Relevant bibliographies by topics / School management and organization School improvement programs

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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 School improvement programs'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "School management and organization School improvement programs"

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Stosich, Elizabeth Leisy, Candice Bocala, and Michelle Forman. "Building coherence for instructional improvement through professional development." Educational Management Administration & Leadership 46, no. 5 (May 29, 2017): 864–80. http://dx.doi.org/10.1177/1741143217711193.

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This study explores how six school leadership teams in a rural district in California responded to professional development (PD) designed to strengthen leadership practices and organizational conditions in schools for improving teaching and learning. Specifically, the PD was intended to address the problem of practice identified by the schools: teachers needed to learn to work in new ways to support students in meeting the Common Core State Standards (CCSS). Researchers used design-based implementation research (DBIR) to understand the connection between the design and implementation of the PD model and the impact on participating schools. Findings suggest that in developing PD programs, three challenges need to be addressed in designing experiences for educators that strengthen their capabilities to lead instructional improvement: maintaining the connection between organizational processes and instructional practice; approaching school leadership team collaboration as joint work; and utilizing a developmental approach to improvement. The article concludes by exploring the potential of DBIR for designing and refining models for school leaders’ professional learning.
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Lim, Siew Hui, and Gurcharan Singh Bishen Singh. "The Influence of Instructional Leadership on Learning Organisation At High Performing Primary Schools in Malaysia." Asian Journal of University Education 16, no. 2 (August 6, 2020): 69. http://dx.doi.org/10.24191/ajue.v16i2.10298.

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Transforming a school into a learning organization requires a significant cultural shift, change of mind-sets and a school-wide commitment to self-reflection and evaluation. The headmaster’s presence and drive in the school are urgently needed to bring the school to its intended purpose. Various styles of leadership will characterize the behaviour of a leader in performing their duties. It is essentially crucial for headmasters to increase competencies and skills in their practice of instructional leadership at the school. This study was conducted to identify the influence of instructional leadership on learning organization. It involved 286 teachers from 14 high-performing primary schools in the northern zone of Peninsular Malaysia. The modified Principal Instructional Management Rating Skills (PIMRS), and Middle School Teacher Survey (MSTS) were applied as research instruments. Data was analyzed using Structural Equation Modeling (SEM) aided program AMOS 24. Findings indicated that instructional leadership was significantly related to learning organization. Results showed that loadings were significantly fit based on all index values tested with SEM and achieved the required level of the Goodness-of-Fit. Hence, findings could potentially benefit educational practitioners in planning, designing, implementing and evaluating future training such as professional development programs to sustain and enhance the leadership excellence of school leaders in Malaysia. Considerable time, efforts, and resources, however, will need to be allocated strategically, to turn any school into a successful and sustainable learning organization. What is important in bringing change and improvement is the collective agreement of the vision and objectives of the school. Keywords: High Performing School, Instructional Leadership, Learning Organisation,
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Wandrianto, Titis, Aswandi Aswandi, and Wahyudi Wahyudi. "School Financing Strategies in Quality Improvement (Case Study at Sambas 2 State Junior High School)." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 365. http://dx.doi.org/10.26737/jetl.v4i2.1909.

