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Journal articles on the topic 'School improvement; School effectiveness'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Hargreaves, David H. "School Culture, School Effectiveness and School Improvement." School Effectiveness and School Improvement 6, no. 1 (March 1995): 23–46. http://dx.doi.org/10.1080/0924345950060102.

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2

Creemers, Bert P. M., and Gerry J. Reezigt. "School Effectiveness and School Improvement: Sustaining Links." School Effectiveness and School Improvement 8, no. 4 (December 1997): 396–429. http://dx.doi.org/10.1080/0924345970080402.

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3

Reynolds, D. "The Future of School Effectiveness and School Improvement." Educational Psychology in Practice 11, no. 3 (October 1995): 12–21. http://dx.doi.org/10.1080/0266736950110303.

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4

Dimmock, Clive. "Reconceptualizing Restructuring for School Effectiveness and School Improvement." International Journal of Educational Reform 4, no. 3 (July 1995): 285–300. http://dx.doi.org/10.1177/105678799500400304.

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5

White, John. "Philosophical perspectives on school effectiveness and school improvement." Curriculum Journal 8, no. 1 (March 1997): 29–44. http://dx.doi.org/10.1080/09585176.1997.11070760.

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6

O'Neill, John. "Secondary School 'Effectiveness' and 'Improvement'." Management in Education 14, no. 3 (June 2000): 15–17. http://dx.doi.org/10.1177/089202060001400306.

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7

Al-Mekhlafi, Abdo Mohamed, and Mohamed El Tahir Osman. "The Effect of a Holistic School Improvement Model in Enhancing School Effectiveness in Oman." Malaysian Journal of Learning and Instruction (MJLI) Vol. 16, (No.2) Dec 2019 16, Number 2 (December 24, 2019): 187–200. http://dx.doi.org/10.32890/mjli2019.16.2.7.

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Purpose - This study examined the impact of a holistic school improvement model on overall school effectiveness, More specifically, it attempted to answer two questions: 1) Are there any significant differences in school performance between the control group and the experimental group before and after the experiment? 2) Is there any significant improvement in the experimental group school effectiveness before and after the experiment? Methodology - As a part of a four-year longitudinal research project, the study used a quasi experimental research design to examine the impact of a holistic school improvement model on enhancing overall school effectiveness in Oman. The sample consisted of 16 intact classes selected from 8 schools (4 experimental and 4 control groups), with a total of 2378 students (1157 from grade nine classes and 1221 from grade seven classes). The experimental group schools were exposed to a wide range of school improvement activities within a four-year period. A series of workshops on activating the 13 elements of the Innovation Sustainability Wheel (ISW) were delivered to all administrators and teachers at the target experimental group schools, in addition to empowering students through enrichment programs in five subject areas. Data was collected from the Omani Ministry of Education school performance indicators, which included five subject matter achievement tests aggregated over three years. Findings - The study revealed significant differences in overall school performance across the four years between the control and experimental schools, in favour of the experimental group. Moreover, a significant progression of school effectiveness was observed in the two grade levels of the experimental group. Significance - The findings are significant in terms of providing educational systems with a workable mechanism for identifying key areas of weaknesses and means of improvement; establishing a chain of actions for activating all interrelated elements that act as driving forces for sustainable change; ensuring that the indicators of school improvement should include both operational processes and students’ learning outcomes; and contributing to the knowledge base in the area of school improvement in terms of a research-based model that has potential implications for practitioners and policy makers.

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8

Lyons, Robert. "The Influence of Socioeconomic Factors on Kentucky's Public School Accountability System:Does Poverty Impact School Effectiveness?" education policy analysis archives 12 (August 5, 2004): 37. http://dx.doi.org/10.14507/epaa.v12n37.2004.

