Relevant bibliographies by topics / School districts School management and organization Education

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  1. Journal articles
  2. Dissertations / Theses
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  4. Book chapters
  5. Conference papers

Academic literature on the topic 'School districts School management and organization Education'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "School districts School management and organization Education"

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Zimmer, Ron, Gary T. Henry, and Adam Kho. "The Effects of School Turnaround in Tennessee’s Achievement School District and Innovation Zones." Educational Evaluation and Policy Analysis 39, no. 4 (May 12, 2017): 670–96. http://dx.doi.org/10.3102/0162373717705729.

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In recent years, the federal government has invested billions of dollars to reform chronically low-performing schools. To fulfill their federal Race to the Top grant agreement, Tennessee implemented three turnaround strategies that adhered to the federal restart and transformation models: (a) placed schools under the auspices of the Achievement School District (ASD), which directly managed them; (b) placed schools under the ASD, which arranged for management by a charter management organization; and (c) placed schools under the management of a district Innovation Zone (iZone) with additional resources and autonomy. We examine the effects of each strategy and find that iZone schools, which were separately managed by three districts, substantially improved student achievement. In schools under the auspices of the ASD, student achievement did not improve or worsen. This suggests that it is possible to improve schools without removing them from the governance of a school district.
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Grissom, Jason A., and Lara Condon. "Leading Schools and Districts in Times of Crisis." Educational Researcher 50, no. 5 (June 2021): 315–24. http://dx.doi.org/10.3102/0013189x211023112.

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The COVID-19 school closures highlighted the importance of crisis management for school and district leaders. Crisis management, however, has not received sufficient attention from school leadership preparation programs or education leadership researchers. This article synthesizes research spanning schools and other organizations, including those in the private sector, to describe a framework for understanding crises and crisis management in schools and districts and the key competences this literature suggests for successful navigation of crisis situations. We use this framework to discuss leaders’ responses to the COVID-19 school closures in spring 2020. We conclude with an argument for more consciously incorporating crisis management training into both preservice and in-service preparation and support for education leaders and for opening new lines of inquiry into crisis leadership at the school and district levels.
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Figlio, David N. "Can Public Schools Buy Better-Qualified Teachers?" ILR Review 55, no. 4 (July 2002): 686–99. http://dx.doi.org/10.1177/001979390205500407.

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Since the early 1980s, real teacher salaries in U.S. public schools have increased considerably faster than salaries of other Americans with similar levels of education and training. Providing an important impetus for this development were claims that increased salaries would allow the recruitment of better-qualified teachers. This analysis, which uses panel data on new teachers in 188 public school districts that changed their salaries between 1987–88 and 1993–94, investigates whether a school district can, by unilaterally increasing teacher salaries, improve the quality of the teachers it hires, as indicated by their having graduated from selective colleges and majored in the specific subject matter they teach. For nonunion school districts, the author finds a positive, statistically significant relationship between a given district's teacher salaries and that district's probability of hiring well-qualified teachers. Several tests indicate that this relationship is not found in unionized school districts.
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Lee, Jin. "Understanding site selection of for-profit educational management organization charter schools." education policy analysis archives 26 (July 2, 2018): 77. http://dx.doi.org/10.14507/epaa.26.3024.

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The rise of for-profit EMOs often becomes evidence of substantial shifts in the governance of education, through which schooling may become privatized and commercialized. This study is designed to understand the economic behavior of for-profit educational management organization charter schools, by focusing on their site selection decisions as a critical factor in making a profit. Using the locations of for-profit EMO charter schools in Michigan, the study examines determinants of the location decision on charter school markets, with the choice set of potential school districts. This research finds changes of the odds ratio in the percentage of for-profit EMO charter schools, logged expenditures per pupil, and in the proportions of African-American populations, populations who have experienced higher education, and unemployed populations. Provided that for-profit EMO charter schools make a site selection decision according to areas with certain characteristics, the spatial disparity of access to charter schools can raise issues concerning unequal educational opportunities.
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Aizatullova, Alsu Shamilievna. "Public authorities’ role in public education organization in the Simbirsk province in the second half of the 19th century." Samara Journal of Science 6, no. 2 (June 1, 2017): 144–49. http://dx.doi.org/10.17816/snv201762211.

