and filled up by personal interview. The data obtained was statistically analyzed by using Chi square test, Yates correction and Fisher’s exact test. Most reported musculoskeletal complaints were knee pain (43%), shoulder pain (34%), Lower back pain (23%) and ankle pain (22%). This study shows that musculoskeletal disorders are prevalent among high school teachers of Tirur educational district. Musculoskeletal disorders are associated with factors such as age, gender and occupational factors such as prolonged standing and overtime work.
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Thorn, Christopher A. "Knowledge Management for Educational Information Systems." education policy analysis archives 9 (November 19, 2001): 47. http://dx.doi.org/10.14507/epaa.v9n47.2001.
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This article explores the application of Knowledge Management (KM) techniques to educational information systems—particularly in support of systemic reform efforts. The first section defines knowledge and its relationship to information and data. There is also a discussion of various goals that might be pursued by organizations using KM techniques. The second section explores some of the fundamental design elements of an educational KM system. These include questions surrounding the unit of analysis, distributed computer resources, and organizational characteristics of successful KM efforts. Section three outlines the benefits that organizations expect to gain by investing in KM. Section four is a case history of the introduction of a district-level data system and the parallel efforts to support the aggregation and reporting of high-stakes educational outcomes for 8th grade students in the Milwaukee Public Schools (MPS) district. Finally, there are some preliminary conclusions about the capacity of an urban district in a complex policy environment to respond to the knowledge management needs of a decentralized system.
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Dexter, Sara, Aubrey Francisco, and Christina Luke Luna. "Five leading-edge K-12 districts’ decision-making processes for EdTech innovations." Journal of Educational Administration 59, no. 3 (March 30, 2021): 352–66. http://dx.doi.org/10.1108/jea-10-2020-0222.
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PurposeThe purpose of this study was to better understand K-12 district leaders' reasoning and processes for selecting and deploying EdTech instructional products, including which, if any, types of data are used to support decision-making.Design/methodology/approachThis multisite case study of educational technology (EdTech) decision-making comprises five purposely selected districts at the leading edge of EdTech innovation. The unit of analysis was a recent purchase they had made of an instructional, classroom-oriented digital product (defined as a product used by teachers and/or students in the classroom for the purposes of student learning). The key leader heading up the purchase was interviewed, as were other leaders and a teacher who were involved in the decision-making process.FindingsThe processes districts used to make their purchasing decisions involved teachers, district leaders and technical specialists who considered usability, usage data and alignment with student learning and interoperability, respectively. While in some cases there were plans to collect data on student learning outcomes, districts did not uniformly emphasize that in their decision-making processes. Instead, the type of educational technology tool that was purchased influenced whether or not districts planned to seek out student-level outcome data as evidence of the product's efficacy. For the purchases associated with access to content, school leaders considered usage or log data generated by the program itself as sufficient indication that the program is “working.” Where the software's functionality encompassed skill development, leaders stated future plans to look at student-level outcomes as a means for judging if the program “worked.”Originality/valueFew accounts of district decision-making about the adoption of educational technology innovations are present in the literature. These five cases provide insight into the role evidence plays in decisions to adopt educational technology.
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Franklin, Travis W. "Sentencing Outcomes in U.S. District Courts." Crime & Delinquency 63, no. 2 (July 10, 2016): 137–65. http://dx.doi.org/10.1177/0011128715570627.
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Numerous studies have examined the influence of offender characteristics on sentencing outcomes, yet little attention has been afforded to offenders’ educational attainment. The focal concerns theory provides reason to suspect that greater educational attainment may insulate offenders from the effects of criminal stereotypes linked to extralegal factors, including race/ethnicity, age, and sex. The current analysis employs a sample of 115,674 federal offenders to test this assumption on the in/out and sentence length decisions. Results of the in/out models demonstrate a general pattern where the effects of several extralegal factors (i.e., race, ethnicity, age, sex, and detention) are reduced, and in some cases fully moderated, by offenders’ educational attainment. This pattern, however, is not apparent during the sentence length decision.