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Under the Commonwealth Accountability Testing System (CATS), Kentucky's public schools have been assigned individualized baseline and improvement goal indices based upon past school performance in relation to the 2014 statewide index goal of 100. Each school's CATS Accountability Index, a measure of school performance based upon both cognitive and non-cognitive measures, has then been compared to these individualized improvement goals for the purpose of designating schools as Meet Goal, Progressing, and Assistance Level (Kentucky Department of Education (KDE), 2000). Considered an interim target model, the design of CATS has been intended to negate the biasing effects of socioeconomic factors on school performance on accountability tests through the individualization of school goals (Ladd. 2001). Results of this study showed that 39.9% to 55.5% of the variance of the CATS indices was shared by school socioeconomic factors. Analysis of this interim target model for the 2000-2002 biennium showed that for elementary and middle schools this model negated the biasing effects of socioeconomic factors, but not for high schools. Moreover, analysis of the progress of schools toward their Improvement Goals in 2001 showed that both elementary and high schools from higher poverty backgrounds lagged significantly behind their more affluent peers, indicating inequitable capacity to meet improvement goals between the poorest and most wealthy schools. Adaptations to the present accountability systems were suggested for the purpose of providing more accurate information to the public regarding the effectiveness of public schools in Kentucky.

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9

Stoll, Louise, and Dean Fink. "School Effectiveness and School Improvement: Voices from the Field." School Effectiveness and School Improvement 5, no. 2 (June 1994): 149–77. http://dx.doi.org/10.1080/0924345940050203.

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10

Reynolds, David, Pam Sammons, Louise Stoll, Michael Barber, and Josh Hillman. "School Effectiveness and School Improvement in the United Kingdom." School Effectiveness and School Improvement 7, no. 2 (January 1996): 133–58. http://dx.doi.org/10.1080/0924345960070203.

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11

Bell, Les. "Book Review: School Effectiveness for Whom: Challenges to the School Effectiveness and School Improvement Movements." Australian Journal of Education 43, no. 2 (August 1999): 218–22. http://dx.doi.org/10.1177/000494419904300211.

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12

Abdulkadiroğlu, Atila, Parag A. Pathak, Jonathan Schellenberg, and Christopher R. Walters. "Do Parents Value School Effectiveness?" American Economic Review 110, no. 5 (May 1, 2020): 1502–39. http://dx.doi.org/10.1257/aer.20172040.

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School choice may lead to improvements in school productivity if parents’ choices reward effective schools and punish ineffective ones. This mechanism requires parents to choose schools based on causal effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City’s centralized high school assignment mechanism. We use applicants’ rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high school graduation, college attendance, and college quality. Parents prefer schools that enroll high-achieving peers, and these schools generate larger improvements in short- and long-run student outcomes. Preferences are unrelated to school effectiveness and academic match quality after controlling for peer quality. (JEL D12, H75, I21, I26, I28)

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13

Edamo, Dawit Legesse, and Tshilidzi Netshitangani. "LEADERSHIP, SCHOOL IMPROVEMENT AND EFFECTIVENESS: THE EXPERIENCES OF THE SCHOOLS COMMUNITY IN ETHIOPIA." Problems of Education in the 21st Century 76, no. 5 (October 15, 2018): 587–600. http://dx.doi.org/10.33225/pec/18.76.587.

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This was a qualitative research, which explored how the school community experienced the outcomes of leadership on the effectiveness of the school improvement program (SIP) on Sidama Zone schools, Ethiopia. Four schools were purposively selected. Data were collected using interviews, focus group discussions, observation and documents, which included school plans, reports, minutes of meetings, memos, letters and the students' examination results were analyzed as they reflected issues related to the outcomes of the SIP on the school’s effectiveness. Principals, teachers, students, supervisors, parent teacher association members and SIP experts were interviewed. The findings indicate that in schools where there is strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives are owned by all in the school and the performance of the schools is enhanced. It is recommended that the roles of the principals be redirected, the number of supervisors be increased, diverse professional development opportunities for principals and teachers be created, the recruitment, appointment and retention of principals be reconsidered and mechanisms to check school plans and performance reports be created. Keywords: stakeholder collaboration, qualitative research, theory of change, school community, school support, student performance.

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14

Stoll, Louise, and Kathryn Riley. "School effectiveness and improvement - recent research." Management in Education 13, no. 2 (April 1999): 16–22. http://dx.doi.org/10.1177/089202069901300207.

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15

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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16

Sun, Min, Emily K. Penner, and Susanna Loeb. "Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants." American Educational Research Journal 54, no. 4 (March 28, 2017): 607–43. http://dx.doi.org/10.3102/0002831217695790.

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Hoping to spur dramatic school turnaround, the federal government channeled resources to the country’s lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.

