Relevant bibliographies by topics / School management

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School management'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2025

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Journal articles on the topic "School management"

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Mandal, Ranjit Kumar. "Importance of School Management Committee in Managing Schools." Journal of Advanced Research in English & Education 03, no. 04 (January 19, 2019): 1–4. http://dx.doi.org/10.24321/2456.4370.201809.

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Lamaro, Gloria, and Jimmy Lukwiya. "School Management Committee’s Participation and Effectiveness of School Management in Primary Schools." East African Journal of Education Studies 7, no. 4 (November 19, 2024): 599–606. http://dx.doi.org/10.37284/eajes.7.4.2424.

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This study investigates the relationship between School Management Committee (SMC) participation and the effectiveness of school management in primary schools within Gulu District, Uganda. The challenge of improving parental involvement at the basic educational level is pivotal for enhancing educational outcomes. The objective was to establish the correlation between SMC participation and school management effectiveness. Employing both qualitative and quantitative methods, including in-depth interviews, focus group discussions, direct observation, and documentary analysis, the study sampled 352 participants. Data analysis, using the Pearson Correlation Coefficient, reveals a significant positive correlation between SMC participation and school management effectiveness. Recommendations include developing enhanced management strategies and exploring additional variables like gender, political situation, and religion
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Muslihah, Eneng. "SCHOOL BASED MANAGEMENT." ALQALAM 26, no. 3 (December 31, 2009): 427. http://dx.doi.org/10.32678/alqalam.v26i3.1565.

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School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that school­based management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.
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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–815. http://dx.doi.org/10.55248/gengpi.4.1023.102825.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–814. http://dx.doi.org/10.55248/gengpi.4.1023.102836.

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Buthelezi, Alan B., and Oluwatoyin Ayodele Ajani. "Transforming school management system using participative management approach in South Africa." International Journal of Research in Business and Social Science (2147- 4478) 12, no. 6 (September 14, 2023): 307–17. http://dx.doi.org/10.20525/ijrbs.v12i6.2708.

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The South African educational system relies on school management. The link between good management and academic success is well-established. This study examined establishing participatory school management as part of secondary school reform in South Africa. The study sampled schools in KwaZulu-Natal's King Cetshwayo area. The relationship between participatory management and school reform was quantified. The study investigated school participatory management literature. Primary data was also collected from 25 school principals from 25 schools in King Cetshwayo's Nkandla, Richards Bay, uMlalazi, and uMthonjaneni circuits. The research suggests that most schools need participatory management to transform. Principals without participatory management methods may confront problems when administering their schools. Principals should promote this unique school management strategy. Thus, South African school principals should include other stakeholders in school management.
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Gaspar, Erriz S. "Correlates Transformational Management Styles and School-Based Management (SBM) Practices of School Heads." American Journal of Interdisciplinary Research and Innovation 1, no. 1 (August 15, 2022): 86–97. http://dx.doi.org/10.54536/ajiri.v1i1.474.

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Transformational Management Style is a leadership style that School Heads may use to lead and manage the school. Whereas, School-Based Management, also known as SBM, is a hot topic among public schools nowadays. The study aimed to determine the correlations between transformational management styles and school-based management (SBM) practices of school heads in Congressional District I-B of the Schools Division of Nueva Ecija. The 174 school heads were selected using total enumeration sampling, while 318 teachers were selected using a stratified sampling design. The descriptive correlational research design was utilized in satisfaction with the objectives of the study. On the school-based management practices of school heads in Congressional, District I-B have the same point of view and were strongly agreed that School Heads were evidently practiced and performed well in the school operations and management. Furthermore, the school heads’ number of training and seminars attended in national, regional, division, district, and schools found a positive correlation between transformational management styles in all areas-individual considerations, intellectual stimulation, inspirational motivation, and idealized influence. Moreover, the highest educational attainment found a positive correlation between school-based management and the management of resources. Trainings and seminars attended by the School Heads in regional, division and district level have a significant relationship to their SBM ratings. Furthermore, School Heads’ Intellectual Stimulation and Idealized Influence have significant relationship to their SBM ratings. School heads’ and teachers' assessments found a low level of significance based on the assessments of school heads' transformational management styles and school-based management practices.
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Ramadan, Ramadan, Ade Evriansyah Lubis, and Eka Abdurrahman. "School Health Enterprise Management." Journal Management of Sport 1, no. 2 (March 31, 2023): 72–80. http://dx.doi.org/10.55081/jmos.v1i2.1796.

