To see the other types of publications on this topic, follow the link: School management and organization School improvement programs.
Journal articles on the topic 'School management and organization School improvement programs'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'School management and organization School improvement programs.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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,
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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
7
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.
Full textAbstract:
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..
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Evariana, Evariana. "Kinerja Kepala Sekolah dalam Meningkatkan Kualitas Pembelajaran di SMA Negeri 1 Kota Jambi tahun Pelajaran 2017/2018." Jurnal Ilmiah Universitas Batanghari Jambi 20, no. 2 (July 1, 2020): 637. http://dx.doi.org/10.33087/jiubj.v20i2.1002.
Full textAbstract:
Quality of learning will be created when the education organization can be implemented effectively in a conceptual framework. The effectiveness of education organizing will produce the quality of education that is expected in accordance with the vision, mission and objectives of the learning system held in the school. In improving the quality of school responsibility learning lies at the head of the school. A headmaster must be competent in his field and responsible for his duties. The principal as an educational leader has also acted as a consultant to teachers in solving their problems, the Headmaster continues to strive to improve the ability of teachers and staff to work and think together. As the principal's education leader continues to assist teachers to participate in the teaching program. The objectives of the study are: 1) Knowing how the school's performance form in improving the quality of learning in SMA Negeri 1 Jambi City Year lesson 2017/2018; 2) Knowing what are the obstacles facing the school principal in improving the quality of learning in SMA Negeri 1 Jambi City Year lesson 2017/2018. Based on the results of research and discussion it can be concluded that the principal in the context of organizing education has a very strategic role as a leader. Principals are responsible for improving the quality of learning. The school's performance in improving the quality of learning has been excellent. The headmaster as a creative leader should also improve the quality of learning such as the smoothness of thinking which includes: creating quality teachers, realizing the achievement of mission vision, planning achievement of objectives, managing and leveraging the school facilities and infrastructure, student management, curriculum management, and the implementation of IT systems. Furthermore, the headmaster in improving the quality of learning should have the flexibility of thinking which includes: responding to changes in the quality improvement of teachers, to empower existing resources for the achievement of mission vision, and the management of learning outcomes to produce outstanding graduates. Principals should also have elaboration to improve the quality of learning that includes: developing the organization and implementing school programs, and the headmaster must also have an originality in improving the quality of learning that includes: forming an organization for the achievement of the vision of the school mission and implementing class supervision.
12
Umayah, Siti. "Upaya Guru dan Kepala Madrasah dalam Meningkatkan Daya Saing Madrasah." MUDARRISA: Journal of Islamic Education 5, no. 2 (December 31, 2015): 259. http://dx.doi.org/10.18326/mdr.v7i2.259-288.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui strategi guru Sekolah Islam dan kepala sekolah untuk meningkatkan daya saing sekolah dan untuk menganalisis objektivitas strategi menuju sekolah berdaya saing. Peneliti menggunakan metode eksploratif deskriptif dalam melakukan penelitian ini dengan melakukan observasi dan wawancara. Objek penelitian ini adalah dua pesantren yang dipilih secara purposive; yaitu MTs N Ngablak dan MTs Ma'arif 3 Grabag Magelang. Hasil penelitian ini menunjukkan bahwa ada tujuh strategi yang digunakan oleh kepala sekolah Islam untuk meningkatkan daya saing sekolah. Tujuh strategi tersebut adalah efektifitas peran komite sekolah Islam, restrukturisasi organisasi sekolah, pengembangan kurikulum pendidikan (KTSP), meningkatkan profesi, sarana dan prasarana pendidik, melaksanakan berbagai program pembelajaran, dan memberikan jam tambahan untuk les pelajaran. Sementara itu, akurasi objektivitas strategi untuk meningkatkan daya saing menunjukkan enam sumber yang memiliki daya dukung tinggi yang telah terbukti berhasil yaitu upaya meningkatkan profesionalisme guru dan karyawan, meningkatkan manajemen dan administrasi sekolah dengan kerja tim, kepemimpinan yang kuat dan visioner serta tim yang solid, ketersediaan sumber belajar, meningkatkan pelaksanaan kurikulum, peningkatan ketersediaan dan infrastruktur pemeliharaan sekolah dan meningkatkan akuntabilitas sekolah. This study is intended to find out the Islamic School’s teachers and headmasters strategies to improve school competitiveness and to analyze the objectivity of the strategies toward schools’ competitiveness. The researcher used Descriptive explorative methods in conducting this research by doing observation and interview. The objects of this research are two Islamic School chosen purposively; they are MTs N Ngablak and MTs Ma’arif 3 Grabag, Magelang. The result of this research shows that there are seven strategies used by Islamic Schools’ headmaster to improve schools’ competitiveness. They are effectiveness of Islamic School committee role, restructuring school organization, developing the education curriculum (KTSP), improving the educators’ profession, meeting of facilities and infrastructure, implementing various learning programs, and giving extra hour for tutoring lessons. Meanwhile, the accuracy of objectivity of strategies to improve competitiveness shows six resources which has a high carrying capacity that has been successfully proven, they are; continuously effort of improving teachers and employees professionalism, improving management and school’s administration with a strong and visionary leadership team work and solid, the availability of learning resources, enhancing the implementation of successful curriculum, availability improvement and maintenance school’s infrastructures and improving schools’ accountability. Kata kunci: guru, kepala sekolah islam, daya saing
13
Umayah, Siti. "Upaya Guru dan Kepala Madrasah dalam Meningkatkan Daya Saing Madrasah." MUDARRISA: Journal of Islamic Education 5, no. 2 (December 31, 2015): 259. http://dx.doi.org/10.18326/mdr.v7i2.756.
Full textAbstract:
Penelitian ini bertujuan untuk mengetahui strategi guru Sekolah Islam dan kepala sekolah untuk meningkatkan daya saing sekolah dan untuk menganalisis objektivitas strategi menuju sekolah berdaya saing. Peneliti menggunakan metode eksploratif deskriptif dalam melakukan penelitian ini dengan melakukan observasi dan wawancara. Objek penelitian ini adalah dua pesantren yang dipilih secara purposive; yaitu MTs N Ngablak dan MTs Ma'arif 3 Grabag Magelang. Hasil penelitian ini menunjukkan bahwa ada tujuh strategi yang digunakan oleh kepala sekolah Islam untuk meningkatkan daya saing sekolah. Tujuh strategi tersebut adalah efektifitas peran komite sekolah Islam, restrukturisasi organisasi sekolah, pengembangan kurikulum pendidikan (KTSP), meningkatkan profesi, sarana dan prasarana pendidik, melaksanakan berbagai program pembelajaran, dan memberikan jam tambahan untuk les pelajaran. Sementara itu, akurasi objektivitas strategi untuk meningkatkan daya saing menunjukkan enam sumber yang memiliki daya dukung tinggi yang telah terbukti berhasil yaitu upaya meningkatkan profesionalisme guru dan karyawan, meningkatkan manajemen dan administrasi sekolah dengan kerja tim, kepemimpinan yang kuat dan visioner serta tim yang solid, ketersediaan sumber belajar, meningkatkan pelaksanaan kurikulum, peningkatan ketersediaan dan infrastruktur pemeliharaan sekolah dan meningkatkan akuntabilitas sekolah. This study is intended to find out the Islamic School’s teachers and headmasters strategies to improve school competitiveness and to analyze the objectivity of the strategies toward schools’ competitiveness. The researcher used Descriptive explorative methods in conducting this research by doing observation and interview. The objects of this research are two Islamic School chosen purposively; they are MTs N Ngablak and MTs Ma’arif 3 Grabag, Magelang. The result of this research shows that there are seven strategies used by Islamic Schools’ headmaster to improve schools’ competitiveness. They are effectiveness of Islamic School committee role, restructuring school organization, developing the education curriculum (KTSP), improving the educators’ profession, meeting of facilities and infrastructure, implementing various learning programs, and giving extra hour for tutoring lessons. Meanwhile, the accuracy of objectivity of strategies to improve competitiveness shows six resources which has a high carrying capacity that has been successfully proven, they are; continuously effort of improving teachers and employees professionalism, improving management and school’s administration with a strong and visionary leadership team work and solid, the availability of learning resources, enhancing the implementation of successful curriculum, availability improvement and maintenance school’s infrastructures and improving schools’ accountability. Kata kunci: guru, kepala sekolah islam, daya saing
14
Belarmino, Teresita. "Mediating Role of Leadership Style on Organizational Culture and Total Quality Management." Abstract Proceedings International Scholars Conference 7, no. 1 (December 18, 2019): 1467–517. http://dx.doi.org/10.35974/isc.v7i1.966.
Full textAbstract:
Introduction: Scholars consider leadership style as a powerful tool for improving school managers’ commitment on total quality management (TQM), yet few studies have empirically examined the linkages on organizational culture, leadership styles, and TQM in tertiary institutions. This study determined the mediating role of leadership style on organizational culture and TQM.
Method: The researcher employed the descriptive correlational design to analyze the level of organizational culture, the extent of leadership style as mediating variable, the extent of TQM in education as perceived by the respondents, and the relationship between those variables among school managers. There were 295 school managers from 13 tertiary institutions in Asia who responded to the study.
Result: The results of the study showed that the respondents have very high practices of organizational traits of involvement, adaptability, consistency, and mission with an indirect effect on leadership style. The extent of the respondents’ TQM is high on the following dimensions: a process-systems approach, customer-supplier focus, consistent quality leadership, continuous improvement and self-evaluation .The extent of leadership styles in both transformational and transactional as practiced by managers is high. However, the organizational culture had no direct effect on TQM. Thus, leadership style fully mediates organizational culture and TQM. Further, the school managers are committed to TQM in education regardless of age, civil status, educational attainment, and years of experience. As a contribution to the mediating mechanism, the emerging model showed that transformational and transactional being the components of leadership styles have loadings of .89 and .49, respectively. This means that the respondents’ leadership style practices have corresponding weights of 64.49% of transformational and 35.51% of transactional leadership style to fully mediate on the relationship between organizational culture and TQM. This research therefore, indicates the significance of the mediating role of leadership style on organizational culture and TQM in tertiary institutions.