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Financing education in schools is an important thing in effort to improve the quality of education. This study aims to (1) Planning financing strategies in improving school quality; (2) Implementation of financing strategies in improving school quality; and (3) Evaluation of financing strategies in improving school quality. The research approach used is qualitative research with a type of case study research. Data obtained through observation, interviews, and documentation in obtaining data. The stages carried out in the research are the stages of preparation, implementation, and reporting. Data were analyzed by analyzing data, compiling data, synthesizing, looking for patterns, finding out what was meaningful, what was researched and decided to be reported systematically. The results obtained from this study are (1) Planning strategies for improving the quality of Sambas 2 State Junior High School compiled and outlined in the form of RKS and RAPBS; (2) Implementation of financing strategies in Sambas 2 State Junior High School using economic unit strategies, donations of school committee funds and parents of students, submitting proposals to the government and school committees and BOS; (3) Evaluation of financing strategies in improving the quality of education in Sambas 2 State Junior High School is carried out through four stages: evaluation of results of activities for a year/semester and/or quarterly, evaluation of employee performance results through programs, evaluation carried out in accordance with organizational mechanisms, and evaluation analysis SWOT includes the results of internal and external analysis; (4) Evaluation of financing strategies at Sambas 2 State Junior High School is done by making school financial reports which are divided into several items according to the technical reporting guidelines. Based on the results of the study stating that the implementation of the quality improvement strategy through financing strategies at Sambas 2 State Junior High School has been running very well and is in accordance with the principles of financial management and the process of improving the quality of the institution.
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Hidayat, Novendra. "OTONOMI DAERAH DAN DESENTRALISASI PENDIDIKAN: (Studi Pada Jenjang Pendidikan Menengah Dinas Pendidikan Kota Sawahlunto)." Society 4, no. 1 (June 1, 2016): 35–50. http://dx.doi.org/10.33019/society.v4i1.34.

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This study aimed to describe and analyze the implementation of decentralization in educational management in Sawahlunto, specifically in School Based Management (SBM) at the level of secondary education. It uses the concept of decentralization, Educational Management, and School-Based Management (SBM). This study applies a qualitative approach design of descriptive analysis case study and collecting the data by interviewing and documentation. Informants were selected by purposive sampling. The study shows the implementation of decentralization in educational management particularly in the implementation at the level of secondary education must be completed so it can be more optimal. In its implementation efforts, carried out the stages to improve the performance of school management organizations, the management of human resources, teaching-learning process, administrative resources, Educational Services School-Based Management, and Quality Improvement of Education and Manpower Education. The local government is currently implementing the three pillars of educational development. In accordance with the Local Government Work Plan (RKPD), School-Based Management Improvement Program is one of the Educational Department programs. It is one form of decentralization in educational management, the implementation is expected to improve the quality of education in Sawahlunto at every level of education
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Keane, Lisa, and Laura Rogers. "Using What You Have: Training Teacher Assistants as Speech-Language Assistants." Perspectives on School-Based Issues 10, no. 1 (March 2009): 19–22. http://dx.doi.org/10.1044/sbi10.1.19.

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Abstract The “Speech-Language Assistant (S/L Assistant or SLA) Model” in Broward County Schools was created to assist the speech-language pathologist (SLP) with the continuing effort to provide quality programs to students with speech and language impairments. Through the perseverance and dedication of a group of SLPs and the organization SPEECH (Speech Language Pathologists Energetically Effecting Change), a 3-year study called The Speech Language Improvement Plan was initiated. The study demonstrated that the use of S/L assistants increased dismissal rates, allowed for better caseload management, and improved the student / SLP ratio. In order to maintain consistency and fidelity of the SLA Model, specific requirements were established. Consideration of the S/L Assistant Model for a school requires that the school administrator and SLP review caseload, workload, and budget factors to determine the needs of the students. There are limitations to the responsibilities of an S/L assistant that must be taken into consideration as well. Training of the S/L assistant includes a variety of activities, readings, and observations along with verification of competencies.
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Jarkawi, Jarkawi, Kasypul Anwar, Zainal Fauzi, and Husnul Madiah. "The Study About Management of Counseling and Guidance Program in Vocational School, Banjarmasin, Indonesia." International Research-Based Education Journal 1, no. 2 (March 15, 2018): 182. http://dx.doi.org/10.17977/um043v1i2p182-187.

