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Mathaba, Richard Siphamandla Ryan, Nirmala Dorasamy, and Kudayja Mohammed Parker. "THE EFFECTIVENESS OF EXTERNAL WHOLE-SCHOOL EVALUATION ON UNDERPERFORMING SECONDARY SCHOOLS IN THE MPUMALANGA PROVINCE." Commonwealth Youth and Development 12, no. 2 (September 28, 2016): 49–68. http://dx.doi.org/10.25159/1727-7140/1635.
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The study was conducted in the Mpumalanga province and focused on a sample of 18 externally evaluated underperforming secondary schools across all four districts of the province. The schools obtained an average pass rate of less than 30% in the 2011 Grade 12 examinations. The main objectives of the study were to analyse the purpose of whole-school evaluation (WSE) from a quality assurance perspective; to investigate the significance of a key component of WSE, namely assessing the quality of teaching, learning and educator development; to analyse the Grade 12 results of externally evaluated underperforming secondary schools pre- and post-evaluation; to analyse monitoring and evaluation reports for changes in teaching, learning and teacher development, as well as to identify factors impeding teaching, learning and teacher development in underperforming secondary schools. WSE is a system of evaluating the performance of schools as a whole. Corporate contribution to improve performance is measured, rather than simply the performance of individual staff members. Furthermore, WSE is one intervention to move schools that are in a critical situation along the path to becoming effective schools. Guidelines for quality assurance in education, especially at school level, are underpinned by the nine areas for evaluation (AFEs), namely basic functionality of the school (AFE1), leadership, management and communication (AFE2), governance and relationships (AFE3), quality of teaching and learning, and educator development (AFE4), curriculum provisioning and resources (AFE5), learner achievement (AFE6), school safety, security and discipline (AFE7), school infrastructure (AFE8), and parents and the community (AFE9). The mixed methods approach was used. This approach made it easy to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary). The study relied on secondary data (external WSE reports and Grade 12 results), as well as primary data obtained from questionnaires administered to school management teams (SMTs) of the sampled underperforming secondary schools. The study revealed the great level of acceptance of the external WSE process by SMTs in Mpumalanga province’s underperforming secondary schools, as a means of quality assurance in order to achieve improvement. Furthermore, it revealed the extent to which improvement and development in the underperforming schools occurred as a result of the external WSE process. It was found that the results of seventeen of the 18 schools (94.4%) had improved. Furthermore, the study confi rmed that what was revealed in the external WSE as areas for development came as a revelation to SMTs. As a result, the manner in which teaching, learning and teacher development (AFE4) as a key component of WSE is viewed by teachers and SMTs, has been positively influenced.
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Wurf, Gerald. "High School Anti-Bullying Interventions: An Evaluation of Curriculum Approaches and the Method Of Shared Concern in Four Hong Kong International Schools." Australian Journal of Guidance and Counselling 22, no. 1 (June 2012): 139–49. http://dx.doi.org/10.1017/jgc.2012.2.
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The challenge for high schools to adopt effective measures to reduce bullying has been underscored by international media coverage highlighting the consequences of school bullying. Despite whole-school anti-bullying programs being accepted as the best evidence-based approaches to intervention, research continues to yield ambiguous findings, and only a limited number of studies have been conducted in secondary schools to systematically evaluate the components of this approach. The aim of this study was to investigate the effectiveness of anti-bullying interventions in four international secondary schools in Hong Kong. Schools were randomly assigned to: (a) a whole-school intervention, (b) a curriculum and Shared Concern intervention at Year 7, (c) a Shared Concern intervention at Year 7 and (d) a control school. Year 7 students in the four schools anonymously completed a bullying questionnaire at the beginning (N = 545) and end of the school year (N = 549). A highly significant main effect for schools was found between pre-test and post-test composite bullying scores (F = 7.70, p < .001). Results showed the most significant reductions occurred when a whole-school intervention was used (F = 10.73, p < .001). The research provides strong support for use of whole-school preventative/management interventions and the effective components of this approach are discussed.
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Morenike, Olaseni Vivian. "The Practice of School-Based Management in Ondo State Public Secondary Schools: Implication of School Location." American International Journal of Social Science Research 4, no. 2 (July 14, 2019): 88–93. http://dx.doi.org/10.46281/aijssr.v4i2.352.
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The practice of School-Based Management (SBM) has been widely liked to variety of wide positives in schools and increasingly acceptable in major developed and developing nations, however, the disposition and acceptance of the SMB policy remained unclear in Ondo State, Nigeria. In Nigeria, there is paucity of literature addressing the role of school location in the practice of SBM policy. This study, therefore examined the practicality of SBM in public secondary schools in Ondo State and the implication of school location. Descriptive survey design was adopted by the study. Key players from sixty (60) public secondary schools in Ondo State participated in the current study using purposive sampling techniques. In determine the efficiencies and effectiveness of School-Based Management Committees, participant were opened to Effective School-Based Management Index (E-SBM-INDEX). The instrument reported a strong overall Cronbach alpha of 0.97, while the subscales factors entails, power decentralization (α =.92); facilities obligation (α =.73); monitoring and evaluation (α =.65); recruitment and retrenchment (α =.85); and financial obligation (α =.71). Information on socio-demographic factors and geographical location of schools were also obtained from the participants. Descriptive analysis and T-Test of independent sample were used to analyze data and accepted at P < 0.05. Respondents’ mean age was 49.5±11.5 years. It was revealed that 35% of the public schools engaged practice effective SBM in Ondo State, while 65% of public schools engaged were practicing ineffective SBM. Furthermore, It was revealed that there was significant difference in the practice of SBM in rural and urban public secondary schools in Ondo State (T (58) = 26.60; P < 0.01), such that, public secondary schools located in the rural area ( = 75.20, SD = 1.80) practice effective SBM’s policy than counterparts located in the urban area ( = 34.97, SD = 02.67). Majorly the practice of SBM in public secondary school remained ineffective in Ondo State. The practice of SBM in rural and urban public secondary schools in Ondo State is significantly different. Public secondary schools located in the rural area of Ondo State practice effectively SBM’s policy than public secondary schools located in the urban area of Ondo State. It is recommended that the government should be pro-active in creating an enabling environment in terms of policy upon which SBM can be practice effectively and efficiently.
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Raksanakorn, Kuljira, and Supattarasak Khumsamart. "The Management Model for Effectiveness of Primary Schools Administrators Administrators." World Journal of Education 10, no. 6 (December 16, 2020): 35. http://dx.doi.org/10.5430/wje.v10n6p35.
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The present research aimed to investigate current and desirable states of the effective management of primary schools and to develop the model of effective management of primary schools. The present research consisted of 6 phases. In Phase 1, rationale, and related theories and a review of literature were studied to formulate the conceptual framework and knowledge of elements of effective management of primary schools; in Phase 2, the pilot study on those components was conducted, and the concept on the predetermined components was revised. In Phase 3, a focus group discussion on the components of effective management was held, and the concept was further developed. Phase 4 involved investigating the current and the desirable states as well as the needs for effective management of primary schools; simultaneously, statistical results were taken into account to improve management. In Phase 5, the model of effective management was created. The final phase involved public hearing for evaluation, confirmation, and approval of the model. The samples of this study were 370 of school administrators and teachers. The target group for the pilot study was primary school administrators from three schools awarded with the Best Practice, while that for a focus group discussion included 10 qualified experts. In addition, the target group for public hearing was 39 stakeholders, namely 1 administrator and 10 teachers from each school. The research instruments were a content validity evaluation form, a questionnaire and an evaluation, confirmation and approval form. Assessment of content validity showed that the reliability coefficient of the questionnaire was 0.98 with the 0.60 – 1.00 IOC range. Statistics used for data analysis included frequency, percentage, means, standard deviation and priority needs index using PNImodified. The research Results were as follows: Overall, the current state of management of primary schools was at a moderate level. When each element was considered individually, it was found that organizational cultures and strategic management had the highest level of opinions, whereas information technology had the lowest level. As regards the desirable state, effective management of primary schools was overall at the highest level. In this aspect, leadership had the highest level of opinions, while strategic management came second; school effectivenesshad the lowest level. What’s more, sorted by priority levels, the aspect with the highest priority was information technology, followed by a learning organization, leadership, strategic management, effectiveness of schools and organizational cultures. In relation to appropriateness of the model of effective management of primary schools, the results indicated that the elements had overall 96.07 percent approval and 3.93 percent disapproval. Among all elements, leadership had the highest percentage points, followed by organizational cultures, and a learning organization had the lowest percentage points. Moreover, all elementsin this aspect had more than 87.20 percent. As regards utility, the elements had overall 96.87 percent approval with 3.13 percent disapproval; strategic management had the highest percentage points, followed by school effectiveness, and information technology with the lowest percentage points. All elementsin this aspect had above 87.20 percent. As for feasibility, the results showed that the elements had overall 97.33 percent approval and 2.67 percent disapproval. Of all elements, strategic management had the highest percentage points, followed by organizational cultures, whereas information technology had the lowest percentage points. All items in this aspect had above 87.20 percent.