Discussion: The outcome of this study shall be utilized as basis for conducting seminar-workshops and training programs. The study will contribute to future research on other dimensions on OC, LS and moderating variables in relation to TQM.
15
Cheng, A. H., L. B. Chartier, S. Hawes, S. Vaillancourt, M. McGowan, and K. Dainty. "LO104: A collaborative approach to developing and delivering a multi-modal quality improvement and patient safety curriculum for emergency medicine residents." CJEM 18, S1 (May 2016): S66. http://dx.doi.org/10.1017/cem.2016.141.
Full textAbstract:
Introduction / Innovation Concept: The 2015 CanMEDS framework requires all Canadian residency programs to increase their focus on Quality Improvement and Patient Safety (QIPS). A survey of the FRCP Emergency Medicine Residency Program Directors in Canada (63% response rate, 8/13) found that 75% (6/8) of programs have QIPS curricula with 84% (5/6) in the form of didactic lectures and 67% (4/6) as resident participation in a local project. Lectures alone do not expose learners to the practicality of conducting a QIPS project, and local resident projects often do not expose learners to the complexities of organization-wide QI initiatives. Furthermore, QI initiatives require working in interdisciplinary teams. We therefore hypothesize that an effective QIPS curriculum will require multiple education methods delivered using a multi-disciplinary lens. Methods: A collaborative longitudinal QIPS curriculum for emergency medicine residents at the University of Toronto (UT) was developed using multiple educational methods by physicians and non-medical QI specialists. The curriculum addresses three levels of QIPS training: Knowledge (lectures in PGY1 and 2), practical skills at the local clinical microsystem level (QI project in PGY3), and practical skills at the organization level (problem solving using the case method in PGY5). Curriculum, Tool, or Material: The lectures are taught by physicians involved in local and organization-wide QI projects and by those in senior management. The PGY3 residents enrol in a co-learning curriculum developed by the Department of Medicine, where residents and faculty conduct a local QI project together. The PGY5 teaching cases were created with management consultants using material from a real hospital QIPS initiative. PGY5s are taught using the case method that places the learner in the role of the organization’s manager who discusses the issues in class and proposes actions. Residents learn about the practicality of their recommendations by discussion with the management consultants, who disclose the case outcomes and review the lessons learned. Conclusion: A longitudinal QIPS curriculum for emergency medicine residents at UT was developed collaboratively. Multiple teaching methods address all three levels of QIPS training. This curriculum represents a novel use of the case method to instruct QIPS project leadership and management outside of the business school setting. Discussions with management consultants provide a different perspective of the real-life challenges of conducting QIPS initiatives.
16
Islam, SMF, MI Khan, and MS Islam. "Impact of Cotton IPM Program on Profitability, Human Capital and Environment in Southeastern Region of Bangladesh." Progressive Agriculture 18, no. 2 (March 9, 2014): 255–69. http://dx.doi.org/10.3329/pa.v18i2.18279.
Full textAbstract:
Present study examined the socio-economic impacts of cotton IPM program of Food and Agricultural Organization (FAO) on yield, farmers income, health, environment and human resources development in selected areas in the southwestern region of Bangladesh. Ninety nine respondents were randomly selected by using two- stage stratified sampling technique. Farmers were stratified as farmers Field School (FFS), Non Farmers Field School (Non-FFS) and Non-IPM groups. Data were collected through two surveys i) baseline survey and ii) impact assessment survey. It was found that cotton IPM program has significant impact on uses of fertilizers, pesticides, yield, environment, bio-diversity and farmers knowledge of management of bio-resources and environment. The FFS farmers reduced fertilizers by 58% and pesticides by 62% compared to baseline situation. The FFS farmers reduced variable cost of production by 30%. However, cotton yield was less compared to base year due to unfavorable rainfall in the cotton field in 2004. Higher level of employment opportunities was created in different categories of farmers FFS (40 %), Non-FFS (28%) and Non-IPM (8%) after the participation in the cotton IPM program. Environmental Impact Quotient (EIQ) shows an improvement of 46% on FFS farms as compared to only 2% improvements caused at Non IPM farms. The cumulative score on soil improvement, observed biodiversity and attitude towards environment had significantly improvement on FFS farms (160%). Use of sources of information had increased (29%) at FFS farms and declined at other categories. The major changes were found in the recognition of number of beneficial pests of FFS farms. The observation and record keeping skill of farmers for participatory field experiments were found to increase for the FFS farms after participation in IPM program.DOI: http://dx.doi.org/10.3329/pa.v18i2.18279 Progress. Agric. 18(2): 255 - 269, 2007
17
Musina, Dariya S., and Zhyldyza S. Liu-Min-Ching. "FORMATION OF PROFESSIONAL COMPETENCE OF ADDITIONAL EDUCATION TEACHERS IN THE PROCESS OF DISTANCE LEARNING FOR RURAL CHILDREN." Pedagogy of Rural School 6, no. 4 (2020): 82–94. http://dx.doi.org/10.20323/2686-8652-2020-4-6-82-94.
Full textAbstract:
The article discusses the ways of forming the professional competence of teachers of extra-curricular additional education in Kyrgyzstan during the distance learning of children during the coronavirus pandemic in the country. The solution of the issue through the experience of the teacher's own activities, the definition of the educational environment of a rural out-of-school organization, in which the teacher is a participant, is a unique condition for his professional development. The difficulties faced by the teacher in the implementation and application of remote educational technologies are revealed. At the same time, the competence of a teacher, which he must possess in several areas (which is associated with the complex nature of this form of education), has been clarified: in his subject area; in modern active teaching methods (learning in collaboration, project, research methods, etc.); in Internet technologies used in distance learning; in the psychology of communication on the Internet; in the organization, management and monitoring of distance courses. Based on the experience of the republican educational and methodological center of aesthetic education «Balazhan» here are presented forms and methods, methodology for the formation of competencies of teachers. The center presents the results of the research on the teaching staff of organizations of additional education for children in the republic, the availability and level of computer knowledge, skills and abilities, the possession of communicative skills in solving professional problems, a creative approach in the computer activities of a teacher as a necessary condition for organizing the educational process in a distance mode, professional development, career growth and self-improvement. Proposals have been made on the need for a scientific search for effective additional professional educational programs, technologies, resources and means to ensure the development of teachers' professional competencies in this area, to strengthen methodological assistance to teachers through various forms of retraining and professional development.
18
Alt, Amanda Laura Siqueira, and Edenar Souza Monteiro. "Avaliação Institucional na Rede Pública Municipal de Cuiabá: Avanços e Desafios." Revista de Ensino, Educação e Ciências Humanas 19, no. 3 (November 30, 2018): 317. http://dx.doi.org/10.17921/2447-8733.2018v19n3p317-322.
Full textAbstract:
Diante da importância da avaliação institucional no Ensino Básico, esta pesquisa tem como objeto de estudo compreender as mudanças que ocorreram no processo de transição e implementação do Programa de Avaliação Institucional nas escolas públicas municipais de Cuiabá, em Mato Grosso, que participaram do Projeto Piloto no período de2013 a2016. Esse programa contempla a reelaboração do Projeto Político Pedagógico, aplicação do instrumento de avaliação para detectar os pontos positivos e pontos que precisam ser melhorados. Essa pesquisa está embasada, principalmente, em Lück (2012) e Fernandes (2002). A metodologia utilizada é a qualitativa com a análise documental embasadas em Gil (2008) e entrevista semiestruturada com os professores, em Bauer e Gaskel (2003), e análise do conteúdo em Bardin (2009). Como resultado deste estudo científico se observaram avanços e os desafios vivenciados nesse processo nas escolas pesquisadas. De acordo com os relatos, nos avanços houve uma melhor organização do trabalho administrativo e pedagógico com utilização de metas, o que refletiu na melhoria da aprendizagem dos alunos. Em contrapartida, alguns dos desafios observados foram: a mudança de comportamento nas relações humanas, a dificuldade em organizar os registros, pois ficou mais oneroso e burocrático. Dessa forma, a avaliação institucional precisa ser um processo institucional de transformação da escola em função da conquista de sua autonomia e deve ser entendida como um processo de autoconhecimento, em que a Unidade Escolar faz um esforço para se conhecer para analisar e destacar suas potencialidades de modo a melhorá-las, e reconhecer suas limitações e dificuldades como condição para superá-las.Palavras-chave: Avaliação Institucional. Educação Básica. Gestão Democrática.AbstractIn view of the importance of the institutional evaluation in basic education, this research has as an object of study to understand the changes that occurred in the process of transition and implementation of the Institutional Evaluation Program in the municipal public schools of Cuiabá, Mato Grosso, which participated in the Pilot Project from 2013 to 2016. This program includes the re-elaboration of the Political Pedagogical Project, application of the evaluation tool to detect the positive points and points that need to be improved. This research is based mainly on Lück (2012) and Fernandes (2002). The used methodology was qualitative with documentary analysis based on Gil (2008) and semi-structured interviews with teachers, in Bauer and Gaskel (2003), and content analysis in Bardin (2009). As a result of this scientific study, it was observed the advances and challenges experienced in this process in the surveyed schools. According to the reports, in the advances there was a better organization of administrative and pedagogical work with the use of goals, which reflected in the improvement of student’s learning. In contrast, some of the challenges observed were: the behavior change in human relations, the difficulty organizing the records, since it became more burdensome and bureaucratic. Thus, institutional evaluation must be an institutional process of the school transformation in function of the achievement of its autonomy and should be understood as a self-knowledge process in which the School Unit makes an effort to get to know itself to analyze and highlight its potentialities to improve them, and recognize their limitations and difficulties as a condition for overcoming them.Keywords: Institutional Evaluation. Basic Education. Democratic Management.AbstractIn view of the importance of the institutional evaluation in basic education, this research has as an object of study to understand the changes that occurred in the process of transition and implementation of the Institutional Evaluation Program in the municipal public schools of Cuiabá, Mato Grosso, which participated in the Pilot Project from 2013 to 2016. This program includes the re-elaboration of the Political Pedagogical Project, application of the evaluation tool to detect the positive points and points that need to be improved. This research is based mainly on Lück (2012) and Fernandes (2002). The used methodology was qualitative with documentary analysis based on Gil (2008) and semi-structured interviews with teachers, in Bauer and Gaskel (2003), and content analysis in Bardin (2009). As a result of this scientific study, it was observed the advances and challenges experienced in this process in the surveyed schools. According to the reports, in the advances there was a better organization of administrative and pedagogical work with the use of goals, which reflected in the improvement of student’s learning. In contrast, some of the challenges observed were: the behavior change in human relations, the difficulty organizing the records, since it became more burdensome and bureaucratic. Thus, institutional evaluation must be an institutional process of the school transformation in function of the achievement of its autonomy and should be understood as a self-knowledge process in which the School Unit makes an effort to get to know itself to analyze and highlight its potentialities to improve them, and recognize their limitations and difficulties as a condition for overcoming them. Keywords:Institutional Evaluation. Basic Education. Democratic Management.
