Journal articles: 'Research for Better Schools'

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Betts, J. R., and R. C. Atkinson. "Better Research Needed on the Impact of Charter Schools." Science 335, no. 6065 (January 12, 2012): 171–72. http://dx.doi.org/10.1126/science.1205418.

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Carpenter, Daniel, and Paul Munshower. "Broadening borders to build better schools." International Journal of Educational Management 34, no. 2 (August 15, 2019): 296–314. http://dx.doi.org/10.1108/ijem-09-2018-0296.

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Purpose The purpose of this paper is to explore how rural teachers provided a PLC by leveraging virtual technologies to connect educators of like subject disciplines from several schools, foreign and domestic. Design/methodology/approach A phenomenological case study-based approach was leveraged to investigate established vPLCs at schools (Creswell, 2013; Stake, 2010). Qualitative data were collected from multiple sources to obtain rural teacher perceptions on the impact vPLCs had on their practice (Creswell, 2013). Findings Teacher collaborative teams build relationships comparable to teams that met face to face as part of a similar PLC and PD experience. Participant reflections in this investigation showed that rural educators favored face-to-face meetings; however, vPLCs provided similar teacher experiences to that of the face-to-face PBL model. Results indicated that educators recognized virtual collaboration just as valuable a tool for enabling PLCs than face-to-face collaborations while still offering similarities to improved teacher practice. Research limitations/implications The research was limited to teachers in rural settings in the USA (Texas) and in the Dominican Republic. The research was limited to teacher perceptions of change, and observed changes as part of their participation in a research-based virtual PLC model. The research was limited to the school setting over an academic year. Practical implications The findings from this study have practical implications for rural teachers and school implementation of a professional learning community model. Originality/value The promise provided by this study is that vPLCs may provide opportunity for rural schools to provide a job-embedded professional development model (Croft et al., 2010) for otherwise isolated teachers (Barrett et al., 2015).

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Fajar Shodiq, Sadam, Syamsudin ., Abd Madjid, and Naufal Ahmad RijalulAlam. "TOWARDS BETTER MANAGEMENT OF PRIVATE EDUCATION IN INDONESIA: LESSONS LEARNED FROM MUHAMMADIYAH SCHOOLS." Humanities & Social Sciences Reviews 7, no. 2 (March 19, 2019): 146–55. http://dx.doi.org/10.18510/hssr.2019.7215.

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Purpose: This study aims to examine problems related to the existing education management in Muhammadiyah schools in Indonesia. Methodology: The present study is qualitative research, data obtained from observation, interview, and documentation. The results of the study show that Muhammadiyah, one of the private and independent institutions, has engaged in various fields, among which one of them is education. It has more than 4500 elementary, middle, and senior high schools spreading throughout Indonesia. In addition, the situations and conditions of education management at the Muhammadiyah School have different characteristics with public schools run by the government. Results: The results of the study can be used to increase the quality of education, which directly affects other public schools. Implications: The present research can help schools to provide the best educational services and produce competent and competitive graduates. Novelty: This research has focused on the Muhammadiyah Schools, particularly its management and administration approach.

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Burušić, Josip. "The perceived school climate in Croatian elementary schools with poor, average and good school’s learning environment." Management 24 (May 29, 2019): 1–15. http://dx.doi.org/10.30924/mjcmi.24.si.1.

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The cross-sectional research design was used to investigate differences in teachers’ perception of school climate in schools with poor, average and good school’s learning environment, and to explore to what degree is possible to explain six school climate dimensions by school’s learning environment, some teacher’s characteristics and teaching practice experience. Participants in the study were 785 teachers from 44 primary schools in northern part of Croatia, 121 males and 579 females. Participants rated school climate in school where they teach and in addition provided information about various school’s learning environment. Schools which teachers perceived as having good school’s learning environment clearly differ in the level of school climate quality - school climate is significantly better in schools with better school’s learning environment. The performed hierarchical regression analyses, demonstrated in addition, how school’s learning environment and characteristics of teachers and teaching practice (e.g. gender, age, work experience and education level) are powerful predictors of (positive) school climate. In this paper, we provide possible explanation and stress importance on school climate as an essential concept in school effectiveness concerns and activities.

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Sahin, Alpaslan, Victor Willson, and Robert M. Capraro. "Charter School Achievements in Texas: Public versus Charter Schools." International Journal of Educational Reform 27, no. 1 (January 2018): 46–62. http://dx.doi.org/10.1177/105678791802700103.

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This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student-level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools' performances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differences at grade 10 in mathematics. Type of school was not significant at either grade 9 or 10 for reading. For science performances, Harmony charter schools performed better at 10th grade and significantly better at 11th grade. Implications of the findings were discussed as to whether charter schools keep their promises of providing quality education.

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Yaya, Rizal. "Twelve years of scottish school public private partnerships: Are they better value for money?" Journal of Public Procurement 17, no. 2 (March 1, 2017): 187–228. http://dx.doi.org/10.1108/jopp-17-02-2017-b002.

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This research evaluates the value-for-money (VFM) obtained from public-private partnership (PPP) schools in Scotland, based on headteachers questionnaires, local authority interviews and Scottish School Estate Statistics. The period covered is 2000-2012, when 395 new schools were commissioned. The PPPs were better in building condition and maintenance standards and conventionally-financed schools were better in terms of teacher access and improvement in staff morale. There was transfer of knowledge whereby the high standards of the PPPs then became the new standards for the conventionally-financed schools. Concerns about PPP VFM relates to the high cost of unitary charges and contract inflexibilities. A higher percentage of headteachers of conventionally-financed schools (63.64%) considered their new schools resulted in good VFM compared to PPP schools (42.86%).

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Deluca, Stefanie, and Peter Rosenblatt. "Does Moving to Better Neighborhoods Lead to Better Schooling Opportunities? Parental School Choice in an Experimental Housing Voucher Program." Teachers College Record: The Voice of Scholarship in Education 112, no. 5 (May 2010): 1443–91. http://dx.doi.org/10.1177/016146811011200504.