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Astuti, Ambar Wahyu, and Soenarto Soenarto. "Evaluation of financial management pattern of the production unit in referral vocational school with adversary model in Yogyakarta Special Region." Jurnal Pendidikan Vokasi 8, no. 3 (November 29, 2018): 228. http://dx.doi.org/10.21831/jpv.v8i3.21448.
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This study aims to determine the effectiveness of the implementation of Referral Vocational School (SMK Rujukan) program in financial management of production units in the DI. Yogyakarta province. This research was an evaluative research which described problem of financial management of production unit at SMK Rujukan. The approach used of this research were mixed methods which combined quantitative and qualitative research. The evaluation model of this research were an adversary model. An adversary evaluation model were an evaluation that seeked to uncover all the important aspects of the program being evaluated. The results showed that of the 5 SMK studied, there is only 1 SMK that had adequate financial management system of production unit, while 4 other SMK not yet adequated. Forms of protection to financial management of production units for SMK in the DI. Yogyakarta province had not been established yet. No school of the 5 schools studied, had implemented a pattern of financial management in accordance with applicable regulations.
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He, Feng J., Puhong Zhang, Rong Luo, Yuan Li, Fengge Chen, Yuhong Zhao, Wei Zhao, et al. "An Application-based programme to reinforce and maintain lower salt intake (AppSalt) in schoolchildren and their families in China." BMJ Open 9, no. 7 (July 2019): e027793. http://dx.doi.org/10.1136/bmjopen-2018-027793.
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IntroductionSalt intake is very high in China, with ≈80% being added by the consumers. It is difficult to reduce salt in such settings. Our previous study (School-based Education programme to reduce Salt(School-EduSalt)) demonstrated that educating schoolchildren, who then instructed their families to reduce the amount of salt used at home, is effective in lowering salt intake in both children and adults. Our team also developed an app called ‘KnowSalt’, which could help individuals to estimate their salt intake and the major sources of salt in the diet. Building on School-EduSalt and KnowSalt, we propose to develop a new app (AppSalt) focusing on salt reduction through education, target setting, monitoring, evaluation, decision support and management to achieve a progressive lower salt intake for long term. To evaluate the effectiveness of the AppSalt programme, we will carry out a cluster randomised controlled trial.Methods and analysisWe will recruit 54 primary schools from urban and rural areas of three provinces in China. A total of 594 children aged 8–9 years and 1188 adult family members will be randomly selected for evaluation. After baseline assessment, schools will be randomly allocated to either the intervention or control group. Children in the intervention group will be taught, with support of AppSalt, about salt reduction and assigned homework to get the whole family involved in the activities to reduce salt consumption. The duration of the intervention is two school terms (ie, 1 year). The primary outcome is the difference between the intervention and control group in the change of salt intake as measured by 24-hour urinary sodium.Ethics and disseminationThe study has been approved by Queen Mary Research Ethics Committee and Peking University Health Science Centre IRB. Results will be disseminated through presentations, publications and social media.Trial registration numberChiCTR1800017553.
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Reutzel, Thomas J., Archana Desai, Gloria Workman, John A. Atkin, Sarah Grady, Timothy Todd, Nhu Nguyen, et al. "Medication Management in Primary and Secondary Schools: Evaluation of Mental Health Related In-Service Education in Local Schools." Journal of School Nursing 24, no. 4 (August 2008): 239–48. http://dx.doi.org/10.1177/1059840508319629.
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An increasing number of students are taking medications while they are in school or are under the influence of medication during school hours. In a novel effort, clinical pharmacists and mental health therapists worked together to provide “mini-in-service” educational programs on psychological disorders and medications used to treat these disorders. The purpose of this study was to implement and evaluate the effectiveness of these educational programs presented to school nurses, teachers, school administrators, and other personnel. The study compared participant responses before and after attending a medication in-service session on a psychological disorder and its related medications. Results indicated that in-service education on attention deficit/hyperactivity disorder (ADHD) and depression improved the knowledge and confidence levels of school personnel regarding medications and symptoms. Feedback indicated school personnel wanted longer educational sessions and more information on these disorders and treatments. School nurses working with health professionals can improve education for staff, families, and students about mental health disorders and their treatment.
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Ndzimbomvu, Nosipho T., Isaac T. Rampedi, and Marthie E. Kemp. "Learning Environmental Issues from a Secondary School Curriculum: The Case of Learners in Mamelodi Township, South Africa." Sustainability 13, no. 16 (August 16, 2021): 9149. http://dx.doi.org/10.3390/su13169149.
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In South Africa, the National Curriculum Statement-Curriculum and Assessment Policy Statement (NCS-CAPS), which came into effect in 2011, was expected to play a critical role in raising environmental literacy among school learners. However, no detailed studies have evaluated its effectiveness in fulfilling this role, especially within schools in peri-urban areas. Consequently, this paper evaluated the level of environmental awareness, perceptions, and participation amongst secondary school learners in the peri-urban area of Mamelodi Township. Primary data for this evaluation research were collected from Grade 9 and Grade 11 secondary school learners by means of a close-ended questionnaire. The results revealed the important role played by school subjects such as Geography, Biology, and Life Orientation while other school subjects were less frequently acknowledged by the learners. The research also revealed the different sources of environmental learning, environmental awareness, as well as environmental problems that the learners were familiar with. However, in some instances, there were statistically significant differences between Grade 9 and Grade 11 learners, thus indicating differences in the learning content and the degree to which environmental education was taught in the different grades.
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Liu, Hong-Xia, Yong-Heng Zhang, and Sang-Bing Tsai. "Cloud Education Chain and Education Quality Evaluation Based on Hybrid Quantum Neural Network Algorithm." Wireless Communications and Mobile Computing 2021 (August 10, 2021): 1–11. http://dx.doi.org/10.1155/2021/1909345.
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This paper proposes the functional model and application service implementation process of the education cloud platform application service architecture. The entire cloud application service architecture mainly includes four parts: cloud service management, cloud application service rapid creation and deployment, dynamic process configuration, and unified identity authentication. Based on the basic theory of workflow, the process status and business services of cloud application services are discussed. The BP neural network weight optimization model based on the improved quantum evolution method is studied, and a method that combines the improved quantum evolution algorithm (IQEA) and the BP algorithm to complete the back propagation neural network training is proposed, that is, the IQEA-BP algorithm. Firstly, the traditional quantum evolution algorithm is improved, and then, the improved quantum evolution algorithm is used to optimize the network weights as a whole to overcome the shortcomings of the BP algorithm that is easy to fall into the local optimum; then, we use the BP algorithm to find the better weight as the initial value to improve the training and prediction accuracy of the network. In order to enrich the school education quality evaluation system, this article adds soft indicators that can reflect school education performance on the basis of the existing “National Education Inspection Team” indicators and uses analytical methods to prove the effectiveness and feasibility of the new evaluation indicators. The X1-X10 index data is selected as the evaluation index of the school education quality evaluation system in this paper. Testing the performance of the BP neural network, the accuracy rate of the school education quality evaluation is 93.3%, the average absolute error is 0.067, and the accuracy and recall rate of the test set grade gradient of 0, 1, 2, 3, 5, 6, and 8 are all 93%, indicating that the IQEA-BP neural network algorithm has a good effect on the evaluation of school education quality.