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Shoveller, Jean, Danielle Elliott, and Joy Johnson. "(Ir)reconcilable differences? Local reactions to provincial neoliberal educational reform." Promotion & Education 12, no. 3_suppl (September 2005): 35–38. http://dx.doi.org/10.1177/10253823050120030114x.
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In this case study, we explore the intersections of neoliberal educational reform and the everyday experiences of people living in a rural region in northern British Columbia, Canada. Reflecting on the provincial Ministry of Education's Strategic Plan, we explore one region's responses to a set of provincial promises, which include providing regional school districts with more autonomy and control over the delivery of education services and a mandate for a balanced budget. The region faced declining student enrolments and funding shortfalls. As a cost-saving measure, the local school district in the region launched a four-day school week. We used ethnographic fieldwork techniques to examine a set of local practices and consequences that arose following the implementation of this measure. The findings demonstrate how provincial promises of educational reform can conflict with local educational needs and create a set of problematic everyday realities with repercussions on youth health, amplifying health inequalities that are irreconcilable with the purported goals of advancing the interests of students and society.
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Dkhar, Dahun Shisha. "Variation in Socio-economic Characteristics and Agricultural Productivity across Farms in Meghalaya." Spectrum: Humanities, Social Sciences and Management 8, no. 1 (December 15, 2021): 45–56. http://dx.doi.org/10.54290/spectrum/2021.v8.2.0003.
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The present study evaluates the variation in socio-economic characteristics and agricultural productivity across various farm sizes in Meghalaya. The study employs primary data collected from 360 farming households in East Khasi Hills District and Ri-Bhoi District of Meghalaya. The study reveals that the age of farmers and the family size is directly proportional with the size of farms. However, regarding the educational attainment of the farmers it is found that farmers with lower educational qualification have large farm size while those with higher educational qualification have small farm size. The study depicts that farm expenditure, gross return and net returns from cultivation of various crops are highest in large farms and lowest in small farms in both the districts of Meghalaya. It is also found that in both the districts the average total factor productivity is highest in small farms and lowest in large farms. Similarly when the two districts are combined, the null hypothesis can be rejected which implies that there is significant difference between the means across the three farm categories. This indicates that the agricultural productivity is distinct for each farm category in the state.
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Wisutruangdat, Wittaya. "The Importance of The Attractions for Historical, Cultural and Natural Resources U-thong District, Suphanburi Province." Psychology and Education Journal 58, no. 1 (January 29, 2021): 1692–97. http://dx.doi.org/10.17762/pae.v58i1.969.
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The purpose of this research was to study the importance of attractions for historical, cultural and natural resources U-thong district, Suphanburi Province. The population of the study consisted of experts and people involved with the attractions. Qualitative method was designed. Qualitative data was collected from 12 key informants and was analyzed by using content analysis. Results indicated that U-thong district had many attractions and can be divided into 3 groups as follows. 1) The historical tourism has been shown 3 sites in 2 sub-districts: 1.1) U-thong had Wat Khan ThamThiam, Wat Khao Phra Si Sanphetchayaram and U-thong National Museum. 1.2) Chorakae Sam Phan had Wat Khao ThamSua. 2) The cultural tourism has been shown 4 sites in 3 sub-districts. 2.1) U-thong has had Chao pho phrayachak shrine and Ban Khok. 2.2) Don Makuek had Ban Don Makuek weaving group. 2.3) Ban Don had an ancient black tai cultural restoration center. 3) Natural Resource Tourism has been shown 3 sites in 2 sub-districts. 3.1) U-thong has had Phu Hang Nak rock park and Phu Muang forest park. 3.2) Phapphachai had agricultural extension and development center. The suggestions of this study were 1) there should be more publicity for tourist attractions in U-thong district, and 2 coordinate various departments in supporting tourism in U-thong district.
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Akhtar, Dr Sohail, Hafeez Ullah, and Abaidullah Anwar. "12-Educational Contribution of District Educational Conference Dera Ghazi Khan 1914-1947 and its Socio-Political impact on Muslims (A Historical Analysis)." International Research Journal of Education and Innovation 2, no. 2 (September 20, 2021): 116–23. http://dx.doi.org/10.53575/irjei.12-v2.2(21)116-123.