19
Bandur, Agustinus. "Stakeholders’ responses to school-based management in Indonesia." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1082–98. http://dx.doi.org/10.1108/ijem-08-2017-0191.
Full textAbstract:
Purpose The purpose of this paper is to explore the key determinants of effective school-based management (SBM) for improved teaching−learning environments and student achievements, while identifying the major reasons as to why poor implementation of SBM is associated with lower student achievements. Design/methodology/approach Both dimensions of quantitative and qualitative research were applied for the purpose of this study with active participation of 334 school stakeholders, including principals, teachers, parents, and school council members. In addition to the survey, 33 Interviews and FGDs were conducted with the participation of 61 key informants. These were followed by an examination of school documents, including students’ national examination results. Findings This study concludes that SBM drives the emergence of decision-making authority of principals, the presence of participatory school decision-making, and high involvement of school council for better teaching and learning environments. In turn, effective implementation of SBM policy is associated with healthier teaching−learning environment and better student academic achievements. However, less effective implementation of SBM is due to lack of proper understanding of the school stakeholders that resulted in lower academic achievement. Practical implications Adequate provisions of training on the part of school council members and school principals are required for significant results of SBM policy and programs for improved teaching–learning environment and increased student achievements. The training focuses on, among others: school leadership, school development planning and changing roles of school leaders under SBM reform. Originality/value This study builds on global and Indonesian developments of the decentralized education through SBM model. This study is highly significant in addressing the current debates in existing literature about whether or not SBM has resulted in school improvements and higher student achievements. Practically, this study provides adequate insight to educational leaders, policy makers and international donor agencies in demonstrating why SBM is effective in particular school settings as well as why SBM policy and programs are not effectively implemented in other schools that resulted in lower student achievements.
20
Cantero Rodríguez, Nuria, and Antonio Pantoja Vallejo. "Los retos de la dirección escolar en los centros comunidades de aprendizaje de Andalucía/The challenges of school management in the Andalusian learning communities centers." REOP - Revista Española de Orientación y Psicopedagogía 29, no. 3 (December 31, 2018): 61. http://dx.doi.org/10.5944/reop.vol.29.num.3.2018.23321.
Full textAbstract:
RESUMEN La dirección de los centros docentes ha adquirido con la legislación actual nuevos retos, dotando de mayor responsabilidad al director. Por este motivo, el correcto funcionamiento y organización de los centros depende de la idiosincrasia del proyecto de dirección, ya que condiciona su proyecto educativo. En el presente estudio se han analizado 34 centros de Andalucía transformados en Comunidades de Aprendizaje (CdA) mediante la realización de entrevistas personales a cada director. Con tal fin, se ha seguido una metodología cualitativa, la cual, permite describir y comprender la realidad que estudia añadiendo aspectos sociales y culturales del contexto. Se ha utilizado el programa Nvivo 10 para describir las relaciones entre las distintas categorías según las referencias obtenidas por parte de los entrevistados. Se ha demostrado que el papel de la dirección influye decisivamente en los procesos de innovación pedagógica de estos centros y se han identificado las principales dificultades con las que se encuentra el director a lo largo de todo el proceso. Por otro lado, se ha observado que la satisfacción de éste condiciona el trabajo del profesorado, así como la mejora en la relación de los miembros de la comunidad educativa y de su propia percepción del centro escolar. Como conclusión, se puede asegurar que los directores de centros CdA necesitan llevar a cabo un liderazgo pedagógico, democrático y distribuido entre todos los miembros de la comunidad educativa para conseguir que el proyecto se implemente de forma eficaz, dando como resultado mejoras en el rendimiento y convivencia del centro. ABSTRACT The management of the teaching centers has acquired new challenges with the current legislation, giving the director greater responsibility. For this reason, the proper functioning and organization of the centers depends on the idiosyncrasy of the management project, since it conditions their educational project. In this study we have analyzed 34 centers in Andalusia transformed into Learning Communities (CdA) by conducting personal interviews with each director. To this end, a qualitative methodology has been followed, which allows us to describe and understand the reality that is studied by adding social and cultural aspects of the context. The Nvivo 10 program has been used to describe the relationships between the different categories according to the references obtained by the interviewees. It has been shown that the role of management has a decisive influence on the pedagogical innovation processes of these centers and the main difficulties encountered by the director throughout the entire process have been identified. On the other hand, it has been observed that the satisfaction of the latter conditions the work of the teaching staff, as well as the improvement in the relationship of the members of the educational community and their own perception of the school. In conclusion, it can be assured that the directors of CdA centers need to carry out a pedagogical, democratic and distributed leadership among all the members of the educational community in order to get the project implemented efficiently, resulting in improvements in performance and coexistence of the center.
21
Eviyana, Eviyana, Nirva Diana, Idham Kholid, and Rubhan Masykur. "PARTICIPATORY MANAGEMENT IN IMPROVING THE QUALITY OF MADRASAH." Edukasi Islami: Jurnal Pendidikan Islam 9, no. 02 (April 22, 2021): 637. http://dx.doi.org/10.30868/ei.v9i02.1285.
Full textAbstract:
Abstract:The essence of participatory management is covered in all concepts, namely: First, the existence of planning, organizing, directing, and monitoring activities; Second, there is more than one person or party involved; Third, there is a goal to be achieved; Fourth, there is the use of organizational resources, both members and other resources; Fifth, the four points above lead to the achievement of goals effectively and efficiently. This article aims to analyze the implementation of participatory management in planning, decision making, implementation and evaluation for quality improvement in Madrasahs in Tulang Bawang district, Lampung Province. This research was conducted at Madrasahs in Tulang Bawang district, Lampung. This study uses a qualitative method. Data collection techniques using in-depth interviews, observation and documentation. Research sources included the head of the Ministry of Religious Affairs in Tulang Bawang district, a sample of madrasah heads, deputy head of madrasah, and students. Data analysis was carried out interactively and continued continuously to completion.The results showed that 1) planning, namely an assessment of the madrasah environment, needs to be carried out at the beginning. The environmental assessment is divided into two, the first is an analysis of the internal environment, this means an analysis that occurs within the madrasa environment. Second, external environmental assessment means parties outside the madrasah.Then the determination of the strategic direction which is an activity to formulate or review the direction of organizational goals that are contained in the vision, mission and values in educational institutions. Madrasahs in Tulang Bawang Regency have made a neat and structured draft. So that at any time it can be read or studied to implement participatory management in Madrasahs in Tulang Bawang Regency. Furthermore, quality objectives are the goals or targets of a madrasah in carrying out a process that is to be achieved within a certain period of time. The targets in Madrasahs in Tulang Bawang Regency are the achievement of an ideal study group ratio with an ideal learning space, the absorption of the number of students from various components of society as educational customers. increase in the acquisition of National exam and exam scores every year. the school institution that is the choice of the community because of the achievement that is its priority. the achievement of complete facilities and infrastructure in accordance with the ratio of the number of students, madrasah in Tulang Bawang Lampung district as the madrasah that is most loved, and in demand by the community. 3) decision making, namely, decision making in the context of implementing participatory management programs in a sub-focus to mobilize funding resource planning, administrative activities, coordination and program elaboration. In driving the planning of financial resources, administrative activities, coordination and program elaboration. The program that has been carried out by Kasi Mapenda / Penmad and external parties at Madrasahs in Tulang Bawang Regency prioritizes models, because the model is a pattern of something to be made or produced. 4) evaluation, which aims to determine the progress of the organization, as well as the obstacles and challenges faced in implementing strategic management. the results of the evaluation will be used as feedback to the organization to determine the achievement of quality implementation. The program that has been carried out by Kasi Mapenda / Penmad and external parties is conducting coordination meetings with UPA and the Education Office related to the quality of graduation, conducting BOS reporting financial training activities with the Palembang Training Center, monitoring all Madrasahs related to 8 Education Standards, in collaboration with UPA Team. as well as the obstacles and challenges faced in implementing strategic management. the results of the evaluation will be used as feedback to the organization to determine the achievement of quality implementation. The program that has been carried out by Kasi Mapenda / Penmad and external parties is conducting coordination meetings with UPA and the Education Office related to the quality of graduation, conducting BOS reporting financial training activities with the Palembang Training Center, monitoring all Madrasahs related to 8 Education Standards, in collaboration with UPA Team. as well as the obstacles and challenges faced in implementing strategic management. the results of the evaluation will be used as feedback to the organization to determine the achievement of quality implementation. The program that has been carried out by Kasi Mapenda / Penmad and external parties is conducting coordination meetings with UPA and the Education Office related to the quality of graduation, conducting BOS reporting financial training activities with the Palembang Training Center, monitoring all Madrasahs related to 8 Education Standards, in collaboration with UPA Team
22
Parks-Leduc, Laura, Matthew A. Rutherford, Karen L. Becker, and Ali M. Shahzad. "The Professionalization of Human Resource Management: Examining Undergraduate Curricula and the Influence of Professional Organizations." Journal of Management Education 42, no. 2 (August 17, 2017): 211–38. http://dx.doi.org/10.1177/1052562917727034.