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Background Previous research has demonstrated that children growing up in poor communities have limited access to high-performing schools, while more affluent neighborhoods tend to have higher-ranking schools and more opportunities for after-school programs and activities. Therefore, many researchers and policy makers expected not only that the families moving to low-poverty neighborhoods with the Moving to Opportunity (MTO) program would gain access to zone schools with more resources but also that mothers would be more likely to meet middle-class parents who could provide information about academic programs and teachers, leading them to choose some of these new higher-quality-zone schools. However, research evaluating the effects of the MTO program on child outcomes 4-7 years after program moves found that while the schools attended by the MTO children were less poor and had higher average test scores than their original neighborhood schools, the differences were small: Before moving with the program, MTO children attended schools ranked at the 15th percentile statewide on average; 4-7 years after the move, they were attending schools that ranked at the 24th percentile on average. Purpose The fact that the residential changes brought about by the MTO experiment did not translate into much larger gains in school academic quality provides the impetus for our study. In other words, we explore why the experiment did not lead to the school changes that researchers and policy makers expected. With survey, census, and school-level data, we examine where families moved with the MTO program and how these moves related to changes in school characteristics, and how parents considered schooling options. Setting Although the MTO experiment took place in five cities (New York, Boston, Los Angeles, Chicago, and Baltimore), we use data from the Baltimore site only. Population The sample in our study includes the low-income mothers and children who participated in the Baltimore site of the MTO housing voucher experiment. Ninety-seven percent of the families were headed by single black women. The median number of children was two, and average household income was extremely low, at $6,750. Over 60% received Aid to Families with Dependent Children (AFDC) as their primary source of income (at program entry in 1994), over 77% of household heads were unemployed, and 40% of the women had no high school degree or GED. Program The Moving to Opportunity program gave public housing residents in extremely poor neighborhoods in Baltimore, New York, Chicago, Los Angeles, and Boston a chance to apply for the program and move between 1994 and 1998. Families were randomly assigned into one of three groups: an experimental group that received housing counseling and a special voucher that could only be used in census tracts with 1990 poverty rates of less than 10%; a second treatment group, the Section 8 group, that received a regular voucher with no geographic restrictions on where they could move; and a control group that received no voucher through MTO, although they could continue to reside in their public housing units or apply for other housing subsidies (usually a regular Section 8 voucher). The program did not provide assistance with transportation costs, job searches, or local school information after the family relocated. Research Design We use survey data, census data, school-level data, and interviews from the Baltimore site of a randomized field trial of a housing voucher program. We present a mixed-methods case study of one site of the experiment to understand why the children of families who participated in the Baltimore MTO program did not experience larger gains in schooling opportunity. Conclusions Our article demonstrates that in order to discover whether social programs will be effective, we need to understand how the conditions of life for poor families facilitate or constrain their ability to engage new structural opportunities. The described case examples demonstrate why we need to integrate policies and interventions that target schooling in conjunction with housing, mental health services, and employment assistance. Future programs should train mobility counselors to inform parents about the new schooling choices in the area, help them weigh the pros and cons of changing their children's schools, and explain some of the important elements of academic programs and how they could help their children's educational achievement. Counselors could also assuage parents’ fears about transferring their children to new schools by making sure that receiving schools have information about the children and that little instruction time is lost in the transition between schools.

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Evans, Moyra, Pam Lomax, and Helen Morgan. "Closing the Circle: Action research partnerships towards better learning and teaching in schools." Cambridge Journal of Education 30, no. 3 (November 2000): 405–19. http://dx.doi.org/10.1080/713657160.

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Hoffman, Ellen S., and Joanne Caniglia. "Connecting Research to Teaching: In Their Own Words: Good Mathematics Teachers in the Era of NCLB." Mathematics Teacher 102, no. 6 (February 2009): 468–73. http://dx.doi.org/10.5951/mt.102.6.0468.

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In her award-winning book The Good High School: Portraits of Character and Culture (1983), Sara Lawrence-Lightfoot chronicles the life and complexities of six high schools across the United States. Through these narratives she tells stories designed to move and persuade. “I believed I could capture the attention of my listeners by conveying what was good about those schools,” she relates. “If we could hear the story better, we'd be in better shape” (cited in de Cuevas 1996).

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Hoffman, Ellen S., and Joanne Caniglia. "Connecting Research to Teaching: In Their Own Words: Good Mathematics Teachers in the Era of NCLB." Mathematics Teacher 102, no. 6 (February 2009): 468–73. http://dx.doi.org/10.5951/mt.102.6.0468.

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In her award-winning book The Good High School: Portraits of Character and Culture (1983), Sara Lawrence-Lightfoot chronicles the life and complexities of six high schools across the United States. Through these narratives she tells stories designed to move and persuade. “I believed I could capture the attention of my listeners by conveying what was good about those schools,” she relates. “If we could hear the story better, we'd be in better shape” (cited in de Cuevas 1996).

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Hussain, Sabir. "Quality of Education in Public and Daanish Schools at Secondary Level." International Research Journal of Education and Innovation 2, no. 2 (September 20, 2021): 160–69. http://dx.doi.org/10.53575/irjei.17-v2.2(21)160-169.

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Quality has been considered a major component of education. The said research paper was designed to compare the Quality of education between Daanish and Public High Schools. Furthermore, the Quality was checked by four factors; Quality of Administration, Infrastructure, Teaching Staff, and Quality of Curriculum. By nature, it was survey type research. The population of that quantitative study was all the male and female teachers of public high schools and Daanish schools & Center of Excellence in Division Dera Ghazi Khan. The study sample was 196 teachers from Daanish schools and 457 teachers from public high schools. Data were collected by a five-point Likert scale with 50 statements and analyzed through SPSS V23; a t-test was used to compare the Quality of education between Daanish and public schools. It was found that quality of education was better in Daanish schools than in Public High Schools; with this, Quality of administration was better in Daanish schools, Quality of infrastructure, Quality of teaching staff, and Quality of the curriculum better in Daanish schools. Danish schools should be taken as a modal to improve the Quality of education in public schools.

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Novljan, Silva. "Pupils’ reading is better in schools with a librarian: evidence from Slovenia (Research Note)." Journal of Research in Reading 21, no. 3 (October 1998): 228–31. http://dx.doi.org/10.1111/1467-9817.00059.

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Cooper, William W., and Leigh McAlister. "Can research be basic and applied? You bet. It better be for B-schools!" Socio-Economic Planning Sciences 33, no. 4 (December 1999): 257–76. http://dx.doi.org/10.1016/s0038-0121(99)00017-8.