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The counseling and guidance program management as an integral part of education services in school requires the executors to continue in order to improve and develop the service quality. The counseling and guidance have a role to help the learners to be independent, to grow, and to be able to solve their own problems. The implementation of counseling and guidance always undergoes of perfecting. It happens because the problems faced by students always change and get dynamics. The form of activities to do include the socialization of the program to new students, the delivering of materials and services both individual and group, handling students with problems, whether relating to academic problems, personal aspects or violations. While the supervision process includes (a) recording (administration/documentation), (b) evaluation (measurement and assessment of results and work processes and organizational performance), and (c) taking improvement and development step.Keywords: Program Management, Planning, Organization, Implementation, and Controlling
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Kadariah, Kadariah. "Analysis of the Principal's Role in Improving the Quality of Primary School Management." Jurnal Ilmiah Ilmu Administrasi Publik 9, no. 2 (February 4, 2020): 305. http://dx.doi.org/10.26858/jiap.v9i2.12333.

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This study aims to: (1) describe the principal’s strategies to plan, organize, actuate, and control the school programs to improve the quality of education at SMP 1 Cilawu; and (2) describe constraints in the improvement of the quality of education. This was a case study with qualitative approach. The research subjects included teachers and educational personnel. The results of the study used the principal’s as a manager: (1) plans programs by specifying the needs for teachers and educational personnel who will carry out duties, programs in the form of policies and the curriculum that will be implemented, and policies to add the time slot for the guidance and counseling subject by two hours a week; (2) makes an organizational structure by involving students’parents through the school committee and completing infrastructure facilities that the school needs; (3) gives examples of how to work well and calmly, motivation, and rewards to the personnel morally and materially, improves welfare, sends teachers and educational personnel to trainings, and motivates senior teachers to have spirit of lifelong education; and (4) controls the output, teaching and learning processes, and students from the enrolment to the graduation. (5) The constraints include the facts that there are personnel who are not disciplined, there is a lack of communication between the principal and some of the personnel, and the school operation aid funds do not match the school’s needs..
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Jones, Nathaniel S., Kyle Wieschhaus, Brendan Martin, and Pietro M. Tonino. "Medical Supervision of High School Athletics in Chicago: A Follow-up Study." Orthopaedic Journal of Sports Medicine 7, no. 8 (August 2019): 232596711986250. http://dx.doi.org/10.1177/2325967119862503.

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Background: High school sports participation in the United States has increased dramatically over the past 25 years. A corresponding increase in the number of injuries has been noted, particularly in contact sports such as football. This has led medical and sports organizations nationwide to advocate for proper medical supervision of athletes at games and practices. Purpose: To gather information from Chicago public high schools to gauge how medical supervision for high school sports has changed in 2017 compared with 2003. Study Design: Cross-sectional study. Methods: Survey questionnaires were sent to the athletic directors of all 99 Chicago public high schools to complete via email. The questionnaire survey contained the same questions as in a survey conducted in 2003 by Tonino and Bollier, with the addition of 4 novel questions relating to emergency action plans (EAPs), automated external defibrillators, concussion management policy, and tackling progression drills. Results: The response rate was 66.67% (66/99 schools). Of the 66 responding schools, all with football programs, no school had a physician on the sideline at home games (decrease from 10.6% in 2003), 37.9% had an athletic trainer present (increase from 8.5% in 2003), and 63.6% had a paramedic available (decrease from 89.4% in 2003). In 2017, 65.6% of responding schools had a coach certified in cardiopulmonary resuscitation (CPR) available at practice to handle medical problems, compared with 89.4% in 2003 ( P < .001). Regarding the 4 novel questions, 93.9% of the responding schools had proper tackling progression drills in place, followed by 89.1% who had appropriate EAPs and 93.9% with concussion management protocols, including return-to-play and return-to-learn protocols. Conclusion: Although significant improvement was found in athletic trainer coverage, especially at games, physician coverage was lacking and fewer coaches were certified in CPR in 2017 compared with 2003. EAPs and concussion management protocols were present in most Chicago public high schools. Overall, greater medical supervision is needed, which we believe should come in the form of increased athletic training and physician involvement and coverage, given that expert, expedited medical care saves lives.
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Martynets, Liliia. "Development of the target program in the institution of general secondary education regarding the management of the process of formation of business qualities of schoolchildren." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 31–35. http://dx.doi.org/10.15587/2519-4984.2021.238026.

