Relevant bibliographies by topics / School management and organization New schools New schools

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

Academic literature on the topic 'School management and organization New schools New schools'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "School management and organization New schools New schools"

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Baid, Devesh, and S. V. D. Nageswara Rao. "Management Controls of Teachers—Scale Development and Validation." Global Business Review 18, no. 3 (April 24, 2017): 719–33. http://dx.doi.org/10.1177/0972150917692190.

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Teachers are an important determinant of school outcomes, and their behaviour and actions need to be controlled to ensure desired performance. New public management (NPM) and new institutional theory propose that practices used by ‘for profit’ organizations should also be adopted by ‘not for profit’ organizations, which also include schools. Anthony’s (1965) model of management control has been applied to schools but has been found to have loose coupling with outcomes. This article proposes a scale that covers both formal and informal controls and is contextual. Second, it uses Merchant’s (1998, p. 14) ‘objects of control’ framework to develop such a scale for private unaided schools. An instrument has been developed by operationalizing constructs of action controls, result controls, personnel controls and cultural controls. Items were drawn from school effectiveness and school improvement literature. Data have been collected from the 10th class teachers of private unaided schools affiliated to a state examination board in India. The scale has met reliability and validity measures and is found appropriate for future use. The instrument will help school managements understand the extent of control in their schools, which control dimensions to focus on, and how these aspects of control influence other dimensions such as teacher’s satisfaction, role stress and school performance.
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Wohlstetter, Priscilla, Roxane Smyer, and Susan Albers Mohrman. "New Boundaries for School-Based Management: The High Involvement Model." Educational Evaluation and Policy Analysis 16, no. 3 (September 1994): 268–86. http://dx.doi.org/10.3102/01623737016003268.

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A major challenge facing reformers who are demanding high levels of performance from the educational system is to enable schools to make changes in the way they deliver services to create high performance. This article examines the utility of school-based management (SBM) as a means for generating school improvement and applies a model of high involvement management, developed in the private sector, to determine what makes SBM work and under what conditions. The analysis illustrates the importance of expanding the definition of SBM to include aspects of organizational redesign, beyond the traditional boundaries of shared power, in order to create the capacity within schools to develop high performance.
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Garbenis, Simas, and Paulina Palujanskienė. "DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN THE ASPECT OF PERSONALITY DEVELOPMENT IN THE CONTEXT OF A LEARNING ORGANIZATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 28, 2021): 90–101. http://dx.doi.org/10.17770/sie2021vol4.6477.

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Today`s schools coexist with an environment that is constantly changing and shifting that is why modern schools should be open to new experiences, possibilities, become learning organizations. Also, educational institutions face the need for competencies in the formulation and implementation of competition policy, which in itself requires managerial knowledge based on an innovative approach. Moreover, the development of emotional intelligence integrated with the school curricula should be considered as one of the criteria for a school to become a learning school. Although some robust knowledge already exists about the positive impact of emotional intelligence development in educational settings. There is little to no research and theoretical data about the means to successfully integrate emotional intelligence development in schools as a context of learning organizations. Moreover, there is not any strong theoretical framework that links several ideas and theories on which they need for emotional intelligence development in learning schools could be based upon. Regarding this knowledge gap, this article aims to reveal the attitude of school staff about the development of emotional intelligence in the context of a school-learning organization. To achieve this goal, methods were used: scientific analysis of literature and documents and theoretical interpretations. Research results: peculiarities of emotional intelligence development in the context of personality development in the context of learning organization: how emotional intelligence is developed, its meaning and importance, possible perspectives, benefits for personality and organization-school in the context of learning organization (L. Vygotsky theoretical aspect). This justifies the need to organize personnel management and professional development processes in the development of emotional intelligence.
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Samrat, Ray, Ghulam Muhammad, and Muhammad Adnan. "The Administrative Role of Principals: Insights and Implication in Secondary Schools Mardan District." journal of social sciences review 1, no. 1 (June 30, 2021): 46–56. http://dx.doi.org/10.54183/jssr.2021.1.1.46.

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Secondary schools are educational establishments tasked with preparing students for postsecondary education and professional training. Principalsare the primary stakeholders entrusted with administrative positions in secondary schools to meet society's demands and provide quality education to students. The study aimed to examine the administrative function of principals in secondary schools in Mardan district, Khyber Pakhtunkhwa, Pakistan, in light of their organizational role at the secondary level. The study's goals were to look at the administrative position of secondary school principals and suggest methods for more effective secondary school administration. The research included 100 government male high school principals from the Mardan district. A reliable instrument was developed, validated, andpilot tested. The information was gathered using a unique administration instrument and evaluated using mean scores, standard deviation, and the chi-square test. The study discovered that principalsplay a primarily administrative function in high school administration. They develop the school's vision and mission, provided school facilities, organize the teaching-learning process, plan co-curricular activities, supervise school activities, identify students' needs and demands, maintain the school's records, ensure financial management, collaborate with parents and society, coordinate with educational authorities, track, and evaluate the school's activities. For effective secondary school administration, the study proposed providing instruction for new principals at the time of admission and capacity building for current principals in financial management, record keeping, staff management, service law, and ICT skills.Keywords:administrative role, Mardan, Pakistan, principals, secondary schools
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Koç, Ahmet, and Mert Bastas. "The Evaluation of the Project School Model in Terms of Organizational Sustainability and Its Effect on Teachers’ Organizational Commitment." Sustainability 11, no. 13 (June 27, 2019): 3549. http://dx.doi.org/10.3390/su11133549.