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Åberg-Bengtsson, Lisbeth. "The smaller the better? A review of research on small rural schools in Sweden." International Journal of Educational Research 48, no. 2 (January 2009): 100–108. http://dx.doi.org/10.1016/j.ijer.2009.02.007.

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Soegiantoro, Didiek Hardiyanto, Holy Rhema Soegiantoro, and Gregory Hope Soegiantoro. "First-year Academic Performance of Pharmacy Students Based on High School Status and Major." Syntax Literate ; Jurnal Ilmiah Indonesia 6, no. 1 (November 23, 2021): 94. http://dx.doi.org/10.36418/syntax-literate.v6i1.4665.

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The purpose of the research is provides a descriptive first-year academic performance of pharmacy students based on high school status and major. This research is a descriptive research with cross-sectional method using all pharmacy students as sample. The results of this research are percentage of pharmacy students from public high schools is 33% and 67% from private high schools. The percentage of specialization majors in high school is 6% pharmacy, 85% science and 9% non-science. The academic performance of students from private high schools is better than that of public high schools. Pharmacy majors in high school produce the highest academic performance, meanwhile, non-science majors show the lowest academic performance, the principal results. Conclusions in this research is first-year academic performance for pharmacy students from private high schools is better than public high schools, as well as pharmacy major in high school showing the highest GPA and non-science major showing the lowest GPA

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Sughra, Ghulam, Dr Samina Rafique, and Sufi Amin. "Relationship of School Performance and Socio-Economic Status (SES) of School Heads." International Research Journal of Education and Innovation 3, no. 2 (June 12, 2022): 43–47. http://dx.doi.org/10.53575/irjei.v3.02(22)4.43-47.

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This study focused on the relationship of school performance and socio-economic status (SES) of school heads. The main objective of the study was to examine the relationship between financial status of the Heads on the performance of their schools. Research questions in this context were whether domestic matters and other socio-economic factors related to Heads have any relation to their school’s academic progress. In a survey research setting, a researcher made questionnaire containing 15 questions about Heads’ socio-economic background and 30 statements on a five-point Likert’s scale was administered to 60 randomly selected Heads of Secondary schools from District Vehari. Using the descriptive statistical techniques, data analysis showed that those schools having heads better socio-economic conditions could perform better. In the light of the findings, it is suggested that Heads of schools may be granted better financial assistance from the Govt. to enhance the performance of schools. Moreover, other logistic and training support to the Heads can also contribute to better academic performance of schools.

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Dila, Dila Anggaraini. "Private and State Differences of Elementary Schools in Implementing Mathematics Learning At Covid-19 Era." Mathematics Research and Education Journal 6, no. 1 (February 28, 2022): 9–13. http://dx.doi.org/10.25299/mrej.2022.vol6(1).9015.

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This study aims to qualitatively and quantitatively describe the effectiveness of learning mathematics in the covid era in private and public elementary schools. The population of this research is elementary school students in Pekanbaru. The research sample was two Pekanbaru elementary schools which were selected purposively according to the problems studied based on the school's style or strategy in improving learning outcomes. The research instrument is in the form of documentation of student learning outcomes and in-depth interviews with the principals of each school. Analysis of research data using independent t-test and descriptive qualitative data analysis. The results showed that there was a significant difference between elementary school mathematics learning in private and public schools in implementing mathematics learning. These results can be seen from the results of the descriptive test and the independent t-test with a significance of 0.00 where the private mathematics learning outcomes are better than the public ones. From the results of interviews obtained information that private schools provide additional lessons to students by coming to students' homes.

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Safitri, Mazda Leva Okta, and Rudi Hermawan. "Reward or Punishment, Which is Better to Use in Elementary Schools?" Bulletin of Science Education 3, no. 1 (January 31, 2023): 9. http://dx.doi.org/10.51278/bse.v3i1.539.

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The application of punishment and the giving of reward are important parts of education. However, sometimes the implementation of punishment and the giving of reward is still not appropriate. This research is a literacy study. This study aims to provide a reference on various forms of reward and punishment used in elementary schools. The method used is collecting several references and drawing the best conclusions from the source. The stages used in this research are collecting sources, describing the content, and drawing conclusions. Various forms of punishment and rewards are used according to the level of moral development of the child. Although it is said that rewards are more effective than punishment, the use of punishment still needs to be done because rewards cannot replace the role of punishment as a means of controlling behavior. The combination of reward and punishment is the best educational tool. Keywords: Reward in Learning, Punishment in Learning, Elementary Schools Learning

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Beddoe, Liz, and Irene De Haan. "Addressing concerns about child maltreatment in schools: A brief research report on social work involvement in reporting processes." Aotearoa New Zealand Social Work 30, no. 1 (April 3, 2018): 58–64. http://dx.doi.org/10.11157/anzswj-vol30iss1id421.

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INTRODUCTION: School-based social workers (SWiS) in Aotearoa New Zealand work alongside teachers and principals to improve child wellbeing. The SWiS experience in addressing concerns about possible child abuse and neglect (CAN) is under-researched.METHOD: In the first phase of the project, the authors undertook semi-structured interviews with 20 SWiS to explore their experiences of how school professionals addressed CAN.FINDINGS: Some considerable variation in making formal notifications of concerns to the statutory agency was found. In some schools SWiS made all the notifications, in others none, and in some schools the process was variable. Stigma associated with child abuse was reported as a factor in attitudes towards reporting. School-based social workers reported the need for better education and policy to guide schools to address CAN.IMPLICATIONS: More joint education is needed to ensure a common knowledge base and better interprofessional work. There is potential for SWiS to support this work if better resourced.

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Coelho, Carolina, António Cordeiro, Luís Alcoforado, and Gonçalo Canto Moniz. "Survey on Student School Spaces: An Inclusive Design Tool for a Better School." Buildings 12, no. 4 (March 22, 2022): 392. http://dx.doi.org/10.3390/buildings12040392.