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Cannata, Marisa, Mollie Rubin, Ellen Goldring, Jason A. Grissom, Christine M. Neumerski, Timothy A. Drake, and Patrick Schuermann. "Using Teacher Effectiveness Data for Information-Rich Hiring." Educational Administration Quarterly 53, no. 2 (December 20, 2016): 180–222. http://dx.doi.org/10.1177/0013161x16681629.
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Purpose: New teacher effectiveness measures have the potential to influence how principals hire teachers as they provide new and richer information about candidates to a traditionally information-poor process. This article examines how the hiring process is changing as a result of teacher evaluation reforms. Research Methods: Data come from interviews with more than 100 central office personnel and 76 principals in six urban school districts and two charter management organizations. These sites were systematically sampled based on the amount of time and resources devoted to creating data systems and implementing processes that allow principals access to teacher effectiveness data. In addition to the fieldwork, we also surveyed all principals in six of the eight systems. A total of 795 principals responded to the survey, with an overall response rate of 85%. Findings: The findings suggest that while teacher effectiveness data can be used to inform hiring decisions there is variation in how and the extent to which principals use these measures in hiring. This variation is explained by central office practices as they mediated how principals approached teacher effectiveness data in the hiring process, as well as individual principal characteristics such as principal knowledge and skills, perceived validity of data, and social capital. Implications for Research and Practice: Our results demonstrate ways in which school systems and principals are incorporating teacher effectiveness data into the hiring process. Both principal preparation programs and school systems should focus on ensuring that principals have the skills and resources to use data for human capital decisions.
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ABER, J. LAWRENCE, STEPHANIE M. JONES, JOSHUA L. BROWN, NINA CHAUDRY, and FAITH SAMPLES. "Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context." Development and Psychopathology 10, no. 2 (June 1998): 187–213. http://dx.doi.org/10.1017/s0954579498001576.
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This study evaluated the short-term impact of a school-based violence prevention initiative on developmental processes thought to place children at risk for future aggression and violence and examined the influence of classroom and neighborhood contexts on the effectiveness of the violence prevention initiative. Two waves of developmental data (fall and spring) were analyzed from the 1st year of the evaluation of the Resolving Conflict Creatively Program (RCCP), which includes 5053 children from grades two to six from 11 elementary schools in New York City. Three distinct profiles of exposure to the intervention were derived from Management Information System (MIS) data on between classroom differences in teacher Training and Coaching in RCCP, Classroom Instruction in RCCP, and percentages of students who are Peer Mediators. Developmental processes that place children at risk were found to increase over the course of the school year. Children whose teachers had a moderate amount of training and coaching from RCCP and who taught many lessons showed significantly slower growth in aggression-related processes, and less of a decrease in competence-related processes, compared to children whose teachers taught few or no lessons. Contrary to expectation, children whose teachers had a higher level of training and coaching in the RCCP but taught few lessons showed significantly faster growth over time in aggressive cognitions and behaviors. The impact of the intervention on children's social cognitions (but not on their interpersonal behaviors) varied by context. Specifically the positive effect of High Lessons was dampened for children in high-risk classrooms and neighborhoods. Implications for future research on developmental psychopathology in context and for the design of preventive interventions are discussed.
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Martynets, Liliia. "Development of the target program in the institution of general secondary education regarding the management of the process of formation of business qualities of schoolchildren." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 31–35. http://dx.doi.org/10.15587/2519-4984.2021.238026.
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The most effective in the first problems of managing lighting systems in the first place is the program-centralized input. In the paper, the last steps of the school curriculum are discovered and the process of shaping the school curriculum is controlled. In general, the development of the whole program with clearly defined goals, objectives, predicted results, which is balanced with personnel and minds, obvious resources, is necessary. In the statistics, it is indicated, that the main program is intended for such goals: it is directed to the forecast of changes, updating the effectiveness of the foundation of the development and implementation of the strategy of development; it can make innovations straightforward, ensures the systematicity of the processes in the implementation of the innovation; works on the mission of the school, laying foundation for the image.
The approximate structure of the program is determined: substantiation of the problem; theoretical and methodological foundations; the purpose and objectives of the program; stages of program implementation; measures for the implementation of the program; Expected results; analysis and evaluation of the results of the innovation program.
It is established, that the development of the program has the following support: organizational support of the program – modernization of the working curriculum in accordance with the conceptual objectives of the institution; regulatory and legal support of the program – adjustment of the package of documents: development programs of the educational institution; target programs, regulations; scientific and methodological support of the program – theoretical substantiation of the subject of experimental research work; creation of a diagnostic complex for studying the personal sphere of pupils; organization of seminars, pedagogical consultations, scientific-practical conferences as effective means of directing self-educational activity of teachers on improvement of own experimental-research competence; development of special courses, focused on the formation of business qualities of pupils; material and technical support of the program – improvement of development of a methodical office; creation of a media cabinet; expansion of the school library fund, use of Internet opportunities, etc.
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Dwimurtiyanto, Budi Yuwono. "The Evaluation of Education Quality Assurance at SD N Noborejo 01 Using CIPP." ATTARBIYAH: Journal of Islamic Culture and Education 4, no. 1 (June 30, 2019): 69–87. http://dx.doi.org/10.18326/attarbiyah.v4i1.69-87.
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This research is aimed at evaluating the implementation of education quality assurance program at SD N Noborejo 01 using Context, Input, Process, Product (CIPP) model which used evaluation approach using descriptive qualitative method. The research result shows that based on the context evaluation, it has not met the minimal standard of internal quality assurance system set by the government. According to the evaluation result, external quality assurance system is categorized into standard “A” which includes standard of education, teacher and staf, and scoring management that are involved into good category. The aspects of process consist of content standard, process standard, and evaluation standard which are included into good category. In the aspect of product standard category, the passing grade is assesed and results good category. The impact of education quality assurance evaluation at SD N Noborejo 01 are: 1) Output: SD N Noborejo 01 is able to implement the whole cycle of CIIP model and the effectiveness of education quality assurance organization at school; 2) Outcome: the learning process has been implemented based on standard; 3) Impact: the quality culture of SD N Noborejo 01 has been constructed and learning outcome quality has increased.
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Padua, Suzana M. "Conservation Awareness through an Environmental Education Programme in the Atlantic Forest of Brazil." Environmental Conservation 21, no. 2 (1994): 145–51. http://dx.doi.org/10.1017/s0376892900024577.
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Few environmental education programmes established in parks in Brazil have been formally evaluated. This paper describes the study of a school programme that was established to use formative evaluation to select and improve programme strategies, and employs summative evaluation to assess the effectiveness of the programme as a whole. The programme consisted of pre-visit strategies, such as a slide show and information given to teachers; on-site activities, which comprised Nature trails and a visitor centre; and post-visit materials furnished to the students at their schools. For the evaluation procedure, child students (N=144) from fifth to eighth grades were randomly assigned to treatment or control groups and answered a written questionnaire on three different occasions — pre-test, post-test, and memory-retention test. The results were statistically analysed and significant differences were assessed between the two groups (F=98.29, p≤0.05). A Scheffé Test demonstrated correlations and located significant differences among the variables. A reliability test was done on the written questionnaire (r=.77). Informally, the programme contributed to the conservation of the Park as it encouraged community involvement in helping to solve specific problems.The results of the Black Lion-tamarin environmental education programme suggest that such programmes in Nature parks and reserves can be effective and should be established far more widely. Awareness education programmes should be encouraged, especially in underdeveloped countries which still hold great portions of the planet's biodiversity. This education programme was beneficial to both students and members of the local community, who learned about the Park and became proud of it as their natural legacy, as well as to the Park itself of which the protection became enhanced through awareness and community involvement. The Black Liontamarin programme serves as an effective example to other sites with similar contexts and constraints.