Full textAbstract:
This study explores the state of undergraduate human resource management (HRM) curricula worldwide in an effort to understand the extent to which there is an agreed-upon body of knowledge underpinning the field of HRM. We reviewed the undergraduate curricula for all business schools that were accredited by either the Association to Advance Collegiate Schools of Business or European Quality Improvement System in 2014-2015. Of the 281 HR programs that we identified, programs require an average of 3.4 HR classes. The most common required courses were Human Resource Management (239 schools), Compensation (or Compensation & Benefits; 123 schools), and Staffing (or Recruitment & Selection; 113 schools). Although we did find similarities between programs, we also find that there are significant differences in the required courses of HRM programs worldwide. We additionally examine institutional pressures from major professional HRM associations, and find evidence that these organizations do influence HRM curricula toward greater similarity. In particular, schools in regions with a major professional HRM organization are more similar than schools in other regions. Additionally, schools in the United States that are aligned with Society for Human Resource Management curriculum guidelines are more similar than schools that are not Society for Human Resource Management aligned.
23
McElrath, Julie. "ARS Accreditation Framework – School Organization." Journal of Recovery Science 1, no. 2 (September 22, 2018): 10. http://dx.doi.org/10.31886/jors.12.2018.29.
Full textAbstract:
This session will guide you through the step by step accreditation standards for running the business side of Recovery High Schools. Learn from the best as you navigate selecting the model, identifying leadership, energizing a Board of Directors, building community partners and much more. 1. Business Planning: How do high schools operate with a revised strategic business plan that provides for a reasonable level of organizational autonomy and is created for longterm survivability and viability, 2. Board of Directors: How does the school have a functional and involved Board of Directors?, 3. School Leadership: How does the school have a recognized and fully trained leader or leaders who operate with a level of autonomy and flexibility within the larger organizational system?, 4. Community Partnerships: How does the school establish collaborative partnerships with local schools, treatment centers, and other community resources to create a coordinated system of support?, 5. Public Relations & Privacy Issues: How does the school have a plan to promote the school and its programs while respecting the privacy and safety of its students and families?, and 6. Program Evaluation: How does the school regularly evaluate the academic and therapeutic programs for continuous program improvement?
24
Tanner, C. Kenneth, and Cheryl D. Stone. "School Improvement Policy--Site-Based Management." education policy analysis archives 6 (March 1, 1998): 6. http://dx.doi.org/10.14507/epaa.v6n6.1998.
Full textAbstract:
Have administrative functions of principals changed in schools practicing site-based management (SBM) with shared governance? To deal with this issue we employed the Delphi technique and a panel of 24 experts from 14 states. The experts, which included educational specialists, researchers, writers, and elementary school principals, agreed that the implementation of SBM dramatically influences the roles of the principal in management/administration and leadership. Data revealed that the elementary principal's leadership role requires specialized skills to support shared governance, making it necessary to form professional development programs that adapt to innovations evolving from the implementation of SBM.
25
Pocheniuk, K. V. "HEALTH CARE PROVISION FOR CHILDREN WITH DIABETES IN UKRAINE." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 19, no. 4 (November 13, 2019): 141–47. http://dx.doi.org/10.31718/2077-1096.19.4.141.
Full textAbstract:
Diabetes mellitus is one of the most common human diseases that lead to disability and death. According to the reports of Ministry of Health, in Ukraine at the end of 2018 there were about 1,300,000 diabetic patients and 9,000 of them were children under 18 years of age. The sooner a child is diagnosed with diabetes, the more likely he/she is to save from the complications that cause disability and premature death. Solving issues on diabetes is one of the top priorities of national health systems. Purpose. The paper is aimed at the study of current health care provision for children with diabetes. Methods and Material. The steps in organization of health care provision for children with diabetes in Ukraine have been studied. The following methods have been used: bibliosemantic: for the analysis of scientific literature; content-analysis: to study the regulatory framework; system analysis: to analyze the organizational provision of health care for children with diabetes. Results. Type 1 diabetes is characterized by the destruction of beta cells, which leads to absolute insulin deficiency. About 75% of all type 1 diabetes cases are diagnosed in people under 18 years of age. Children and adolescents are assigned to a special category of patients who need more attention from physicians. Children find it difficult to understand what negative manifestations and the development of specific complications, leading to early disability, can be caused by a persistent and long-term decompensation of the disease. Based on the Adapted Clinical Guidelines for Type 1 Diabetes, the Working Group has developed Unified Clinical Protocols for Type 1 Diabetes in Young People and Adults and Type 1 Diabetes in Children, using evidence-based provisions for the effectiveness of medical interventions, which also served as the basis for identifying quality indicators for the health care provision for patients with type 1 diabetes. The main directions of the developed therapeutic and rehabilitation approach to medical assistance for patients with type 1 diabetes are the provision of medical, psychological and social assistance by multidisciplinary teams, involving an endocrinologist, specialists (therapist, neurologist, ophthalmologist, nephrologist, pediatrician), a social worker, a guidance counselor at the Diabetes School, a nurse. First of all, it is necessary to raise the awareness of physicians, especially at the primary level. The improvement of outpatient and in-patient care for children with diabetes, involving children themselves and their parents is also relevant. It is important to organize and provide an effective school for diabetes awareness and self-control. It is indisputably necessary to constantly and continuously monitor the state of clinical and metabolic compensation of diabetes. Attention should be paid to the need for more active use of the advanced technologies, such as pump insulin therapy. The main components of treatment are diet and insulin therapy, which the child must keep to throughout the whole life to compensate his/her health state. The role of the international diabetes movement in overcoming the diabetes epidemic in Ukraine and worldwide is noteworthy, since it called on all nations to adopt National Diabetes Prevention and Treatment Programs. Consequently, the Ministry of Health of Ukraine, together with international and national experts, has developed a number of fundamental legal acts that initiate structural changes in the health care system. Conclusion. Ukraine is one of the countries with the highest incidence of diabetes. Currently, there is a very significant increase in the incidence of diabetes among children of preschool and school age. Therefore, solving issues on diabetes is one of the top priorities of national health systems. Consequently, the life of a sick child depends on the level of organization of medical and social assistance. It is crucial that awareness and support for diabetes self-management, drug therapy and psychosocial assistance be provided from the time of diagnosis and regularly thereafter. Living a long life with diabetes is possible in proper disease control and prevention. In recent years, diabetes treatment has improved, though it has not solved all the problems. The novel modes of treatment are being actively implemented, namely, insulin analogues and insulin pumps.
26
Sulbani, Sulbani, Mukhtar Mukhtar, and Hidayat Hidayat. "Komitmen Pimpinan Pondok Pesantren Sa’adatuddaren Jambi dalam Pengelolaan Program Pendidikan Kesetaraan Paket B." INNOVATIO: Journal for Religious Innovation Studies 18, no. 2 (December 31, 2018): 149–66. http://dx.doi.org/10.30631/innovatio.v18i2.46.
Full textAbstract:
The commitment of a high school principal can lead to the success of the work of educational organizations by improving the quality of education. The leadership commitment of the Sa’adatuddaren Islamic Boarding School in the management of the Package B or Equality Education Program in Pelayangan District, Jambi City was examined using qualitative methods. The purpose of this study was to review the commitment of the leaders of the Sa’adatuddaren Islamic Boarding School in the management of the Package B Equality Education Program. Data collected through observation, interview and documentation techniques. Determination of research subjects using purposive sampling technique. Data analysis techniques were carried out by reducing data, presenting data and drawing conclusions as well as verifying the reliability of the results obtained by the technique of extension of participation, accuracy of observations, data triangulation and advisory consultation. Based on the data obtained, the commitment of the Sa’adatuddaren leadership in the management of the Package B Equality Education Program at the Islamic Boarding School still low action. There is no priority scale for the improvement of the Package B Equality Education Program annually
27
AJbarzinji, Zaid. "Fifth Harvard University Forum Islamic Finance." American Journal of Islam and Society 19, no. 3 (July 1, 2002): 156–62. http://dx.doi.org/10.35632/ajis.v19i3.1937.
Full textAbstract:
Each year, the Harvard Islamic Finance Information Program (HIFIP) of the Center for Middle Eastern Studies organizes this forum. This year's forum had an international flavor, thanks to participants from Malaysia, South Africa, the Middle East, and Europe. Participants were mainly finance industry representatives from the Islamic Development Bank, the Kuwait Finance House, HSBC Amanah Finance, the Dow Jones Islamic Index, Bank Indonesia, Freddie Mac, and others. In addition, several experts in Islamic economics and finance, such as Monzer Kahf, M. Nejatullah Siddiqi, Nizam Yaquby, and Frank E. Vogel participated. Many other participants sought to educate themselves about the principles of Islamic finance and the availability of lslamically approved financial products. Overall, the forum was more of an opportunity for those interested in Islamic finance to meet each other, network, and present some of their latest lslamically approved financial instruments and contracts. The forum featured a few research papers and many case studies. Most presentations and panel discussions focused on current and past experiences in the Islamic finance industry, challenges facing the development of new financial instruments, effective marketing and delivery of products to end-users, and areas where applying jjtihad is most needed and promising. Participants also discussed the need to develop relevant financial institutions to strengthen the stability and perfonnance of Islamic financial service providers ( e.g., managing liquidity and risk). Thomas Mullins, HIFIP's executive director, welcomed the guests. He stressed the Islamic finance industry's important role in creating a dialogue between I slam and the West - a role made especially relevant after September 11. Forum chairperson Samuel Hayes, Jacob Schiff Professor Emeritus at Harvard Business School, used his opening remarks to commend the industry on its many accomplishments during the past decade and outlined areas for improvement. In his introduction, Saif Shah Mohammed, president of the Harvard Islamic Society, suggested that the industry should prer vide relevant services to students, such as Shari'ah-compliant educational loans and young professional programs. Ahmad Mohamed Ali, president of the Islamic Development Bank (IDB), delivered the keynote address: "The Emerging Islamic Financial Architecture: The Way Ahead." He discussed the infrastructure required to strengthen the Islamic financial industry, which is in a process of evolution. Some recent major initiatives include the Accounting and Auditing Organization for Islamic Financial Institutions, the Islamic Financial Services Organization, an international Islamic financial market with a liquidity management center, and an Islamic rating agency. Currently, there are ...