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This paper presents interdisciplinary research focused on the collaborative redesign in schools, in which an inclusive design tool was created for assessing student feedback on their school spaces and considering it as input for creating a better learning environment. It was developed by a research team using a participatory approach in schools drawn from architecture, geography, and educational sciences, to provide a comprehensive and intertwined approach to school spaces, communities and learning activities. The “Survey on Student School Spaces” (S3S) tool and its methodology are described here, which is a combination of two procedures: a questionnaire and a walkthrough. The first engages a far-reaching sample of participants and makes use of an online platform, while the latter details and justifies those outputs and involves visiting the school with the participants. The S3S pilot study was implemented in two partner schools, which act as the first project case studies. The data provided by this tool acted as the basis for the design proposal for one of the case studies, which included the students’ feedback and involved all the community in the school’s refurbishment. Finally, a discussion was held on the outputs achieved that may contribute towards a participatory design approach in other schools, the validation of the tool per se, and its potential future development and application.

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Jilani, Syed Abid Ali Shah, Ajab Ali Lashari, and Syed Sada Hussain Bukhari. "Organizational Culture of Successful Secondary School in District Larkana: An Ethnographic Research." Global Educational Studies Review VII, no. II (June 30, 2022): 626–34. http://dx.doi.org/10.31703/gesr.2022(vii-ii).59.

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The purpose of this study is to examine the organizational culture of successful secondary schools. A criterion which is set to determine success is the obtaining of high scores by students through standardized achievement tests (SAT). The school which is selected on criterion-based were taken for the data collection. The criteria were 05 schools that remained on top in SAT results in Larkana District. The data was collected through semi-structured interviews and observations. The findings show that student-based variables and studies in the school for special exams play a more significant role than school-based variables on school success. The results also demonstrate that the organizational effective culture impacts the success of the schools holistically. The effective culture within the schools impacts the schools' performance and outcomes in general and specific. It is recommended that steps should be taken to keep healthy management roles for better outcomes for all stakeholders.

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Tsui, Anne S. "From Traditional Research to Responsible Research: The Necessity of Scientific Freedom and Scientific Responsibility for Better Societies." Annual Review of Organizational Psychology and Organizational Behavior 9, no. 1 (January 21, 2022): 1–32. http://dx.doi.org/10.1146/annurev-orgpsych-062021-021303.

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My research journey spans a period of exciting new theories informing innovative practices in businesses and other organizations and a period littered with concerns about the research-practice gap, questionable research practices, and a strong emphasis on the number of publications in top journals for hiring and promotions. These recent developments led to the dilution of both scientific freedom and scientific responsibility in our scientific work. I offer my research journey to illustrate the importance of both, with the most recent endeavor in a global responsible research movement to produce useful and credible knowledge that will enable business and management practices to serve all stakeholders and to solve the world's most challenging problems. Emerging institutional changes in business schools, journals, associations, and accreditation agencies provide hope that scholars will soon find the conditions favorable for both freedom and responsibility to support their aspiration to pursue research that will contribute to better societies and meaningful careers.

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Bertsimas, Dimitris, Arthur Delarue, William Eger, John Hanlon, and Sebastien Martin. "Bus Routing Optimization Helps Boston Public Schools Design Better Policies." INFORMS Journal on Applied Analytics 50, no. 1 (January 2020): 37–49. http://dx.doi.org/10.1287/inte.2019.1015.

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Wan, Zichen. "Research on the Influencing Factors of the Funding Sources of Special Education Schools." Frontiers in Business, Economics and Management 6, no. 1 (November 7, 2022): 142–45. http://dx.doi.org/10.54097/fbem.v6i1.2302.

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Special education is a key indicator to measure the civilization degree of a country or region. As an indispensable financial resource for the development of special education, education funds are the direct factor that restricts the scale and quality of special education. According to the survey, the lack of funds for running schools has become the biggest problem that plagues the development of special education schools and the work of principals. Based on this, this paper studies the influencing factors of funding sources of special education schools. This paper mainly analyzes the sources of education funds for special schools and summarizes their expenditures. At the same time, this paper studies the development status of special education schools and finds that the main problems are: the number of school teachers is insufficient and their quality is low; Backward teaching equipment and lack of rehabilitation facilities; Single source of funds, unreasonable expenditure; Lack of innovative atmosphere, lack of innovative resources, etc. Accordingly, this paper puts forward some countermeasures and suggestions: increase financial input, expand funding sources, encourage and guide social forces to set up special education schools, reform the distribution mechanism of education funds among regions, improve the efficiency of fund use and strengthen supervision. In order to better promote the further development of special education schools.

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Zhou, Zhiru. "Research on How to Implement Personalized Education in China." Lecture Notes in Education Psychology and Public Media 8, no. 1 (September 14, 2023): 138–42. http://dx.doi.org/10.54254/2753-7048/8/20230071.

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Personalized education is a new idea of higher education reform in the new era. Especially after the popularization of Chinese higher education, there are constant reforms inside schools to increase efficiency by changing the teaching methods of teachers and the learning methods of students. The purpose of this paper is to study how to implement personalized education and what specific aspects can be changed to make the school more personalized. This paper mainly adopts literature analysis and review. Through this paper, people can have a better understanding of the way to develop personalized education. This paper finds that if schools want to realize personalized education, they need to give students more autonomy to choose, change the way of education, and strengthen practical education. In addition, schools also need to create an atmosphere of personalized education, which can motivate students to become more engaged in learning. At the same time, the role of counselors is also an indispensable part of personalized education.

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Adeoye, Moses Adeleke, Yusuf Olayinka Shogbesan, Joshua Durotoye Jolaoye, and Abdullateef Hassanat Jimoh. "Building a Better Future: Strategical Approaches in Tackling Poor Maintenance in Nigerian Public Secondary Schools." Mimbar Ilmu 29, no. 1 (May 24, 2024): 9–16. http://dx.doi.org/10.23887/mi.v29i1.70467.

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Secondary schools have long been plagued by issues of poor maintenance, resulting in dilapidated infrastructure, limited resources and a subpar learning environment for students. To address this pressing issue, it is crucial to adopt strategic approaches that focus on improving maintenance practices and ensuring the long-term sustainability of these schools. This study aims to analyze the key challenges faced by Nigerian public secondary schools in terms of maintenance and presents innovative solutions that can help build a better future for education in the country. The research method uses Systematic Literature Review (SLR). A literature search was conducted through academic databases, such as PubMed, ERIC, and Google Scholar. It is essential to establish a comprehensive system for monitoring and evaluating the maintenance of public secondary schools. The government should allocate a significant portion of the education budget to address infrastructure maintenance and ensure that funds are properly utilized. This investment will help to improve the physical condition of schools and create a conducive learning environment for students. By involving the community in the maintenance process, a sense of ownership and responsibility can be fostered, leading to better maintenance practices.

