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Journal articles on the topic 'School governance policies'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Cox, Lindsey, Victoria Berends, James F. Sallis, et al. "Engaging School Governance Leaders to Influence Physical Activity Policies." Journal of Physical Activity and Health 8, s1 (2011): S40—S48. http://dx.doi.org/10.1123/jpah.8.s1.s40.

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Background:Most youth are not meeting physical activity guidelines, and schools are a key venue for providing physical activity. School districts can provide physical activity opportunities through the adoption, implementation, monitoring, and evaluation of policies. This paper reports results of a 2009 survey of California school governance leaders on the barriers and opportunities to providing school-based physical activity and strategies to promote adoption of evidence-based policies.Methods:California school board members (n = 339) completed an 83 item online survey about policy options, p

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Bifulco, Robert, and Randall Reback. "Fiscal Impacts of Charter Schools: Lessons from New York." Education Finance and Policy 9, no. 1 (2014): 86–107. http://dx.doi.org/10.1162/edfp_a_00121.

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This brief argues that charter school programs can have direct fiscal impacts on school districts for two reasons. First, operating two systems of public schools under separate governance arrangements can create excess costs. Second, charter school financing policies can distribute resources to or away from districts. Using the city school districts of Albany and Buffalo in New York, we demonstrate how fiscal impacts on local school districts can be estimated. We find that charter schools have had fiscal impacts on these two school districts. Finally, we argue that charter schools policies sho

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Yuen, Timothy Wai Wa, Chi Keung Eric Cheng, Chunlan Guo, and Yan Wing Leung. "The civic mission of schools and students’ participation in school governance." Asian Education and Development Studies 9, no. 2 (2019): 229–41. http://dx.doi.org/10.1108/aeds-06-2019-0095.

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Purpose The purpose of this paper is to examine the relationships between the civic mission of schools and students on participation in school governance through an empirical study. It articulates the importance of school mission on nurturing citizenship of high school students. Design/methodology/approach The research used a mixed method with questionnaire survey in the first phase and qualitative interviews in the second phase. Quantitative data were obtained from a survey completed by 3,209 students and 495 teachers (including principals) from 51 secondary schools in Hong Kong. Qualitative

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Ranson, Stewart. "School Governance and the Mediation of Engagement." Educational Management Administration & Leadership 39, no. 4 (2011): 398–413. http://dx.doi.org/10.1177/1741143211404259.

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The 1988 Education Reform Act radically transformed the local governance of education, according school governing bodies new delegated powers for budgets and staff as well as responsibility for the strategic direction of the school in a quasi market place of parental choice. To take up these new responsibilities the earlier Education Act 1986 had created over 350,000 volunteer citizens in England and Wales to occupy reformed governing bodies: it was the largest democratic experiment in voluntary public participation. The governing bodies were constituted on the principle of partnership between

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Curran, F. Chris. "The Law, Policy, and Portrayal of Zero Tolerance School Discipline: Examining Prevalence and Characteristics Across Levels of Governance and School Districts." Educational Policy 33, no. 2 (2017): 319–49. http://dx.doi.org/10.1177/0895904817691840.

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Reform of school zero tolerance discipline policies is complicated by a lack of systematic evidence on the prevalence and characteristics of such policies. Through document analysis, this study compares explicit zero tolerance laws/policies and mandatory expulsion laws/policies across the domains of federal law, state law, district policy, and media portrayal. Results suggest that explicit zero tolerance laws and policies are rare, appearing in less than one in seven states or districts, whereas mandatory expulsion laws/policies are more common. Districts serving high proportions of minority s

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Klein, Esther Dominique. "Autonomy and accountability in schools serving disadvantaged communities." Journal of Educational Administration 55, no. 5 (2017): 589–604. http://dx.doi.org/10.1108/jea-06-2016-0065.

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Purpose Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability

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Moos, Lejf. "School Leadership in a Contradictory World." Revista de Investigación Educativa 31, no. 1 (2012): 15. http://dx.doi.org/10.6018/rie.31.1.162511.