28
Djurisic, Masa. "School climate: Assessment and improvement." Zbornik Matice srpske za drustvene nauke, no. 172 (2019): 507–15. http://dx.doi.org/10.2298/zmsdn1972507d.
Full textAbstract:
In addition to defining the concept of school climate and school climate dimensions, an important segment of the conceptualization of the school climate research is also school climate improvement, which plays an important role in the development and school reform. Process of improving the school climate is a rather complex process, which involves an assessment of the school climate, analysis of the results obtained by evaluation, determination of priority areas, creation of action plans and the selection of interventions for improvement. Recognizing the need for improvement is the starting point. After assessment and analysis of the current climate in a school, the areas that need to be improved are defined, so as to establish goals, create programs, activities and interventions. Therefore, the aim of this paper is to highlight the importance of the process of improving the school climate. Given that school climate involves a broad context in which the process of education takes place, creating a positive atmosphere in the school aims to improve school work. Maintain positive interpersonal relationships, improving the teaching, reducing the student?s problematic behavior, opening the school to the family and local community as well as the effective management of the school, these are the objectives that the school should achieve in the process of their improvement.
29
Mason, Erin C. M., Catherine Griffith, and Christopher T. Belser. "School Counselors’ Use of Technology for Program Management." Professional School Counseling 22, no. 1 (January 2018): 2156759X1987079. http://dx.doi.org/10.1177/2156759x19870794.
Full textAbstract:
The use of technology in school counseling remains largely underinvestigated. In this descriptive study, researchers surveyed school counselors to examine ways in which they are using technology to manage their programs. Findings indicate that technology is underutilized by school counselors and is more likely to be used for program management tasks in the area of organization than for communication with and presentation of information to stakeholder groups. We discuss implications for practice, preparation and training, and future research.
30
Passos, Laurizete Ferragut, Maria De Fátima Ramos de Andrade, Ana Silvia Moço Aparicio, and Elana Cristiana dos Santos Costa. "Comunidades de Aprendizagem e práticas colaborativas nos processos de inserção profissional (Learning Communities and collaborative practices in the processes of professional insertion)." Revista Eletrônica de Educação 14 (October 9, 2020): 4261115. http://dx.doi.org/10.14244/198271994261.
Full textAbstract:
e4261115Collaborative work presents itself as a response to individualism, historically marked in the culture of school institutions. The article analyzes the modes of collaboration that constitute the professional learning communities, their relations with the school culture and with the process of novice teacher’s insertion. The forms of interaction among teachers in the workplace described as collaborative do not always express goals, common actions and broader decisions that involve the improvement of practices, knowledge and concepts that result in the quality of teaching and management. The school institution needs to take a stand in relation to these decisions and create conditions so that new forms of collaboration can benefit the teacher pedagogical work.The characteristics and dimensions of collaborative groups constituted as learning communities are explored based on criteria presented in literature, in the perspective of ensuring teacher’s learning and professional development. The analysis of a collaborative learning pedagogical experience in the scope of teacher research and the university-school relationship is presented as an enhancer for reflection, for questioning beliefs and values, as well as for problematizing the didactic choices that will guide teachers practice in the classroom.ResumoO trabalho colaborativo se apresenta como resposta ao individualismo marcado historicamente na cultura das instituições escolares. O artigo analisa os modos de colaboração que constituem as comunidades de aprendizagem profissional, suas relações com a cultura da escola e com o processo de inserção de professores iniciantes. As formas de interação entre docentes nos locais de trabalho e descritas como colaboração nem sempre expressam metas, ações comuns e decisões mais amplas que envolvem a melhoria das práticas, dos conhecimentos e das concepções e que resultem na qualidade da docência e da gestão. A instituição escolar precisa se posicionar em relação a essas decisões e criar condições para que novas formas de colaboração beneficiem o trabalho pedagógico do professor. As características e dimensões dos grupos colaborativos constituídos como comunidades de aprendizagem são exploradas a partir de critérios apresentados pela literatura na perspectiva de assegurar a aprendizagem e o desenvolvimento profissional dos professores em inserção profissional. A análise de uma experiência pedagógica de aprendizagem colaborativa no âmbito da pesquisa de professores e da relação universidade-escola é apresentada como potencializadora da reflexão, do questionamento de crenças e valores, assim como da problematização das escolhas didáticas que orientarão a prática de professores na sala de aula.Palavras-chave: Comunidades de aprendizagem, Grupos colaborativos, Cultura da escola, Inserção profissional.Keywords: Learning communities, Collaborative groups, School culture, Professional insertion.ReferencesANDRADE, M. F. R. de; APARICIO, A. S. M. A construção colaborativa de sequências didáticas de gêneros textuais: uma estratégia inovadora de formação docente. in: ANDRÉ, M.A.D.A. de. (org.). Práticas inovadoras na formação de professores. Campinas (SP): Papirus, 2016.CALVO, G. Desarrollo professional docente: el aprendizage professional colaborativo. In: Temas críticos para formular nuevas políticas docentes em América Latina y el Caribe: el debate atual. Chile: Unesco, 2014.CRISTÓVÃO, V.L.L. A relação entre teoria e prática no desenvolvimento do professor. In: MAGALHÃES, M. C. C. A formação do professor como um profissional crítico: linguagem e reflexão. 2 ed. Campinas – SP: Mercado de Letras, pp. 179-198, 2009.DOLZ J.; NOVERRAZ, M.; SCHNEUWLY, B. Sequências didáticas para o oral e a escrita: apresentação de um procedimento. In: SCHNEULWY, B; DOLZ, J. et al. Gêneros orais e escritos na escola. Campinas: Mercado de Letras, 2004.FERREIRA, F.I.; FLORES, M.A. Repensar o sentido de comunidade de aprendizagem: contributos para uma concepção democrática e emancipatória In: Currículo e Comunidades de Aprendizagem – desafios e perspectivas. Santo Tirso: De Facto Editores, 2012.FIORENTINI, D.; CRECCI, V. Interlocuções com Marilyn Cochran-Smith sobre aprendizagem e pesquisa do professor em comunidades investigativas. Revista Brasileira de Educação, v. 21, n. 65, abr.-jun. 2016.FULLAN, N.; HARGREAVES A. Por que é que vale a pena lutar?. Porto: Porto Editora, 2001.GAMA, R. P.; FIORENTINI. D. Formação continuada em grupos colaborativos: professores de matemática iniciantes e as aprendizagens da prática profissional. Educ. Matem. Pesq., São Paulo, v.11, n.2, pp.441-461, 2009.IMBERNÓN, F. Formação Permanente do Professorado: novas tendências. São Paulo: Cortez, 2009.LIMA, J.A. As culturas colaborativas nas escolas – Estruturas, processos e conteúdos. Porto: Porto Editora, 2002.LIMA, J.A. Comunidades profissionais nas escolas: o que são e o que não são In: FLORES, M.A.; FERREIRA, F.I. Currículo e Comunidades de Aprendizagem – desafios e perspectivas. Santo Tirso: De Facto Editores, 2012.LOSANO, A. L. Aprendizagem e desenvolvimento profissional de professores iniciantes que participam de comunidades investigativas. Zetetiké, Campinas, SP, v.26, p.441-463, n.3, set./dez.2018.MARCELO GARCÍA, C. Formação de professores: para uma mudança educativa. Portugal: Porto Editora, 1999.MIZUKAMI, M. G. N. Escola e desenvolvimento profissional da docência. Escola e aprendizagem da docência: processos de investigação e formação. São Carlos: EduFSCar, 2003.MONTALVÃO, E. C. O desenvolvimento profissional de professoras iniciantes mediante um grupo colaborativo de trabalho. 2008. 230f. Tese de doutorado em Ciências Humanas. Universidade Federal de São Carlos, São Carlos, 2008.MORGADO, J.M. Currículo e Profissionalidade Docente. Portugal: Porto Editora, 2005.MUNTHE, E. Recognisin uncertainty and risk in the development of teachers’learning communities. In: ZELLERMAYER, M.; MUNTHE E. Teacher’s Learning in Communities International Perspectives. Rotterdam: Sense Publishers, 2007.PASSOS, L.F.; ANDRÉ, M. O trabalho colaborativo, um campo de estudo. In: ALMEIDA, L.R.; PLACCO, V.M.N. O coordenador pedagógico e o trabalho colaborativo na escola. São Paulo: Edições Loyola, 2016.PÉREZ-GÓMES, A.I. A cultura escolar na sociedade neoliberal. Porto Alegre: ArtMed, 2001.ROLDÃO, M.C. Colaborar é preciso – questões de eficácia e qualidade no trabalho dos professores. Noesis, n.71, p. 24-29, 2007.ROSENHOLTZ, S. Teachers Workplace: The Social Organization of Schools. Nova York: Longman, 1989.THURLER, M. G. Inovar no interior da escola. Porto Alegre: Artmed, 2001.TRICE, H.; BEYER, J.M. The culture of Work Organizations. Englewood Cliffs, NJ: Prentice-Hall, 1993.VAILLANT, D. Directivos y comunidades de aprendizagem docente: um campo em construcción. Revista Eletrônica de Educação. v. 13, n.1, p. 87-106, jan./abr. 2019.VYGOTSKY, L.S. A formação social da mente. 6. Ed. São Paulo: Martins Fontes, 1998.WONG, H.K. Induction Programs that Keep New Teachers Teaching and Improving. NASSP Bulletin, v.88, n.638, p.41-58, March, 2004.