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Koirala, Amit. "Early Childhood and Education Development Center in Kathmandu Valley." International Journal of Social Sciences and Management 1, no. 3 (July 21, 2014): 103–7. http://dx.doi.org/10.3126/ijssm.v1i3.10585.
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Objectives: the ethnography study was undertaken to assess the situation early childhood education development centre (ECED) based on community and school as per ECED minimum standard and also to explore teaching pedagogy, infrastructure and environment of teaching at ECEDs. Similarly this study also tries to identify the challenges and issues to implement the ECED minimum standards.Method: a qualitative research design was applied for this evaluation research. The primary data were gathered through interview and observation. Conclusion: from the effectiveness perspective learning environment of early childhood development centre for children is satisfactory at home as well early childhood development (ECD) centre due to parental care. From the sustainability, ECD management committee are starting to collect fund for ECD centre (Admission and monthly fee), ECD management committee has clarity of organizational vision. ECD centers have been found to have trained and experienced ECD facilitator and are able to get Government quota for sustainability of center running cost and similarly from the equity, most of ECD parents are belong to marginal families whose children benefit from ECD center and since they cannot afford costly Montessori, children of marginal family can also afford quality education in ECD centers. DOI: http://dx.doi.org/10.3126/ijssm.v1i3.10585 Int. J. Soc. Sci. Manage. Vol.1(3) 2014: 103-107
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Govender, Neelan, Bennie Grobler, and Raj Mestry. "Internal whole-school evaluation in South Africa." Educational Management Administration & Leadership 44, no. 6 (July 9, 2016): 996–1020. http://dx.doi.org/10.1177/1741143215595414.
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Geiger, Sarah N., and J. P. Oehrtman. "School Counselors and the School Leadership Team." Professional School Counseling 23, no. 1_part_3 (January 2020): 2156759X2090356. http://dx.doi.org/10.1177/2156759x20903566.
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A school leadership team is an opportunity for school counselors to demonstrate their capacity as school leaders and implement their training in using data to identify evidence-based interventions and evaluate the effectiveness of chosen interventions. We share a case study of how we utilized a school leadership team to better meet the needs of students via the development and implementation of the Stress Management and Resiliency Training Lab (SMART Lab) as a K–12 multi-tiered system of support. Use of the evidence-based school counseling model for systematic evaluation revealed that the SMART Lab intervention contributed to improvements in students’ behavior, attendance, and grades.
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Smith, J. David, Barry H. Schneider, Peter K. Smith, and Katerina Ananiadou. "The Effectiveness of Whole-School Antibullying Programs: A Synthesis of Evaluation Research." School Psychology Review 33, no. 4 (December 1, 2004): 547–60. http://dx.doi.org/10.1080/02796015.2004.12086267.
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Mensah, Yaw M., Michael P. Schoderbek, and Robert H. Werner. "A Methodology for Evaluating the Cost-Effectiveness of Alternative Management Tools in Public-Sector Institutions: An Application to Public Education." Journal of Management Accounting Research 21, no. 1 (January 1, 2009): 203–39. http://dx.doi.org/10.2308/jmar.2009.21.1.203.
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ABSTRACT: The shift toward performance budgeting and outcome measures for public-sector institutions in recent decades has created a need to formally link inputs consumed and outcomes achieved. Given the inherent problems of cost accounting systems in public-sector institutions, we propose a statistical approach to identify the most cost-effective management tools that also recognize the endogeneity between costs and outcomes. The model developed allows for the examination of possible trade-offs that can be exercised by public-sector institutions facing multiple stakeholders with conflicting objectives. Using public schools in New Jersey and a set of variables identified from the education economics literature, we estimate cost and outcome functions to demonstrate empirically the choices made by school district superintendents that trade off the interests of various stakeholders, while seeking to meet the core objectives of the institutions. Our empirical results provide insight on the variables controllable by the superintendents that appear to be used inefficiently, or are subject to institutional constraints that limit the flexibility in input choice assumed by the proposed method. From a management accounting standpoint, the identification of such variables narrows the areas to be focused on in the search for improvements in performance.
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Kawasaki, Hiromi, Masahiro Kawasaki, Md Moshiur Rahman, Satoko Yamasaki, and Yoshihiro Murata. "Basic Training of Teachers and Public Health Nurses for Communication with Residents for Smooth Shelter Management: A Pilot Study." Sustainability 13, no. 18 (September 14, 2021): 10253. http://dx.doi.org/10.3390/su131810253.
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In Japan, schools are commonly used as disaster evacuation centers. Teachers have evacuation center management roles; however, there is no established training for teachers to balance their management roles and teaching activities. We evaluated the effectiveness of simulation training that we designed to help teachers fulfill their roles in disaster situations while minimizing educational interruptions. A total of 42 teachers completed pre- and post-simulation questionnaires. Qualitative data were collected based on their free-response evaluations. The average scores showed significant increases in the cognitive (p < 0.001), affective, (p = 0.001), and psychomotor (p < 0.001) domains. The participants expressed acceptance of the others, confirmation of evacuation center rules, and a capacity to handle personal information. The study displayed what had happened at the shelters, and highlighted consensus building and job conflicts among the evacuees. Participating teachers learned a clear idea of what would happen in the workplace if it became a shelter after a disaster. They were accepting evacuating residents to their workplace and understood that cooperation was essential to ensure the education and safety of their school children.
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Hui, Eadaoin K. P., Sandra K. M. Tsang, and Bella C. M. Law. "Combating School Bullying through Developmental Guidance for Positive Youth Development and Promoting Harmonious School Culture." Scientific World JOURNAL 11 (2011): 2266–77. http://dx.doi.org/10.1100/2011/705824.
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Bullying and violence, which can bring detrimental effects, are situations which young people have to face in their process of development. Though school bullying has been a spreading and explicit problem in Hong Kong schools, most of the programs or guidelines dealing with the problem lack citywide, recognized initiatives and the effectiveness of these programs is unknown due to the lack of evaluation. The present paper discusses preventing school bullying from a developmental guidance perspective, using the positive youth development paradigm and promoting the values of harmony and forgiveness at the whole-school level to cultivate a harmonious school culture as a way of combating school bullying.
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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.
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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.
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Rozhdestvenskaya, L. N. "The system of monitoring and evaluation of school nutrition." Tovaroved prodovolstvennykh tovarov (Commodity specialist of food products), no. 12 (December 1, 2020): 42–46. http://dx.doi.org/10.33920/igt-01-2012-07.
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The article summarizes international approaches to creating effective management tools that enable operational management of school nutrition programs of various scales — monitoring and evaluation systems. M&E system, as a project management tool, is the most relevant and appropriate way to reduce the level of uncertainty and ensure the effectiveness of management decisions, using the possibilities of digitalization. The paper suggests ways to create basic tools of the system for monitoring and evaluating national school nutrition programs and the national plan for the M&E system of the school nutrition program in Russia.
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Ozkan, Timucin, and Aytaç Tokel. "An evaluation of school directors’ organisational creativity and managerial effectiveness." New Trends and Issues Proceedings on Humanities and Social Sciences 7, no. 3 (December 1, 2020): 20–26. http://dx.doi.org/10.18844/prosoc.v7i3.5228.