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<p>The article captures important trends and tendencies in public governance and thus in conditions for school leadership. The general movement towards Globalization influences the core trends in national policies and in public governance. But international discourses and practices are formed in national or regional contexts of culture, practice and politics. The author is part of a Nordic context and therefore he observes governance and leadership from this point. But it is possible to translate the analyses to other contexts as well. An analyse of some of the effects of the meetings of

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Quesel, Carsten, Jasmin Näpfli, and Patricia A. Buser. "Principals’ Views on Civic and Parental Participation in School Governance in Switzerland." Educational Administration Quarterly 53, no. 4 (2017): 585–615. http://dx.doi.org/10.1177/0013161x17698016.

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Purpose: The study is focused on the question of how principals in Swiss compulsory schools evaluate civic and parental participation in education governance. Public management reforms in Switzerland have led to the implementation of semiautonomous school administration and the encouragement of professional leadership. Thus, the traditional role of school boards has come under scrutiny. Research Methods/Approach: Using the theoretical framework of actor-centered institutionalism, the study compares patterns of education policies in Swiss cantons and analyzes data of a principals’ survey by str

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Sayed, Yusuf, Shireen Motala, David Carel, and Rashid Ahmed. "School governance and funding policy in South Africa: Towards social justice and equity in education policy." South African Journal of Education 40, no. 4 (2020): 1–12. http://dx.doi.org/10.15700/saje.v40n4a2045.

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Equity and redress, in and through education, are fundamental commitments of the new South African democratic government that ensued in 1994 after a brutal and protracted history of colonial and apartheid segregation and oppression denied the majority black population the fundamental right to equitable and quality education. A raft of ambitious and far-reaching policies were put in place to achieve these laudable goals. Yet more than 26 years after the ending of colonial and apartheid rule, the South African education system, and society in general, remain, far from equal – made apparent by th

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Gorostiaga, Jorge M. "The Democratization of the Educational Administration in Argentina: A Comparison of Provincial Policies." education policy analysis archives 15 (January 25, 2007): 2. http://dx.doi.org/10.14507/epaa.v15n2.2007.

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This article analyses some of the main school management reforms implemented at the provincial level from the mid-1980s in Argentina, and relates them to the national policies and to global trends regarding the governance of educational systems. It is argued that democratic and participatory proposals, which responded to a great extent to the return of the country to political democracy, began to give ground as the provinces focused on administrative rationalization and as the national government promoted a concept of school autonomy based on educational quality and efficiency criteria defined

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Conn, James H. "Content Analysis of Athletic Policies from Selected Interscholastic Athletic Handbooks." Journal of Sport Management 5, no. 2 (1991): 144–52. http://dx.doi.org/10.1123/jsm.5.2.144.

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The present study investigated the extent of coverage and distribution of policy content within selected interscholastic athletic handbooks. A total of 400 high schools in the U.S., each state represented by 8 schools, were systematically selected to participate in the study. Each high school was asked to submit its athletic handbook to be examined for content. The content was tabulated in the categories of personnel, student athletes and cheerleaders, medical treatment and safety, organization and governance, public relations, management of events, facilities/equipment/suppiies, fiscal manage

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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 (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

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Rothstein, Jesse M. "Good Principals or Good Peers? Parental Valuation of School Characteristics, Tiebout Equilibrium, and the Incentive Effects of Competition among Jurisdictions." American Economic Review 96, no. 4 (2006): 1333–50. http://dx.doi.org/10.1257/aer.96.4.1333.

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In a multicommunity model, high-income families cluster together in any equilibrium, and cluster near effective schools if effectiveness is an important component of community desirability. Governmental fragmentation facilitates this residential sorting. Thus, if parents prefer effective schools, income correlates with effectiveness in high-choice-market equilibrium. I examine the distribution of student background and test scores across schools within metropolitan areas that differ in the structure of educational governance. I find little indication of the “effectiveness sorting” that is pred

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Feuerstein, Abe, and V. Darleen Opfer. "School Board Chairmen and School Superintendents: An Analysis of Perceptions concerning Special Interest Groups and Educational Governance." Journal of School Leadership 8, no. 4 (1998): 373–98. http://dx.doi.org/10.1177/105268469800800403.