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The Turkish Ministry of National Education has been implementing a new management model in the Turkish educational system. The structural features of state-run project schools are being developed with various innovations in terms of management and education models. Specifically, the new management model in which school principals share the authority to make their own teams is of great importance to researchers, educational policy makers, and executors. This study aims to designate the effects of project schools’ structural and managerial characteristics on teachers’ organizational commitment and the schools’ organizational sustainability. It was designed using a sequential mixed research method including scaling and interviewing techniques. In addition, the teachers’ organizational commitment levels in project schools, which were designated as the experimental group, are compared with the teachers’ organizational commitment levels in non-project schools, which were selected as the control group. The study, conducted in 2018–2019, is comprised of 15 project schools and 9 non-project schools located in Istanbul and involved 603 teachers working in these schools. The results show that the structural and managerial features of project schools have positive effects on teachers’ organizational commitment and that this school model seems sustainable, based on all the positive points gathered.
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Roth, Steffen. "Draw your organization! A solution-focused theory-method for business school challenges and change." Journal of Organizational Change Management 34, no. 4 (March 1, 2021): 713–28. http://dx.doi.org/10.1108/jocm-06-2020-0163.

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PurposeThis study aims to present a solution-focused approach to current problems and criticisms faced by business schools.Design/methodology/approachTo facilitate the required shift from problems to solutions, this study outlines a theory method and demonstrates how it has informed my teaching at Financial Times (FT)-ranked business schools and other institutions of higher education in two subjects and on three continents.FindingsThe study reports on two student exercises showing that even advanced business school students confuse organizations with political economic hierarchies.Originality/valueThe study concludes that business schools pursuing a smart specialization strategy by challenging this reductionist view may turn into new schools of management distinguished by a broader, multifunctional concept of themselves and their impact on their environment.
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Grissom, Jason A., and Lara Condon. "Leading Schools and Districts in Times of Crisis." Educational Researcher 50, no. 5 (June 2021): 315–24. http://dx.doi.org/10.3102/0013189x211023112.

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The COVID-19 school closures highlighted the importance of crisis management for school and district leaders. Crisis management, however, has not received sufficient attention from school leadership preparation programs or education leadership researchers. This article synthesizes research spanning schools and other organizations, including those in the private sector, to describe a framework for understanding crises and crisis management in schools and districts and the key competences this literature suggests for successful navigation of crisis situations. We use this framework to discuss leaders’ responses to the COVID-19 school closures in spring 2020. We conclude with an argument for more consciously incorporating crisis management training into both preservice and in-service preparation and support for education leaders and for opening new lines of inquiry into crisis leadership at the school and district levels.
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Naz, Rashida, Sajida Naureen, and Zeenat Sana Baloch. "Identification Of Managerial Problems Faced By Primary School Head Teachers In Quetta." Pakistan Journal of Applied Social Sciences 6, no. 1 (September 8, 2017): 77–90. http://dx.doi.org/10.46568/pjass.v6i1.310.

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The primary schools year is an important phase of children education. The objective of this research was to identify the managerial problems faced by Primary Schools Head teachers. For primary data the sample was comprised 10 school heads 100 teachers from the primary schools, questionnaires were distributed among teachers and head teachers. The samples were randomly selected. Results showed that teachers were trying to achieve the students learning outcomes. A large number of head teachers agreed that they knew the process of school management and they were able to control the management of schools. They were trained by the education department regarding primary school management. But on the other hand less number of professional trainings were available for primary school teachers and head teachers. There were some evidences that most of the non-government organizations introduced some training programs for primary school teachers. Most of the head teachers of primary schools faces the shortage of physical and human resources in their schools. A number of head teachers had no qualification related to school management. It was concluded that almost all the in charge and teachers had no clear concept regarding curriculum 2006. Majority of the head teachers had no ability to manage the learning and teaching process. They were found incompetent for report writing and implement their decisions in jurisdiction of school. It was recommended that new posts should be created for head teachers in primary schools and their job description should be cleared. All the incharges or head teachers should be trained in school management and resource management.
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Prince, Christopher, and Graham Beaver. "Commercial and Corporate Activities of New University Business Schools." Industry and Higher Education 18, no. 4 (August 2004): 217–25. http://dx.doi.org/10.5367/0000000041667547.