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Prayoga, Sugeng, and Safrida Yuniati. "Pengaruh Budaya Organisasi Sekolah Terhadap Kinerja Guru SMA Negeri di Kota Mataram." Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 5, no. 1 (March 10, 2019): 54. http://dx.doi.org/10.33394/jk.v5i1.1394.

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The aimed of this study was to determine the effect of school organizational culture on the performance of teachers of public high schools in the city of Mataram. This research is a quantitative research with ex-post facto method. The population of this study were all teachers of SMA 1 and SMA 5 Mataram, totaling 137. The study sample consisted of 58 teachers taken by probability sampling techniques. The instrument of this study used a questionnaire. The data analysis technique in this study used statistical analysis namely simple regression test and multiple regression. The results of this study are that organizational culture has a positive effect on teacher performance of Public High Schools in Mataram City by 55.2%. Thus, it can be concluded that the better the school's organizational culture, the performance of teachers in public high schools in the city of Mataram will increase.

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Olsen, Allison Wynhoff, Danette Long, Kristofer Olsen, and William J. Fassbender. "Research: Rurally Motivated? How English Teachers Negotiate Rural Sense of Belonging." English Education 54, no. 3 (April 1, 2022): 196–218. http://dx.doi.org/10.58680/ee202231847.

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English education candidates deserve time and support to consider how school and community coexist and to think deeply about where they want to be English teachers. This study used multiple case study analysis to better understand participants’ negotiation of sense of belonging (SOB) in rural schools and communities across experiences: a rural-intensive practicum course, a student teaching semester, and/or contracted teaching jobs in rural schools. In looking over time and across experiences, this paper builds an understanding of how English teachers develop (or do not develop) rural SOB. Data include written reflections and auto-photography that represent practicum students’ understanding of their placement community and rural English classroom (all names of people and places are pseudonyms). We follow those who accepted rural student teaching placements and/or chose rural schools for their first teaching position, adding interviews into our corpus. We describe participants’ interactions with space, curriculum, and people as they negotiate a rural SOB. We offer insight into what English teachers foreground and where they experience tensions as they position themselves (and others) in rural schools and communities.

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Oktaviana, Dinda, Shalwa Rizkya Shalsabila, and Tin Rustini. "The Role of School Committees in Optimizing Administration in Elementary Schools." AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 2, no. 2 (July 4, 2023): 1034–39. http://dx.doi.org/10.57235/aurelia.v2i2.624.

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The school committee plays an important role in optimizing administration in elementary schools. The purpose of this study is to examine the role of school committees in improving school governance and creating an optimal learning environment. The research method used is qualitative research with literature study methods by collecting data from various sources. The results showed that the role of the school committee in improving administration includes financial supervision and management, work plans and programs, performance evaluation, education quality coaching, and cooperation with parents and other stakeholders. The school committee actively carries out its roles and duties can create a better learning environment and ensure the success of the educational process in primary school.

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Massarwe, Khayriah, and Shadia Gadban. "Mathematics for a Better World: Promoting Social Values in Mathematics Education." International Journal of Studies in Education and Science 5, no. 1 (February 29, 2024): 71–83. http://dx.doi.org/10.46328/ijses.82.

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Social values are integral part of the norms that are emphasized into the educational systems, and their integration in the school curricula is essential for nurturing responsible citizens. The current paper discusses the outcomes of learning social values within mathematical content and problem solving. The research was conducted in an academic course that social values was one of its topics. The participants were 18 pre-service mathematics teachers who study in an Arab college in Israel. They underwent a training process in studying social values within mathematical content and subsequently applied it in schools. Employing qualitative methods, the research examined how to integrate social values in mathematics class, and how the pre-service mathematics teachers evaluate the importance of the subject. The findings indicated a notable improvement in the pre-service teachers' interest in the subject even it was a challenging experience. They realized that integrating social values into mathematical content is possible and applicable to various mathematics subjects. The findings may contribute to highlight the importance of integrating social values into mathematical content both at schools and at the academic education institutions.

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Qin, Congcong. "Research on Ideological and Political Teaching Reform of Computer Major Courses." Education Reform and Development 6, no. 5 (June 20, 2024): 240–45. http://dx.doi.org/10.26689/erd.v6i5.7277.

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Imperceptibly integrating ideological and political education into the teaching of computer majors in military schools can build a collaborative model of computer courses and ideological and political education, improve the teaching quality of computer courses and the education effectiveness of military schools, to better implement the fundamental task of cultivating morality and educating people. This requires the computer teachers of the military school to integrate the elements of ideological and political education in the curriculum and give play to its recessive educational role so that computer teaching and ideological and political education form a collaborative education model. Based on this, this paper explores the reform of ideological and political teaching in the computer major curriculum of the military academy, to promote the ideological and political ideas of the curriculum to be better integrated into the classroom of computer major, and lay a solid foundation for the military academy to train more high-quality and outstanding talents.

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Rahmadona, Wulan, Wulandari Putri, and Lukmannul Haqim Lubay. "Comparison of Physical Activity Levels by Sex in Public Elementary Schools and Private Elementary Schools." Jurnal Indonesia Sosial Teknologi 5, no. 5 (May 21, 2024): 2015–24. http://dx.doi.org/10.59141/jist.v5i5.1080.

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In the development process of primary school students, physical activity plays an important role in supporting this development. Several factors, including school type and student gender, can cause differences in physical activity levels. This study sought to review how physical activity levels are based on school type and how physical activity levels differ between male and female students in public and private primary schools. This study was conducted in Purwakarta Regency, Wanayasa District, and took a population of 3 public and three private elementary schools, with a sample of 60 people. This type of research is descriptive quantitative and uses the Physical Activity Questionnaire for Older Children (PAQ-C) research instrument. From the results of the study, it is known that public primary schools have better physical activity levels compared to private primary schools. Male and female students in public primary schools have better physical activity levels than private primary school students.

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Annette, Lucy. "Bringing research closer." Impact 2023, no. 1 (March 1, 2023): 63–64. http://dx.doi.org/10.21820/23987073.2023.1.63.