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17

Bennett, Nigel, and Alma Harris. "Hearing Truth from Power? Organisation Theory, School Effectiveness and School Improvement." School Effectiveness and School Improvement 10, no. 4 (December 1, 1999): 533–50. http://dx.doi.org/10.1076/sesi.10.4.533.3492.

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18

Reynolds, David, David Hopkins, and Louise Stoll. "Linking School Effectiveness Knowledge and School Improvement Practice: Towards a Synergy." School Effectiveness and School Improvement 4, no. 1 (January 1993): 37–58. http://dx.doi.org/10.1080/0924345930040103.

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19

Bennett, Nigel. "Book Review : School Effectiveness for Whom? Challenges To the School Effectiveness and Improvement Movements." Improving Schools 1, no. 3 (November 1998): 22–25. http://dx.doi.org/10.1177/136548029800100311.

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20

Tyas, E. Handayani. "TEACHERS' PROFESSIONALISM EFFECTIVENESS AT VHS IN EAST BEKASI." International Journal of Research -GRANTHAALAYAH 7, no. 11 (June 12, 2020): 215–21. http://dx.doi.org/10.29121/granthaalayah.v7.i11.2020.359.

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This study is focused on the teachers' professionalism effectiveness, it was done to find out how the teachers' professionalism effectiveness at Vocational High School in East Bekasi. This study was conducted at East Bekasi in some private schools. The method of the study was qualitative with a descriptive design. The subjects of the research were the school headmasters, vice school headmasters, teachers, and Teacher Organization (TO). The instruments of this study are observation sheet and interview guidance. The data of the study were analyzed descriptively through the process of data reduction, data display, and concluding. The result of the study shows that the teachers' ability improvement programs were done based on the teachers' need every year, the teachers' ability improvement program was done in and out of the school, there are some obstacles which are faced by schools in improving the teachers' professionalism. So, it is concluded that the teachers' professionalism program needs improving, and it should be goal-oriented. Besides, the obstacles which are faced by the school should be well overcome.

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21

Ehren, Melanie, and Jane Perryman. "Accountability of school networks." Educational Management Administration & Leadership 46, no. 6 (July 24, 2017): 942–59. http://dx.doi.org/10.1177/1741143217717272.

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Quality education is of major public and private interest and, understandably, considerable effort is paid to the quality of schools and improvement of the level of education in society. Many governments recognize the limitations of centralized policy in motivating school improvement and turn to ‘network governance’ to coordinate school systems. Relying on school-to-school collaboration to coordinate education systems has far-reaching consequences for existing accountability structures, most of which were developed to support hierarchical control of individual school quality. This paper reflects on the accountability of networks of schools and on appropriate arrangements to improve the effectiveness of partnerships; our contribution starts with unpicking the question of ‘who is accountable to whom and for what’ in a network of schools? We discuss some common problems in the accountability of networks and describe frameworks to evaluate network-level outcomes and functioning. Examples from the accountability of Multi-Academy Trusts in England are included to contextualize our contribution.

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22

Ghani, Muhammad Faizal A., Saedah Siraj, Norfariza Mohd Radzi, and Faisol Elham. "School effectiveness and improvement practices in excellent schools in Malaysia and Brunei." Procedia - Social and Behavioral Sciences 15 (2011): 1705–12. http://dx.doi.org/10.1016/j.sbspro.2011.03.355.

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23

Mitchell, Rafael. "The implications of school improvement and school effectiveness research for primary school principals in Ethiopia." Educational Review 67, no. 3 (June 20, 2014): 328–42. http://dx.doi.org/10.1080/00131911.2014.927829.

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24

Creemers, Bert P. M. "From School Effectiveness and School Improvement to Effective School Improvement: Background, Theoretical Analysis, and Outline of the Empirical Study." Educational Research and Evaluation 8, no. 4 (October 2002): 343–62. http://dx.doi.org/10.1076/edre.8.4.343.8814.

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25

Reynolds, David. "Introduction: School effectiveness and school improvement—a survey of cutting edge issues." Evaluation & Research in Education 9, no. 2 (January 1995): 53–55. http://dx.doi.org/10.1080/09500799509533373.