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Commercial and corporate activities and the income they generate are of increasing importance to all UK higher education institutions. For new or modern university business schools in particular, the falling unit of resource attaching to undergraduate student teaching income and the virtual disappearance of research revenues as a result of the poor results in the 2001 Research Assessment Exercise have combined to produce a scenario in which commercial activity is likely to be an increasing priority as business schools attempt to remain effective and solvent. While there has been considerable research into management development in general, there has been very little research into the structuring and operation of commercial activity in new university business schools. Indeed, what research there has been into university commercial activity has examined all UK universities at a level of aggregation that makes it impossible to determine levels of business school commercialization, let alone the level of individual performance. The research presented in this paper focuses on the commercial activity of new university business schools and reveals findings about the nature and choice of strategy, product portfolio, delivery, client expectations, organization and management structure. The evidence suggests that many business schools have a considerable way to go if they are to grow commercial revenue in what will be an increasingly competitive and volatile market.
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Watson, Terri Nicol. "Effective school leadership and New York City’s immigrant and migrant children: a study." International Journal of Educational Management 31, no. 5 (June 12, 2017): 622–32. http://dx.doi.org/10.1108/ijem-11-2016-0244.

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Purpose This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City’s public schools as English language learners. It also highlights the ways in which New York City prepares school leaders and the policies that govern their actions. Design/methodology/approach Literature review. Findings The practices of New York City’s school leaders are governed by the Chancellor’s Regulations. These comprehensive mandates consist of four components and address issues related to students in grades K-12, school-based budgets, personnel matters, and parent and community engagement. In relation to students, including those classified as immigrant, migrant, and English language learners the Chancellor’s Regulation A-101 makes it clear: children may not be refused admission to a public school because of race, color, creed, national origin, gender, gender identity, pregnancy, immigration/citizenship status, disability, sexual orientation, religion, or ethnicity. Research limitations/implications Implications for future research: How can school leaders (and educational activists) continue to support and advocate for immigrant and migrant children under the presidency of Donald J. Trump. Practical implications Knowledge gleaned from this study may be of use to schools, districts, and educational leaders in the USA and abroad faced with similar demographic trends. Social implications This manuscript examined the ways in which The City University of New York prepares school leaders, the required State exams for school leaders, and the educational policies that govern the practices of New York City’s school leaders that are germane to English language learners. Originality/value This review of the literature may study may be of use to schools, districts, and educational leaders in the USA and abroad.
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Dissertations / Theses on the topic "School management and organization New schools New schools"

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Nicholas, Zeffie. "Creating and sustaining a new school the challenges and issues /." Access electronically, 2008. http://ro.uow.edu.au/theses/140.

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Glickman, Edward J. "Site-based management : a study of selected New Jersey elementary schools /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1139688x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes tables. Typescript; issued also on microfilm. Sponsor: Jonathan Hughes. Dissertation Committee: Frank Smith. Includes bibliographical references (leaves 189-197).
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Wong, Sze Lo-sai. "Problems encountered in school administration in a sample of new aided secondary schools in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38626913.

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Norberg, Susanne. "Cultural Backgrounds and School Development : A Study of Scandinavian International Schools." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28260.

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The purpose of this study is to investigate if cultural backgrounds affect how staff from Scandinavian international schools view school development. The study is based on the alternative hypothesis that cultural backgrounds affect school development. A survey was sent to seven Scandinavian international schools with questions designed to detect the views respondents have on school development based on the two most prominent school development perspectives; school improvement and school effectiveness. I investigated and analyzed respondents’ views about their own development work at their school today and what they would like it to look like. In addition, I examined what processes and standards they considered important when engaged in school development work. Also, I wanted to see if there were any differences in views depending on where the respondents had had their higher education, were born, or if years spent in Scandinavia had influenced their views. The results indicated that it is not statistically likely that respondents’ cultural backgrounds affect their views on school development. There could be many reasons for this outcome but since these have not been studied, I can only speculate. One reason could be that the majority of the respondents have spent more than ten years in Scandinavia which might have homogenized the respondents’ views on school development.  Another reason could be that the majority of the respondents come or have had their higher education in either an English speaking country or in Scandinavia.
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Wong, Sze Lo-sai, and 黃施露茜. "Problems encountered in school administration in a sample of new aidedsecondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38626913.

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Polhill, Loretta Somerville. "The implementation of an information system in a state-operated district : a case study of Paterson /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11714487.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Typescript; issued also on microfilm. Sponsor: Jonathan T. Hughes. Dissertation Committee: Frank L. Smith, Jr. Includes tables. Includes bibliographical references (leaves 114-116).
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McDonald, Dennis J. "Total quality management : a case study of the Cherry Hill public schools, Cherry Hill, New Jersey /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12027182.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Issued also on microfilm. Sponsor: Frank Smith. Dissertation committee: Jon Hughes. Dissertation Committee: John Hughes. Includes bibliographical references (leaves 221-231).
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Castillo, Marco Antonio. "Learning our lesson: A study on the state of public participation in the New York City public schools system." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.