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This study focuses on the perceptions of Virginia school board chairmen and superintendents as they relate to local governance issues. These perceptions provide great insight into the problems faced by Virginia school boards—both elected and appointed—in the aftermath of a 1992 law allowing communities to shift from appointed to elected school boards. All superintendents and school board chairmen in the state were surveyed on the following topics: their perceptions concerning school board members’ orientations toward their role as representatives (trustee vs. delegate), their personal attitude

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Payne, Charles, and Tim Knowles. "Promise And Peril: Charter Schools, Urban School Reform, and the Obama Administration." Harvard Educational Review 79, no. 2 (2009): 227–39. http://dx.doi.org/10.17763/haer.79.2.t5652153x1612h47.

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In this essay, Charles Payne and Tim Knowles argue that given President Obama's support of charter schools, it is time for educators and policymakers to closely consider both the possibilities and the limitations of these schools in the context of urban school reform. The authors discuss the unique flexibility of charter schools—namely in staffing,time, budgetary autonomy, governance, and protection from district policies—as a significant source of their potential effectiveness. However, they also note the major challenges these schools face, as evidenced by variability in achievement results,

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Pomuti, Hertha, and Everard Weber. "Decentralization and School Management in Namibia: The Ideologies of Education Bureaucrats in Implementing Government Policies." ISRN Education 2012 (April 9, 2012): 1–8. http://dx.doi.org/10.5402/2012/731072.

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This paper defines ideology as the belief systems, attitudes, views, and mindsets of educationists which inform their work. It examines the ideologies of school inspectors, principals, and teachers in the implementation of decentralized, cluster-based educational change in Namibia (see Pomuti 2009). Data were collected in three diverse school clusters. Data analyses resulted in the ideologies of the educationists being characterised as authoritarian, bureaucratic, and managerial. The paper argues that while the postapartheid Namibian government has changed the governance structures in educatio

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Brent, John J. "Placing the criminalization of school discipline in economic context." Punishment & Society 18, no. 5 (2016): 521–43. http://dx.doi.org/10.1177/1462474516642858.

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The topic of school discipline and punishment has received growing attention. Much of this work explores the rise of exclusion-based policies, increasingly punitive practices, and a buildup of security in schools. Explanations for this often focus on large-scale incidents, the perpetuation of social inequalities, students’ perceived racial/ethnic threat, and shifts in modern governance. Little work, however, has considered the financial aspects influencing schools to adopt criminal justice-based disciplinary practices. This article expands the literature by offering a multilevel investigation

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Lee, Jaekyung. "Policy Variation among Japan, Korea, England and the United States." education policy analysis archives 9 (April 24, 2001): 13. http://dx.doi.org/10.14507/epaa.v9n13.2001.

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School reform initiatives during the last two decades in Japan, Korea, England, and the United States can be understood as balancing acts. Because policymakers in England and the United States saw their school systems fragmented and student outcomes mediocre, they focused reform efforts on raising educational standards, tightening curriculum and assessment, and improving academic achievement. In contrast, policymakers in Japan and Korea, who saw their school systems overstandardized and educational processes deficient, focused their reform efforts on deregulating schools, diversifying curricul

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Lewis, Steven. "Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?" education policy analysis archives 25 (August 21, 2017): 92. http://dx.doi.org/10.14507/epaa.25.2901.

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This paper examines the Organization for Economic Cooperation and Development’s (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine ‘what works’ in education. Drawing sugg

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Ekawati, Yun Nina, and Nofrans Eka Saputra. "School Well Being Siswa Kota Jambi." Jurnal Akademika Baiturrahim Jambi 10, no. 2 (2021): 452. http://dx.doi.org/10.36565/jab.v10i2.416.

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This study aims to describe the indicators of a school well-being program in Jambi City. This research was conducted with an open survey method (open ended questionnaire), the analysis was carried out by categorization, axial coding, percentage, and a description of each category. The sampling technique is random sampling. This study included 239 high school students in Jambi City as respondents. The results showed that the indicators of a school well-being consisted of school conditions (having), social relations (loving), school self-fulfillment (being), and health status had been achieved e

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陳榮政, 陳榮政. "偏鄉地區學校校務治理、組織氣氛與教師流動之研究". 教育行政 10, № 1 (2021): 001–29. http://dx.doi.org/10.53106/270966102021061001001.