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The most effective in the first problems of managing lighting systems in the first place is the program-centralized input. In the paper, the last steps of the school curriculum are discovered and the process of shaping the school curriculum is controlled. In general, the development of the whole program with clearly defined goals, objectives, predicted results, which is balanced with personnel and minds, obvious resources, is necessary. In the statistics, it is indicated, that the main program is intended for such goals: it is directed to the forecast of changes, updating the effectiveness of the foundation of the development and implementation of the strategy of development; it can make innovations straightforward, ensures the systematicity of the processes in the implementation of the innovation; works on the mission of the school, laying foundation for the image. The approximate structure of the program is determined: substantiation of the problem; theoretical and methodological foundations; the purpose and objectives of the program; stages of program implementation; measures for the implementation of the program; Expected results; analysis and evaluation of the results of the innovation program. It is established, that the development of the program has the following support: organizational support of the program – modernization of the working curriculum in accordance with the conceptual objectives of the institution; regulatory and legal support of the program – adjustment of the package of documents: development programs of the educational institution; target programs, regulations; scientific and methodological support of the program – theoretical substantiation of the subject of experimental research work; creation of a diagnostic complex for studying the personal sphere of pupils; organization of seminars, pedagogical consultations, scientific-practical conferences as effective means of directing self-educational activity of teachers on improvement of own experimental-research competence; development of special courses, focused on the formation of business qualities of pupils; material and technical support of the program – improvement of development of a methodical office; creation of a media cabinet; expansion of the school library fund, use of Internet opportunities, etc.
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Манько, A. Manko, Лукьяшко, A. Lukyashko, Сморчкова, and O. Smorchkova. "Motivation of Research and Innovation." Administration 4, no. 2 (June 17, 2016): 67–70. http://dx.doi.org/10.12737/20827.

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One of the key resources of the organization and implementation of professional activity in any field of knowledge and the field of application is the inner motivation of the parties at its constant upgrading and improvement. Development and implementation of a format for life organization and conduct of professional development is fundamentally changing the understanding and attitudes of practicing managers to the place, role, and value of interaction with scientific and educational groups. This is most evident in establishing and maintaining their participation in the joint with the faculty of the University departments of scientific research, conferences and publications on an ongoing basis. First of all, it is typical for graduates of the graduate school, Ph.D. degree and continuing professional self-improvement, as a part of doctoral studies, and through independent programs. This generates obvious advantages of joint development of the sphere of professional management and scientific-educational environment.
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Dissertations / Theses on the topic "School management and organization School improvement programs"

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Karr, Marla Jill. "Middle school restructuring and renewal in one Missouri school district from the perspective of a district administrator." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5977.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.
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Savidge, Elizabeth Ann. "The importance of relationships in the renewal process of one middle school." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5925.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.
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Stephens, Deborah Kathryn. "The importance of ownership in the renewal process of one middle school." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5956.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 13, 2009) Includes bibliographical references.
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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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Trujillo, Tina Marie. "Political and organizational dilemmas of centralized instructional management rethinking the coherence model for urban district reform /." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1621833971&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Singleton, Demian. "Value-added versus status comparative case studies of the utilization of student achievement data by public school systems /." Connect to resource online, 2009. http://library2.sage.edu/archive/thesis/ED/2009singleton_d.PDF.

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Ross, Murray. "Foucault, power/knowledge, and the recent literature on school improvement." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26908.