31
Gali, Yarden, and Chen Schechter. "NGO involvement in education policy: principals' voices." International Journal of Educational Management 34, no. 10 (July 24, 2020): 1509–25. http://dx.doi.org/10.1108/ijem-02-2020-0115.
Full textAbstract:
PurposeNon-governmental organizations (NGOs) have been involved in academic programs in many Western countries, actively participating and reshaping policy implementation. This tremendous growth in external voluntary and philanthropic organizations in schools is associated with a global trend toward decentralization, commodification, privatization, neoliberalism and governmental budget cuts. NGOs have become very popular partners in attempts to meet education goals set by the government and are increasingly involved both in policy formation and implementation. And arise questions regarding the special challenges facing school principals. This study explored the perceptions of school principals regarding the NGO involvement in designing and implementing education policy in Israel.Design/methodology/approachThe authors applied a qualitative research method, conducting in-depth interviews with primary school principals of schools with low socioeconomic student populations, where NGOs operate at the national level to promote educational achievement programs. This research approach acknowledges the existence of structured, fluid, subjective, flexible and dynamic realities that are attributed different meanings and interpretations and are shaped within political, cultural and social contexts. Thus, this study aims to reflect the perceptions of school principals regarding the involvement of NGOs in design and implementation of education policies. The authors utilized an inductive process of condensing, encoding, categorizing, and theorizing to analyze the data.FindingsData analysis revealed the following three major themes evident in the perceptions of school principals: intersectoral partnership policies in education; a policy of re-examining mutual responsibility for education; and the benefit of NGO engagement in education. Inter-sectoral partnership policy is the emergence of alternative models, defined as different political and institutional ways of organizing collective action is an effective way to organize and benefit, and is a way of introducing new ideas, actors and resources into public education systems. However, this new model is a complex, ongoing and dynamic process with school principals at the helm of these new relationships.Research limitations/implicationsThis study includes new information on how school principals see NGOs involvement in planning and implementation of education policy. However, it was conducted with various limitations. First, participants and their input all relate specifically to education in Israel. Any generalizations that may be drawn from them to shed light on similar processes around the world would require the study also be conducted in diverse sociocultural contexts. Second, interviews with principals were held through the 2016–2017 school year. A longitudinal study would be required to examine whether and how principals feel after years of working with NGOs on various projects. Finally, this study only focused on the opinions of principals, representing only one involved party. This cannot be a comprehensive perspective on the partnership and collaboration between formal education systems and NGOs. Thus, further research is necessary to examine the perceptions of NGOs managers, policymakers, supervisors, teachers, pupils and parents. Based on the authors’ study's findings, they recommend investigating whether, how, and under what conditions principals can nurture partnerships with NGOs as a platform for initiative, particularly the vigorous leadership needed to carry out the policy.Practical implicationsThe establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex, ongoing and dynamic process with school principals at the helm of these new relationships. Principals have been given more independence, autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs. Consequently, the more external factors become involved in education, the more principals are required to manage and implement the partnership. As such, policymakers (main office and district supervisors), implementers (NGO managers, school principals, teachers) and recipients (parents and teachers) must stay attentive to each other, adjust expectations as to the limits of responsibility, and primary to recognize the needs to keep making improvements to the partnership that are based on reciprocal assessment. More, all involved parties must continue to be active in developing, deepening and maintaining the employed mechanisms, normalizing them to become the standard in intersectoral partnerships in education.Originality/valueThis study provides theoretical contributions and practical implications of NGO involvement in designing and implementing education policies from the perspective and function of school principals in this era of ever-changing economic and social reality. Establishment and support of intersectoral partnerships between the Education Ministry and NGOs is a complex ongoing and dynamic process with school principals at the helm of these new relationships. The principals have been given more independence autonomy and clout as they maintain the external networks now contributing to improved outcomes and addressing unique community needs and more principals are required to manage and implement the partnership.
32
Patronova, Irina A. "Designing additional professional education programs for rural school leaders." Pedagogy Of Rural School 1, no. 7 (2021): 142–52. http://dx.doi.org/10.20323/2686-8652-2021-1-7-142-152.
Full textAbstract:
The article deals with the design of additional professional education programs based on the identification of professional and personal difficulties of rural schools heads, the results of evaluation procedures. The traditional leading role of rural schools in the performance of educational, up-bringing, general cultural and social functions is determined. Various approaches to the problem of identifying professional deficits of heads of educational organizations located in rural areas are considered: regulatory and scientific. The article describes the study results of the identified difficulties in the organization of procedures for certification of managers, implementation of additional professional education programs. A number of features of the support organization for heads of rural and small schools are highlighted: continuity of organizational and methodological assistance; accessibility; variability, relevance and differentiation; advanced support; focus on reflection, the results of evaluation procedures, professional and personal deficits and needs. A system for identifying professional deficits and difficulties using designed tests, case studies, and the «Virtual School» system is described. The normative andscientific-methodological approach to the problem under study allowed us to determine the list of relevant significant professional and personal competencies, combined in the following blocks: «Personnel management», «Resource management», «Process management», «Results management», «Information management». The article considers the methodological basis for the formation of the assessment of professional and personal competencies and the continuous support of their development in the process of educational and professional activities, the system of additional professional education. As a result of the analysis of evaluation procedures, the obtained data are described in relation to individual educational organizations and managers, which allow providing targeted support and support in the regional system of additional professional education. The article raises the issue of building individual educational routes, choosing various forms of additional professional education: formal, non-formal and informal. The article describes the most relevant forms of additional professional education in relation to the heads of rural schools: seminars, webinars, mutual training, internships, mentoring, activities of informal educational groups, associations, laboratories of «Rural schools»
33
Lazwardi, Dedi. "IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT." AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM 8, no. 1 (October 16, 2018): 32. http://dx.doi.org/10.24042/alidarah.v8i1.3077.
Full textAbstract:
Education has an important role in influencing the advancement of a nation'scivilization. A nation that has good education tends to be an advanced nation in civilization, science and technology, social economy, as well asculture. One of the educational problems is the need for adjustment and improvement of educational program material so that it can flexibly movealong with the demands of the workforce and the changing demands of people's lives. The implementation of School-Based Management (SBM) isessentially the granting of greater autonomy to schools with the ultimate goalof improving the quality of the results of the implementation of education sothat it can produce actual achievements through a well established managerial process. School-based management is the granting of broadautonomy at the level of the education unit in order to be able to manageresources and sources of funds and allocate according to the level of need. The aim of school-based management is to improve the efficiency ofeducation quality by independence and flexibility in managing existing resources. Components in school-based management include management ofcurriculum and teaching programs, management of teaching staff,management of students, financial management and financing, managementof educational facilities and infrastructure, public relations management and special service management. Supporting factors for the success of the firstschool-based management, the demands of a considerable democratic life from the people in the reform era. Second, the application of Law No. 22 of1999 concerning Regional Government which emphasizes the autonomy of government at the district / city level. Third, there is a school committee thatfunctions to help implement the Social Safety Net (JPS) program in many schools. Fourth, there is a desire by the government to increase communityparticipation in education by increasing the duties, functions and roles of the Education Provider Assistance Agency (BP3). Factors that become obstaclesin running school-based management come from students, educators, infrastructure and community participation.
34
Sunaengsih, Cucun, Jamil Jatnika, Silvy Lafthi Alifia, Latifah Latifah, and Endang Solihah. "Analysis of Educators and Education Staff Management in Primary School Quality Improvement." Educational Administration Research and Review 3, no. 1 (December 8, 2019): 44–48. http://dx.doi.org/10.17509/earr.v3i1.21716.
Full textAbstract:
Educators and education staff are primary aspects of education that contribute to school quality improvement. High-quality educators and education staff will lead to high-quality school. However, not all educators and education staff have good quality, due to low-quality management. With this in mind, this study aims to discover the implementation of educators and education staff management in a primary school in West Java, Indonesia. It is found that (1) the ideal ratio of educators and staff has not been achieved, (2) temporary educators are far from being prosperous, in terms of monetary compensation, and (3) training programs for educators and education staff are very limited. These finding indicate that the planning and development process for educators and education staff require an in-depth analysis.
35
Syahrudin, Syahrudin. "Headmaster Management to Improve Teacher Performance in Singkawang Senior High Schools." JETL (Journal Of Education, Teaching and Learning) 4, no. 2 (September 30, 2019): 305. http://dx.doi.org/10.26737/jetl.v4i2.1697.
Full textAbstract:
The progress of education of a school as an educational institution is influenced by the role of the principal as an education manager. It is very much determined by the principal's ability to manage human resources from the planning to evaluation aspects. This study aims to reveal the management of school principals to improve the performance of teachers in Singkawang State High School 3 with a focus on 1) The description of the planning of quality improvement programs for teacher performance by the headmaster of State High School 3 Singkawang, 2) The implementation of programs to improve the quality of teacher performance by principals in State High Schools 3 Singkawang, 3) Program evaluation activities to improve the quality of teacher performance carried out by school principals in SMA 3 Singkawang. The research method used is descriptive research with a qualitative approach. Data collected by in-depth interviews, participant observation, documentation, and analyzed through data reduction, data presentation, conclusions or verification. Data reliability testing is done by extending the period of observation, and triangulation and member checking. The results of the study conclude 1) planning of quality improvement programs for teacher performance is carried out with reference to the vision and mission and school work plans. 2) implementation of improving the quality of teacher performance is carried out by holding a program of continuous professional development in the form of technical guidance (BIMTEK) learning development activities, In House Training (IHT) and workshops aimed at improving teacher competence and quality of learning, 3) Evaluation of teacher performance is carried out by carrying out activities academic supervision of teachers and managerial supervision of administration. Based on the results of the study suggested the following things: 1) planning for improving the quality of teacher performance, especially in school work plans need to be improved in a continuous professional improvement program. 2) The form of carrying out continuous professional improvement activities should be adjusted to what is required by the teacher. 3) Evaluation activities should be carried out consistently to improve teacher quality.