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Aytug, Rana, and Lee Daly. "CONFERENCE REPORT: Politics, Policies and Diplomacy of Diaspora Governance: New Directions in Theory and Research." Migration Letters 16, no. 2 (2019): 341–44. http://dx.doi.org/10.33182/ml.v16i2.672.

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On December 6, 2018, academics from across Europe and beyond gathered at London’s Freud Museum for a conference on the politics, policies and diplomacy of diaspora governance. This conference was organized by Senior Research Fellow Dr Bahar Baser from the Centre for Trust, Peace and Social Relations (CTPSR), Coventry University, UK and Dr Henio Hoyo, Research Professor from the Department of Social Sciences/School of Law and Social Sciences, Universidad de Monterrey (UDEM) Monterrey, Mexico.

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Lac, Van T., and Katherine Cumings Mansfield. "What Do Students Have to Do With Educational Leadership? Making a Case for Centering Student Voice." Journal of Research on Leadership Education 13, no. 1 (2017): 38–58. http://dx.doi.org/10.1177/1942775117743748.

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The purpose of this article is to illustrate the value of educational leaders intentionally including students in shaping the policies and practices that affect young people’s schooling experiences. First, we share the literature on student voice and introduce Principal Orientations for Critical Youth Educational Leadership as a conceptual model, advocating ways leaders can engage young people in school governance. Second, we share an empirical example from our research that holds promise to build caring, equitable, and responsive classrooms and schools by centering students’ voices. Finally,

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Antunes, Fátima, and Rosanna Barros. "Janus in governance: Interpellations around an educational policy of community intervention in Portugal." education policy analysis archives 27 (March 18, 2019): 27. http://dx.doi.org/10.14507/epaa.27.2967.

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This article intends to empirically document the ambiguity, even ambivalence, of governance practices[1], through the study of a public policy in Portugal, the Programme InovAction, that stimulates intervention projects in ‘local state of emergency’ territories. In this way, we search to contribute to the debate around the reform of the State and public policies, apprehended through metamorphoses in the coordination of collective action in education. Education, State and governance are viewed as social relationships and sites of social practices; governance is understood as a field in which po

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Lixandru, Ionel Florian, and Mihaela Gabriela Todrican Rosca. "The policies of the Organization for Economic Cooperation and Development (OECD) in financing pre-university education." Proceedings of the International Conference on Business Excellence 14, no. 1 (2020): 407–21. http://dx.doi.org/10.2478/picbe-2020-0039.

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AbstractIn this article, we want to present the comparative report, as well as the results of the Organization for Economic Co-operation and Development policy review to improve the efficiency of the use of educational resources (Review Resources Resources). The Organization for Economic Cooperation and Development report provides analysis and options to assist governments in achieving the goals of education policies, as well as the fair use of financial resources in this area. This report focuses on the more topics of interest, such us: how responsibilities for raising and spending school fun

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Montecinos, Carmen, Luis Ahumada, Sergio Galdames, Fabián Campos, and María Verónica Leiva. "Targets, threats and (dis)trust: The managerial troika for public school principals in Chile." education policy analysis archives 23 (September 10, 2015): 87. http://dx.doi.org/10.14507/epaa.v23.2083.

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Public education in Chile has been steadily losing students as a result of the implementation, for the last 35 years, of a market model. In this paper we exemplify how a structural problem (public schools’ declining enrollment) created by neoliberal educational policies is transformed into an individual problem to be managed by the public school principal. Principals must sign a performance-based contract that specifies sanctions and incentives for meeting enrollment targets. The current paper examines, through data produced by in-depth interviews and shadowing, how 19 principals worked toward

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Pereira, José Aparecido, Vanilde Ferreira de Souza-Esquerdo, and Carolina Rios Thonsom. "Public Policies for Food Security and Rural Development in a Brazilian Cooperative." Journal of Agricultural Science 10, no. 10 (2018): 415. http://dx.doi.org/10.5539/jas.v10n10p415.