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

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Includes tables. Typescript; issued also on microfilm. Sponsor: Dale Mann. Dissertation Committee: Jon Hughes. Includes bibliographical references (leaves 252-255).
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Shanoff, Mark E. "Changes to operational, financial, and organizational structures of school districts during mayoral takeovers." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4547.

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

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Pietersen, Kevin. New school manual: Guidelines to facilitate opening new schools. [Aurora, Ont.]: York Region Board of Education, 1993.

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Cardno, Carol E. M. Collaborative management in New Zealand schools. Auckland, N.Z: Longman Paul, 1990.

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Education Commission of the States. A guide to New American Schools. Denver, Colo: Education Commission of the States, 1996.

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Bryant, Bunyan. Quality circles: New management strategies for schools. Ann Arbor, MI: Prakken, 1987.

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Quality circles: New management strategies for schools. Ann Arbor, Mich: Prakken Publications, 1987.

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Greene, Brad. New paradigms for creating quality schools. Chapel Hill, NC: New View Publications, 1995.

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Bodilly, Susan J. Lessons from New American Schools' scale-up phase: Prospects for bringing designs to multiple schools. Santa Monica, Calif: RAND, 1998.

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New schools for a new century: A leader's guide to high school reform. Delray Beach, Fla: St. Lucie Press, 1995.

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Examining the assistant principalship: New puzzles and perennial challenges for the 21st century. Charlotte, NC: Information Age Pub., 2011.

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Monk, David H. Organizational alternatives for small rural schools: Final report to the Legislature of the State of New York. [Ithaca, N.Y.?]: Dept. of Education, New York State College of Agriculture and Life Sciences at Cornell University, 1986.

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Book chapters on the topic "School management and organization New schools New schools"

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Normand, Romuald. "Leadership and New Public Management: The Forgotten Professional Dimension of School Organizations." In Education Policies and the Restructuring of the Educational Profession, 221–34. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8279-5_15.

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Kowch, Eugene. "Leading Transformation with Digital Innovations in Schools and Universities: Beyond Adoption." In Digital Transformation of Learning Organizations, 145–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_9.

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AbstractDigital innovations in schools and universities matter. New leadership approaches and new organization knowledge are necessary for leaders to realize long-term school and university transformations afforded by important digital innovation experiments. This chapter takes a hard look at leadership and organization theory and practice, along with a critical look at innovation adoption to help digital school and university innovation teams find more sustainable, impactful innovations. First, we examine research and theory on formal leadership and organization to argue that classical, formal leaders separate people from the work of others, limiting innovation teamwork. We also examine formal organizations as “houses,” finding that these over-structure people and power in vertical functional “boxes” in bureaucracies that limit school or university readiness to adapt—even when great digital innovations offer transformation potential. Less formal leadership and organization is then explored with evidence from the author’s research on leading complex adaptive teams as more adaptable organization network forms. We conclude that less formal leadership and less formal organizing structures offer more innovation potential by creating adaptive spaces for digital innovations. We present a new theory and guidelines for leading and participating in high-impact digital innovation networks working to lead learning organization emergence (transformation) via digital innovations.
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Mikkelsen, Bent Egberg, and Collins Momanyi Bosire. "Food, Sustainability, and Science Literacy in One Package? Opportunities and Challenges in Using Aquaponics Among Young People at School, a Danish Perspective." In Aquaponics Food Production Systems, 597–606. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_23.

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AbstractThe call for sustainable food production and consumption has led to an increased interest and new policy measures to support the circular economy and climate-smart farming practices. The merits of aquaponics and closed-loop nutrient cycling systems are increasingly being examined in terms of sustainable productivity in various settings including urban environments. Aquaponics also has the potential to be applied as a learning tool for people of all ages but especially for young people at school. This chapter studies the potential of aquaponics to teach food and science literacy and the use of the technology as an educational tool in primary school. The chapter draws on data from the Growing Blue & Green (GBG) program carried out in cooperation among Aalborg University, Copenhagen, municipal schools and their teachers and a private aquaponic enterprise. The chapter draws on three empirical studies including an exploratory study on the educational opportunities at school, a feasibility study carried out among teachers, as well as the educational Growing Blue & Green (eGBG) study, in which a digital-based regulation component was added. The conclusion is that low-cost versions of aquaponics have considerable potential for supportive learning in elementary school. Preliminary findings furthermore suggest that fitting the setup with easy-to-install intelligent sensors and devices offers the opportunity to provide learning about food, sustainability, and a basic understanding of the control and management of biological systems in one package.
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Brandon, Daniel. "Graduate Programs in Project Management." In Technologies & Methodologies for Evaluating Information Technology in Business, 222–33. IGI Global, 2003. http://dx.doi.org/10.4018/978-1-93177-748-3.ch011.