36
Klokar, Nataliia. "MANAGEMENT COMPETENCES OF A SCHOOL PRINCIPAL: MODERN TRENDS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 28–31. http://dx.doi.org/10.17721/2415-3699.2018.7.07.
Full textAbstract:
The article deals with the problem of development of management competences of school principals. The author makes a review of world education trends, pays attention to the new approaches of modern competences such as critical thinking, analysis, and problem solving which have been regarded as key indicators for success. Taking into account the theoretical & methodological foundations of the problem which was researched by many Ukrainian & foreign scientists, the author underlines the importance of solving some social & economic problems in order to make modernization of secondary school education system. Very important is to use new approaches of 21st Century Pedagogy: teach how to ‘learn to learn’, promote teamwork, exploit technology to support learning, foster students’ creativity & others. Special attention is paid to World Bank Report 2018 where the analysis of the world education situation is given & to main approaches to competences of a modern person which are described by Association for Talent Development. All these materials are used for scientific research & experimental work on the problem of development of management competences of school principals which are done by the University of Education Management. Analyzing the results of experimental work, the author underlines the fact that all school leaders which took part in the research are ready to learn & to develop their management competences. In the process of the development of such competences a very important thing is to use modern principals: transparency, integration, rights & freedoms, innovation, activity, dynamic & mobility. Critical thinking, knowledge management, performance improvement, instructional design, learning technologies, managing learning programs, coaching, integrated talent management, managing learning programs should be developed in the process of professional activity of school principals.
37
Kvitka, Sergiy, Galina Starushenko, Viktor Koval, Hanna Deforzh, and Olha Prokopenko. "Marketing of Ukrainian higher educational institutions representation based on modeling of webometrics ranking." Marketing and Management of Innovations, no. 3 (2019): 60–72. http://dx.doi.org/10.21272/mmi.2019.3-05.
Full textAbstract:
The objective of the article is constructing of the two-factor model on the basis of the statistical material of the Webometric Rating of Universities, which analytically describes the status of Ukrainian higher educational institutions in terms of Webometrics indicators, provides an opportunity for its quantitative and qualitative analysis and forecasting of development trends of market educational services and marketing research in this area. The statistical analysis of the data of the Webometric Rating of Universities was conducted using the professional statistical information processing program STATGRAPHICS Centurion XV.I. Analytical relations are obtained using the Pade approximation technique. Mathematical editor Maple has been used to visualize the results of research and illustrate a qualitative picture of the rating of Ukrainian universities in the Internet space using the Webometric Indicators system. A two-factor model of the state and forecast of academic representation of Ukrainian universities according to Webometric rating is constructed. Using the proposed model, an analytical expression is obtained that allows for quantitative and qualitative assessments of the world ranking of higher educational institutions of Ukraine in the Web-indicators system Webometrix in order to increase their academic presence on the Internet, to strengthen the international authority and raise the national science school as a whole for a qualitatively new degree of development. The scientific novelty of the work is in the inclusion in the model of the time factor, the availability of which makes it possible, firstly, to extend the statistical material used in time and, secondly, to predict the trends and prospects of presentation in the Internet space of Ukrainian universities as advanced research centers. The main results of the work can be useful as a methodological material during the educational process in higher educational institutions, in the training and improvement of the skills of management personnel, in developing programs for reforming the educational process in higher education in order to bring it closer to European requirements and achieve the level of the best world universities. The presented methodology and data analysis algorithm can be generalized to evaluate rating systems of other nature: when evaluating students' educational and community work, financial analysis, in particular, to assess the probability of default of non-lending organizations, to determine the reliability of commercial banks, to conduct sociological tests, and surveys, medical and biological research and other areas of public administration.
38
Azizah, Lailatul, and Silvia Witri. "Peningkatan Mutu Pendidikan melalui Penerapan Total Quality Management dalam Program Akreditasi Sekolah." Dawuh Guru: Jurnal Pendidikan MI/SD 1, no. 1 (February 25, 2021): 69–78. http://dx.doi.org/10.35878/guru.v1i1.263.
Full textAbstract:
Improving the quality of education is a problem that is still experienced by many educational institutions. To improve the quality of education, institutions need a system to help achieve quality education quality. So this study aims to analyze the application of Total Quality Management in the school accreditation program as an effort to improve the quality of education. This research is a literature study by taking data from several books and literature. This data collection technique uses documentation techniques and data analysis techniques using critical analysis which is interesting from several research documents. The results of this study indicate that improving the quality of education is carried out by implementing Total Quality Management. Total Quality Management is carried out by continuous improvement, determining quality standards, changing culture, changing organizations, maintaining relationships with customers and focusing on customer satisfaction. and have a commitment to change.
39
Murata, Lisa, Jaime Jones, Alexandra Baines, Carrie Robertson, and Karen Daley. "M243. EFFECTIVENESS AND SATISFACTION WITH A SCHIZOPHRENIA RECOVERY DAY PROGRAM." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S228. http://dx.doi.org/10.1093/schbul/sbaa030.555.
Full textAbstract:
Abstract Background Schizophrenia is a complex disorder typically defined by the presence of positive symptoms that include hallucinations, delusions, and disorganisation in speech and behaviour, negative symptoms of avolition and social withdrawal, and a decline in functioning. Despite an ability to treat clinical symptoms, functional recovery in schizophrenia remains poor. The Recovery Day Program at the Royal Ottawa Mental Health Centre is a multi-disciplinary intervention tailored to help people living with schizophrenia attain recovery goals, lead more satisfying lives, engage in activities, develop a social network and assist in community reintegration. Eligibility criteria are: 18 years of age or older, meet DSM V criteria for Schizophrenia Spectrum illness, have clinical needs that cannot be met in the community, have housing, require intensive recovery support/integration into community, be able to engage in day hospital programming and develop recovery goals. Maximum number of day clients in Day Program is 20. Client admissions began in June 2016. As of November 2019, there have been 50 admissions with 29 discharges. Age range of clients was 20–60 years (mean 36.5). Clients were invited to provide feedback on their experience with the Day Program for program evaluation and improvement of service. Methods A qualitative and quantitative evaluation of functional outcomes and patient satisfaction was conducted. Measures were administered at admission and discharge: The Illness Management and Recovery Scale (IMRS), a custom-generated activity and goal attainment scale, Quality of Life Scale, The World Health Organization Disability Assessment Schedule 2.0, the Modified Global Assessment of Functioning Scale and the Clinical Global Impression Scale. The Ontario Perception of Care Survey for Mental Health and Addictions (OPOC) was administered during a two month period from January 2019. Results Discharge results were available for 29 individuals out of 50 admissions. Clients identified goals in areas including vocational, social, educational, symptom management, optimizing independence, minimizing substance use, managing finances and stable housing; group and individual interventions targeted these areas. Interventions occur at the hospital and in the community. Results of the activity summary identify significant change in community integration in the following areas: employment (admission 5% and discharge 47%), unpaid/volunteer work (admission 11% and discharge 42%), course or study (admission 0% and discharge 32%), social/recreation/group activities (admission 63% and discharge 100%). Results show a significant increase in IMRS scores over time. Goal achievement was statistically significant according to the goal attainment scale (mean at intake 3.4 and at discharge 8.6). Results show that goal importance did not change over time. Open ended questions about day programming were added to the OPOC. Of 15 respondents, the average length of time in the Program was 16 months. Majority of respondents attended as much as they liked, while those unable to attend as much as they wanted, identified that increased attendance may have been helpful to achieving their goals. Discussion Overall, clients were very satisfied with services provided. There were significant achievements in goal attainment over time with targeted interventions provided in functional domains including employment, unpaid/volunteer work, course of study and social/recreation activities. Our data suggest that a medium term, intensive day program increases functional outcomes and personal satisfaction for individuals with a Schizophrenia Spectrum disorder. Further study would be important to assess how these changes are sustained over time.
40
Reid, William J., and Cynthia Bailey-Dempsey. "The Effects of Monetary Incentives on School Performance." Families in Society: The Journal of Contemporary Social Services 76, no. 6 (June 1995): 331–40. http://dx.doi.org/10.1177/104438949507600601.
Full textAbstract:
Interest in the use of monetary incentives as a means to motivate students to attend school or to improve their performance has been growing. In the present study, teenage girls at risk of school failure were randomly assigned to either a control condition or to one of two year-long experimental programs aimed at improving their academic work and attendance: (1) a “payment” program in which they were given only monetary incentives for improved performance or (2) a case-management program in which social workers, teachers, the girls, and their parents. worked together to develop and implement ways to help the girls do better. Both experimental programs surpassed the control condition with respect to positive changes in grades and attendance. The case-management outcomes were clearly superior to those of the payment program. However, neither program's effects appeared to carry over to the following year, which suggests that more sustained intervention may be necessary to bring about enduring improvement in the girls’ school performance.
41
Cross, Tracy, Bruce Darby, and Bruno J. D'Alonzo. "School Drop-Out Prevention: A Multifaceted Program for the Improvement of Adolescent Employability, Academic Achievement, and Personal Identity." Career Development for Exceptional Individuals 13, no. 1 (April 1990): 83–94. http://dx.doi.org/10.1177/088572889001300108.