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PAA (Food Purchase Program) and PNAE (National School Feeding Program) are known worldwide as pioneers public policies on fighting food insecurity and rural poverty. We have analyzed the participation of a family farmers&rsquo; Cooperative on such programs as a supplier of organic products. Both programs revealed to be economically relevant and promote local governance if well executed, depending on the level of commitment from local administrations, beneficiaries and farmers. However, both are yet highly sensible to governmental changes as we&rsquo;ve identified municipalities that ex

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Henry, Kevin Lawrence. "“The Price of Disaster”: The Charter School Authorization Process in Post-Katrina New Orleans." Educational Policy 35, no. 2 (2021): 235–58. http://dx.doi.org/10.1177/0895904820988202.

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Charter schools because of their entanglements with privatization remain one of the most publicly contested and controversial educational reform initiatives. Charter schools, in theory, are to balance autonomy and accountability in order to provide students with innovative learning environments and increased achievement on traditional academic measures. The governance of charter schools and the vision espoused in the charter application are central in determining the organization and operation of charter schools. As such, connected to charter schools are the actors that envision them and the p

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Savage, Glenn C. "Being different and the same? The paradoxes of ‘tailoring’ in education quasi - markets." Journal of Pedagogy / Pedagogický casopis 3, no. 2 (2012): 279–302. http://dx.doi.org/10.2478/v10159-012-0014-8.

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Abstract In Australia, market-based education policies promote the notion that government schools should flexibly tailor secondary education to the needs of young people and their local communities. Far from offering a “one size fits all” system, policies seek to enable clients (parents, students) to exercise freedom of choice in quasi-markets that offer different educational products to different individuals. The intended effect is a kind of bespoke education tailoring, whereby schools operate as flexible service providers, adapting to the needs and desires of local markets. In this paper, I

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Lee, Trevor Tsz-lok, Paula Kwan, and Benjamin Yuet Man Li. "Neoliberal challenges in context: a case of Hong Kong." International Journal of Educational Management 34, no. 4 (2019): 641–52. http://dx.doi.org/10.1108/ijem-06-2019-0220.

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Purpose The purpose of this paper is to systematically analyze the neoliberal challenges and problems facing public schools in the particular Hong Kong context. Design/methodology/approach Based on a systematic and critical analysis on the history and socio-political context of Hong Kong’s school policies and practice as well as the official documents and statistics, this paper examines the impacts of neoliberalism in four main aspects of school education in Hong Kong: school governance, accountability, privatization and government expenditure. Findings Convergence, as well as deviation, on ne

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Heller, Rafael. "Making sense of education policy at the state level: A conversation with Sara Dahill-Brown." Phi Delta Kappan 101, no. 2 (2019): 37–41. http://dx.doi.org/10.1177/0031721719879153.

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Kappan’s editor talks with political scientist Sara Dahill-Brown about the new realities of educational decision making under the Every Student Succeeds Act, which follows nearly two decades of strong federal influence over K-12 policies at the state and district levels. Rather than promoting one-size-fits-all approaches to school improvement, argues Dahill-Brown, advocates for education change must now pay close attention to local contexts, needs, and governance models.

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Rachmadewi, Asrinisa, Damayanti Soekarjo, Masumi Maehara, Basyrah Alwi, Erna Mulati, and Jee Hyun Rah. "School Canteens in Selected Areas in Indonesia: A Situation Analysis." Food and Nutrition Bulletin 42, no. 2 (2021): 225–46. http://dx.doi.org/10.1177/03795721211008021.

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Background: The school canteen has a massive impact on the dietary intake and nutritional status of school-age children and adolescents. This study aimed at assessing the current situation of school canteens in selected areas in Indonesia and relevant knowledge, attitudes, and behaviors of school-going children and adolescents. Methods: A qualitative study was implemented in a purposive sample of 18 schools in Klaten and West Lombok districts with 2 comparison schools in Jakarta and Klaten. Focus group discussions and in-depth interviews were conducted with a wide range of stakeholders to coll

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Parveen, Khalida. "Identifying the administrative challenges encountered by the principals in low-performing public secondary schools of Faisalabad District, Pakistan." International Journal of Humanities and Innovation (IJHI) 4, no. 1 (2021): 5–16. http://dx.doi.org/10.33750/ijhi.v4i1.101.