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This paper examines public authorities role in public education organization in the Simbirsk province in the second half of 19th - beginning of the 20th century. The state structures, the Russian Orthodox Church and other confessions managed the state-religious education in the country. The author examines the role of public authorities in the organization of state-religious education of people. The Ministry of National Education and the Holy Synod were responsible for it on the state scale. In the provinces this work was coordinated by the guardianship of the school districts, directorate of education and provincial and district councils. In secular educational institutions educational work was organized by the directorate of public schools, who controlled the educational work of school teachers and effective forms and methods use. The main responsibility of the national education directorates was joint Russian-Tatar schools opening, Russian classes opening in Islamic schools and compulsory Russian language study in Tatar schools. An important goal was to tighten control over the school activities. There was Orthodox missionary fraternity. These organizations were responsible for the same questions. Provincial directorates of national education had to coordinate all state-religious activities done by teachers, religious priests and missionaries. Thus, the system of the state-religious education management was complex, diverse; its parts copied each other, so it led to its activity efficiency decrease.
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Wong, Kenneth K. "Redesigning Urban Districts in the USA: Mayoral Accountability and the Diverse Provider Model." Educational Management Administration & Leadership 39, no. 4 (June 28, 2011): 486–500. http://dx.doi.org/10.1177/1741143211404952.

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In response to public pressure, urban districts in the USA have initiated reforms that aim at redrawing the boundaries between the school system and other major local institutions. More specifically, this article focuses on two emerging reform strategies. We will examine an emerging model of governance that enables big-city mayors to establish authority over the school system, a significant departure from the dominant practice of district governance under an independently elected school board. Mayors in New York, Chicago, Boston and Washington DC, among others, have taken control over the school system with the authority to appoint the school board and/or the superintendent. Further, this article examines a reform strategy that allows for a closer working partnership between public schools and outside providers. This ‘diverse provider’ strategy significantly shifts power from traditionally powerful stakeholders (such as organized teachers’ union) by enabling non-profit and for-profit organizations to manage schools and other services. To illustrate the design and implementation of this type of reform, we will discuss the experience in Chicago (a mayor-led district) and Philadelphia (a district jointly governed by the governor and the mayor). In short, mayoral accountability and the diverse provider model constitute the latest reconfigurations in urban school governance in the USA.
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Sun, Min, Alec Kennedy, and Eric M. Anderson. "The multidimensionality of school performance: Using multiple measures for school accountability and improvement." education policy analysis archives 28 (June 8, 2020): 89. http://dx.doi.org/10.14507/epaa.28.4689.

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The Every Student Succeeds Act of 2015 grants states and districts the flexibility to use multiple measures to assess school performance and strategically manage public schools for improvement in the United States. However, there is a lack of systematic, evidence-based guidance for practitioners on how to interpret the complex relationships between these multiple measures. Drawing on the organizational management literature on the multidimensionality of organizational effectiveness, along with longitudinal data from Washington State, we illustrate the multidimensionality of school performance and different measurement properties of school performance data. We also find that schools that are higher performing in terms of students’ average scale scores and average growth percentiles in some cases have larger disparities in these same measures between historically underserved students of color and their peers than lower performing schools do. Moreover, these performance measures have time-series properties. The complexity of school performance measurement systems calls for continuous support for local educators to appropriately use school performance data to promote student success.
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Ririhena, Ribka Lemy, and Zainuddin Notanubun. "Organizational Development and Change Along with the Reinventing in Education." JURNAL PENDIDIKAN PROFESI GURU INDONESIA (JPPGI) 1, no. 1 (February 8, 2021): 21–27. http://dx.doi.org/10.30598/jppgivol1issue1page21-27.