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School Health Efforts are part of the substance of special service management engaged in school health. Special service management in schools is implemented to support learning and can meet the special needs of students in schools. This study aims to determine (1) the planning of School Health Effort at SDS Budi Mulia Medan, (2) the implementation of School Health Effort at SDS Budi Mulia Medan, (3) the control and implementation of School Health Effort at SDS Budi Mulia Medan, and (4) the factors that influence School Health Effort management at SDS Budi Mulia Medan. This research used a qualitative approach and case study research design. Data were collected through interviews, observation, and documentation techniques. To obtain data validity, researchers used source triangulation by finding different resource persons to find similar information. This study aims to describe the management of UKS at SDS Budi Mulia Medan.
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Amalia, Arwinda Putri. "Education Budget Management, New Public Management and the COVID-19 Pandemic." Dinamika Pendidikan 16, no. 1 (June 30, 2021): 1–11. http://dx.doi.org/10.15294/dp.v16i1.27141.

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This paper aims to describe the management of education budget in a private school during the pandemic and how the New Public Management sight. How do a private school with very limited budget resources during the pandemic survives and controls spending with minimal amounts of income and how the New Public Management concept views the Education Budget management process in a private school seen from the government's role in helping schools meet their budget needs. This study had been observed in Muhammadiyah Vocational High School in Purwokerto used a qualitative perspective and deep interviews to collect the information. The result of this research is the private school with limited funding sources has an ability to apply the new public management concept and the government as the provider of development funding assistance made this school could compete with other private schools and public schools, moreover, the school is able to manage a limited education budget during a pandemic.
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Akhtar, Muhammad, and Muzammila Akram. "A STUDY OF ISSUES IN EDUCATIONAL MANAGEMENT AT HIGH SCHOOL LEVEL AT PUNJAB." Pakistan Journal of Social Research 04, no. 01 (March 31, 2022): 213–19. http://dx.doi.org/10.52567/pjsr.v4i1.644.

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The school management is regarded as one of the most important managements in perspective of Pakistani schools. Educational management is a discipline with respect to the management of educational organizations was established to develop disciplines at schools. The present study comprises on to find out the issues in existing school management in education system at high school level in Punjab through survey method. The main objectives of this study were to study some existing school management models, to find out the issues in school department at secondary level and to find out the need for school management improvement. This study has a qualitative approach. The data was collected through a structured interview from four schools of district Bahawalnagar and analyzed data was expressed in detail. The conditions of the public sector school were far different from those of private sector. The schools lacked basic physical infrastructure to carry out daily routine tasks Keywords: Management, School heads, Quality education
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Dissertations / Theses on the topic "School management"

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Cheng, Alison Lai-Fong. "School-based management and quality management in Hong Kong primary schools." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30854.

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The thesis aims to examine the perceptions of a sample of Hong Kong principals and teachers of the extent to which school-based management and quality management have been effectively implemented in primary schools, and the relationship between the implementation of school-based management and quality management in Hong Kong primary schools. The study starts with a literature review of school-based management and quality management, including the development, concepts, features, the perception and relatedness of school-based management and quality management. The second part deals with the research design and methodology, including a literature review of research methods, theoretical framework and diagrammatic model of the research, subject sampling method, instruments and procedure of data collection method and data analysis method for survey, interview and documentation. The third part is an analysis and interpretation of the results. The thesis ends by presenting conclusions, implications and recommendations arising from the study. The findings showed that all eight elements of school-based management are perceived as being implemented in Hong Kong primary schools. However, the extent of their implementation is different. The most adopted elements of school-based management are school policy, financial planning and control and leadership competence and work relationship. As for quality management, all four elements are perceived as being implemented in Hong Kong primary schools, but the degree of their implementation is not the same. The most frequently used elements of quality management are value and duties and systems and teams. It was found that principals' perception of school-based management and quality management is more positive than teachers'. Teachers and principals regard expected quality management more positively than present quality management. It was found that quality management is perceived as positively affected by school-based management.
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Brijkumar, Amritha. "School management teams' management of the school-based continuous professional development of teachers." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40393.