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Presented in this chapter is research regarding graduate programs in the relatively new academic area of Project Management. A number of professional organizations have developed around the world to address and foster this specific discipline. Several universities also recognized the fact that Project Management involves distinct skills, and that the traditional degree programs and courses in business schools and other schools do not adequately cover and integrate these skills. The particulars of the research information concern degree and certificate offerings, program and course organization, delivery mechanisms, and the organizational location of the program within the university. The author’s university is interested in developing a graduate Project Management program, and research conclusions toward this interest are presented.
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Santamaría, Andrés P., Melinda Webber, and Lorri J. Santamaría. "Effective School Leadership for Māori Achievement." In Advances in Human Resources Management and Organizational Development, 99–119. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8376-1.ch007.

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This chapter leads a critical discourse amongst research and educational leadership communities around the nature of cross-cultural interactions and the role diversity plays in changing the status quo with regard to access, equity and academic achievement. Through this strengths-based qualitative inquiry, the authors bridge Kaupapa Maori (Maori ideology) and critical race theory methodologies with Maori and non-Maori culturally responsive leadership frameworks. Prerequisite conditions for effective cross-collaboration are presented based on the experiences of an international, interdisciplinary research team in collaboration with practicing Maori and non-Maori leaders of primary and secondary schools in Aotearoa New Zealand (NZ). The aim of the partnership is to promote the voices and practices of effective school leaders, through cross-cultural collaboration and research, to continue building critical mass for the important role of informing effective, culturally responsive leadership practices across Aotearoa NZ.
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Esquivel, Mariana I. Vergara, Clare Parks, Adriana Reyes, Susan Tirhi, and Mariana I. Tamariz. "Problem Solving and Leadership Individual and Organizational Motivation Affected by Stress." In Encyclopedia of Strategic Leadership and Management, 526–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch037.

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We are proposing implementing MIA through Diffusion Theory and MATCH Program Planning. Using a social ecological perspective, personal health behavior is influenced by an individual's thoughts and their relationships with others, their affiliation with organizations, their location within communities, and their connection with their culture (Simons-Morton, McLeroy, & Wendel, 2012). Multiple Approaches to Community Health (MATCH) is a socio-ecologic planning model that will guide the development and implementation of Mindfulness into Action (MIA) practices to address the personal health behaviors and environmental conditions of high school students living in low-income neighborhoods in New York City. Diffusion Theory (Rogers, 2003) will be employed in the development, implementation, evaluation, and dissemination of the program. As such, we are using an organizational learning technique by implementing MIA (chapter 31) (Vergara, 2016c) with high school students. As participants identify their unknown behaviors, we are planning to collect data regarding the changes in discipline incidents, bullying, and attendance between before and after the implementation of the Mindfulness into Action Initiative in the schools.
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Fernandes, Venesser. "The Case for Effectively Using Existing Business Improvement Models in Australian Schools." In Advances in Human Resources Management and Organizational Development, 130–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8516-9.ch007.

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There is a significant lack of documented research on Australian school improvement that is contextualized within business improvement model settings. This is the case even though Australian schools have been operating within a business environment for a while now. This chapter aims at addressing this gap by discussing what educational quality is within schools. It will present an adapted version for continuous school improvement within school systems in Australia. This adapted version of continuous school improvement provides a theoretical framework on how schools operating as self-managed business systems can ensure that the delivery of educational quality is strategically sustained at the organizational level and that focus remains on the important core business of student learning. This adapted version has been described as strategic TQM and a case is made for its use in Australian schools through five transformations that are brought about through the SCOPE cycle for school improvement.
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Martins, Jorge Tiago, and Rosa Maria Martins. "Work Integrated E-Learning in Public Administration." In Cases on Educational Technology Implementation for Facilitating Learning, 395–422. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-3676-7.ch021.

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This chapter describes the experience of the Portuguese School Libraries Network (SLN) – an agency of the Ministry of Education and Science – as a case study in the development of work integrated e-learning in Public Administration. In 2008, SLN developed the School Libraries Evaluation Model (SLEM), with the objective of collecting information about how school libraries (SLs) across the country operate and contribute to effective teaching and learning. Since 2010, schools have been invited to identify and self-evaluate performance across key domains, for which a set of critical success factors, assessment indicators, and performance levels is established. The application of SLEM implied that schools would have to deal with new management concepts and techniques, and become conversant with working methods that were until then unfamiliar to them. Two professional groups were pivotal in this process: (i) inter-municipal advisers (IMAs), and (ii) teacher librarians (TLs). These were the two sets of civil servants who benefited from the design and implementation of a work-based online training program specifically designed to familiarize them with the rationale and with the particulars of SLEM. The following sections of this chapter contextualize the operation of SLN, provide insight into application of SLEM, and discuss in more detail the key characteristics of the trainee-centered e-learning environment that has been established to facilitate the training of IMAs and TLs. Particular emphasis will be given to the issues of organizational support, instructional design, and alignment of instructional contents with performance requirements.
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Pérez-Montoro, Mario. "Knowledge Management in Organizations." In Encyclopedia of Human Resources Information Systems, 605–10. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-883-3.ch088.