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The purpose of organizational development, especially educational organizations, is the formation of an educational organization in the provincial and district/city governments, so that education units at all types and levels are open and generate trust for educators and their communities. Organizational open and generate trust for educators and their communities. Organizational development interventions tend to emphasize the application of collaborative or interpersonal and group strategies in inter-organizational actions in a coordinative or vertical manner, in accordance with the spirit of reinvention. In restructuring educational organizations or reinventing education to increase the activities and programs of the Provincial, Regency and City Education Offices in carrying out routine activities, they must be changed, no longer using a bureaucratic approach with a participatory approach. The paradigm of education officials must be changed, so that in accordance with the spirit of the implementation of school-based management in schools. By giving a large role to schools in the spirit of change, the school has a high creativity to compete in improving the quality and quality of education in the school
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Marks, Helen M., and Karen Seashore Louis. "Does Teacher Empowerment Affect the Classroom? The Implications of Teacher Empowerment for Instructional Practice and Student Academic Performance." Educational Evaluation and Policy Analysis 19, no. 3 (September 1997): 245–75. http://dx.doi.org/10.3102/01623737019003245.

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Findings from recent research about the relationship of teacher empowerment to other school reform objectives of interest, such as classroom practices or student academic performance, are mixed. This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management. Based on the assumption that participation in school decisionmaking can enhance teachers’ commitment, expertise, and, ultimately, student achievement, we hypothesize a positive relationship between empowerment and student performance through the linkages of school organization for instruction and pedagogical quality. The data we use to examine empowerment are drawn from a sample of 24 restructuring elementary, middle, and high schools—8 schools at each grade level. Most of the schools are urban, representing 16 states and 22 school districts. Data sources include teacher surveys, ratings of pedagogical quality, assessments of student academic performance, and case studies based on interviews and observations; the primary method of analysis is hierarchical linear modeling (HLM). The results suggest: (1) Overall, empowerment appears to be an important but not sufficient condition of obtaining real changes in teachers’ ways of working and their instructional practices; (2) The effects of empowerment on classroom practice vary depending on the domain in which teacher influence is focused; (3) Teacher empowerment affects pedagogical quality and student academic performance indirectly through school organization for instruction.
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Torres, A. Chris, Katrina Bulkley, and Taeyeon Kim. "Shared Leadership for Learning in Denver’s Portfolio Management Model." Educational Administration Quarterly 56, no. 5 (April 1, 2020): 819–55. http://dx.doi.org/10.1177/0013161x20906546.

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Purpose: This study examines how district governance and different school contexts in Denver’s portfolio management model affect shared leadership for learning. We define this as shared influence on instructional leadership and school-wide decision making, which research suggests have strong ties to student achievement and teacher commitment. Method: We analyze interview data from 53 administrators, teacher leaders, and teachers in eight case study schools and teacher surveys in 48 schools. In both data sets, we purposively sampled based on variance in school performance ratings and by school type (e.g., traditional public, standalone charter, charter management organization [CMO], and innovation schools). Findings: We find that perceptions of shared instructional leadership were generally high across the school contexts, though CMO and innovation schools had the highest perceptions in both the survey and case study data. Schools varied substantially in shared decision making, but innovation schools had higher average scores than other school models. Centralized policies and supports, alongside organizational visions spanning networks of schools, helped explain the enactment of shared leadership for learning. For example, schools within Denver’s “innovation” network shared a common vision of teacher empowerment, while CMOs that had more prescribed policies and practices across their schools had lower reported levels of shared decision making. Implications for Research and Practice: Portfolio management models that prioritize school-based autonomy and choice between different kinds of schools are proliferating in urban areas. Our study helps explain why and how shared leadership for learning differs between school models and explores important implications for this variation.
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Dissertations / Theses on the topic "School districts School management and organization Education"

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Silverberg, Stuart. "Identifying the process of developing technology plans for small school districts : a study of five New Jersey districts /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11976627.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Dale Mann. Dissertation Committee: Jon Hughes. Includes bibliographical references (leaves 252-255).
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Narsee, Hersheela. "The common and contested meanings of education districts in South Africa." Thesis, Pretoria :[s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-03232006-094442/.