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This study focuses on how school management teams manage the school-based continuous professional development of the teachers at their schools. The assumption is that continuous professional development - if school-based - may be more practical in implementing changes because the teachers will be working in a familiar context when managing their own development and in meeting the specific needs of their school. At present the professional development of teachers consists mainly of external workshops and courses. Teachers then return to the school context that has not changed to accommodate what has been learnt at these workshops or courses. The lack of feedback or follow-up has done little to encourage teachers to implement any changes in their teaching practice. The study also explores the practice of school management teams in creating collaborative school cultures for the implementation of schoolbased continuous professional development. The rationale for this study is based on the urgent need for continuous professional development to be part of the schools’ development of teachers. The National Policy Framework for Teacher Education and Development provides the frame of reference. There is, however, a gap in the policy on how continuous professional development should be implemented to create a collaborative school culture and the role that the school management team plays in doing this. The aim of the study was to determine how school management teams managed continuous professional development at their schools; to identify the challenges they faced in managing school-based continuous professional development; and to explore the strategies that contributed to successful school-based continuous professional development. The research methodology employed in this study is a Triangulation Mixed Methods Design. Qualitative and quantitative data was collected simultaneously and analysed separately to understand the research problem. The sample consisted of principals, deputy principals and heads of department of primary schools who were interviewed. Questionnaires were administered to Level 1 teachers at these schools. The interviews were analysed by identifying emerging patterns, themes and categories. The questionnaires were analysed by presenting descriptive statistics about the schools and then inferential statistics were determined that correlated and tested the hypotheses. The results were reported in the form of summaries from the interviews and graphs from the questionnaires.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
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Mizel, Omar. "School based management in Bedouin schools in Israel." Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30902.

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School-Based Management (SBM) schools enjoy flexibility in resource utilisation and their success largely depends on their context's directives and characteristics. In 1995, Israel's Education Ministry transferred nine Jewish schools to SBM. Three years later, the ministry instructed the five Bedouin schools in Rahat to become SBM. The Bedouins are the first Israeli minority to adopt SBM in their schools. This research study will describe, study and assess the extent of SBM's implementation in the five Rahat schools, discussing the unique context, which studies on this subject have so far excluded. The context is unique because it is complex: the political relationship between majority (Jews) and minority (Arabs), the confrontation between a traditional, conservative society (Bedouin) and a modern, continually changing one (Israeli), and the Arab school system's total separation from the Jewish one. The study's target population consisted of the five coeducational primary schools' 179 teachers and five principals. Two approaches were used to analyse the findings: positivist-quantitative and phenomenological-qualitative, and two different tools to assess SBM in the five schools. The first tool, a questionnaire, was sent to the teachers and principals, who graded the answers 1 to 5, while the second was a semi-structured interview with the five principals and with randomly selected 20 teachers (four from each school). The results of SBM's pilot application in Israel's Bedouin community were opposite to what the Ministry of Education anticipated. The main factors that prevented the five schools from implementing SBM and increased centralisation included extensive intervention in school affairs by the Education Ministry and the local tribe, especially its leader (Sheikh), and Bedouin society's conservatism. Instead of implementing SBM, Bedouin schools should improve teacher training, upgrade the physical infrastructure, neutralise tribal influence, and use innovative teaching methods.
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Chung, Lui-pong Gavin. "A principal's views on school-based management : implications for school management in aided secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305092.

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Yu, Chung-ching. "A comparative study of school-based management in three places - rethinking school-based financial management under the school management initiative." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595393.

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Erbes, Kristen M. "School/community-based management discursive politics in practice /." Thesis, University of Hawaii at Manoa, 2003. http://proquest.umi.com/pqdweb?index=0&did=765033351&SrchMode=2&sid=11&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1233180076&clientId=23440.