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This paper is an attempt to highlight the educational efforts Muslim’s education in Dera Ghazi Khan District. Sir Syed Ahmad Khan established All India Muslim Educational Conference in 1886 and its Headquarter was Alipur. As a central organization several of its branches were also formed in different regions of India by the local leadership of Muslims. Dera Ghazi Khan was an important district of Punjab due to its important geo-strategic position. District Educational Conference organization was formed in 1914 and All India Muslim educational conference owned it as its branch. This district organization played a vital role in education of the district. This paper explores the historical background of the district and educational condition of the district. Although educational conference was completely committed to the educational issues and it was irrelevant to the political issues of the Muslims of India initially as per its constitution. But later on it left a lasting impact on the political activities of the Muslims as it changed the Political thinking of the Muslims of south Asia. Its various debates a lasting impact on the on educational & cultural matters are the best testimony to prove this hypothesis. Most of the cultural as well educational issues were interconnected with political issues therefore, real segregation became impossible. The overall analysis of the speeches delivered on the conference's forum by the eminent Muslims and the resolution passed after the meetings gave political inspirations and impetus to the Muslims in general. The annual meeting, its arrangements in various cities and the public enthusiasm inspired the Muslim at large. The conference resolutions stimulated the spirit of unity and promoted two nation's theory. On December 31, 1906, All India Muslim League emerged after the end of the Conference session at Dacca. Those who attended Conference' meetings were the same members present in the League's meeting. The study explores the major issues debated at the conference's forum and the resolutions passed in the light of the primary sources. This paper highlights the formation, objectives and achievements of this District Educational Conference
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T.R. Saragih, Desni, Deny Anjelus Iyai, Hans Mamboai, Dwi Nurhayati, Maria Arim, Stepanus Pakage, and Ted Suruan. "Interaction effects of pig farming systems with educational level on performances of pig production systems in Manokwari District, West Papua-Indonesia." Bulletin of Applied Animal Research 3, no. 1 (February 28, 2021): 32–40. http://dx.doi.org/10.36423/baar.v3i1.487.
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The aim of this research was to characterize pig farming system performances tethered under different agro-ecological zones in Papua. The field study was done in Manokwari regency and involved six districts, i.e. Nothern Manokwari district, Eastern Manokari District, Western Manokwari district, Warmare district, Prafi district and Masni district. Respondents chosen were guided by local extensionists, originated from 15 villages. Participatory situation analysis (PSA) was employed to approach pig farmers by using questionnaire. Pig body weights of piglets and growers were weighed except for mature pigs, body lengths and hearth girths were measured using tape. Herd number, number of piglets, adult pigs were recorded. A one-way analysis of variances was used. All data were entered in Excel and analyzed using SPPS version 10.0.. The findings shown that interaction between education and keeping systems occur on work hours and ages. Effect of education is significant on experience, location, and ethnic. In keeping systems, effect is real on experience, work hours, location, and ethnic. Interaction do not significant exist in number of pigs including see middle man, visited consumer, litter size, number of farrowing and income sources.
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Datta, Subhash. "Healthy District: Concepts and Issues." Vision: The Journal of Business Perspective 6, no. 2 (July 2002): 111–19. http://dx.doi.org/10.1177/097226290200600211.
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The healthy district, initiative by the World Health Organization (WHO) is beginning in 2002 and the whole world is waiting to see the development activity which concerns each one of us. The approach aims to improve the social, cultural, nutritional, educational and environmental well being of the the people of the entire district. A healthy district is one that is continually creating and improving the physical and social environment. The basic characteristics of a healthy district in a developing country setup are: a clean and safe physical environment of very high quality; a high degree of community participation; a place where all human basic needs are satisfied for its people. The paper introduces the concepts of a healthy district set up and discusses the relevant issues that are likely to be addressed for creating a new and environment friendly administrative unit at the district level. The model is likely to be implemented in all districts of the South East Asian Region in the near future.
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Noor Jehan and Muhammad Idris. "Costing out Educational Needs for Khyber Pakhtunkhwa." Global Social Sciences Review IV, no. II (April 23, 2019): 34–42. http://dx.doi.org/10.31703/gssr.2019(iv-ii).05.