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Dively, John A. McCarthy John R. "Tort liability of Illinois school districts, boards of education, and school personnel for student injuries." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633391.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 10, 2006. Dissertation Committee: John R. McCarthy (chair), Marcilene Dutton, Edward R. Hines, David L. Tucker. Includes bibliographical references (leaves 147-153) and abstract. Also available in print.
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Dombrowski, Richard J. Arnold Robert. "Standard educational expenditure ratios for selected variables in Illinois schools and the effects of size and wealth." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416874.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed March 1, 2006. Dissertation Committee: Robert L. Arnold (chair), G. Alan Hickrod, Jeffrey B. Hecht, David L. Tucker. Includes bibliographical references (leaves 108-111) and abstract. Also available in print.
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Simpson, Jayne L. Hecht Jeffrey. "Influences of school districts' policies and demographics on grade level nonpromotion in elementary schools." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521340.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 12, 2006. Dissertation Committee: Jeffrey Hecht (chair), Paul Baker, Rodney Riegle, Mark Swerdlik. Includes bibliographical references (leaves 119-123) and abstract. Also available in print.
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Spring, Helena T. "A case study of a school district's evaluation of its special education program /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11792437.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.
Includes tables. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Frank L. Smith, Jr. Includes bibliographical references (leaves 183-189).
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Forney, Keven Dean Lugg Elizabeth T. "The property tax extension limitation law and school leadership experiences in Central Illinois /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441185721&SrchMode=2&sid=10&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216224950&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Elizabeth T. Lugg (chair), Beth Hatt-Echeverria, Diane R. Dean, Norman D. Durflinger. Includes bibliographical references (leaves 220-227) and abstract. Also available in print.
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Harrison, Bradford Lee. "The perceptions of teachers and school administrators of school effectiveness in 11 schools in a southern Mississippi school district." Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-10242008-143003.

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Shanoff, Mark E. "Changes to operational, financial, and organizational structures of school districts during mayoral takeovers." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4547.

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It was recommended that future researchers should continue to study the benefit of benchmarking metrics of organizational performance to ensure mayors are held accountable for the reforms they espouse during election cycles. Ultimately, mayors' success in managing their school systems will be based on where they prioritize. This research offered a cross section of metrics by which mayors can benchmark their effectiveness as they change operational, financial, and organizational structures to bring about better, overall organizational performance from their school system.; The focus of this research was to examine the effects of mayoral control on operational and financial structures within school systems. Furthermore, this study focused on the public perception and political implications of the mayor's position on local education. The four systems chosen for this study were: Boston, Chicago, District of Columbia, and New York City. All four systems were total control districts, which allowed for each mayor to appoint a majority to the school board and appoint a superintendent or chancellor to oversee the day to day operations of the school district. This study focused on operational and financial structures, which make up a sizable portion of the larger organizational structure. These indicators often drive how services and expenditures eventually affect the core business of these school systems. From an operational perspective, this study was focused on expenditures, both in aggregate form and for instructional related services, pre and post takeover. From a financial perspective, this study focused on changes to revenue sources, return on investment, interest on school debt, and capital outlay. From a political perspective, this study examined the data from the various State of the City addresses over the last four years in each of the four cities, along with polling data available for New York City and the District of Columbia. This study was concluded with a summary of findings, and implications for future research, policy, and practitioners. The research showed that New York City and Boston generally outperformed the District of Columbia and Chicago in the operational and financial metrics used in the study. Furthermore, the number of years a city had been under mayoral control and operational and financial indicators had no significant relationship.
ID: 029050105; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ed.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 89-94).
Ed.D.
Doctorate
School of Teaching, Learning, and Leadership
Education
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Edwards, Constance Louise. "The process of educational change : a staff development initiative in two school districts." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27662.