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Roberts, Susan Ann. "Re-thinking staff management in independent schools: an exploration of a human resource management approach." Thesis, Roberts, Susan Ann (2007) Re-thinking staff management in independent schools: an exploration of a human resource management approach. Professional Doctorate thesis, Murdoch University, 2007. https://researchrepository.murdoch.edu.au/id/eprint/279/.

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While the mission and 'core business' of schools has always been directed towards the education and pastoral support of the children, the staff who work to fulfil the mission and business have received less attention. With recent media reporting on anticipated teacher shortages, pedagogical issues and the quality of teaching the focus has shifted to the staff in schools. With evidence linking student achievements and academic outcomes to teacher impact, recruitment and retention have become significant issues, particularly in independent schools where parental expectations are high. Expertise in relation to human resource (HR) activities such as recruitment and retention, staff management and staff development, however, is not well developed in schools. This study therefore seeks to explore and understand staff management using a framework based on human resource management (HRM). It also examines the recent trend of appointing dedicated Human Resource (HR) practitioners to independent schools and the reasons behind these appointments. A qualitative research approach was adopted in order to better understand the issues and reveal the complexity that surrounds them. In all, seven independent schools were purposely selected from urban Western Australia, and the principals, finance directors and HR practitioners from these schools were interviewed to gain their perspectives. The conceptual framework draws on the business-derived human resource management (HRM) and the HR activities within this domain. The analytical framework used was that of the 'hard'/ 'soft' duality contained within HRM, which allowed tensions, such as that between 'independent schools as businesses' and independent schools as 'communities with heart', to be highlighted and examined. The interviews revealed a broad understanding and knowledge by respondents of HR activities considered 'necessary' for the recruitment, and the day-to day management of staff, including remuneration, and to some extent, induction and performance management systems. Most revealing in these schools was the lack of structure and strategy in the implementation of the various HR activities and ways to work through the hard/soft duality. By way of contrast, the HR practitioners appointed to five of the independent schools had a broad based knowledge of all HR activities and were attempting to 'educate' those in schools about HRM and what the function, collectively applied, could do for them. They encountered entrenched attitudes and, in some schools, resistance caused by misunderstandings associated with both the role and function. The thesis concludes with implications and recommendations for independent school leaders on the application of HRM in their schools. By re-thinking the paradigm of staff management in this way, and through the adoption of a systematic and holistic approach using the suite of HR activities, both hard and soft, the research points to the potential for improvements in the quality of teaching staff recruited and retained, and ultimately also in student outcomes.
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Roberts, Susan Ann. "Re-thinking 'staff management' in independent schools : an exploration of a human resource management approach /." Access via Murdoch University Digital Theses Project, 2007. https://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20080411.121602.

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Sheehan, Kellie. "Structuring School Garden Management." The University of Arizona, 2016. http://hdl.handle.net/10150/608638.

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Sustainable Built Environments Senior Capstone Project
School gardens are booming in Arizona as their opportunities for educational development continue to grow. One common problem, however, is that most schools with a school garden lack a proper managerial system that would help their garden be used to its full potential. The work compiled in this capstone project defines a managerial structure and provides a site-specific example of an intern manual that is intended to be used as in introductory guide with all the necessary resources to get an intern started.
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Li, Shujuan (Lucy), Dawn H. Gouge, and Al Fournier. "School Integrated Pest Management." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2013. http://hdl.handle.net/10150/298139.

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Books on the topic "School management"

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Panda, Upendra Nath. School management. New Delhi: Ashish Pub. House, 1988.

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Niblett, B. S. School management. Bristol: National Development Centre for School Management Training, 1986.

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Longwe, Wyted. School management. Lusaka, Zambia: ZPC Publications, 1993.

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Brown, Daniel J. Decentralization and school-based management. London: Falmer Press, 1990.

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Pannell-Martin, Dorothy. School foodservice management. 4th ed. New York: Van Nostrand Reinhold, 1990.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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M, Andronik Catherine, ed. School library management. 5th ed. Worthington, Ohio: Linworth Pub., 2003.