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Getting young people inspired by and excited about science and research is crucial for nurturing the next generation of scientists and innovators. Two flagship European initiatives are highlighting the importance of European research for the future and connecting researchers and children to share the wonders of science. The European Researchers' Night is an annual European sci-comm and promotion event that connects scientists and the general public, particularly young people and brings research to life through educational and entertaining activities. The goal is to showcase the diversity and impacts of science and inspire young people to pursue science and research careers. By demonstrating the tangible, day-to-day impacts, the event seeks to increase the general public's appreciation of research and innovation. The event took place in 25 European countries this year. The new 'Researchers at Schools' initiative implemented by European Researchers' Night projects as of the 2022-23 editions will bring top researchers to schools and provide the opportunity for teachers and pupils to engage with them on important topics. In doing so, teachers and pupils can better understand societal challenges and how research is key to overcoming these, while access to STEAM (science, technology, arts and mathematics) subjects can be improved.

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Gutierrez, Anabel. "Research-Teaching-Practice linkages: A challenge for Business Schools." BORDER CROSSING 1, no. 1 (June 1, 2011): 25–48. http://dx.doi.org/10.33182/bc.v1i1.520.

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Changes in the global business environment are driving changes to the way business schools deliver higher education. However, the long debated gap between academia and industry (research-practice) remains unsolved. This paper explores the integration of research-teaching activities as an alternative to overcome the sometimes conflictual relationship between research and teaching and, more importantly, as a mechanism to reduce the research-practice gap. The aim of this research is to evaluate the extent to which it is feasible to integrate research-teaching in higher education. The practical suggestions to reduce the research-teaching gap proposed by Burke and Rau (2010) are tested in this paper through action research. This research provides empirical evidence on the relationships between research, teaching and practice which could help to improve academic performance, produce better managers for industry and consequently, build a bridge between academics and practitioners.

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Hariyadi, Ahmad, Agus Darmuki, Siti Aniqoh Shofwani, Putri H. M Auruma, and Winda Rahma Sasmita. "School Principal Leadership Strategies in Improving Academic Quality in High Schools." ANP Journal of Social Sciences and Humanities 3, no. 1 (March 7, 2022): 48–53. http://dx.doi.org/10.53797/anp.jssh.v3i1.7.2022.

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The aim of this research is qualitative descriptive research, which aims to obtain a description, observing how the current leadership of school principals is to increase the standards of educators and education personnel to produce students who excel and are able to produce quality graduates. Data collection techniques use observation, questionnaires, and interviews. The data analysis technique uses data triangulation through data analysis, grouping, and drawing research conclusions. The research results show that the school principal's leadership has a very important role in improving academic quality in senior high schools (SMA) and can be the main driver in achieving increased academic achievement. Leadership strategies can be implemented, including staff development, careful monitoring and evaluation, student and parent involvement, and teamwork. Supporting factors include support from school staff, adequate resources, and active participation of students and parents. Barriers include a need for more resources and administrative challenges. Positive impact. The conclusion shows that effective leadership strategies positively impact academic quality in high school. It is reflected in improved exam results, better student performance, and the development of more effective learning programs.

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Pongračić, Luka. "Alternative to Alternative Schools." European Journal of Teaching and Education 2, no. 1 (March 30, 2020): 169–78. http://dx.doi.org/10.33422/ejte.v2i1.187.

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The fundamental research question from which this paper is going to be - is there an alternative to alternative education? Alternative schools are in the pedagogical and didactical understanding of teaching, often far ahead of their time, sometimes too far. They offer something new and different, much better than traditional classes. Starting from the central location of students in the curriculum, up to curriculum development and teaching classroom design, this school offers us another option - an alternative. This paper represents selected alternative schools and the answer to the research question, and it is in differentiation. Differentiated school is the third alternative and the side by side with alternative schools brings something new and special. The methodology derives from the twenty-day observation of the teaching and the overall work of the gender-differentiated school with teacher interviews. In this qualitative research, the work of the male school that works on the principle of gender differentiation was analyzed and the specialties that this school achieved are described. The most important of them is the principle of work in a homogenous environment and a mentoring system that reinforces the underlying idea of better education. The specialties of gender differentiation are presented and its place in other possibilities of differentiation. The whole work presents a comparative analysis of alternative schools and differentiation and a conclusion about the greater success of such models compared to traditional schools.

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Machmud, Karmila. "The Smartphone Use in Indonesian Schools: The High School Students’ Perspectives." Journal of Arts and Humanities 7, no. 3 (March 30, 2018): 33. http://dx.doi.org/10.18533/journal.v7i3.1354.

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<p> </p><p>The goal of this research is to investigate schools’ policy of using a mobile phone at schools from the perspective of secondary school students in Indonesia. It happens to be a long debate involving educators in Indonesia on whether or not the use of smartphone can be allowed in schools. So far, all we hear is the perspectives of teachers and schools’ administrators regarding the ban but never from the students, even though the students are the subject of these debates. This research is conducted in order to investigate, as well as to give the opportunity for students’ to voice their opinion, point of views, and perspectives toward the issue of banning smartphone use at schools. The data of this research was collected through online survey aimed at secondary schools’ students in Gorontalo, Indonesia. There are 250 students from 5 high schools have responded to the online surveys. The result shows that even though students mostly believe that the use of smartphone should be integrated into teaching and learning process, an appropriate policy of using it at school should be designed in order to get rid of the negative impact cause by it, and to maximize the use of it as a sophisticated resource to help students learn better at school.</p>

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Hankins, Karen Hale. "Voices Inside Schools - Cacophony to Symphony: Memoirs in Teacher Research." Harvard Educational Review 68, no. 1 (April 1, 1998): 80–96. http://dx.doi.org/10.17763/haer.68.1.1280w64265845747.

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We are pleased to inaugurate our new Voices Inside Schools section with "Cacophony to Symphony: Memoirs in Teacher Research," by Karen Hale Hankins. In this article, Hankins explores the connection between her personal history and her present classroom teaching through the process of journal writing. She records in her journal her observations about her class, her teaching, and her memoirs of her own past as they are sparked by present events, feelings, and challenges in her classroom. Hankins discovers that her past experiences, when carefully reflected on, can help her better understand, and thus reach and teach, her students, even those with whom she once felt she had little in common.

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Rodenburg, Kathleen, Vinuli De Silva, and Julia Christensen Hughes. "SDGs: A Responsible Research Assessment Tool toward Impactful Business Research." Sustainability 13, no. 24 (December 19, 2021): 14019. http://dx.doi.org/10.3390/su132414019.