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This study explored, described, and attempted to explain the process of change in two school districts in British Columbia. The study sought to determine why and how the two districts selected and put into place the same staff development program. A comparative case study method was used. A purposive sample of thirty-two persons from the two districts was interviewed to obtain their perceptions of the processes of change in their respective districts. The individuals in the sample represented three levels of district organizational structure -- classroom teachers, school principals, and district officials. Other data sources were district documents and the researcher's field notes. The data were first analyzed descriptively using as a framework Fullan's three phases of the change process: (1) initiation, (2) implementation, and (3) continuation (including perceived outcomes). Secondly, a comparative analysis between the districts was undertaken. Thirdly, an interpretive analysis, in relation to the current literature on change in education was completed. The three analyses yielded twenty-nine findings, most of which are in accord with the current literature. Some findings, however, do not fit that literature. An analysis of these findings has led to speculative conclusions in the following areas: (1) explaining program selection, (2) emphasizing the importance of certain process issues (timing, conflict, and central office involvement), (3) participation of personnel in relation to position in the organizational structure, and (4) the importance of context. Four recommendations based on the findings and conclusions are made. Two are addressed to practitioners: (1) careful attention should be paid to the contemporary literature because it does explain much of what happens, (2) practitioners should consider carefully the lessons to be learned from local variations because every case appears to have its contingencies that affect the process. The other two recommendations are addressed to those who would do further research: (3) future research which seeks to explain what it is that accounts for local variations could enhance our understanding of change, and (4) a number of methodological limitations of the present study should be addressed in future research attempts of this kind.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Books on the topic "School districts School management and organization Education"

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Organization, University of the State of New York Statewide Advisory Committee on School District. Report to the Commissioner of Education on school district organization. [Albany, N.Y: State Education Dept., University of the State of New York, 1992.

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Budde, Ray. Education by charter: Restructuring school districts : key to long-term continuing improvement in American education. Andover, Mass. (290 S. Main St., Andover 01810): Regional Laboratory for Educational Improvement of the Northeast & Islands, 1988.

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Education, Saskatchewan Saskatchewan. Structuring public education for the new century: Ensuring quality education for Saskatchewan students : a guide. Regina]: Saskatchewan Education, 1997.

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Creighton, Roger. School redistricting: Policies and procedures. Oakland, Calif. (6114 La Salle Ave., Suite 353, Oakland 94611): Oakmore Associates, 1994.

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author, Greenhill Valerie, ed. The leader's guide for 21st century education: 7 steps for schools and districts. Boston: Pearson, 2013.

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Office, General Accounting. Private management of public schools: Early experiences in four school districts : report to Congressional committees. Washington, D.C: The Office, 1996.

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The transformation of great American school districts: How big cities are reshaping public education. Cambridge: Harvard Education Press, 2008.

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Richard, Hill. All the good choices are taken: A study of interdistrict collaboration in North Dakota. [North Dakota: s.n., 1994.

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1960-, Frattura Elise M., ed. Meeting the needs of students of all abilities: How leaders go beyond inclusion. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2009.

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Farkas, Steve. Divided within, besieged without: The politics of education in four American school districts. Edited by Johnson Jean, Wadsworth Deborah, and Public Agenda Foundation. New York, N.Y: The Public Agenda Foundation, 1993.

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Book chapters on the topic "School districts School management and organization Education"

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Huber, Stephan Gerhard. "Germany: Education State Agencies in Germany – Their Organization, Role and Function in School Governing and Quality Management." In Educational Authorities and the Schools, 169–87. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_10.

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McGaw, Martha Ann Davis. "Designing Schools as Learning Centers." In Handbook of Research on Modern Educational Technologies, Applications, and Management, 359–76. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3476-2.ch022.