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Within the last 10 years we have witnessed the appearance and consolidation of a brand- new discipline, that of knowledge management (KM), which has the organization and organizational environment as its primary focus. This discipline seeks to design systems and strategies to make it possible to systematically take advantage of the knowledge generated by and within an organization. Within the current economic situation characterized by extreme competitiveness and market globalization, the correct application of knowledge management offers an important competitive advantage in the business world, one capable of ensuring a company’s ongoing survival and operation. This article seeks to present a brief analysis of this new discipline and, at the same time, offer a useful conceptual framework as a tool for orientation to the literature of the field. In order to accomplish this, first we shall tackle the historical context of the discipline and describe the two main schools which have dominated the theoretical outlook of knowledge management ever since its inception, as well as their evolution. Secondly we shall compile an outline of the fundamental concepts upon which KM is based, and we shall introduce a detailed working definition of knowledge management. Last of all, we shall consider the methodological and pragmatic aspects involved in developing an effective KM program or system within an organization.
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"Managing primary schools in a new era." In The Skills of Primary School Management, 13–33. Routledge, 2002. http://dx.doi.org/10.4324/9780203130155-3.

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Conference papers on the topic "School management and organization New schools New schools"

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

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In a constantly changing social, technological, and economic environment, schools not only need to adapt but to learn continuously. One of the most significant and most current fields of school learning in Hungary and worldwide is one of the digital competencies. In this paper, I present the concept of digital competencies and the learning organization, offering an overview of different interpretations and frameworks and draw connections between them. The study suggests interrelations between schools’ learning organizational and digital competence capacities and proposes future empirical research on the topic.
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Forgács-Fábián, Sára. "etention of Millennials in the Voluntary Sector: How Can Organizations Not Only Engage but Also Retain This Emerging Generation?" In New Horizons in Business and Management Studies. Conference Proceedings. Corvinus University of Budapest, 2021. http://dx.doi.org/10.14267/978-963-503-867-1_08.

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Why do emerging generations stay active in a voluntary organization? The number of volunteers is increasing in Hungary, one reason is the obligatory community service in secondary schools. There is an emerging generation who has experience in volunteering, however there is a little knowledge about why they sustain voluntary work. Although previous studies elaborate on the retention of volunteers from a general perspective, further research is needed in this specific area. This study aims to examine younger generations’ (Millennials, GenY) retention in nonprofit voluntary organizations by conducting a single case study at Amigos for Children Foundation, in Hungary. Adopting a grounded theory approach, the study aims to build theory on the topic by combining two streams of literature with primary data: sustained volunteerism and expectations of younger generations towards their workplace. Based on prior literature review and qualitative research, findings suggest that organizations should focus on two main areas to keep younger generations motivated. (1) Organizational factors in which volunteering happens are flexible framework for daily operations, flat organization, involvement in decision making and opportunity for shaping the organization. (2) What the volunteer gets in exchange for the prosocial activity: positive feedback, recognition, strong community, opportunity for social and professional development, autonomy, responsibility, mutual trust. An important finding of the study is that younger generations are conscious about the values and the organization itself they work or volunteer at. Further, one of the most important factors for them is the community they do prosocial activity with. Overall, the current study develops propositions on organizational factors to retain younger generations in voluntary organizations.
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Diklić, Katarina, Života Radosavljević, and Jelena Palić. "Elementary School Serbia at the Time of the Covid - 19." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.10.

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Covid 19 is a disease that has spread all over the world. It caused upheavals in all societies and segments of society. This also relates to the Serbian society and its educational system. Education, as an important part of society, experienced a concussion. Serbia's cumbersome education system, many ongoing reforms, dissatisfaction of educators, many unresolved issues were now additionally burdened by the crown and everything it brings with it. How much of the education system, to which the primary school belongs, has successfully responded to these changes? The inflexibility and inelasticity of the education system was a major obstacle in response to such a large demand made by the Coronavirus. The transition from school to online teaching was stressful for all participants: pupils, parents and teachers. In addition to changes in the way of working, primary schools in Serbia have faced problems with the lack of information technology needed for distance learning, teaching staff who are not educated for this type of teaching, but also the quality of such teaching. All this raised the question of the quality of knowledge that pupils acquired during distance learning. The paper will discuss the management of the primary school at the time of the Covid 19, the problems encountered and how they were solved.
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Jiménez Ramírez, Magdalena. "A Descriptive Analysis of Doctoral Studies in Spain: Recent Changes." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2771.