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This study was undertaken for costing out education needs for Khyber Pakhtunkhwa based on location, gender, district and grade. The sample consisted of 778 schools, including 364 females and 414 males. The study used descriptive statistics for analysis. It was found that rural students get slightly less pocket money than urban students. The cost of average monthly stationery, uniform cost, teacher cost and total cost for urban student was higher than for rural students. District Haripur was found to be the most successful school district. It was further found that better results need good financing. The study also confirmed that the girl student cost is less than a boy student. It was also concluded that the pocket money on average increases with grade. There was no significant difference of stationery cost across grades while grade one and grade four students’ cost on uniform was slightly higher than other grades.
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Lamb, Kristen N., Peter Boedeker, and Todd Kettler. "Inequities of Enrollment in Gifted Education: A Statewide Application of the 20% Equity Allowance Formula." Gifted Child Quarterly 63, no. 4 (February 22, 2019): 205–24. http://dx.doi.org/10.1177/0016986219830768.
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Underrepresentation in gifted education for ethnically diverse student groups has been widely recognized. Two recent federal district court decisions defined the lower limits of equitable participation using the 20% equity allowance formula proposed by Donna Ford. The purpose of this article was to evaluate the application of the 20% rule to identify the prevalence of inequity and associated variables in Texas gifted education programs. Using data from the Office of Civil Rights and Texas Education Agency, the authors applied the 20% rule to demographics of K-12 gifted education programs in Texas to identify inequity and used Bayesian regression with district characteristics to investigate contributing factors of inequity. Only 282 of 994 (28.4%) districts met equity standards for Hispanic students. Second, Bayesian regressions with district-level characteristics of students, teachers, and expenditures were used to identify factors associated with inequitable enrollment of Hispanic students. Overall, the model accounted for 12.9% variance ( R2= 0.129, 95% highest density interval [0.095, 0.170]), with increasing variance explained by district subsets (i.e., city, suburb, town, rural). Furthermore, the results of the regression models revealed the percentage of Hispanic and White teachers were inversely associated with inequity across all district subsets. It is postulated that the mechanism of inequity is in the teacher referral process, frequently used as a determinant of gifted education enrollment. The authors suggest means of addressing this reality.
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Gubbins, E. Jean, Del Siegle, Karen Ottone-Cross, D. Betsy McCoach, Susan Dulong Langley, Carolyn M. Callahan, Annalissa V. Brodersen, and Melanie Caughey. "Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?" Gifted Child Quarterly 65, no. 2 (January 27, 2021): 115–31. http://dx.doi.org/10.1177/0016986220988308.
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The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 ( n = 115) and State 2 ( n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.
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Sampson, Carrie, and Sonya Douglass Horsford. "Putting the Public Back in Public Education: Community Advocacy and Education Leadership under the Every Student Succeeds Act." Journal of School Leadership 27, no. 5 (September 2017): 725–54. http://dx.doi.org/10.1177/105268461702700506.
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In this article, we argue that ESSA provides a unique policy window for district-level leaders to advance an equity agenda by working closely with local community advocates. Drawing from a larger qualitative, multiple case study on the role of school boards in three U.S. Mountain West school districts, we focus on community advocacy committed to expanding educational equity and opportunity for underserved Black, Latinx, and English learner students Guided by community equity literacy as an organizing framework grounded in the literature on school–community relations, partnerships, and collaboration, we find that community advocates, who in some cases became school board members, identified educational inequities through various forms of knowledge, and then took deliberate actions to dismantle inequities in their respective school districts. We conclude with recommendations for how district-level leaders might leverage community advocacy and education leadership at the local level under ESSA.
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McDaniel, Sara C., and Bradley S. Bloomfield. "School-Wide Positive Behavior Support Telecoaching in a Rural District." Journal of Educational Technology Systems 48, no. 3 (November 9, 2019): 335–55. http://dx.doi.org/10.1177/0047239519886283.
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Rural school districts are unique educational settings requiring efficient use of resources. Barriers to high-quality educational practices in rural settings include the distance from professional development expertise and limited funding. To address these potential obstacles for implementing School-Wide Positive Behavioral Interventions and Supports, we utilized telecoaching for providing monthly technical assistance. Results of this case study indicate that telecoaching in a rural school district across 1 academic year may be an effective alternative for in-person coaching. Descriptive statistics including implementation fidelity, discipline and attendance outcomes, and telecoaching treatment integrity are presented. Implications for practice and future directions are discussed.