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This thesis examines some of the recent literature on school improvement: namely, teacher effectiveness research, school effectiveness research, and four of the commissioned reports on education that were published in the United States during 1983. The analysis relies on a number of central concepts from the social theory of Michel Foucault, in particular his notions of power/knowledge and discipline. It is argued that these bodies of educational research are in themselves either inadequate or inappropriately employed in policy discussions, and that as a result the manipulation of students and teachers seems reasonable and necessary. It is further argued that the teaching practices and educational policies called for in this research are likely to produce unintended, and undesirable consequences which are completely at odds with the stated goals of school improvement.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Stack, Carol A. McNeal Larry. "Principals' perceptions of the organizational structure of middle-level blue ribbon schools and factors that promote efficiency." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819901.

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Thesis (Ed. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 30, 2006. Dissertation Committee: Larry McNeal (chair), Patricia H. Klass, Donald G. Hackmann, William C. Rau. "The Blue Ribbon Schools selected as the target population were those schools that received their recognition from the United States Department of Education during either the 1994-95 or 1996-97 school years"-- Abstract. Includes bibliographical references (leaves 115-123) and abstract. Also available in print.
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LaCognata, Joseph A. Laymon Ronald L. Berg Richard C. "Superintendents' perceptions of their role in the process of increasing school effectiveness." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234464.

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Thesis (Ph. D.)--Illinois State University, 1992.
Title from title page screen, viewed January 26, 2006. Dissertation Committee: Ronald L. Laymon, Richard Berg (co-chairs), Patricia A. O'Connell, Rodney Riegle, Kenneth Strand. Includes bibliographical references (leaves 82-84) and abstract. Also available in print.
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Travaglini, Judith A. "The role of an advocacy design center in Paterson : a paradigm for creating school communities /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1139643x.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Includes table. Typescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 126-131).
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Books on the topic "School management and organization School improvement programs"

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Elaine, Liftin, and Hansen John H, eds. Leadership for continuous school improvement. Swampscott, Mass: Watersun Pub. Co., 1999.

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Newmann, Fred M. Accountability and school performance: Implications from restructuring schools. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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Lezotte, Lawrence W. Sustainable school reform: The district context for school improvement. Okemos, Mich. (2199 Jolly Rd., Suite 160, Okemos 48864): Effective Schools, 1992.

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Thomas, Hywel. Managing resources for school improvement: Creating a cost-effective school. London: Routledge, 1996.

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Leading the sustainable school: Distributing leadership to inspire school improvement. London: Continuum International Pub. Group, 2012.

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Wilken, Phyllis Anderson. Turning our school around: Seven commonsense steps to school improvement. Urbana, IL: Scherer Communications, 1995.

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E, Robinson Glen. Effective schools research: A guide to school improvement. [Arlington, Va.]: Educational Research Service, 1985.

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E, Robinson Glen. Effective schools research: A guide to school improvement. Arlington, Va: Educational Research Service, 1985.

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Earl, Lorna M. Evaluation of the Manitoba School Improvement Program. [Manitoba]: [Walter and Duncan Gordon Foundation?], 1998.

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Allen, Jeanne. The school reform handbook: How to improve your schools. Washington, DC: Center for Education Reform, 1995.

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Book chapters on the topic "School management and organization School improvement programs"

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Shehabat, Issa Mahmoud, and Mohammad Berrish. "Integration Between Knowledge Management and Total Quality Management in Jordanian Universities." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1405–36. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch062.

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Resulting from the development of management theory in the past few years, knowledge management has emerged, which is identifying information of value and how to use it well, as well as understanding cognitive assets of an organization and how to exploit them. Knowledge management is important and necessary for the survival of an organization and its superiority. It can be integrated into the philosophy of total quality management to play a role in the development of the basis of performance of modern organizations. The total quality management philosophy seeks to achieve customer satisfaction through the commitment of the leadership of an organization and its workers by a process of continuous improvement of the quality of performance in various aspects of an organization. This chapter aims to identify the integration between knowledge management and total quality management, when applied to public Jordanian universities as a sample for the study. The chapter found the presence of integrity and a strong correlation between knowledge management and total quality management.
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Mense, Evan G., Dana M. Griggs, and Julius N. Shanks. "School Leaders in a Time of Accountability and Data Use." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1782–806. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch081.