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Technology is gradually becoming a crucial factor in reaching educational targets. A person undertaking managerial responsibilities should possess managerial efficiency characteristics and exhibit them as well. The critical thinking process exists in all affective and intellectual activities as well as in every study and effort. Creativity is assumed to be a process at the end of which an original product is created. It also includes flexibility, multi-sided thinking, sensitivity, interest in human beings and rationalism. This study was carried out to evaluate secondary school directors’ views about their organisational creativity and managerial efficiencies. The aim of this research is to investigate school directors’ efficiencies in organisational creativity and management through the specified sub-problems and determine the connection between managerial efficiency and organisational creativity. The research was carried out through the qualitative method, which is based on an interdisciplinary holistic view in interpreting the research question. The facts and events are interpreted in terms of people’s understanding. Semi-structured interview questions were used to increase the reliability of the study. Face-to-face interviews were conducted with 18 secondary school directors and assistant directors in a qualitative method. The data were recorded on the computer and then analysed through content analysis, one of the qualitative research techniques. The main aim of content analysis is to reach concepts and connections to help the explanation of the data. Questions written in advance were subjected to content analysis so as to open a way to redo the study. The findings in this research revealed that the directors who supported common decision-making and collaboration exhibited sufficient managerial efficiency. Physical and infrastructure shortages in secondary education cause inequality in education. The most crucial factors in achieving school targets need to be constantly trained in technological, humanitarian and conceptual dimension skills of management science before and after undertaking their positions.
Keywords: School director, organisational creativity, managerial efficiency.
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Kacovsky, Petr. "GRAMMAR SCHOOL STUDENTS’ MISCONCEPTIONS CONCERNING THERMAL PHENOMENA." Journal of Baltic Science Education 14, no. 2 (April 25, 2015): 194–206. http://dx.doi.org/10.33225/jbse/15.14.194.
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This study describes a research focused on grammar school students’ misconceptions in the context of common, everyday thermal phenomena. Almost 500 Czech grammar school students from 24 classes were asked to fill in the reduced version of the Thermal Concept Evaluation in order to measure the asset of traditional instruction in eliminating scientifically incorrect ideas; the reached normalized gain of 0.23 signalizes poor effectiveness of instruction as a whole. In some areas, Czech students’ results were quite poor (questions dealing with phase transitions), while other ones turned out to be surprisingly good in comparison with foreign studies (e.g. perception of “cold” as a scientifically disproved concept). Besides questions regarding thermal phenomena, the test included four statements designed for studying possible relationships between students’ scores and their attitudes. Those who declared “fondness for physics” showed better results both in the pre-test and the post-test; however, the normalized gain turned out to be independent of the attitudes established. Key words: heat and temperature, grammar school students, misconceptions, Thermal Concept Evaluation, thermal phenomena.
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Adamkulova, Ch U. "EVALUATION OF ECONOMIC EFFECTIVENESS OF HIGHER SCHOOL IN IMPROVING THE MECHANISM OF MANAGEMENT." University Management: Practice and Analysis 21, no. 6 (2017): 41–48. http://dx.doi.org/10.15826/umpa.2017.06.073.
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Daniela, Mănescu (Dragomir), and Postiniuc (Onișoru) Georgiana Florența. "Performing Management in School Organizations and Entrepreneurship." International Journal of Applied Research in Management and Economics 3, no. 3 (December 30, 2020): 1–8. http://dx.doi.org/10.33422/ijarme.v3i3.497.
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In the specialized literature there is no unitary opinion regarding the definition of efficient management and managerial performance. For the managers of the Romanian organization, subject to multiple and increasingly complex contextual and endogenous challenges and prone to informational "claustrophobia" due to the volume of information that must be decisively capitalized, the effectiveness of their performance is much more important. A first factor that influences the level of managerial performance is the competence of those who exercise the management processes, respectively of the managers, but also of those who operationalize the decisions, i.e., of the subordinates. The managerial activity carried out by the principals and deputy principals of the pre-university education units is evaluated following certain components and attributions from the job description according to some performance criteria. The research aimed to analyze the performance criteria and the influence of the manager on the performance criteria in the case of management staff in a school organization. The most important criterion is the design of the coordination strategy and directions for the development of the educational unit, and the least important is the monitoring / evaluation / control of the activities in the educational unit. The conclusion of contracts with economic agents, NGOs and other organizations regarding the development of projects was evaluated negatively by the majority of respondents, as it has no influence on the increase of performance. The management of the school must play a catalytic role among teachers, in the sense of promoting, identifying, stimulating and rewarding creative teachers who participate in forming a positive image and increasing the prestige of the school in the community by creating its own organizational culture.
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Popova, Hristina. "EFFECTIVENESS OF THE PENALTY SYSTEM IN THE CONTEMPORARY BULGARIAN SCHOOL." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 333–38. http://dx.doi.org/10.35120/kij3002333p.
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School is a professionally competent institution established predominantly for socializing. Its mission along with families is to form the whole personality of an individual. Through knowledge and professionalism the teachers are the main actors in the processes of socialization and education. The presence of incomplete families and due to the transformation of the family into an area of insecurity, their role is even greater. The fulfillment of the basic functions of the education depend to a large extent on the teachers’ skills, values and abilities. The educational institution is mostly associated with the transfer of knowledge, norms, values, building the cultural foundations of society. Moreover, it is also an effective place for achieving of social experience. In addition to its specific activity related to the learning process, school also performs its external function of preserving and maintaining social order. This function is largely implemented through providing school discipline and complying with the school penalty system in a fair way. To solve the problems related to the discipline, the contemporary Bulgarian school has to focus on the efforts in two directions: 1) Continuous skills improvement of the pedagogical specialists so that the educational contents are presented in an accessible and understandable language, in a way consistent with the age characteristics of the students and improvement of their skills in the class management. Teacher-student relationships need to be built on a partnership basis; 2) The active interaction with the parents as the main actors in the chain “family-school-society” is the second direction where our efforts have to be focused on. The role of parents is crucial in the adoption and support of school policies. Parents and teachers should become a model of honesty, respect, reputation, and self-control to educate and develop adequate behavioural patterns in children. Harmonizing the Bulgarian with the European school legislation is related to the adoption of different normative regulations. A step towards improving the framework and special legislation is the adopted Pre-school and School Education Act, the State Standard for Inclusive Education and the Inclusive Education Regulation. Their goal is to achieve a new and better condition of process of education. Logically, it also includes the whole penalty and encouragement system. The effectiveness of each of the regulated normative punishments is analyzed on the basis of deep interviews conducted by the author among Bulgarian teachers and psychologists.
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Townsend, Christina, and Andrew Sails. "Ensuring Equality of Opportunity in Management Development: Realising Potential." Equal Opportunities International 11, no. 6 (June 1, 1992): 4–6. http://dx.doi.org/10.1108/eb010585.
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Gender bias in the management school lecture room is one major hurdle facing aspiring women managers (“Getting the Basics Right”, Training Tomorrow, July 1992). But the experience of the NHS shows that the problems facing women — and other under‐represented groups — run much deeper than simple issues of business school style and content. They provide a wide‐ranging agenda of action for management developers which, if left unaddressed, can threaten the effectiveness of the whole organisation.
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Garba, S. D. "LEADERSHIP AS A DIMENSION OF TEACHER EFFECTIVENESS." Sokoto Educational Review 1, no. 1 (March 3, 1986): 12. http://dx.doi.org/10.35386/ser.v1i1.6.
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In the past the teacher has been the focus of attention by critics of teacher performance. Those who view the school from outside hardly think that other factors within the school and outside the teachers control could influence teacher effectiveness.The classroom is usually regarded as the exclusive domain of the teacher. Students’ coverage of contents involvement in classroom activities and students’ success at school work are viewed from the standpoint of the teacher. In this paper, the author examines the role of the school leadership in creating the proper working and learning conditions for teachers and students without which teachers efforts would amount to nothing. The author argues that in the new education system being adopted, focus should sfiift from the classroom teacher to the quality of leadership the school enjoys. Good school leadership can support, enhance and create such essential teacher characteristics as appropriate lesson plans, classroom management, instructional methods that facilitate the achievement of school objectives, high teacher expectation of students, teacher sensitivity to students’ emotional and motivational needs and evaluation.