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Zhou, Chunshan, Dahao Zhang, and Xiong He. "Transportation Accessibility Evaluation of Educational Institutions Conducting Field Environmental Education Activities in Ecological Protection Areas: A Case Study of Zhuhai City." Sustainability 13, no. 16 (August 21, 2021): 9392. http://dx.doi.org/10.3390/su13169392.
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With the development of society, an increasing number of educational institutions have adopted field environmental education activities rather than classroom education. Field education can not only enhance students’ environmental awareness but also enable them to fully understand environmental protection knowledge. Ecological protection areas are important bases for educational institutions to organize students to implement field environmental education. Focusing on Zhuhai City, this study explored spatial relationships between educational institutions and ecological protection zones using Kernel density estimation, the two-step floating catchment area method, and Thiessen polygons. Specific actions included measuring transportation accessibility and dividing the service scopes of ecological protection zones to provide field environmental education for educational institutions. These actions provided a helpful reference for educational institutions to conduct field environmental education activities effectively. The results showed the following: (1) Schools in Zhuhai City were mainly located in subdistricts and presented a spatial layout of “one primary and two secondary.” Students were mainly concentrated in villages and towns and presented a spatial layout of “one core and two centers.” Ecological protection zones were scattered in the township area; their spatial relationships with educational institutions were scattered. Meanwhile, their spatial relationship with the number of students was relatively concentrated. (2) In terms of the accessibility of educational institutions to ecological protection zones, the educational institutions in the northeast of Xiangzhou District and the middle of Doumen District had higher accessibility, while the educational institutions in the middle and south of Zhuhai City had lower accessibility, and the educational institutions in the middle of Xiangzhou District had the lowest accessibility. (3) Based on accessibility, the service scopes of field environmental education activities in ecological protection zones were divided into 15 blocks. Here, the educational institutions located in Xiangzhou District, the western part of Jinwan District, and western, middle, and eastern parts of Doumen District had relatively strong spatial dispersions with the ecological protection zones within their blocks, while the educational institutions located in the central and eastern parts of Jinwan District and northern and southern parts of Doumen District had relatively weak spatial dispersions with the ecological protection zones within their blocks.
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Aderet-German, Tali, and Adam Lefstein. "Reform ripples: The role of recontextualization in scaling up." education policy analysis archives 29 (January 25, 2021): 8. http://dx.doi.org/10.14507/epaa.29.5664.
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This paper explores how educational interventions impact the districts they are implemented in above and beyond their intended outcomes. We argue that such unplanned “ripple effects”, in which program elements are recontextualized into other settings, are an important aspect of bringing educational interventions to scale. We analyze these phenomena in one Israeli district in which a teacher leadership and professional learning community initiative has been implemented and rapidly scaled up over the past five years. Extensive longitudinal ethnographic data were collected, including participant-observation in schools, professional development workshops, district management meetings and initiative-related events; 75 interviews with teachers and school and district management; and multiple informal conversations. We identify “ripples” in four arenas, and discuss the importance of individuals as mechanisms for transferring ideas across contexts, the role of ripples in advancing the initiative’s ethos, and the ripples’ long-term sustainability. Our findings suggest more attention should be paid to the impact of educational reforms on meaningful change beyond their original aims and settings. Alongside possible affordances these ripple effects have in the scaling up process, careful consideration should be given to their latent disadvantages, such as obscuring the program’s primary agenda.
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Ramandei, Lazarus, Roland Everson Binur, and Edoward Krisson Raunsay. "Education Facility Needs Analysis in Abepura District Jayapura City." East African Scholars Journal of Education, Humanities and Literature 5, no. 3 (March 30, 2022): 93–103. http://dx.doi.org/10.36349/easjehl.2022.v05i03.005.