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1932-, Morris Geoffrey, ed. Effective school management. London: Harper & Row, 1985.

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Michael, Marland, and Bayne-Jardine Colin Charles, eds. School management skills. London: Heinemann Educational Books, 1986.

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SEAMEO Regional Center for Educational Innovation and Technology., ed. Improving school management. Quezon City, Philippines: SEAMEO INNOTECH, 2004.

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Book chapters on the topic "School management"

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Messenger, Sally, and Humphrey Shaw. "Falmer School." In Hospitality Management, 118–21. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21595-9_22.

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Messenger, Sally, and Humphrey Shaw. "Falmer School." In Hospitality Management, 214–15. London: Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-21595-9_52.

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Meyding, Thomas, and Anne Meckbach. "Deal-Management." In Edition Frankfurt School, 87–104. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-23894-0_5.

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Benavides, Teodoro J. "School Districts." In Local Government Management, 217–32. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780429001086-13.

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Cheng, Yin Cheong. "Multi-level self-management." In School Effectiveness and School-Based Management, 88–107. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-7.

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Cheng, Yin Cheong. "Implementation of self-management." In School Effectiveness and School-Based Management, 108–33. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-8.

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Spring, Joel. "Scientific School Management." In The American School, 303–35. Tenth Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315145136-10.

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Schuckman, Hugh. "TAZ School Management." In Principles of Zen Training for Educational Settings, 164–79. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003480501-9.

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Klikauer, Thomas. "Business School Education." In Management Education, 81–111. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40778-4_4.

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Cheng, Yin Cheong. "Management of school-based change." In School Effectiveness and School-Based Management, 215–44. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-13.

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Conference papers on the topic "School management"

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ZAGORCHEVA-KOYCHEVA, DENITSA. "SCHOOL RISK MANAGEMENT." In INTERNATIONAL SCIENTIFIC CONFERENCE MATHTECH 2022. Konstantin Preslavsky University Press, 2022. http://dx.doi.org/10.46687/snjj5247.

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The report provides an overview of the requirements and changes in risk management selected for implementation in schools. The risks can be manifested in different areas of the activity of the educational establishments. Effective risk management requires constant monitoring and response to identified risks. This requires the adoption of a strategy with appropriate rules and procedures for risk management in the school.
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Popescu, Delia-Mioara, Florica Miu (Rotaru), and Alina Manache (Șerban). "Management of Activities “School after School”." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/18.

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The Romanian teacher is in a permanent change, which is why education is required to go beyond this context. Therefore, the school, in addition to the educational preparation of the student, must consider its education in non-formal and informal environments. In order to be able to carry out and implement such activities, the Ministry of National Education has elaborated the Methodology for organizing the "School after School" Program, through OMECTS no. 5349 / 07.09.2011, an official document, which presents the legislative framework in order to be successful. With the help of local authorities, these programs are much more flexible. They are carried out under the guise of educational projects and help the student both in the preparation of the subjects, as well as in various recreational activities, depending on his skills. An efficient partnership between the three factors involved in the educational process, the school and local authorities on the one hand, and the family on the other, implies mutual respect and trust, but also efficient communication and collaboration. All these concerns have as main objective to find the methods by which the students acquire the necessary knowledge to be able to cope with the daily changes of the society. As the learning must be carried out permanently, not only within the formal framework of the school, the local authority comes to support the family and the school so that the learning environment does not suffer and offers the student comfort.
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Tikerperi, Mari-Liis. "From Distant Target Groups to Involved Stakeholders: Developing Dialogic School Communication." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.15.