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According to the current situation, the most controversial issues emerging in developing countries are the excellence and quality of the national education. Several escalating challenges, especially those related to the secondary school administration, are inevitably responsible for poor administrative and academic performance. In addressing those challenges, school administrators are expected to take full accountability for the implementation of educational policies into practice efficiently. The key objective of the study is to explore the prospective challenges principals are encountering i

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FRIED, SIMONE A. "State Takeover: Managing Emotions, Policy Implementation, and the Support/Sanction Duality in the Holyoke Public Schools Receivership." Harvard Educational Review 90, no. 1 (2020): 75–101. http://dx.doi.org/10.17763/1943-5045-90.1.75.

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In this portrait, Simone A. Fried investigates the first six months of a state education department's takeover of a public school district. Using interviews, observations, and artifact analysis, the article explores how school district employees experience the significant reorganization of governance structures and policies that accompanies receivership, illustrating the challenges of managing the “human side” of reform, particularly during the chaotic initial period of a new initiative. The portrait highlights a tension inherent to takeover policy: the state's dual role in providing both supp

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Tschanz, Christoph, and Justin J. W. Powell. "Competing Institutional Logics and Paradoxical Universalism: School-to-Work Transitions of Disabled Youth in Switzerland and the United States." Social Inclusion 8, no. 1 (2020): 155–67. http://dx.doi.org/10.17645/si.v8i1.2373.

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<p class="Default">Disablement is a complex social phenomenon in contemporary societies, reflected in disability policies oriented towards contrasting paradigms. Fraught with ambivalence, disability raises dilemmas of classification and targeted supports. Paradoxical universalism emphasizes that to achieve universality requires recognizing individual dis/abilities and particular contextual conditions and barriers that disable. Myriad aspects of educational and disability policies challenge both conceptualization and realization of universal policies, such as compulsory schooling, with wi

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Rausch, Anthony. "Trends and tensions of higher education at a rural Japanese national university." Learning and Teaching 12, no. 1 (2019): 34–52. http://dx.doi.org/10.3167/latiss.2019.120103.

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This article examines the impact of contemporary higher education policy at a rural university in Japan. Hirosaki University, although a national university with an attached medical school, is far from the centre of academia in Japan, with a comparatively low ranking among national universities in Japan, and severe budget constraints. The policies that influence the trajectory of the university simultaneously illustrate two dimensions. On the one hand, they reflect global trends of neoliberal higher educational governance as these unfold in a leading nation-state within Asia. On the other hand

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Godfrey, Sango Mesheck. "Challenges Impacting Community Participation and Their Effect on Teaching and Learning: a Case Study of Rural Areas." European Scientific Journal, ESJ 12, no. 25 (2016): 345. http://dx.doi.org/10.19044/esj.2016.v12n25p345.

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This study sought to investigate challenges impacting community participation in schools and their effect on quality of education. The study was carried out in a qualitative paradigm in which a case study facilitated access to in-depth feelings, views, and opinions of community members and educators regarding their participation in providing education. Data were generated through focus group discussions with parents of children in the schools, community members without children in the schools, School Development Committee (SDC) members, and the teachers. In addition, data were generated throug

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Mehar, Ayub. "Populism versus IMF Conditionalities: Demand Management Policies in Present Regime of Globalization." Management and Economics Research Journal 04, S1 (2018): 1. http://dx.doi.org/10.18639/merj.2018.04.522228.

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The end of a bipolar regime after the collapse of the Soviet Union diverted the world economies to globalization regime, where economic freedom and liberalization were adopted as most powerful and popular philosophies of the economic welfare and development. The origination of a free trade regime, decentralization in public finance, and revival of the classical school of thought in economic policies are the natural outcomes of the global failure of centrally controlled economic planning experiences. Autonomy of the central banks, market-oriented exchange rates, convertibility of the currencies

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Ko, James, Yin Cheong Cheng, and Theodore Tai Hoi Lee. "The development of school autonomy and accountability in Hong Kong." International Journal of Educational Management 30, no. 7 (2016): 1207–30. http://dx.doi.org/10.1108/ijem-10-2015-0145.