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There are several variables that need to be considered when rethinking education delivery for the 21st century. Designing schools as learning centers is more than just about restructuring the physical space of schools. Effective education leadership and administration must successfully align several often-competing goals. These goals include guiding a human-centered organization, consisting primarily of young, evolving learners while continually managing knowledge and information delivery and balancing the needs of students and teachers with the education policy requirements set by federal and state legislation and subsequently interpreted by school districts. This chapter explores the ‘rethinking education delivery' theme through several topics such as learner's comfort levels, teacher- training and professional development, and school district leadership. A case study looks at a six-year research project focused on the effect of district and school leadership styles on teaching and learning.
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Moyle, Kathryn. "Aligning Practice and Philosophy." In Open-Source Technologies for Maximizing the Creation, Deployment, and Use of Digital Resources and Information, 281–99. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2205-0.ch016.

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The educational use of digital technologies such as mobile devices, computers, and the Internet are progressively replacing pens, books, and the physical spaces known as libraries. Both online synchronous and asynchronous learning modes are emerging as part of the learning styles used with children physically attending schools. Consequently schools and school districts deploy various sorts of software applications to meet the range of teaching, learning, and management functions they perform. As leaders of schools, principals have heightened responsibilities concerning the philosophical directions of schools, as well as aligning the uses of technologies across all facets of their organizations. Set against the backdrop of Australian experiences, this chapter sets out to canvas some of the less considered factors that ought to be taken into account when schools select software applications. Gaining congruence between school philosophies and the technologies used, often-time means open source software ought to be a preferable solution to closed, proprietary software. This argument is justified from pedagogical and management perspectives. Furthermore, it is argued that making informed decisions before adopting the use of a particular technology requires that school leaders understand the educational and technical demands of that technology, and also have a socially-critical understanding of technologies in education and in society more generally. Finally, it is argued that if school principals are willing to consider open source software solutions, the options for teaching and learning with technologies and the strategies for managing the infrastructure of the school in robust and cost effective ways, opens up.
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Moyle, Kathryn. "Aligning Practice and Philosophy." In Open Source Technology, 1744–62. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7230-7.ch088.

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The educational use of digital technologies such as mobile devices, computers, and the Internet are progressively replacing pens, books, and the physical spaces known as libraries. Both online synchronous and asynchronous learning modes are emerging as part of the learning styles used with children physically attending schools. Consequently schools and school districts deploy various sorts of software applications to meet the range of teaching, learning, and management functions they perform. As leaders of schools, principals have heightened responsibilities concerning the philosophical directions of schools, as well as aligning the uses of technologies across all facets of their organizations. Set against the backdrop of Australian experiences, this chapter sets out to canvas some of the less considered factors that ought to be taken into account when schools select software applications. Gaining congruence between school philosophies and the technologies used, often-time means open source software ought to be a preferable solution to closed, proprietary software. This argument is justified from pedagogical and management perspectives. Furthermore, it is argued that making informed decisions before adopting the use of a particular technology requires that school leaders understand the educational and technical demands of that technology, and also have a socially-critical understanding of technologies in education and in society more generally. Finally, it is argued that if school principals are willing to consider open source software solutions, the options for teaching and learning with technologies and the strategies for managing the infrastructure of the school in robust and cost effective ways, opens up.
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Geer, Gregory, and Howard V. Coleman. "Servant Leadership and School Crisis Management." In Advances in Human Resources Management and Organizational Development, 114–33. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5840-0.ch006.

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In today's world, public school leaders are often called upon to deal with tragedies that include suicides, homicides, and accidental deaths. When these incidents occur in small school districts, the roles and responsibilities of school personnel become those of counselors and civic leaders. This chapter presents a case study about the experiences of a school superintendent practicing servant leadership to help heal a small community when dealing with the accidental deaths of a local family. The superintendent's responses to the tragedy are based upon the foundations of servant leadership that include empathy, mental models, reflection, self-awareness, emotional healing, listening, commitment, and community building (Goen, 2009; Spears, 2004; Greenleaf, 1977). Servant leadership practices help guide educational leaders in providing support for students, teachers, and parents in school crises.
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"Volume 3: School Organization and Management." In The Study Of Primary Education, 444–49. Routledge, 2003. http://dx.doi.org/10.4324/9780203489185-97.