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Knowingly planned communication activities are an essential asset in the performance of organisations, including public schools. In this paper, the core premise is that communication management in general education schools is an important field which currently lacks scholarly attention as well as practical guidance for school management. Numerous communication management definitions and models have been proposed following different paradigms and perspectives. Still, they all have one aspect in common: the audience to whom the messages are directed. Some theorists suggest that communication does not exist without the recipient, and effectively planned communication should be based on their interests or, moreover, involving them for the institution’s success. Thus, it is crucial to map schools’ target groups and stakeholders to explain the nature of school communication in general. In this qualitative study, in-depth interviews were conducted with 19 Estonian school principals to understand their views about the role various target groups and stakeholders have on public elementary and high school communication. By applying a targeted sampling strategy, the most diverse representation of participants was ensured based on the profiles of both schools and school leaders. During the interviews, a projective technique was used enabling the principals to schematically position school’s stakeholders in accordance to social circles, importance, and communication intensity. The results showed that although the stakeholders of the schools are similar, the positioning of the stakeholders may differ even in between similar school types. School principals’ assessments of the intensity, importance, or quality of relationships depend on the school’s organisational culture, goals, current issues (e.g., school renovation), or sometimes the principal’s personal contacts. In addition, communication practices are influenced by the initiative and attitudes of external stakeholders towards the school.
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Rakhmayanti, Dyah, Soedjarwo, and Karwanto. "School Library Management in Private Junior High Schools." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.10.

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Sinha, Anik. "Autism School Management Guide." In UbiComp '18: The 2018 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3267305.3277816.

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Masruroh, Erny Roesminingsih, and Totok Suyanto. "School Entrepreneurship Extracurricular Management." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.18.

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Sholihah, Tutut. "Modern School Financial Management." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007417801960200.

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Sri Zulaihati, Sri, and Santi Santi Susanti. "School Cooperatives Management of Business Vocational High School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.16.

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Sobandi, A., and Udin S. Saud. "Principal Leadership, School Climate, and School Productivity at Vocational School in Bandung." In 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.99.

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Mutiarini, Menik, and Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.

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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15
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Reports on the topic "School management"

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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Heyward, Mark, Robert Cannon, and Sarjono. Implementing School-Based Management in Indonesia. Research Triangle Park, NC: RTI Press, October 2011. http://dx.doi.org/10.3768/rtipress.2011.op.0006.1109.

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Rubio Codina, Marta, Paul Gertler, and Harry Patrinos. Impact evaluation for school based management reforms. The IFS, December 2007. http://dx.doi.org/10.1920/re.ifs.2024.0783.

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Crawfurd, Lee. School Management and Public-Private Partnerships in Uganda. Research on Improving Systems of Education (RISE), July 2017. http://dx.doi.org/10.35489/bsg-rise-wp_2017/013.

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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Cambridge, MA: National Bureau of Economic Research, January 2021. http://dx.doi.org/10.3386/w28336.

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Duchini, Emma, Victor Lavy, Stephen Machin, and Shqiponja Telhaj. School Management Takeover, Leadership Change, and Personnel Policy. Cambridge, MA: National Bureau of Economic Research, December 2023. http://dx.doi.org/10.3386/w31994.

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Ulloa, Fernando. Learning in Twenty-First Century Schools: Note 8: Disaster Risk Management in School Systems. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0006296.

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This note provides a brief explanation of the basic concepts related to disaster risk management. The primary threats and conditions of vulnerability to disasters will be detailed, with a focus on six selected countries: Chile, Colombia, the Dominican Republic, Guatemala, Honduras, and Mexico.
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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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Prew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, November 2018. http://dx.doi.org/10.15868/socialsector.36894.

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Gutierrez, Mabel, Juan Carlos Guerra, Augusto Meléndez, Paola Bayona, Jose David Cantillo, Jorge Valencia, Angeli María Del Toro, Cristian Rios, and Andrés Díaz. Learning in Twenty-First Century Schools: Note 2: School Infrastructure Survey. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0006289.

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The process of developing a methodology for the management of education infrastructure in the countries of Latin America and the Caribbean began with an analysis and discussion of types of variables, common content, and unified criteria across this group of countries. This produced a definition of school infrastructure as well as implications for managing it in accordance with each country's legislation, plans, and policies. Based on this analysis, it was possible to determine that in each of the educational infrastructure as a key factor in improving the quality of education, and this is reflected in their national policies that explicitly present the need to build, renovate, and maintain the physical plant of the schools.
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