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An alternative research assessment (RA) tool was constructed to assess the relatedness of published business school research to the United Nations’ 17 Sustainable Development Goals (SDGs). The RA tool was created using Leximancer™, an on-line cloud-based text analytic software tool, that identified core themes within the SDG framework. Eight (8) core themes were found to define the ‘spirit of the SDGs’: Sustainable Development, Governance, Vulnerable Populations, Water, Gross Domestic Product (GDP), Food Security, Restoration, and Public Health. These themes were compared to the core themes found in the content of 4576 academic articles published in 2019 in journals that comprise the Financial Times (FT) 50 list. The articles’ relatedness to the SDG themes were assessed. Overall, 10.6% of the themes found in the FT50 journal articles had an explicit relationship to the SDG themes while 24.5% were implied. Themes generated from machine learning (ML), augmented by researcher judgement (to account for synonyms, similar concepts, and discipline specific examples), improved the robustness of the relationships found between the SDG framework and the published articles. Although there are compelling reasons for business schools to focus research on advancing the SDGs, this study and others highlight that there is much opportunity for improvement. Recommendations are made to better align academic research with the SDGs, influencing how business school faculty and their schools prioritize research and its role in the world.

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Laliberté, Jean-William. "Long-Term Contextual Effects in Education: Schools and Neighborhoods." American Economic Journal: Economic Policy 13, no. 2 (May 1, 2021): 336–77. http://dx.doi.org/10.1257/pol.20190257.

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This paper estimates the long-term impact of growing up in better neighborhoods and attending better schools on educational attainment. First, I use a spatial regression-discontinuity design to estimate school effects. Second, I study students who move across neighborhoods in Montreal during childhood to estimate the causal effect of growing up in a better area (total exposure effects). I find large effects for both dimensions. Combining both research designs in a decomposition framework, and under key assumptions, I estimate that 50–70 percent of the benefits of moving to a better area on educational attainment are due to access to better schools. (JEL H75, I21, R23)

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Lin, Mei-Mei, Shu-Kuei Lin, and Fu-Hsiang Kuo. "A Review of Decades of the Opportunities and Challenges for Digital Mobile E-Learning in Taiwan." Journal of Education and Culture Studies 8, no. 2 (May 27, 2024): p83. http://dx.doi.org/10.22158/jecs.v8n2p83.

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This study examines the current status of digital mobile e-learning in Taiwan using a literature review. Taiwan’s digital mobile e-learning implementation plan is divided into two plans: the first targets high schools and higher vocational education, while the second targets elementary and junior high schools. Previous research shows that digital mobile e-learning can improve school efficiency and promote teaching innovation in Taiwanese high schools. Factors, such as school size, teacher-student ratio, number of tablet PCs, technical teacher ratio, total equipment expenses, and various school attributes are essential in influencing schools’ willingness to adopt digital mobile e-learning. Public schools have better operational efficiency than private schools, possibly because of the funding provided for accessory equipment. Therefore, public high schools may be better equipped to promote mobile e-learning environments and improve both teaching quality and operational efficiency.

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Mudrikah, Achmad. "Increasing Senior High School Students’ Mathematical Problem-Solving Ability and Mathematical Disposition Through Problem-Based Learning Assisted by Simple Mathematics Kit." AL-ISHLAH: Jurnal Pendidikan 14, no. 4 (September 6, 2022): 7065–78. http://dx.doi.org/10.35445/alishlah.v14i4.2194.

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This research intends to reveal the increasing senior high school students' mathematics problem solving ability and their mathematical disposition. The study involved 124 private secondary school students consisting of two types of school, namely ordinary private schools and private schools managed by Islamic boarding schools. In addition to examining mathematical problem-solving ability and mathematical dispositions of students based on the type of school and type of learning, this research is also researched based on the students' prior mathematical abilities. This experimental study involved 124 students as the research sample. To obtain the data, pre-test and post-test were conducted. Meanwhile, to analyze the data, the researcher implemented two-way ANOVA. The results showed that the mathematical problem-solving ability and mathematical dispositions of students who used problem-based learning assisted by simple mathematics kit was better than students who only received problem-based learning. Students from Islamic boarding schools can show better problem-solving ability when studying mathematics with problem-based learning assisted by simple math kits. Students from Islamic boarding private school gain better problem-solving ability than students from non-boarding private school, especially students who have high and medium prior mathematical abilities.

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Hoque, Kazi Enamul, Saedah Siraj, and Muhammad Faizalal A. Ghani. "IMPACT OF PRINCIPALS' MANAGERIAL ROLES UNDER SCHOOL-BASED MANAGEMENT ON SCHOOL IMPROVEMENT AT URBAN SECONDARY SCHOOLS OF BANGLADESH." ALQALAM 27, no. 3 (December 31, 2010): 363. http://dx.doi.org/10.32678/alqalam.v27i3.602.

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This article aims al observing the relationship between principals' managerial roles and the improvement of schools and the impacts of principals' managerial roles toward school improvement based on the school-based management. This research uses 127 principals and 694 teachers of urban secondary schools of Bangladesh as the sample. Schools are becoming better when the principals give more emphasizing on strategic plan, supportive and comprehensive roles but less emphasizing on shared decision making. The findings of this study offer valuable information for policy makers and educational managers, especially the principals and teachers. Key words: Principals managerial roles, school-based management, teachers' Professional development activities, school improvement

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Bock, Annekatrin, and Felicitas Macgilchrist. "Mobile media practices of young people in «safely digital», «enthusiastically digital», and «postdigital» schools." MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung 35, Media literacy (October 23, 2019): 136–56. http://dx.doi.org/10.21240/mpaed/35/2019.10.23.x.

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How do schools today engage with mobile media? Drawing on ethnographically oriented research at German Schools Abroad, this paper teases out three sets of practices regarding young people’s mobile media use: «safe», «enthusiastic», and «postdigital». Presenting vignettes from three schools to illustrate each set of practices, the paper demonstrates how students are differently controlled, guided, and given space to shape their worlds through the practices. The paper highlights that these practices exist simultaneously. They enact different (not better or worse) institutional priorities and different (not better or worse) understandings of young people’s mobile use. The paper also highlights the tensions when schools aim to control young people’s mobile use, arguing that each set of practices undermines itself. It ends by reflecting on the implications for future research and practice if we see increased mobile media use in schools not, as often assumed, as a mark of «progress», «improvement» or «modernity», but instead as emerging from different understandings of school and young people.