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Law, Catherine, Tim Cole, Steven Cummins, James Fagg, Stephen Morris, and Helen Roberts. "A pragmatic evaluation of a family-based intervention for childhood overweight and obesity." Public Health Research 2, no. 5 (October 2014): 1–184. http://dx.doi.org/10.3310/phr02050.
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BackgroundChildhood overweight is unequally distributed by ethnicity and socioeconomic circumstances. Weight management interventions are moderately effective under research conditions. We evaluated the Mind, Exercise, Nutrition, Do it! (MEND) 7–13 programme, a multicomponent family-based intervention for children aged 7–13 years who are overweight or obese. The programme was tested in a randomised controlled trial (RCT) and then delivered at scale under service conditions.ObjectivesThe aims of this study were to describe the characteristics of children who take part in MEND, when implemented at scale and under service conditions; assess how the outcomes associated with participation in MEND vary with the characteristics of children (sex, socioeconomic circumstances and ethnicity), MEND centres (type of facility, funding source and programme group size) and areas where children live (in relation to area-level deprivation and the obesogenic environment); examine the cost of providing MEND, per participant, to the NHS and personal social services, including how this varies and how variation in cost is related to variation in outcome; evaluate the salience and acceptability of MEND to those who commission it, those who participate in full, those who participate but drop out and those who might benefit but do not take up the intervention; and investigate what types of costs, if any, are borne by families (and by which members) when participating in MEND, and in sustaining a healthy lifestyle afterwards.Data and methodsWe compared the sociodemographic characteristics of all children referred to MEND (‘referrals’,n = 18,289), those who started the programme (‘starters’,n = 13,998) and those who completed it (‘completers’,n = 8311) with comparable overweight children in England. Associations between participant, programme and neighbourhood characteristics and change in body mass index (BMI) and other outcomes associated with participation in MEND 7–13 were estimated using multilevel models. Economic costs were estimated using published evaluations in combination with service data. We used qualitative methods to explore salience and acceptability to commissioners (n = 27 interviews) and families (n = 23 family interviews and eight individual interviews), and costs to families.FindingsLess than 0.5% of children eligible for MEND were referred to, participated in or completed the programme. Compared with the MEND-eligible population, proportionally more MEND 7–13 starters and completers were girls, Asian or from families with a lone parent, and lived in social or private rented rather than owner-occupied accommodation, in families where the primary earner was unemployed, and in urban and deprived areas. Compared with the MEND-eligible population, proportionally less MEND 7–13 starters and completers were white or from ‘other’ ethnic groups. Having started the programme, boys and participants who were psychologically distressed, lived in socioeconomically deprived circumstances, or attended large groups or groups whose managers had delivered several programmes were less likely to complete the programme.Multilevel multivariable models showed that, on average, BMI reduced by 0.76 kg/m2over the period of the programme (10-week follow-up). BMI reduced on average in all groups, but the reduction was greater for boys, as well as children who were of higher baseline BMI, younger, white or living in less socioeconomically deprived circumstances, and for those who attended more sessions and participated in smaller programmes. BMI reductions under service and RCT conditions were of a similar order of magnitude. Reported participant self-esteem, psychological distress, physical activity and diet improved overall and were also moderated by participant-, family-, neighbourhood- and programme-level covariates.Based on previous studies the cost per programme was around £4000. The mean cost per starter is £463 and the mean cost per completer is £773. The estimated costs varied according to costs associated with local programmes and MEND Central (the organisation which sells MEND interventions to commissioners and delivery partners), and the number of participants per programme.Commissioners liked the fact that the programme was evidence-informed, involved families and was ‘implementation-ready’. However, recruitment and retention of families influenced their view on the extent to which the programme offered value for money. They wanted longer-term outcome data and had concerns in relation to skills for delivery to diverse populations with complex health and social needs.At least one individual in every family felt that participation in MEND had been beneficial, but few had managed long-term change. Most families had self-referred via the mother on the basis of weight concerns and/or bullying and anxiety about the transition to secondary school. Exercising with others of a similar build, tips for parents and cooking lessons for children were all valued. Less positively, timings could be difficult for parents and children, who reported competing after-school activities, and feeling tired and hungry. Getting to venues was sometimes difficult. Although families described liking the facilitators who delivered the programme, concerns were expressed about their skills levels. Engagement with the behaviours MEND recommends was challenging, as were the family dynamics relating to support for participants. The costs families mostly associated with the programme were for higher quality food or ‘treats’, time and transport costs, and the emotional cost of making and maintaining changes to lifestyle behaviours generally unsupported by the wider environment.ConsiderationsFurther research should focus on the sustainability, costs (including emotional costs to families) and cost-effectiveness of behaviour change. However, weight management schemes are only one way that overweight and obese children can be encouraged to adopt healthier lifestyles. We situate this work within a social model of health with reference to inequalities, obesogenic environments, a lifecourse approach and frameworks of translational research.FundingThe National Institute for Health Research Public Health Research programme.
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Belton, Sarahjane, Úna Britton, Elaine Murtagh, Sarah Meegan, Christina Duff, and Jamie McGann. "Ten Years of ‘Flying the Flag’: An Overview and Retrospective Consideration of the Active School Flag Physical Activity Initiative for Children—Design, Development & Evaluation." Children 7, no. 12 (December 16, 2020): 300. http://dx.doi.org/10.3390/children7120300.
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Whole-school physical activity (PA) promotion programmes are recommended to increase youth PA. Evaluation of programmes is essential to ensure practice is guided by evidence. This paper evaluates the Active School Flag (ASF), a whole-school PA promotion programme in Ireland, using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. ASF was evaluated across three levels—(1) administration, (2) application, (3) outcomes—using a mixed-methods case study design. Existing data sources were reviewed, the programme coordinator was interviewed, and a pilot study was conducted to investigate impact on 3rd and 5th class students (3 schools, n = 126 students, age range 8–12 years). In-school Moderate to Vigorous Physical Activity (MVPA; by accelerometery), motivation for PA (BREQ), PA self-efficacy (PASES), school affect and peer social support (Kidscreen27) were measured pre-programme (0 months), post-programme (8 months), and at retention (12 months). Teacher perceptions of classroom behaviour (CBAST) were also measured pre- and post-programme. ASF has been successful in engaging 46% of primary schools nationally. Students’ in-school moderate–vigorous PA increased in all pilot-study schools from pre-programme to retention (η2 = 0.68–0.84). ASF programme design facilitates implementation fidelity, adoption and maintenance through buy in from schools and government stakeholders. ASF presents as an effective PA promotion programme in the short-to-medium term for primary schools. This RE-AIM evaluation provides evidence of ASF effectiveness, alongside valuable findings that could support programme improvement, and inform future similar programmes.
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Vivian Morenike, Olaseni. "Scale Validation: School Based Management Inventory First Edition (SBMI-1)." American International Journal of Education and Linguistics Research 2, no. 2 (May 31, 2019): 22–28. http://dx.doi.org/10.46545/aijelr.v2i2.81.
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School Based Management Inventories first edition (SBMI-1) was self-developed in 2014 to be a measure of the extent of involvement of stake holders in the educational administrations. The inventories examined factors such as power decentralization (for instance, decision that concerns the school administration do involves the community), provision of facilities (for instance., community assistance in the provision of basic facilities such as classroom buildings, renovations, among others.), monitoring and evaluation of the teaching, learning activities of the school system, recruitment and retrenchment (for instance., On account of necessity, how community recruit new staff to the school as ad hoc staff), and financial obligation in form of periodic expenses and income analysis by the community committee, efficient and effective practice of school based management in determining students’ academic performance in secondary schools. The measure also helps in monitoring school progress and effectiveness.
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Sowell, Shaun M., Quentin Hunter, Katelyn Gosnell Richey, and Christopher Baxter. "Demonstrating School Counselor Efficacy in Individual Interventions Using Single-Case Research Design: A Guided Process." Professional School Counseling 23, no. 1_part_3 (January 2020): 2156759X2090449. http://dx.doi.org/10.1177/2156759x20904491.