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Purpose The purpose of this paper is to trace the development of school autonomy and accountability and related multiple changes and impacts in key areas of school education in Hong Kong since implementing school-based management (SBM) from 1990s. Design/methodology/approach To explore the evolution and the uniqueness of autonomy and accountability in the Hong Kong school system, the paper begins with an historical account, followed by an evaluation of the effects of SBM as shown in policy documents, local research, international reviews and illustrative findings from a case study. The local a

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Lee, Jin. "New Localism in the Neoliberal Era: Local District Response to Voluntary Open-School Markets in Ohio." SAGE Open 11, no. 2 (2021): 215824402110222. http://dx.doi.org/10.1177/21582440211022288.

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Local education governance has allowed neighborhood schools to offer community-oriented curricula and activities, and public schools have been operated to serve only residents’ children within the defined areas. The rise of neoliberalism may, however, undermine political foundations of the traditional political systems. This article explores how self-governed local education authorities function and evolve under neoliberalism by revisiting core values in localism and neoliberalism. By looking into the voluntary open-enrollment policy in Ohio, this study finds that the local governments surroun

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Wu, Jinjia, Jiansheng Qu, Hengji Li, et al. "What Affects Chinese Residents’ Perceptions of Climate Change?" Sustainability 10, no. 12 (2018): 4712. http://dx.doi.org/10.3390/su10124712.

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The theme of global sustainable development has changed from environmental management to climate governance, and relevant policies on climate governance urgently need to be implemented by the public. The public understanding of climate change has become the prerequisite and basis for implementing various climate change policies. In order to explore the affected factors of climate change perception among Chinese residents, this study was conducted across 31 provinces and regions of China through field household surveys and interviews. Combined with the residents’ perception of climate change wi

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Palú, Janete, and Ângelo Ricardo de Souza. "“Novas” formas e modelos de governança e a gestão da educação e da escola: materializações, tendências e direcionamentos evidenciados nas teses de pesquisadores (as) brasileiros (as)." Revista de Estudios Teóricos y Epistemológicos en Política Educativa 6 (2021): 1–25. http://dx.doi.org/10.5212/retepe.v.6.17373.001.

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This article aims to trace the state of knowledge about education and school administration, faced to the neoliberal reform links, highlighted in academic research at PhD level (theses) produced by Brazilian researchers. To this end, we analyzed the summary of 25 theses, collected at the Brazilian Digital Library of Theses and Dissertations (BDTD), using, for data interpretation, the Content Analysis techniques proposed by Bardin (2016). Those research show that education and school administration have changed with the adoption of "new" governance forms and models, with the managerialism princ

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Bergren, Martha Dewey, and Kathleen Johnson. "Data Sharing." NASN School Nurse 34, no. 4 (2019): 211–13. http://dx.doi.org/10.1177/1942602x19852934.

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The data life cycle starts with defining what data are needed, to collecting, storing, protecting, using, sharing, retiring, and destroying data. A May 2019 NASN School Nurse article, “Data Governance and Stewardship,” addressed who is accountable for the data life cycle within a school system. This article will discuss data sharing, the ethics, and the steps that must be taken to share data responsibly. As discussed in the previous article, policies and procedures about data sharing are available in every school district. Frequently, the guidelines pertain only to sharing personally identifia

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James Nichols, Henry. ""If only they want to hear us out" Parents with Same-sex Sexuality Children and their Experiences with School Involvement." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 10, no. 2 (2021): 97–111. http://dx.doi.org/10.31920/2634-3622/2021/v10n2a6.

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The parental involvement strategies in the education of their child are crucial to improve learning at home and in school. However, concerning issues of samesex sexuality in South African schools, it is uncertain how schools engage with parents whose child identifies with a non-heterosexuality. We were interested in investigating and exploring the parents experience with school involvement, where the parents under investigation affirm their children s sam-seex sexualities. Using a qualitative research design, through a case study methodology, we conducted, semi-structured interviews with six (

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Lozano, Camilo, Sergio Schneider, Luana Swensson, and Siobhan Kelly. "Unfolding matters in public food procurement:." Raízes: Revista de Ciências Sociais e Econômicas 36, no. 2 (2016): 17–34. http://dx.doi.org/10.37370/raizes.2016.v36.456.