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26

Harber, Clive, and Nithi Muthukrishna. "School Effectiveness and School Improvement in Context: The Case of South Africa." School Effectiveness and School Improvement 11, no. 4 (December 2, 2000): 421–34. http://dx.doi.org/10.1076/sesi.11.4.421.3559.

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27

Riddell, Abby Rubin. "Assessing Designs for School Effectiveness Research and School Improvement in Developing Countries." Comparative Education Review 41, no. 2 (May 1997): 178–204. http://dx.doi.org/10.1086/447429.

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28

Fielding, Michael. "Beyond school effectiveness and school improvement: lighting the slow fuse of possibility." Curriculum Journal 8, no. 1 (March 1997): 7–27. http://dx.doi.org/10.1080/09585176.1997.11070759.

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29

Field, Kit, and Chris Philpott. "The impact of hosting student teachers on school effectiveness and school improvement." Journal of In-Service Education 26, no. 1 (March 2000): 115–37. http://dx.doi.org/10.1080/13674580000200107.

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30

Fielding, Michael. "Beyond school effectiveness and school improvement: lighting the slow fuse of possibility." Curriculum Journal 8, no. 1 (March 1997): 7–27. http://dx.doi.org/10.1080/0958517970080102a.

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31

Gachenia, Lucy, and Margaret Mwenje. "EFFECTIVENESS OF SCHOOL COUNSELING PROGRAMS ON ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN KIAMBU COUNTY, KENYA." International Journal of Education, Psychology and Counseling 5, no. 35 (June 5, 2020): 58–64. http://dx.doi.org/10.35631/ijepc.535007.

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The school counseling program is meant to assist students to deal with psycho-social and behavioral challenges, which normally affect their academic performance. In order to achieve this goal, the Kenyan government has previously committed resources towards establishing counseling programs in schools. The aim of this study was to establish how effective these counseling programs are in assisting secondary school learners in Kiambu County to achieve academically. Primary data was derived from 80 high school adolescents, 8 counselors, and 8 academic Dean of Students who were purposively sampled from 8 schools that were randomly selected. The study was qualitatively done, and self-determination theory was used to guide the study. Data were analyzed for the identification of counseling program characteristics and student improvement indices. These were presented in tables, charts, frequencies, and percentages based on the responses from the respondents. Further, a correlation between the two variables of the study was examined. Findings depicted that 65.7% of the students sampled said that counseling services offered at school satisfied their needs, 74.3% reported an improvement in their academic performance as a result of those counseling services and 87% felt more positive about school life after receiving counseling services. The study concluded that comprehensive counseling programs improved academic performance among high school students. The study intended to inform education planners, principals, and administrators on the role counseling would play in enhancing academic achievement among secondary school students.

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Ferrer-Cascales, Rosario, Natalia Albaladejo-Blázquez, Miriam Sánchez-SanSegundo, Irene Portilla-Tamarit, Oriol Lordan, and Nicolás Ruiz-Robledillo. "Effectiveness of the TEI Program for Bullying and Cyberbullying Reduction and School Climate Improvement." International Journal of Environmental Research and Public Health 16, no. 4 (February 16, 2019): 580. http://dx.doi.org/10.3390/ijerph16040580.

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The increase in the prevalence of bullying and cyberbullying in recent years worldwide is undeniable. Although several intervention programs oriented towards the reduction of bullying and cyberbullying have been developed and implemented, significant disparities have been found regarding their efficacy. In most of the cases, the lack of the implementation of interventions involving all of the school community could be on the basis of this limited efficacy. The present study aimed to evaluate the effectiveness of the TEI Program, an intervention based on peer tutoring, in the reduction of bullying and cyberbullying, and in the improvement of school climate. The design of the study was quasi-experimental, in which 2057 Spanish students (aged 11 to 16 years) participated from 22 schools, and were randomly assigned to the experimental group (10 schools, 987 students) or the control group (12 schools, 1070 students). The obtained results showed a significant reduction in bullying behavior, peer victimization, fighting, cyberbullying and cybervictimization in the experimental group after the intervention implementation. Similarly, a significant improvement in factors of school climate was found only in this group. The obtained results demonstrated that the TEI program is effective in reducing bully and cyberbully behavior, and at the same time, improving the school climate.