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Mond, Hannah, and Poorvaja Prakash. "Motivations to set up and manage low-fee private schools in India." education policy analysis archives 27 (October 21, 2019): 134. http://dx.doi.org/10.14507/epaa.27.4361.

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Low-fee private schools (LFPS) educate some of India’s poorest children. They have grown dramatically over the last decade in India and have changed the country’s educational landscape (Srivastava, 2016), yet there is little conclusive evidence that the schools significantly help their students. Our study aims to better understand why and how the schools have grown, and we use a social entrepreneurship theory – the push and pull theory – to guide our research questions. We interviewed eight owners and asked: “what are the motivations of individual actors in setting up low fee private schools?” and “how do these actors justify continuing their work when presented with empirical research on these schools’ mixed impact on the quality of education they provide? There were more pull than push factors. Owners’ distrust of government schools, and the characteristically low-income nature of the communities drove them to choose the low-fee private school model. They justified their work despite evidence of these schools’ mixed impact, arguing that their schools were different from the regular LFPS and that there is high parental support for their schools. We recommend policies to better support such individuals and provide them with an awareness of alternative paths to contribute to improving education.

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Eddie, Regina S., Carolyn Montoya, and Jennifer Averill. "School Nutrition Policies and Practices on an American Indian Reservation: Research and Policy Considerations." Policy, Politics, & Nursing Practice 21, no. 2 (May 2020): 71–81. http://dx.doi.org/10.1177/1527154420923744.

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Navajo (Diné) and other American Indian children are more affected by overweight and obesity than their U.S. counterparts. In this descriptive study, the authors combined a socioecological and Navajo cultural framework to analyze the various factors that influence food choices available to children in schools. The Healthy Hunger-Free Kids Act of 2010 updated nutrition standards for school meals and all other foods and beverages sold in schools. Some studies have shown that improved nutrition standards were not favorably received by students and school food programs. To better understand these broader trends in a Navajo context, the researcher administered in-person surveys to 6 principals and 14 food service workers from a sample of 6 schools and performed on-site observations of two schools. Data were analyzed using a combination of descriptive statistics, matrix analysis, and thematic analysis techniques. Results showed that schools were offering more healthy food options in school lunches and that some schools were still serving unhealthy foods, such as pizza, tater tots, and French fries. Classroom and fundraising events provided other sources for low-nutrient foods and beverages. Participants had mixed responses about the updated nutrition standards, and food waste of healthy foods was a major concern. This study proposes opportunities for nurses to engage in research and advance stronger policies that increase healthy food options and limit access to less healthy foods.

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Aina, Aina, Jacob Kola, and Abdulwasiu Adebayo Azeez. "The Peer Instruction’s Effectiveness as Teaching Pedagogy: Research Reviews." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 4, no. 4 (August 17, 2018): 63–68. http://dx.doi.org/10.36344/ccijhss.2018.v04i04.005.

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The effectiveness of PI as a research-based teaching pedagogy was the focus of this review. The authors reviewed nine research studies from 2010 to 2017 and different countries of the world taken from various academic journals. Juxtaposing the findings of these studies indicated that PI is a useful teaching pedagogy. Peer Instruction was developed in 1991 at Harvard University to address poor understanding of conceptual and problem-solving skill of introductory physics students. PI is a research-based pedagogy for teaching sizeable introductory science courses. Lectures in PI consist of some short presentations on critical points, each followed by short conceptual questions called Concept Test, posed in a multiple-choice format, on the subject under discussion. PI is a teaching pedagogy that is not common in schools in African countries. Several countries have adopted the pedagogy in science education with the evidence of its effectiveness. This paper reviewed a few of these research studies to spur Nigerian teachers to the adoption of PI as a better pedagogy. The article considered many reasons it is essential to adopt PI in Nigerian schools. The conclusion was made by suggesting PI adoption by all teachers in Nigerian schools.

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Aina, Aina, Jacob Kola, and Abdulwasiu Adebayo Azeez. "The Peer Instruction’s Effectiveness as Teaching Pedagogy: Research Reviews." Cross-Currents: An International Peer-Reviewed Journal on Humanities & Social Sciences 4, no. 4 (August 17, 2018): 63–68. http://dx.doi.org/10.36344/ccijhss.2018.v04i04.005.

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The effectiveness of PI as a research-based teaching pedagogy was the focus of this review. The authors reviewed nine research studies from 2010 to 2017 and different countries of the world taken from various academic journals. Juxtaposing the findings of these studies indicated that PI is a useful teaching pedagogy. Peer Instruction was developed in 1991 at Harvard University to address poor understanding of conceptual and problem-solving skill of introductory physics students. PI is a research-based pedagogy for teaching sizeable introductory science courses. Lectures in PI consist of some short presentations on critical points, each followed by short conceptual questions called Concept Test, posed in a multiple-choice format, on the subject under discussion. PI is a teaching pedagogy that is not common in schools in African countries. Several countries have adopted the pedagogy in science education with the evidence of its effectiveness. This paper reviewed a few of these research studies to spur Nigerian teachers to the adoption of PI as a better pedagogy. The article considered many reasons it is essential to adopt PI in Nigerian schools. The conclusion was made by suggesting PI adoption by all teachers in Nigerian schools.

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Dooley, Karen. "Designing better schools for culturally and linguistically diverse children: a science of performance model for research." Pedagogies: An International Journal 8, no. 4 (October 2013): 384–87. http://dx.doi.org/10.1080/1554480x.2013.829265.

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Comer, Benjamin P. "Definitional Discrepancies: Defining “School Shootings” and Other Incidents of Gunfire Affecting Schools." Social Sciences 13, no. 6 (June 13, 2024): 316. http://dx.doi.org/10.3390/socsci13060316.

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The current review explores multiple definitions of school shootings used by myriad data collection platforms and by various scholars. Importantly, the impacts of definitional discrepancies on inclusion criteria, data divergence, research, policy, and public perception are discussed at length. The review concludes with a call to Criminologists and school gun violence scholars to better collaborate on what should be considered a “school shooting” and lists five benefits that may result from modifying school gun violence definitions and data collection methodologies.

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Journal articles on the topic 'Research for Better Schools'

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