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The adaptation of Doctoral studies to the European Higher Education Area has involved a complex regulatory change in Spain, with the aim of harmonizing this stage of training with European guidelines. Royal Decree 99/2011 established a new organizational structure for the Doctorate and sets out the guidelines, conditions and procedures that are to regulate the new Doctoral studies. In this paper we describe some of the most significant changes, including, among others, the novelty of the creation of Doctoral Schools, and we likewise present a succinct descriptive overview of some data resulting from the implementation of the regulations on the configuration and putting into practice of the new Doctoral studies. We conclude that these transformations are complex at the levels of management, organization and operation, although they have involved a move towards training that qualifies candidates in research competencies within a setting of internationalization and European mobility.
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Pavicic, Jurica. "School Principals as Jugglers." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.799.

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At daily basis school principals need to balance between needs and wishes of different stakeholders. As the most important stakeholder stands out pupils from which is expected to perform at high level all the time. Another very important stakeholders are teachers which (often) are not motivated enough (financially, emotionally, socially) to give the best in the classrooms. Also, there are parents which expect that their children are exposed to best knowledge; government who expect that school system in general is at internationally competitive level; and also, companies who wishes to have people / labor force who know what to do when faced with problems. To be able to satisfied all parties involved, school principals need to juggle between them and at the same time ensure that school, as an organization, is function immaculately. Our paper focus on school principals and how marketing and management knowledge can help in juggling between the stakeholders. Context of our paper is Croatia – country that had good primary and secondary school systems but by entering EU and exposing to different kind of practice and demands, needed to adopt them. In that new environment business, and especially marketing and management knowledge, become crucial for school principals.
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Dragomir, Daniela, and Georgiana Florența Onișoru. "Management Of The School Organization By The Implementation Of Innovative And Entrepreneurship Strategies." In 7th International Conference on New Ideas in Management, Economics and Accounting. Acavent, 2020. http://dx.doi.org/10.33422/7th.imea.2020.02.04.

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Curpanaru, Gabriela-Livia. "Quality Management and Leadership in Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/11.

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Increasingly, the notion of manager is confronted with that of leader. The literature written on this subject is considerable (John P. Kotter and Abraham Zaleznik being only two of the sound names that can be mentioned in this endeavor). Zaleznik proposed that managers were results driven and leaders were creative artists. Kotter proposed that leaders navigated change and managers navigated complexity. John P. Kotter says that today's managers need to know how to lead, be managers and leaders. The differences are: 1. Management is more formal and scientific than leadership. Management is an explicit set of tools and techniques, based on reason and testing, that can be used in a variety of situations; 2. Leadership involves having a vision of where the organization should go; 3. Leadership demands cooperation, teamwork. Researcher Warren Bennis said, “Managers are people who do things right, and leaders are people who do right things.” Organizations need both. So what does leader mean, what does manager mean? Why are these concepts being put so often face to face? A management specialist, P. Drucker (1954) draws a first distinction: management means doing the right thing, and leadership means doing the right thing. Such an opinion is continued by S. R. Covey (1990): "management is efficient in ascending on the scale of success, and management determines whether the ladder is placed on the right wall". In other words, the manager manages, organizes, the leader has a vision. Such a direction of analysis is illustratively supported by the metaphor of the road through the jungle: in organizing and conducting this expedition - often similar to the activity of organizations to achieve the proposed objectives - the manager prepares the tools, distributes them to the participants, writes and debates procedural manuals, in time what the driver looks for the direction, the path, has a certain sense for finding the best way. Thus, while the manager generates orders, organization, the leader creates and causes change, draws directions not only objectives, sets directions not only agendas, seeks new resources does not rationally allocate only existing ones. Assuring quality management inevitably brings multiple changes of substance and size in terms of philosophy and management practice at the level of the Romanian school. The concept of quality management necessarily includes the notion of leadership. The multiple researches carried out over time on quality management in education have consistently nominated among the factors that generate and feed this efficiency, the idea of leadership. Thus, the quality of leader of the manager is considered fundamental for ensuring quality management in the school, and the school is considered effective.
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A´vila, Javier, Silvia Gonza´lez, Vicente Borja, Alejandro C. Rami´rez, and Marcelo Lo´pez Parra. "Applying a Design Process to Create a Reduction Platform of GHG in Industries." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39382.

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This paper describes the final results of a project aiming at addressing climate change by creating a GHG reduction platform for businesses with carbon management needs in global markets. The project was carried out during a New Product Development course in a bi-national program between The University of California at Berkeley (UCB) and the National University of Mexico (Universidad Nacional Auto´noma de Me´xico, UNAM) in Mexico City. The program features collaboration between the Engineering and Design Schools at UNAM and Engineering and Business Schools at UCB and the College of Architecture CCA. The project, The Carbon Collaborative (TCC) is aimed at consolidating and managing the wide variety of policies and instruments created by governments and environmental organizations to mitigate climate change, and the anthropogenic gas emissions emitted by industry in particular in the US and Mexico. Based on a web platform TCC will provide companies with information on carbon legislation and a centralized location to find transparent and certified methodologies for carbon emission assessment. The differences between the US and Mexican markets lead to advantages for each part. The US market is full of developed consulting enterprises, which is not the case in the Mexican arena, giving to TCC the opportunity of being pioneers to regulate and manage large and small emitters, government environmental agencies and ERP (Enterprise Resource Planning) companies.
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Wiyono, Bambang Budi, A. Supriyanto, Maisyaroh Maisyaroh, and Henny Indreswari. "The Diagnostic Feedback Supervision Model based on Information Technology as The New Strategy to Improve The Professional Competence of Academic Personnel in School Organization." In 2021 2nd International Conference on Intelligent Engineering and Management (ICIEM). IEEE, 2021. http://dx.doi.org/10.1109/iciem51511.2021.9445370.