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33

Böse, Susanne, and Stefan Brauckmann-Sajkiewicz. "(In)effective leadership? Exploring the interplay of challenges, goals and measures in the context of school improvement." Journal of Educational Administration 59, no. 4 (April 5, 2021): 454–71. http://dx.doi.org/10.1108/jea-07-2020-0162.

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PurposeThis study aims to explore the extent to which schools principals serving disadvantaged communities in Germany are able to set appropriate goals and choose suitable measures for improving their schools according to the specific challenges they face. The authors determine whether principals are able to identify their schools' challenges or whether they merely follow “universal recipes” of the school effectiveness research paradigm regardless of their particular school context. This effectiveness-driven accountability approach requires an in-depth evaluation of the school and its stakeholders and might lead to a new attitude toward failure that sees it as an essential part of developing effective school improvement plans.Design/methodology/approachThe authors conducted descriptive and correlative analyses as well as exploratory and confirmatory factor analyses using longitudinal data of 164 school principals. Through cross-sectional analyses, the authors investigated the connection among challenges, goals and measures and how they correlated with (self-reported) improvements.FindingsFrom a leadership perspective, priorities for school improvement should be aligned with the school-specific challenges they identify and the goals they set to address them.Research limitations/implicationsThe extent to which legislation concerning individual school quality development programs can translate into feasible and effective actions is unclear. Caution should be taken when interpreting the findings of this study, as they reflect school principals' self-selected evaluation measures and therefore might be biased.Practical implicationsIn future research, emphasis should be placed on school management processes, in particular, the development of strategic decision-making, structuring of target perspectives and derivation of steps in school improvement and instructional development. The authors recommend the government offer school principals appropriate and adequate training and support services to prevent them from overburdening their staff.Originality/valueThis paper contributes to a deeper understanding of processes concerning strategic leadership, as opposed to operative management, of schools by revealing context-sensitive considerations.

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34

Ni, Yongmei, and David Arsen. "School Choice Participation Rates: Which Districts are Pressured?" education policy analysis archives 19 (October 20, 2011): 29. http://dx.doi.org/10.14507/epaa.v19n29.2011.

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School choice policies are intended to provide students in poorly performing schools the option of transferring to a better school. The associated loss of funding to new competitors is expected, in turn, to benefit students who remain in their assigned schools by spurring improved performance among the educators in them. The prospects for such systemic improvement are greatest if in fact student transfers and the market signals they provide are determined by school effectiveness rather than the social and racial characteristics of a district’s students. To test this proposition, we employ a series of fixed effects regressions to analyze the relative influence of school effectiveness versus student demographic composition on participation rates in Michigan’s charter school and inter-district choice policies. Our results indicate that school effectiveness has no systematic influence on participation rates for either choice policy, while the loss of students to choice options increases significantly in districts serving high concentrations of low-income students. Therefore, Michigan’s school choice policies create financial pressures not on schools that are performing most poorly but rather on those that face the most difficult educational challenges.

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35

Martinez, Paul. "Effectiveness and improvement: school and college research compared." Research in Post-Compulsory Education 7, no. 1 (March 2002): 97–118. http://dx.doi.org/10.1080/13596740200200121.

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36

Hargreaves, David H. "A Capital Theory of School Effectiveness and Improvement." British Educational Research Journal 27, no. 4 (September 2001): 487–503. http://dx.doi.org/10.1080/01411920120071489.

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37

Akiyama, Takeshi, Sammy M. Njenga, Doris Wairimu Njomo, Rie Takeuchi, Haruki Kazama, Alex Mutua, Barnett Walema, et al. "Implementation of Kenyan comprehensive school health program: improvement and association with students’ academic attainment." Health Promotion International 35, no. 6 (March 3, 2020): 1441–61. http://dx.doi.org/10.1093/heapro/daaa005.