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Boone, Verneshia (Necia). "Triumph Charter School Service Provider." In Advances in Marketing, Customer Relationship Management, and E-Services, 278–87. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4357-4.ch022.

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Charter schools are perhaps known to many people as community schools that are publicly funded. Educators and policy makers of the United States consider public schools in which tuition for primary and secondary students is free. A few community leaders and public officials have disclosed that selected charter school providers have too much flexibility in how they operate the schools. Perhaps their beliefs are such because most of the charter or community schools are operated under a contract in partnership with a sponsoring entity (Center for Education, 2008). According to educators and political leaders located in the Midwest region of the United States, charter schools were designed to address the current state of educational programs and to introduce an alternative model to traditional public education for economically disadvantaged students. For the last decade, research has shown that the goals and objectives of charter schools and charter school providers and leaders have been a contentious subject matter for United States educators and policy makers (Center for Education, 2008). The reason is perhaps linked to personal beliefs that charter school providers or leaders drain funding from local public school districts and do not offer disadvantaged students a better education. The case study provides an overview about Duke and Duchess Technology Centers as well as Triumph Management Company and their, products and services, competition, management structure, leadership styles, and recent challenges. Questions appear at the end of the case study for students to discuss and debate.
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Shehabat, Issa Mahmoud, and Mohammad Berrish. "Integration Between Knowledge Management and Total Quality Management in Jordanian Universities." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1405–36. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch062.

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Resulting from the development of management theory in the past few years, knowledge management has emerged, which is identifying information of value and how to use it well, as well as understanding cognitive assets of an organization and how to exploit them. Knowledge management is important and necessary for the survival of an organization and its superiority. It can be integrated into the philosophy of total quality management to play a role in the development of the basis of performance of modern organizations. The total quality management philosophy seeks to achieve customer satisfaction through the commitment of the leadership of an organization and its workers by a process of continuous improvement of the quality of performance in various aspects of an organization. This chapter aims to identify the integration between knowledge management and total quality management, when applied to public Jordanian universities as a sample for the study. The chapter found the presence of integrity and a strong correlation between knowledge management and total quality management.
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Gruich, Madelon Reed. "Defining Professional Development for Technology." In Adult and Continuing Education, 376–95. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch022.

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Professional development for technology implementation is a critical component of achieving successful learning outcomes in educational settings. The use of technology in all teaching disciplines and administration requires the systematic training of every individual within the organization. Technology tools often provide the catalyst for skill development and attainment of expertise to ensure organizational successes. Through proven and research-based training opportunities, administrators and instructors can receive and ultimately share quality learning experiences that guarantee optimal learning achievement for school districts and specific instructional programs as technology is integrated into curricula. Planning professional development that creates seamless technology assimilation at all levels of use helps to guarantee that instructional design parallels desired learning outcomes.
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Khumalo, Shuti Steph. "Cost of Poor Quality Management on Organizational Performance in Educational Settings." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1334–54. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch059.

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The purpose of this case study was to explore teacher absenteeism in both primary and secondary schools administered by the Department of Basic Education (DoBE) in South Africa. Further, the chapter focuses on how this phenomenon of teacher absenteeism is managed in schools and by the departmental authorities and its implications on the organization. This chapter proposes a number of quality improvement strategies that can be employed to mediate teacher absenteeism and enhance quality management of the problem.
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Conference papers on the topic "School districts School management and organization Education"

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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.
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Curpanaru, Gabriela-Livia. "Quality Management and Leadership in Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/11.