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School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.
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Mense, Evan G., Dana M. Griggs, and Julius N. Shanks. "School Leaders in a Time of Accountability and Data Use." In Advances in Early Childhood and K-12 Education, 235–59. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3188-3.ch012.

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School leaders are challenged with the task of high stakes testing and student achievement. In the data-driven K-12 setting, it is necessary to have quality school leaders in place. Universities are charged with preparing these quality school leaders. Educational leadership programs need to contain quality structure and key components. These key components required of leadership preparation programs consist of data, leadership style/theories, data culture/climate school leader organizational and management, school community relations, professional development, school/teacher improvement, school improvement plan (SIP), implementation of SIP goals, and field experience. These key components need to encompass the national educational leadership preparation (NELP) standards and the professional standards for educational leaders (PSEL) standards to maintain a successful educational leadership program.
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Khumalo, Shuti Steph. "Cost of Poor Quality Management on Organizational Performance in Educational Settings." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1334–54. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch059.

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The purpose of this case study was to explore teacher absenteeism in both primary and secondary schools administered by the Department of Basic Education (DoBE) in South Africa. Further, the chapter focuses on how this phenomenon of teacher absenteeism is managed in schools and by the departmental authorities and its implications on the organization. This chapter proposes a number of quality improvement strategies that can be employed to mediate teacher absenteeism and enhance quality management of the problem.
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Jasmine K.S. "Risk Based Thinking and Contingency Modeling in Leadership and Administration for Quality Management in Higher Education." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 415–36. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch020.

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Risk based thinking is the core aspect to avoid or reduce the undesired effects and promote continual improvement for any organization, especially in the field of higher education. Preventive action becomes an automatic process when a management system is risk-based. The contingency approach to management will make fruitful results once it is considered as more explicit and builds it into strategic plan of the management system with upfront planning with the help of business models. In the strategic plan of any organization, leadership and administration plays an important role. By identifying the context related risks, leaders can analyze the opportunities in terms of impact and feasibility and plan towards prioritizing the risks to act on. In this direction, the need for a business model which focuses on efficient process-based approach towards risk prioritization, thereby prevention and avoidance is proposed, which demonstrates management their leadership, and commitment to the quality management of higher education.
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Sledge, William H., and Julianne Dorset. "Organization of psychiatric services for general hospital departments." In New Oxford Textbook of Psychiatry, edited by John R. Geddes, Nancy C. Andreasen, and Guy M. Goodwin, 1392–400. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198713005.003.0137.

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A modification in consultation liaison psychiatry/psychosomatic medicine is introduced and explored by a review of the concepts of prevention and proactivity in other disciplines of medicine. Three major advantageous outcomes of a proactive/preventive approach are noted—namely, early recognition and treatment result in less mortality and morbidity, staff satisfaction, and care that is less expensive overall. Three psychiatric proactive programmes that have been published are reviewed. These are: the Rapid Assessment, Interface, and Discharge (RAID) model in the United Kingdom, developed to serve the City Hospital of Birmingham; the quality improvement programme of co-management with internist developed at Columbia University Medical Center; and the Behavioral Intervention Team (BIT) of the Yale School of Medicine. All three are economically effective, provide innovative approaches to co-management of patients with co-occurring mental and physical illnesses, and aim to develop integrated care.
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Mondal, Subhra Rani. "A Systematic Study for Digital Innovation in Management Education." In Digital Innovations for Customer Engagement, Management, and Organizational Improvement, 104–20. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5171-4.ch006.