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Abstract There is growing evidence supporting the effectiveness of a comprehensive school health program. However, implementation in developing countries is a challenge. Furthermore, the available information on the association between a comprehensive school health program and students’ academic attainment is limited. In Kenya, a project to verify the effects of a comprehensive school health program was carried out in Mbita sub-county, Homa Bay County from September 2012 to August 2017. This study aimed to clarify the improvement of school health during the project years and the association between school health and students’ academic attainment. Primary schools in Mbita sub-county were selected as study sites. We assessed 44 schools’ scores on a school health checklist developed from the Kenyan Comprehensive School Health Program, the students’ mean score on the Kenya Certificate of Primary Education (KCPE), and absenteeism during the project years (2013–16). The mean school health checklist score (n = 44 schools) was 135.6 in 2013, 169.9 in 2014, 158.2 in 2015 and 181.3 in 2016. The difference of the mean score between 2013 and 2016 was significant. In addition, correlation analysis showed a significant association between mean KCPE score in the project years and school health checklist score (Pearson’s coefficient was 0.43, p = 0.004). The results of this study suggest improvements of school health by the implementation of the Kenyan Comprehensive School Health Program and students’ academic attainment.

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38

Lee, Albert, Lawrence St Leger, and Alysoun Moon. "Evaluating health promotion in schools: a case study of design, implementation and results from the Hong Kong Healthy Schools Award Scheme." Promotion & Education 12, no. 3-4 (September 2005): 123–30. http://dx.doi.org/10.1177/10253823050120030105.

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Health promoting schools (HPS) and Healthy Schools Award Schemes from a number of countries have demonstrated positive changes in children's health behaviours and the culture and organisation of the school. The Hong Kong Healthy Schools Award Scheme (HKHSA) aims to promote staff development, parental education, involvement of the whole school community, and linkage with different stakeholders to improve the health and well-being of the pupils, parents and staff, and the broader community, supported by a system to monitor the achievement. This concept is very much in line with the research literature on school effectiveness and improvement. The indicators examined to evaluate the success of the HKHSA reflect outcomes related to both health and education and are not limited to changes in population health status. The early results demonstrated significant improvements in various aspects of student health and also improvement in school culture and organisation. The evaluation framework described in this paper and data collected to assess how schools perform in the HKHSA scheme, provides insight into how HPSs could lead to better outcomes for both education and health.

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Creemers, Bert P. M., and Gerry J. Reezigt. "Linking school effectiveness and school improvement: The background and outline of the project." School Effectiveness and School Improvement 16, no. 4 (December 2005): 359–71. http://dx.doi.org/10.1080/09243450500234484.

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40

Reynolds, David, Ron Davie, and Derek Phillips. "The Cardiff programme: An effective school improvement project based upon school effectiveness research." International Journal of Educational Research 13, no. 7 (January 1989): 801–14. http://dx.doi.org/10.1016/0883-0355(89)90030-x.

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41

Veltro, Franco, Valentina Ialenti, Manuel Alejandro Morales García, Emiliana Bonanni, Claudia Iannone, Marinella D’Innocenzo, and Antonella Gigantesco. "Promoting Mental Health in Italian Middle and High School: A Pilot Study." BioMed Research International 2017 (2017): 1–8. http://dx.doi.org/10.1155/2017/2546862.

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Aim. In Italy, a handbook has been developed based on the principles of cooperative learning, life skills, self-effectiveness, and problem-solving at high school level. Early studies have shown the handbook’s effectiveness. It has been hypothesized that the revised handbook could be more effective in middle schools. Method. The study design is a “pre- and posttest” that compares the results obtained from 91 students of the high schools with those of the 38 students from middle schools. The assessment was made through “self-reporting” questionnaires of (a) learning skills including problem-solving and (b) perceived self-efficacy in managing emotions, dysfunctional beliefs, and unhealthy behaviours (i.e., drinking/smoking). Results. Significant improvements were observed in both groups with the exceptions of perceived self-efficacy in managing emotions. The improvement of dysfunctional beliefs and the learning of problem-solving skills were better in middle schools. Conclusion. The results confirm the authors’ hypothesis that the use of this approach is much more promising in middle school.

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42

Murphy, Joseph. "School Effectiveness and School Restructuring: Contributions to Educational Improvement1." School Effectiveness and School Improvement 3, no. 2 (January 1992): 90–109. http://dx.doi.org/10.1080/0924345920030202.

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43

Kotb, M., M. Al Teheawy, M. El Setouhy, and H. Hussein. "Evaluation of a school-based health education model in schistosomiasis: a randomized community trial." Eastern Mediterranean Health Journal 4, no. 2 (March 15, 1998): 265–75. http://dx.doi.org/10.26719/1998.4.2.265.