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School counselors are tasked with many activities, including demonstrating the effectiveness of interventions they use with students. The American School Counselor Association recommends that school counselors include assessment, appraisal, and evaluation of delivery and program management in their school counseling program. Single-case research design is a data collection and analysis strategy that can assist school counselors with this task. We developed the Impact of Intervention tool to provide school counselors a tool to streamline the data collection process.
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Verdis, Athanasios, Thanos Kriemadis, and Petros Pashiardis. "Historical, comparative and statistical perspectives of school effectiveness research: rethinking educational evaluation in Greece." International Journal of Educational Management 17, no. 4 (July 2003): 155–69. http://dx.doi.org/10.1108/09513540310474383.
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Elfrink, Teuntje R., Jochem M. Goldberg, Karlein M. G. Schreurs, Ernst T. Bohlmeijer, and Aleisha M. Clarke. "Positive educative programme." Health Education 117, no. 2 (February 6, 2017): 215–30. http://dx.doi.org/10.1108/he-09-2016-0039.
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Purpose The purpose of this paper is to report on a process and impact evaluation of the Positief Educatief Programma (Positive Education Programme (PEP)), a whole school approach to supporting children’s well-being and creating a positive school climate in primary schools in the Netherlands. PEP adopts a competence skill enhancement approach with a focus on developing children’s positive emotions and strengths. Design/methodology/approach A process and impact evaluation was performed within the context of two schools piloting the programme. Employing questionnaires and interviews, the evaluation sought to examine the implementation of PEP, participants’ experiences with key components and the programme impact of PEP. Findings The findings reveal largely positive attitudes towards PEP. Staff and parents were positive about the core components of PEP. Results from standardised questionnaires provide preliminary evidence about the positive impact of PEP on children’s self-reported well-being and problem behaviour, teachers’ awareness of children’s strengths and overall school climate. The provision of practical strategies and activity-based resources was considered essential to the ongoing implementation of PEP. Research limitations/implications This study reports on findings from two implementation schools and therefore lacks generalisability. Further research using more robust research methods exploring the effectiveness of PEP when compared with “business as usual” is needed. Originality/value School frameworks aimed at creating a positive school climate and promoting well-being at the whole school level have not been carried out in the Netherlands to date. The results from this study provide a unique insight into the implementation and perceived impact of a whole school framework in the context of two primary schools.
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Mo Costabella, Luca. "Do high school graduates benefit from intensive vocational training?" International Journal of Manpower 38, no. 5 (August 7, 2017): 746–64. http://dx.doi.org/10.1108/ijm-01-2016-0008.
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Purpose Decades of impact evaluation of vocational training have produced very heterogeneous findings. If heterogeneity can be ascribed to the diversity in contents and target population, it can be reduced analyzing specific subprograms. The purpose of this paper is to focus on Italian “Post Diploma” training, which consists of intensive courses for unemployed holding a high school degree. Evidence on the benefits for different types of workers is provided, distinguishing in particular between common unemployed and those who attend training as a further investment in human capital after finishing their schooling. Design/methodology/approach The evaluation is based on a non-experimental control group design. Exploiting extremely rich administrative data, impact estimates are obtained via propensity score matching. The robustness of results is checked through extensive sensitivity analysis. Findings The results suggest a positive impact on the employment probability, also in the long run. Training is particularly effective for people who attend it just after finishing high school. Cost-benefit analysis yields a positive rate return on public investment only after more than five years. Originality/value The study focuses on a limited and homogeneous segment of training in order to provide more exploitable evidence for program design purposes. Due to its specific characteristics and aims, Post Diploma training represents an example of intervention which, unlike many programs for unemployed, works better for the youngest. The conclusions stress the general need for evaluations that properly account for the cost of an intervention and its effectiveness in the long run.
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Chu, Kai-wing. "Leading knowledge management in a secondary school." Journal of Knowledge Management 20, no. 5 (September 12, 2016): 1104–47. http://dx.doi.org/10.1108/jkm-10-2015-0390.
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Purpose This paper aims to explore the influence of a principal’s leadership in kicking off knowledge management (KM) implementation and the following KM processes in the school. The author tries to propose a model of knowledge leadership for principals to adopt at the beginning of KM journey and during the process of KM implementation. The paper shares the lessons learned during the process of implementation: what he has done and what should be improved. Thus, this paper can provide a model for school principals to implement KM in their schools. This paper also sheds light for KM researchers about the issue of leadership during KM implementation. Design/methodology/approach The study uses an action research (AR) to explore how the principal’s leadership can enhance KM implementation in a school environment and evaluates the effectiveness of the knowledge leadership framework for KM implementation in a school setting. An insider AR methodology was adopted to study and reflect on the processes of KM implementation and lessons learned. Multiple data sources, including observations, questionnaires and interviews, have been collected for evaluation. Findings In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, the launching of KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of the knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. In this study, the principal kicked off KM in the school. It was found that KM “cannot” be implemented without the principal’s effective knowledge leadership. If there was only little KM leadership, such as the leadership in Stage 1, launching KM was found to be difficult. After awareness of the need of strengthening leadership in Stage 2, the principal exercised stronger leadership in pushing the KM process further, and the school had more obvious KM outcomes. Therefore, this study proves that leadership is essential for KM implementation, especially at the beginning of the KM processes. The principal acted as the knowledge leader with the roles of knowledge vision builder, knowledge enabler builder and knowledge role model. The roles of knowledge leadership are found to be potent and critical for the process of KM implementation to facilitate sharing information/knowledge and nurturing a sharing culture and trust. Research limitations/implications Although the results of the study conducted in one school may not be generalized to other school contexts, the lessons learned in the study might be a reference to other schools for their future development. Because of his unique position as the principal in the researched school, the researcher adopted an insider approach generating value for investigation of KM implementation in this study, as there were multiple mediating processes through which leaders could influence school functioning, and, hence, knowledge sharing or other issues in KM implementation. Practical implications This study could contribute toward KM implementation in the public sector, especially in schools. Moreover, the approaches, the strategies, the processes and the challenges the principal and the school faced can shed light on practice and research for further KM implementation. In addition, although leadership has been commonly regarded as an important factor in KM implementation, few studies have explored the impact of leadership during the KM process. With the principal’s leadership as the main component, this study is important for an analysis of the role of leadership during the process. The framework of knowledge leadership adopted in this study has been tried and evaluated to be applicable and necessary for KM implementation in a school environment. Social implications Most people might think that KM can be applied only in the commercial sector. This study shows that KM can also be adopted in schools and in other sectors. Moreover, it shows that the principal’s leadership was the key driver for KM implementation. The principal’s leadership with clear direction and thoughtful procedures of implementing may be a showcase for the leaders in other sectors. Originality/value Fullan (2002) mentions the essence of KM in schools, the importance of principals’ leadership in the promotion of KM in schools, the moral purpose and knowledge sharing and leadership and sustainability, but he does not provide any practical suggestion for how principals can become knowledge leaders. Therefore, this paper hopes to further propose a model to show how to help a principal transform into a knowledge leader to overcome barriers and difficulties in kicking off KM at the beginning of their KM journey and during the process of KM implementation.
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Khuriyah, Khuriyah, Zamroni Zamroni, and Sumarno Sumarno. "PENGEMBANGAN MODEL EVALUASI PENGELOLAAN PONDOK PESANTREN." Jurnal Penelitian dan Evaluasi Pendidikan 20, no. 1 (June 21, 2016): 56–69. http://dx.doi.org/10.21831/pep.v20i1.7529.