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The existence of educational facilities in housing and settlements is the most important thing for the community. Basically, the government has issued regulations regarding the implementation for the provision of educational facilities, as referred to in terms of educational facilities for Kindergarten (TK), Elementary School (SD), Junior High School (SMP), High School (SMA) and Schools. Vocational High School (SMK) or its equivalent. This study aims to evaluate the need for educational facilities for the present and the future and to find problem points for the provision of supporting facilities and infrastructure in the provision of educational facility services. The method used in this research is descriptive analysis and trend analysis. From the results of scientific calculations obtained, the existing educational facilities in Abepura District for the present and the future are still adequate. However, from the results of the research, there are still many problems with the educational facilities in the Abepura District that must be considered. Problems that occur in educational facilities in the Abepura District are the lack of complementary supporting facilities and infrastructure that require improvement and maintenance for existing facilities and infrastructure in educational locations, as well as inadequate transportation services in 3 (three) villages, namely: Enggros Village, Nafri Village, and Koya Koso Village. From the problems that exist in educational facilities, it is hoped that the government will pay attention to the completeness of facilities and infrastructure which refers to the regulations that have been set in order to provide quality services to the community and improve transportation services in order to support the smooth running of people who want to access these facilities. and other desired infrastructure and facilities.
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Sanford, Katherine, Tim Hopper, Kerry Robertson, Laura Lancaster, and Vivian Collyer. "Sustainable Leadership Supporting Educational Transformation." in education 25, no. 2 (December 20, 2019): 3–22. http://dx.doi.org/10.37119/ojs2019.v25i2.433.
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The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to “connect” locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education programs can design spaces that engage everyone, recognize everyone’s expertise and share responsibility for growth and development, and how in teacher education we can begin to move away from the hierarchical, industrialized model of management to one where everyone feels engaged, valued, and heard. In this paper, we draw on sustainable and distributed leadership ideas, termed by Wheatley (2010) as the “new sciences,” informed by tenets from complexity theory. Using a case study approach and narrative insights, this paper elucidates how an ongoing Professional Learning Network (PLN) called Link-to-Practice (L2P) offers an alternative conception of educational leadership. Keywords: case study; narrative, qualitative research, complexity theory
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Kaul, Maya, Meghan Comstock, and Nicole S. Simon. "Leading From the Middle: How Principals Rely on District Guidance and Organizational Conditions in Times of Crisis." AERA Open 8 (January 2022): 233285842210773. http://dx.doi.org/10.1177/23328584221077303.
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COVID-19 has presented unprecedented challenges to schools, leaving principals to lead rapid organizational change with limited guidance or support. Drawing on interviews from a larger, national study of principals at the onset of the COVID-19 pandemic, we analyzed the experiences of 20 principals in four large, urban school districts—Boston, Denver, New York, and San Diego. We found that principals relied on both district guidance and preexisting school structures and conditions as they led through the crisis. Although no principals were satisfied with district guidance, principals responded to guidance on a spectrum—from abiding, to challenging, to subverting guidance. Principals’ responses were associated with their perceptions of the internal capacities of their schools, as well as the district guidance. Our findings support an emergent typology of principals as middle managers during crisis, which sheds light on how principals act as middle managers and how districts can support their work.
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Dixson, Adrienne D. "Democracy Now? Race, Education, and Black Self-Determination." Teachers College Record: The Voice of Scholarship in Education 113, no. 4 (April 2011): 811–30. http://dx.doi.org/10.1177/016146811111300403.
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Background/Context The Supreme Court's June 2007 decision on the Parents Involved in Community Schools v. Seattle School District No.1 (PICS) provides an important context for school districts and educational policy makers as they consider the role of race in school assignment. The PICS decision has been described as essentially “undoing” the 1954 Supreme Court decision in the Brown v. Board of Education of Topeka case that ended de jure racial segregation. Purpose/Objective/Research Question/Focus of Study Given the rhetoric that education in the United States is the “great equalizer,” this conceptual article considers how the PICS decisions impact notions of educational equity and self-determination for African Americans. Research Design This article provides a conceptual analysis of the PICS decision and educational equity. Conclusions/Recommendations The author recommends that despite the PICS decision, school administrators and policy makers continue to consider how race impacts school assignment to ensure that public schools are democratic institutions that are racially and educationally equitable.