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The objectives of this study were to develop a schistosomiasis health education model and to evaluate its effectiveness in changing knowledge, attitudes and schistosomal infection rate among Egyptian primary school children. A randomized community trial of three pairs of comparable schools in rural areas was implemented. The study revealed a significant improvement in knowledge and attitudes as well as a reduction of schistosomal infection 1 year post-intervention in the intervention schools of pairs I and II. However, the improvements in knowledge in the intervention school of pair III were not accompanied by significant changes in attitude or schistosomal infection

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Bieliune, Simona. "Culture as a Tool for School Improvement: The Case of Children’s Socialisation Centres." Economics and Culture 15, no. 1 (June 1, 2018): 70–77. http://dx.doi.org/10.2478/jec-2018-0008.

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Abstract The concern for delinquent children’s social and emotional development in closed institutions is a significant topic in educational research. This shows the need to improve the existing re-socialisation practice. Despite the fact that school effectiveness and school improvement researches theoretically have different general purposes and value bases, educational effectiveness and improvement paradigm involves both trends, which are combined by the same aspects: scientific approach and empirical data based on educational settings; knowledge of how to improve the school practice; and use of this knowledge for social purposes. In this context, the concept of the school culture is one of the main variables that allow us to answer how to address the needs of all children and improve their academic or social outcomes. The aim of this article is to illustrate the cultural characteristics of children’s socialisation centres as specific schools and to identify the guidelines for improving their performance. The mission of children’s socialisation centres is to re-socialise delinquent behaviour of children and to help them to integrate into the society. Quantitative data for measuring the school culture is obtained from the survey that was conducted using the School Culture Inventory (Maslowski, 2001). This instrument is based on the Competing Values Framework (Cameron, Quinn, 2011) consisting of four dimensions, which are labelled by human relations, open systems, rational goal and internal process orientation. The theoretical value of the survey is the analysis of school culture in terms of successful re-socialisation. The cultural profiles of these schools showed the priorities that require practical changes.

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Survutaitė, Dalia, and Rasa Venclovė. "The value of School Self‑ Assessment for Educational Process Quality Improvement." Pedagogika 110, no. 2 (June 10, 2013): 66–71. http://dx.doi.org/10.15823/p.2013.1820.

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In Lithuania and in every developed country in the world, it is important to ensure the effectiveness, continuity and competitiveness of educational institutions in new markets. Educational process quality is defined as student’s edification and comprehensive development of student’s innate powers in compliance with the standards of education and school goals. In educational institutions quality must be ensured by school leaders and teachers as well as the whole school community. That is why it is important to establish an ongoing quality integrity system – self-assessment in schools. The e quality of educational process is assured by a continuous aspiration of perfection requiring to establish a regular and consistent evaluation system which can balance the state education policy, educational institution‘s goals and community needs. To ascertain self-assessment’s influence of educational process quality in Lithuanian comprehensive schools the following research tasks were raised: 1) to describe the practice of self-assessment quality in Lithuanian comprehensive schools in 2008-2010; 2) to distinguish the advantages of self-assessment that help to raise the quality of the educational process in schools. A survey was carried out in 2010–2011, to analyze how education quality in Lithuanian comprehensive schools is assessed and managed. Analysis of the survey data revealed that the quality of self-assessment and the usage of its results in comprehensive schools is far from perfect and does not completely meet the needs of students. The e survey confirms the necessity of closer cooperation among school leaders and community, for interaction helps to organize and manage expedient educational practice.

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Kwadzo Agezo, Clement. "Female leadership and school effectiveness in junior high schools in Ghana." Journal of Educational Administration 48, no. 6 (September 28, 2010): 689–703. http://dx.doi.org/10.1108/09578231011079557.

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PurposeThe purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.Design/methodology/approachThe study was qualitative and interpretive. Five principals of junior high schools were interviewed, their schools observed over a period of three months, and schools' records examined.FindingsThe schools had shared visions and missions that were well articulated by the principals and other stakeholders. The principals created a work environment that encouraged creative thinking; designed and implemented new and cutting edge programs; and challenged the status quo.Research limitations/implicationsAs a male researching into female leadership, the researcher's gender might influence some of the findings. The sample size is not large enough for any meaningful generalization to be made beyond similar context and geographical contexts.Practical implicationsThe female principals were transformational leaders, a leadership style demanded in organizations during the twenty‐first century.Originality/valueAt the time that this research was conducted, it was the first study on female principal leadership in junior high schools in Ghana.