Full text
42
Gonçalves Costa, Andréia de Cássia, Cristiane Resquiti Paulino Strozzi, Letícia Fleig Dal Forno, Rejane Sartori, Radu Godina, and Florinda Matos. "Knowledge Management and the Political–Pedagogical Project in Brazilian Schools." Sustainability 13, no. 5 (March 8, 2021): 2941. http://dx.doi.org/10.3390/su13052941.
Full textAbstract:
Knowledge Management as a strategy to improve the quality of the institutional environment can be related to the coordination of activities that create, store and share knowledge. School Management has to deal with different tasks, such as planning, organization, leadership, guidance, monitoring and evaluation of all the processes necessary to ensure the promotion of students’ learning and training. In this context, the Political–Pedagogical Project assists School Management, since it is an important document for the school organization, containing the school’s identity as well as the plan to achieve the best teaching and learning process for the school community. In this sense, the objective of this research was to demonstrate how the Political–Pedagogical Project can promote Knowledge Management at the school level. The methodology used was exploratory and bibliographic research. The results obtained in this paper show that the Political–Pedagogical Project strengthens School Management when it is supported by Knowledge Management, considering that there is an improvement in the promotion of the quality of the organizational environment, as well as the elucidation of effective learning for teachers and students through democratic management.
43
Hidayati, Fithriyah Nurul. "ENGLISH LITERACY MANAGEMENT AT SMPI AL ABIDIN SURAKARTA." AL-TANZIM: Jurnal Manajemen Pendidikan Islam 5, no. 1 (March 31, 2021): 57–68. http://dx.doi.org/10.33650/al-tanzim.v5i1.1623.
Full textAbstract:
This study aims to analyze the implementation of school management to improve students' English literacy at SMP Islam Al Abidin Surakarta. This study uses a qualitative approach with a phenomenological method. The process of seeking and finding information related to English literacy improvement management is carried out through the 5W + 1H process. The study results showed that the implemented school management consisted of steps that supported English literacy starting from planning, organizing, implementing and evaluating activities. 1) The planning steps is related to determining goals, objectives, designing literacy activity programs, 2) organizing the resource, 3) implementing related to English literacy is through the following programs: (a) English Development Program, such as: English Camp, English Festival, Saturday Performance, Every day is English day, and Five Minutes Presentation (b) Literacy Programs, such as: Reading, Listening, Speaking Time and 4) controlling of implementing English literacy.
44
Luo, Mingchu, Paul Bland, Edwin Church, and Caitlin Burk. "Chinese Principal Perceptions on the American School Leadership Standards." International Journal for Innovation Education and Research 2, no. 11 (November 30, 2014): 95–104. http://dx.doi.org/10.31686/ijier.vol2.iss11.271.
Full textAbstract:
The purpose of this study was to examine the perceptions of Chinese school principals on the importance of American Educational Leadership Program Standards. Seventy three principals from a county in Guangdong, China completed the Principal Leadership Standards Questionnaire. The results of the study revealed that the Chinese principals perceived the majority of American leadership standards to be either important or very important in school administration. Perception differences among the leadership dimensions were significant. The principal leadership standards in the management of school organization and school instruction were perceived to be significantly more important than the leadership dimensions of school vision and collaborative partnership. The results of the study contribute to the development of school leadership training programs in China. Recommendations were made in using the framework of American leadership standards in China for the development and re-development of university programs and professional trainings in school leadership.
45
Muhith, Abd. "QUALITY CULTURE OF ISLAMIC BOARDING SCHOOL." International Journal of Research -GRANTHAALAYAH 6, no. 10 (October 31, 2018): 25–37. http://dx.doi.org/10.29121/granthaalayah.v6.i10.2018.1158.
Full textAbstract:
The existence and role of Islamic boarding schools in the field of social life of the community requires serious attention. Proper management and provision and improvement of human resources in the field of management. Inequality between large boarding schools and small Islamic boarding schools is clearly seen in the management of pesantren.
Culture is an obstacle in conducting pesantren activities. The quality of pesantren is formulated based on management which is carried out in a tangible process starting from planning, organizing, implementing and monitoring carried out to determine or resolve predetermined goals using people and other resources.
This type of research uses ethnography with qualitative research methods with descriptive analysis. The research findings focused on pesantren quality culture models that formulated the problem in more detail so that researchers used a qualitative approach with an in-depth interview observation.
The conclusion of the results of this study is the quality of pesantren culture embodied in the form of organizational culture that is used as a system of values, beliefs, assumptions, or norms that have been applied, agreed upon and followed by members of the organization as a code of conduct for pesantren activities, madrasas and schools.
46
Tyas, E. Handayani. "TEACHERS' PROFESSIONALISM EFFECTIVENESS AT VHS IN EAST BEKASI." International Journal of Research -GRANTHAALAYAH 7, no. 11 (June 12, 2020): 215–21. http://dx.doi.org/10.29121/granthaalayah.v7.i11.2020.359.
Full textAbstract:
This study is focused on the teachers' professionalism effectiveness, it was done to find out how the teachers' professionalism effectiveness at Vocational High School in East Bekasi. This study was conducted at East Bekasi in some private schools. The method of the study was qualitative with a descriptive design. The subjects of the research were the school headmasters, vice school headmasters, teachers, and Teacher Organization (TO). The instruments of this study are observation sheet and interview guidance. The data of the study were analyzed descriptively through the process of data reduction, data display, and concluding. The result of the study shows that the teachers' ability improvement programs were done based on the teachers' need every year, the teachers' ability improvement program was done in and out of the school, there are some obstacles which are faced by schools in improving the teachers' professionalism. So, it is concluded that the teachers' professionalism program needs improving, and it should be goal-oriented. Besides, the obstacles which are faced by the school should be well overcome.
47
Georgievski, Petre. "Social context of school crisis and the patterns of school violence." Sociologija 51, no. 1 (2009): 1–22. http://dx.doi.org/10.2298/soc0901001g.
Full textAbstract:
The article starts from the idea that crisis in society, especially in instances such as the Macedonian society in the period of transition, conditions the crisis of the school. Symptoms of the latter ar not just the declining quality of teaching but also increased frequency of physical forms of school violence. The concept of violence is complex and its definitions range from 'verbal violence' to 'uncivilized behavior'. School violence occurs always in a certain social context, considered in this article at three levels: 1) the level of Macedonian society; 2) the global level or globalising context and 3) mass communication context (television, internet, computer and video games, cell phones etc.). Various forms of violence occurring in the family, in the social setting (which forms the background to both family and school) and in the school are closely related and mutually dependent. According to J. Dumay, school violence has three forms: 1) exogenous, 2) the violence proper to the school, implying some form of 'school incivility', and 3) anti-school violence aimed at institutions. In such a social context, the school itself with its authoritarian forms of teaching, textbooks related to the 'hidden curriculum', and inadequate organization and management is a source of violence against students. Research data presented in this paper confirm these claims. The findings also indicate that in terms of incidence of school violence Macedonia ranks at the top of European countries. The pressing character of the problem has urged some countries to develop programs for preventing and reducing school violence, as well as models of effectively organized school.
48
Ross, Lora, Bipasha Biswas, Beth Halaas, and Heidi Jones. "Analysis of a School-Based Behavioral Health Program: Exploring the Value of Mental Health Services for Vulnerable Students." Journal of School Administration Research and Development 5, no. 2 (December 4, 2020): 77–85. http://dx.doi.org/10.32674/jsard.v5i2.3156.
Full textAbstract:
This paper explores the effectiveness of public school-based mental health treatment for K-12 students. Extant clinical data from 2017- 2018 for behavioral health service recipients (n = 874) was used in this analysis. Relationships among clinical diagnosis at discharge, duration in treatment, student participation, and status of mental health improvement were examined. Logistic regression explored associations among variables of interest. Results indicate 74.3% (n = 649) of students were identified by clinicians with improvement in mental health status at discharge. The most prominent mental health diagnoses being treated in the schools were depression, anxiety, and trauma. Students involved in treatment were over 15 times more likely to be categorized as having an improved mental health status; students who lacked participation were 63% less likely to improve. Our results highlight the necessity for school administrators to prioritize and support school-based mental health services. The findings provide school administrators guidance, evidence, and impetus for implementing effective school-based mental health programs.
49
Robiatur Rohmah. "Urgensi Manajemen Bimbingan Konseling dalam Melahirkan Peserta Didik Berkarakter." Jurnal Pendidikan Islam Indonesia 4, no. 1 (October 15, 2019): 102–15. http://dx.doi.org/10.35316/jpii.v4i1.174.
Full textAbstract:
The success of education in schools is determined by the managerial abilities of the headmaster. The performance of school management will determine the success of the school in carrying out the programs. In this context, counseling management is important to create students with noble character. Character building is very much influenced by the characteristic of the environment. Therefore, creating a helpful environment with the appropriate counseling management will significantly influence the education quality improvement in moral values both inside and outside of school. Character building is a lifetime process that must be sustained in school, family, and society to internalize the character building.
50
Ермаков, I. Ermakov, Аникин, Boris Anikin, Белова, and S. Belova. "State University of Management’s “Logistics” Scientific School." Administration 3, no. 2 (June 17, 2015): 5–15. http://dx.doi.org/10.12737/11504.
Full textAbstract:
The paper has been devoted to the history related to formation and development of “Logistics” scientific
school based on the first chair of logistics, which appeared in Russia at the State University of Management
in 1999. Various aspects of scientific school formation are considered: primary areas and the most significant
results related to fundamental and applied research of scientific school’s founder and followers; priority
directions of task staff training, implementation of continuing education programs; use of research results in
the educational process; talent pool of scientific school; scientific-pedagogical higher qualification personnel
(such as Ph.D. and Doctor of Economics) training; participation in all-Russian and international congresses,
conferences and seminars, as well as the organization of pedagogical and scientific-practical events. Have
been presented educational, methodical and scientific publications written by scientific school founder and
followers; authors’ publication activity characterization; chair’s strategic partners in Russia and abroad;
major industries and employers interested in our graduates; integration with other research, educational and
industrial enterprises.