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This article seeks to identify the core dimensions of and the challenges to innovative school food reforms. Aiming to frame the discussion, the article examines three school feeding strategies: the World Food Programme’s Purchase for Progress (P4P) programme, the Brazilian School Feeding Program, and the European Public Food Procurement system. The first part conceptually defines what is meant by innovative forms of school food procurement, especially regarding its underlying values. It shows that school food reforms go beyond improving access to food, enhancing educational outputs and support

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Ng, Reuben. "Cloud Computing in Singapore: Key Drivers and Recommendations for a Smart Nation." Politics and Governance 6, no. 4 (2018): 39–47. http://dx.doi.org/10.17645/pag.v6i4.1757.

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Cloud computing adoption enables big data applications in governance and policy. Singapore’s adoption of cloud computing is propelled by five key drivers: (1) public demand for and satisfaction with e-government services; (2) focus on whole-of-government policies and practices; (3) restructuring of technology agencies to integrate strategy and implementation; (4) building the Smart Nation Platform; (5) purpose-driven cloud applications especially in healthcare. This commentary also provides recommendations to propel big data applications in public policy and management: (a) technologically, em

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Horák, Pavel, and Markéta Horáková. "Childcare policy in the Czech Republic and Norway: two countries, two paths with many possibilities." Central European Journal of Public Policy 11, no. 2 (2017): 43–60. http://dx.doi.org/10.1515/cejpp-2016-0035.

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Abstract The objective of this paper is to analyse and compare the design and governance of the contemporary childcare policy in the Czech Republic and Norway in relation to the situation of households with dependent children under school age. Following this, we review certain provisions of the childcare policies of the two countries, whose systems possessed certain similarities at the beginning of the 1990s, although they represent distinct types of welfare state. Our analysis reveals that the chief differences in childcare policy have persisted and adapted to the key features of the welfare

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Lemes, Sebastião de Souza. "Considerations and inquiries about the dynamics of the brazilian state facing the demands of schooling." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e16234. http://dx.doi.org/10.20952/revtee.v14i33.16234.

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The aim of this study is to understand issues of public policy, government and governance in relation to Education in Brazil, making use, for this analysis, of an understanding of evaluative and managerial instruments, in addition to public policies aimed at school education, to understand the scenario built in national education. Under the guise of cognitive analysis of public policies and their foundations, the state of the art is mobilized to better understand and analyze the guiding concepts of this work, which also considers theories about a change in the bias of bureaucracy and its role

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Piattoeva, Nelli. "Numbers and their contexts: how quantified actors narrate numbers and decontextualization." Educational Assessment, Evaluation and Accountability 33, no. 3 (2021): 511–33. http://dx.doi.org/10.1007/s11092-021-09363-x.

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AbstractThe proliferation of standardized testing and administrative statistics in compulsory education is embedded in the rise to prominence of quantified accountability as a mechanism of education governance. Numbers work by stripping away the contexts of their production and the granular and ambiguous detail of the phenomena they claim to represent. The article re-examines qualitative interviews collected during a completed international project that studied policies and practices of accountability reforms and quality evaluation in Russian school education to understand how actors involved

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Mkandawire, Thandika. "Neopatrimonialism and the Political Economy of Economic Performance in Africa: Critical Reflections." World Politics 67, no. 3 (2015): 563–612. http://dx.doi.org/10.1017/s004388711500009x.

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During the past two decades, neopatrimonialism has become the convenient, all purpose, and ubiquitous moniker for African governance. The school of thought behind this research program, which the author refers to as the neopatrimonialism school, has produced an impressive literature on Africa. Its analysis informs policymakers and its language permeates media reportage on African states. While neopatrimonialism has long been a focus of development studies, in recent times it has assumed politically and economically exigent status. The school identifies causal links between neopatrimonialism an

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