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Hannink, Ryan, Reiner Kuhr, and Tony Morris. "Public Acceptance of HTGR Technology." In Fourth International Topical Meeting on High Temperature Reactor Technology. ASMEDC, 2008. http://dx.doi.org/10.1115/htr2008-58218.

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Nuclear energy projects continue to evoke strong emotional responses from the general public throughout the world. High Temperature Gas-Cooled Reactor (HTGR) technology offers improved safety and performance characteristics that should enhance public acceptance but is burdened with demonstrating a different set of safety principles. This paper summarizes key issues impacting public acceptance and discusses the importance of openly engaging the public in the early stages of new HTGR projects. The public gets information about new technologies through schools and universities, news and entertainment media, the internet, and other forms of information exchange. Development of open public forums, access to information in understandable formats, participation of universities in preparing and distributing educational materials, and other measures will be needed to support widespread public confidence in the improved safety and performance characteristics of HTGR technology. This confidence will become more important as real projects evolve and participants from outside the nuclear industry begin to evaluate the real and perceived risks, including potential impacts on public relations, branding, and shareholder value when projects are announced. Public acceptance and support will rely on an informed understanding of the issues and benefits associated with HTGR technology. Major issues of public concern include nuclear safety, avoidance of greenhouse gas emissions, depletion of natural gas resources, energy security, nuclear waste management, local employment and economic development, energy prices, and nuclear proliferation. Universities, the media, private industry, government entities, and other organizations will all have roles that impact public acceptance, which will likely play a critical role in the future markets, siting, and permitting of HTGR projects.
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Reports on the topic "School management and organization New schools New schools"

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McKnight, Katherine, and Elizabeth Glennie. Are You Ready for This? Preparing for School Change by Assessing Readiness. RTI Press, March 2019. http://dx.doi.org/10.3768/rtipress.2019.pb.0020.1903.

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Schools routinely face federal and state mandated changes, like the Common Core State Standards or standardized testing requirements. Sometimes districts and schools want to take on new policies and practices of their own, like anti-bullying programs or using technology to deliver instruction. Regardless of the origin of the change, implementation requires them to take on additional work; yet experts estimate that only 30 to 50 percent of major change efforts in organizations will succeed. Failing change efforts result in not only financial losses but also lowered organizational morale, wasted resources, and lost opportunities. For schools where resources are already stretched thin, the consequences of failed change initiatives can be particularly devastating. In this paper, we discuss results of a study, over a school year, of school principals who were working on implementing a new change initiative in their schools. We apply lessons from the change management literature and focus on the importance of assessing readiness for change as a key step in ensuring the success of new initiatives. We share examples of a change readiness rubric to help schools and districts successfully lead change.
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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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O’Brien, Tom, Deanna Matsumoto, Diana Sanchez, Caitlin Mace, Elizabeth Warren, Eleni Hala, and Tyler Reeb. Southern California Regional Workforce Development Needs Assessment for the Transportation and Supply Chain Industry Sectors. Mineta Transportation Institute, October 2020. http://dx.doi.org/10.31979/mti.2020.1921.

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COVID-19 brought the public’s attention to the critical value of transportation and supply chain workers as lifelines to access food and other supplies. This report examines essential job skills required of the middle-skill workforce (workers with more than a high school degree, but less than a four-year college degree). Many of these middle-skill transportation and supply chain jobs are what the Federal Reserve Bank defines as “opportunity occupations” -- jobs that pay above median wages and can be accessible to those without a four-year college degree. This report lays out the complex landscape of selected technological disruptions of the supply chain to understand the new workforce needs of these middle-skill workers, followed by competencies identified by industry. With workplace social distancing policies, logistics organizations now rely heavily on data management and analysis for their operations. All rungs of employees, including warehouse workers and truck drivers, require digital skills to use mobile devices, sensors, and dashboards, among other applications. Workforce training requires a focus on data, problem solving, connectivity, and collaboration. Industry partners identified key workforce competencies required in digital literacy, data management, front/back office jobs, and in operations and maintenance. Education and training providers identified strategies to effectively develop workforce development programs. This report concludes with an exploration of the role of Institutes of Higher Education in delivering effective workforce education and training programs that reimagine how to frame programs to be customizable, easily accessible, and relevant.
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