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., Sutono, and Bayu F. Achmad. "Effectiveness of first-aid training in school among high school students in Kulon Progo, Indonesia." International Journal of Research in Medical Sciences 8, no. 3 (February 26, 2020): 974. http://dx.doi.org/10.18203/2320-6012.ijrms20200765.

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Background: The cardiovascular disease was the main cause of death throughout the world. The first aid that should be taken by the first responder or witness was an important part in the chain of survival out of the hospital that could improve the prognosis and avoid the rest of the symptoms. Hence, it is important for common people to know and possess the skill, especially the cardiopulmonary resuscitation, to handle the emergency situation. Schools became the appropriate place to organize the first-aid training because the students were more conditioned in emotional, social and cultural terms.Methods: This study utilized the quasi-experiment method. The total number of subjects was 124 students who studied in Kalibawang 1st State Senior High School, and in Samigaluh 1st State Senior High School, both of them school is located in Kulon Progo district, Indonesia. The subjects were divided into three groups using three different methods, namely lecturing-discussion, poster demonstration, and audio-visual media.Results: The pre-test and post-test results showed that there was a knowledge improvement after the training using the lecturing (p=0.000), poster (p=0.000) and audio-visual methods (p=0.000). The cardiopulmonary resuscitation skills in the lecturing (p=0.000), poster (p=0.000) and audio-visual methods (p=0.000) groups showed the improvement after the first-aid training in school.Conclusions: This study proved that the first-aid training in the school gave effect on the improvement of the knowledge and skill in handling the emergency situation, particularly the cardiac arrest through cardiopulmonary resuscitation.

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Pan, Hui-Ling, and Chien Yu. "Educational Reforms with Their Impacts on School Effectiveness and School Improvement in Taiwan, R.O.C." School Effectiveness and School Improvement 10, no. 1 (March 1, 1999): 72–85. http://dx.doi.org/10.1076/sesi.10.1.72.3516.

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Marini, Arita. "PENGELOLAAN SEKOLAH DASAR BERBASIS PENDIDIKAN KARAKTER MELALUI PERAN SERTA MASYARAKAT DI DKI JAKARTA." Perspektif Ilmu Pendidikan 33, no. 1 (April 29, 2019): 61–68. http://dx.doi.org/10.21009/pip.331.7.

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The aim of this study is to know the effectiveness of school management based on character education through community involvement at elementary schools in the Province of DKI Jakarta. This research used survey method for 145 principals done at 145 elementary schools in Jakarta. The questionnaires of school management based on character education through community involvement at elementary schools in the Province of DKI Jakarta are related to inviting society to school to give spiritual knowledge, involving society to participate in school security, involving society to participate in deciding school programs containing character values, involving society to solve the school problems related to character education, involving society to get involved in school committees, involving society to give facilities related to character education to school, involving society to help to control the implementation of character education at school, cooperating with health workers to give health service to students, conducting routine meeting between school and societies to solve the problems related to character education, cooperating with society to keep environmental cleanliness at school, involving society to assist traffic security and order surrounding school, involving society to sacrifice animals on Idul Adha Day, involving society in extracurricular activities to find the trainers, involving society to find the cleanliness workers, involving society to participate in creating healthy canteen at school, involving society to participate in controlling the activities at school, involving society to participate in preventing dengue fever outbreak, cooperating with private institution in giving cleanliness service at school, and cooperating with society to conduct art performance at school. The result of study showed that the effectiveness of school management based on character education through community involvement higher than average scores reached 24.80 % and less than average scores reached 64.90 %. Effectiveness of school management based on character education through community involvement at 145 elementary schools in the Province of DKI Jakarta reached 75.53 %. It can be concluded that the effectiveness of school management based on character education through community involvement at 145 elementary schools in the Province of DKI Jakarta hasnâ€™t been optimal so that some improvement and adjustment have to be done.

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Wrigley, Terry. "Rethinking school effectiveness and improvement: a question of paradigms." Discourse: Studies in the Cultural Politics of Education 34, no. 1 (February 2013): 31–47. http://dx.doi.org/10.1080/01596306.2012.698862.

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