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The past two decades have witnessed an unrelenting expansion of management education around the world. At the same time, however, influential scholars—Mintzberg, Bennis, Pfeffer, and others—have leveled pointed critiques at these programs questioning their quality and relevance, as well as their approach to teaching and learning. In the present era of globalization, information technology is really an opportunity for the management education system in Vietnam to convert it to be globally competitive through world-class quality. The present management education model in Vietnam drags the features of the British model designed by the British to train the natives as “OGA,” enabling them to run the administration of the country at that time. Now the management or business education system has changed. Many modern business schools introduced several features in the management education system as replacing the traditional model of curriculum-teacher-student by problem-coach-problem solver, moral education, competence-based techniques approach, etc. This chapter explores and integrated approach to problem-based learning in Vietnam.
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Shehabat, Issa Mahmoud. "Integration Between Knowledge Management and Total Quality Management in Jordanian Universities: Empirical Study." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 330–52. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch016.

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Knowledge management is important and necessary for the survival of an organisation and its superiority. It can be integrated into the philosophy of total quality management to play a role in the development of the basis of performance of modern organisations. It can be strengthened to achieve its strategic objectives. The total quality management philosophy seeks to achieve customer satisfaction through the commitment of the leadership of an organisation and its workers by a process of continuous improvement of the quality of performance in various aspects of an organisation. This study aims to identify the integration between knowledge management and total quality management, when applied to public Jordanian universities as a sample for the study, and to follow the descriptive analytical method research style. The online questionnaire responses were statistically analysed. The study found the presence of integrity and a strong correlation between knowledge management and total quality management.
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Cerioli, Maura, Marina Ribaudo, and Marina Rui. "LMS Adoption at the University of Genova." In Higher Education Institutions and Learning Management Systems, 271–91. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-884-2.ch013.

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The last two decades have seen the spread of LMS among schools, universities, and companies to augment the traditional teaching process with ICT and network technologies. This chapter presents the process leading to the adoption of a Moodle based LMS at the University of Genova in the last decade. By analyzing the data collected from the LMS logs and from questionnaires proposed both to students and teachers, we found out that the needs of the stakeholders are largely limited to resource sharing and organizational support, satisfactorily provided by the current service. Further improvements could be achieved by the introduction of a policy encouraging or forcing the teachers to use the provided LMS. A project on instructional design and, as a case study, the evolution of some of the courses involved in it are also presented. Though the redesign of such courses has improved their results, the impact on the overall organization of the degree program has been negative. We infer that this is due to the excessive freedom the students enjoy in taking their exams in Italy.
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dall'Acqua, Luisa. "Orientism Management Strategy for Entrepreneurial Mindset in the School Governance." In Improving Business Performance Through Effective Managerial Training Initiatives, 115–46. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3906-3.ch006.

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In a digital era, characterized by shared decision-making, and where web-based management is increasingly widespread, the term school “leader” may also refer to the highest-ranking administrator, who manages a complex organization, leads teachers, as well as those who participate in school leadership activities, using and managing digital supports. The school leader is always the first and foremost person in ensuring the efficiency in running the school and the effectiveness of the educational politics application. Nowadays, this role includes new duties and needs an equipment for new skills. Education world and policy makers alike seek a frame for effective leadership that can produce sustainable school improvement and continuous teacher commitment. The research finality of this chapter is how to manage the educational change, to train principals/headmasters to be decision leaders, able to recognize and manage the change, choose right collaborators/coadjutors with the perspective of a factual team building.
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Conference papers on the topic "School management and organization School improvement programs"

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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Emanova, A. A., and T. A. Stavrova. "On the need for comprehensive improvement of state control and supervision in the sphere of financial legal relations." In VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0026.

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In each state, organization of the management over public finances plays a crucial role, and a well-established management system is an integral part of public administration. In order to ensure the stability and balance of the country's economy, the task of improving the effectiveness of the state financial management is one of the most important tasks of the state. The result of risk management in the economy, as well as the socio-economic well–being of citizens (and of other aspects) depends on how the issue of the management in the sphere of public (state) Finance is resolved in society.
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Reports on the topic "School management and organization School improvement programs"

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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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