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Increasingly, the notion of manager is confronted with that of leader. The literature written on this subject is considerable (John P. Kotter and Abraham Zaleznik being only two of the sound names that can be mentioned in this endeavor). Zaleznik proposed that managers were results driven and leaders were creative artists. Kotter proposed that leaders navigated change and managers navigated complexity. John P. Kotter says that today's managers need to know how to lead, be managers and leaders. The differences are: 1. Management is more formal and scientific than leadership. Management is an explicit set of tools and techniques, based on reason and testing, that can be used in a variety of situations; 2. Leadership involves having a vision of where the organization should go; 3. Leadership demands cooperation, teamwork. Researcher Warren Bennis said, “Managers are people who do things right, and leaders are people who do right things.” Organizations need both. So what does leader mean, what does manager mean? Why are these concepts being put so often face to face? A management specialist, P. Drucker (1954) draws a first distinction: management means doing the right thing, and leadership means doing the right thing. Such an opinion is continued by S. R. Covey (1990): "management is efficient in ascending on the scale of success, and management determines whether the ladder is placed on the right wall". In other words, the manager manages, organizes, the leader has a vision. Such a direction of analysis is illustratively supported by the metaphor of the road through the jungle: in organizing and conducting this expedition - often similar to the activity of organizations to achieve the proposed objectives - the manager prepares the tools, distributes them to the participants, writes and debates procedural manuals, in time what the driver looks for the direction, the path, has a certain sense for finding the best way. Thus, while the manager generates orders, organization, the leader creates and causes change, draws directions not only objectives, sets directions not only agendas, seeks new resources does not rationally allocate only existing ones. Assuring quality management inevitably brings multiple changes of substance and size in terms of philosophy and management practice at the level of the Romanian school. The concept of quality management necessarily includes the notion of leadership. The multiple researches carried out over time on quality management in education have consistently nominated among the factors that generate and feed this efficiency, the idea of leadership. Thus, the quality of leader of the manager is considered fundamental for ensuring quality management in the school, and the school is considered effective.
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Wulandari, Dian, and Widodo Sunaryo. "Improving the Learning Organization Effectiveness through Developing Knowledge Management and Self-Efficacy (Empirical study at elementary public school in Bogor, Indonesia)." In Proceedings of the 3rd Asian Education Symposium (AES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/aes-18.2019.39.

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Naryoso, Agus, and Sri Budi Lestari. "Reinforcement of Public Relations Position in Structure of the Secondary Education Institutions Organization in Semarang: A case study in Semarang Senior High School." In 2016 International Conference on Public Management. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icpm-16.2016.114.

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Fazekas, Nóra. "Learning Organizations and Organizational Digital Competencies in the Field of Public Education." In New Horizons in Business and Management Studies. Conference Proceedings. Corvinus University of Budapest, 2021. http://dx.doi.org/10.14267/978-963-503-867-1_03.

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In a constantly changing social, technological, and economic environment, schools not only need to adapt but to learn continuously. One of the most significant and most current fields of school learning in Hungary and worldwide is one of the digital competencies. In this paper, I present the concept of digital competencies and the learning organization, offering an overview of different interpretations and frameworks and draw connections between them. The study suggests interrelations between schools’ learning organizational and digital competence capacities and proposes future empirical research on the topic.
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Skiba, Christopher, Richard Boutwell, and William Boze. "Reaching Out to the Future Generation of Shipbuilders and Shipbuilding Leaders." In SNAME Maritime Convention. SNAME, 2008. http://dx.doi.org/10.5957/smc-2008-p14.

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The Office of Naval Research recognizing the importance of education, specifically science and mathematics, embarked nearly a decade ago on their National Naval Responsibility for Naval Engineering program. Since then, academia, industry, and SNAME have increased their individual and collaborative efforts towards reaching out to students in an effort to share the excitement and opportunities available within the marine industry. Recently, in this vein, the Northrop Grumman Shipbuilding Apprentice School Chapter of the Hampton Roads SNAME chapter held a “Boat Design Competition” exposing over 240 high school students from 10 school districts (30 teams from 18 different high schools) to the excitement and knowledge needed to prepare design, construction and engineering packages using guidelines, lectures, and tutorial videos prepared by Apprentices and veteran Naval Architects. This was the first time high school students had the opportunity to compete in a head-to-head competition to design, construct, and operate the best boat relative to a number of prescribed requirements. The program also served to educate Apprentices in leadership, project management, research methods, brainstorming, naval architecture and systems engineering as well as establish a nurturing relationship between student chapter and veteran SNAME members which continues today.
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