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Penelitian ini bertujuan untuk menghasilkan pedoman evaluasi IBSQ dan mendeskripsikan: (1) kriteria model evaluasi pengelolaan pondok pesantren yang baik; (2) efektivitas penggunaan model evaluasi pengelolaan pondok pesantren; dan (3) pengelolaan pondok pesantren. Metode penelitian yang digunakan yaitu research and development (R & D). Subjek penelitian yaitu pimpinan, pengelola, ustaz, santri dan alumni Pondok Pesantren Al Falah Sidoharjo Sragen, Pondok Pesantren Assalaam, dan Pondok Pesantren Al Muayyad Surakarta. Hasil penelitian menunjukkan bahwa telah dihasilkan sebuah model evaluasi yang dapat mengevaluasi pengelolaan pondok pesantren yang terdiri dari lima buah buku dengan kriteria: (1) karakteristik instrumen dalam model IBSQ: (a) memiliki format yang baik; (b) memenuhi substansi model evaluasi; (c) memiliki tingkat validitas konstruk yang dapat diandalkan; (d) memiliki tingkat reliabilitas yang tinggi; (2) model IBSQ memiliki tingkat efektivitas yang baik; (3) pengelolaan setiap pondok pesantren secara nyata terjadi perbedaan: (a) pengelolaan di Pondok Pesantren Al Falah masih sangat tradisional dengan bukti kegiatan administrasi masih manual; (b) pengelolaan di Pondok Pesantren Assalaam sudah memanfaatkan IT sebagai sarana dalam menjalankan pengelolaan; (c) pengelolaan di Pondok Pesantren Al Muayyad masih campuran antara manual dan berbasis komputer.Kata kunci: model evaluasi, pengelolaan, pondok pesantren DEVELOPING THE EVALUATION MODEL OF ISLAMIC BOARDING SCHOOL MANAGEMENTAbstractThe study was to generate the IBSQ evaluation guidelines and to describe: (1) the criteria of good evaluation model for the Islamic Boarding School management; (2) the effectiveness of using the evaluation model for the Islamic Boarding School management; and (3) the management of Islamic Boarding School. The method that was used was the research and development (R&D). The subjects in the study were the leaders, the managers, the ustaz, the students and the alumni of Al Falah Islamic Boarding School Al Falah Sidoharjo Sragen, of Assalaam Islamic Boarding School and of Al Muayyad Surakarta Islamic Boarding School. The result of the study showed that there had been an evaluation model that might evaluate the Islamic boarding school management and the evaluation model consisted of five books with the following criteria: (1) the IBSQ evaluation model had the following characteristic instruments: (a) having a good format; (b) meeting the substances of an evaluation model; (c) having reliable level of construct validity; and (d) having high level of reliability; (2) the IBSQ evaluation model had a good level of effectiveness; (3) there had been actual differences in each Islamic boarding school: (a) the management in the Al Falah Islamic Boarding School was still very traditional. It was indicated by manual administration; (b) the management in Assalaam Islamic Boarding School had benefitted the information technology as the tools in performing managerial tasks; and (c) the management in the Al Muayyad Islamic Boarding School used a combination between the manual and the computer-based way.Keyword: evaluation model, management, Islamic boarding school
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Cohen, Joshua T. "Diesel vs. compressed natural gas for school buses: a cost-effectiveness evaluation of alternative fuels." Energy Policy 33, no. 13 (September 2005): 1709–22. http://dx.doi.org/10.1016/j.enpol.2004.02.010.
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Yang, Xiaoling. "The Art of Questioning in English Classroom in Junior Middle School." Journal of Language Teaching and Research 11, no. 5 (September 1, 2020): 836. http://dx.doi.org/10.17507/jltr.1105.20.
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Questioning in English classroom plays a very important role in improving teaching quality. It is one of the most commonly used teaching methods in English classroom in junior middle school. It cannot only stimulate students to report clear answers, but also activate students’ imagination and encourage their thinking. Therefore, how to question in the classroom teaching is of great practical significance. However, there are lots of problems: most of questions are ineffective; the ways of questioning are simple; the wait-time is too short and the questions are not prepared well; the feedback to the students is too general and the evaluation is not profound and teachers control the whole class and students have no right to ask questions. So teachers should focus on the effectiveness and skills of questioning to achieve teaching objectives and make questioning become an art. This article describes how to question from three aspects of ways of questioning, content of questioning and skills of questioning.
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Iskandar and Hamlan Andi Baso Malla. "MANAJEMEN KEPEMIMPINAN KEPALA SEKOLAH DALAM MENGEMBANGKAN KESADARAN EKOLOGI DI SMA MODEL NEGERI 3 PALU SULAWESI TENGAH." Paedagogia: Jurnal Pendidikan 7, no. 1 (December 31, 2019): 141–54. http://dx.doi.org/10.24239/pdg.vol7.iss1.36.
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Head of SMA Negeri 3 Palu implements the form of management based on five management functions, namely planning, organizing, staffing (placement), coordinating and controlling (control). In managing ecology-oriented schools refers to the school adiwiyata ie schools that maintain the environment, the arrangement of a clean environment, beautiful and healthy in order to produce a good learning environment. this effort also aims to provide understanding of the school community in the preservation of environmental functions and resources in the school environment. Environmentally sound environmental (ecological) school programs have participatory and sustainable principles. The participatory principle is that the school community involved in school management covers the whole process of planning, implementation, and evaluation based on responsibility. The principle of sustainability is that all activities are carried out comprehensively, planned and continuously in improving the learning conditions more comfortable and conducive for all citizens of the school.
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Setiawan, Agung Arifin. "Effects of Educational Video on PPKn Subject Learning In Elementary School." IMTECH: Journal of Instructional, Media Education and Technology 1, no. 1 (June 1, 2020): 42–50. http://dx.doi.org/10.47387/imtech.v1i1.12.
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This development aims to design, produce and test the validity of the product and test the validity of the product and find out its effectiveness in the presentation of citizenship education subjects for an elementary school in the form of video media. While the material in developing video media is the subjects of discipline, this study uses the ADDIE which consists of stages (1) Analysis, (2) Design, (3) Development, (4) Implementation, (5) Evaluation. This product development was followed by validation of material experts, media experts and field audiences. To determine the effectiveness of the instructional media products development, the Garum student test phase was taken as many as 25 peoples. From the table above, all students experience an increase in learning and fulfiling SKM (≥70). The avarege score on the pre-test was 71,77% and the [ost-test 93,28%. So than in increase in the score of learning outcomes in the overall field test totaled 546 with a presentage increase of 21,84%. Before the use of learning video media that fulfilled SKM by 56% increase to 100% after using learning video media. As for the students learning value data as a whole the learning outcomes of students who achived SKM (≥70).. were obtained after using the learning media video of 100%. With the increase in several presentations of learning in all students, this showing this video media is effectively used in the teaching and learning precess in improving student learning achievement.
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Böse, Susanne, and Stefan Brauckmann-Sajkiewicz. "(In)effective leadership? Exploring the interplay of challenges, goals and measures in the context of school improvement." Journal of Educational Administration 59, no. 4 (April 5, 2021): 454–71. http://dx.doi.org/10.1108/jea-07-2020-0162.
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PurposeThis study aims to explore the extent to which schools principals serving disadvantaged communities in Germany are able to set appropriate goals and choose suitable measures for improving their schools according to the specific challenges they face. The authors determine whether principals are able to identify their schools' challenges or whether they merely follow “universal recipes” of the school effectiveness research paradigm regardless of their particular school context. This effectiveness-driven accountability approach requires an in-depth evaluation of the school and its stakeholders and might lead to a new attitude toward failure that sees it as an essential part of developing effective school improvement plans.Design/methodology/approachThe authors conducted descriptive and correlative analyses as well as exploratory and confirmatory factor analyses using longitudinal data of 164 school principals. Through cross-sectional analyses, the authors investigated the connection among challenges, goals and measures and how they correlated with (self-reported) improvements.FindingsFrom a leadership perspective, priorities for school improvement should be aligned with the school-specific challenges they identify and the goals they set to address them.Research limitations/implicationsThe extent to which legislation concerning individual school quality development programs can translate into feasible and effective actions is unclear. Caution should be taken when interpreting the findings of this study, as they reflect school principals' self-selected evaluation measures and therefore might be biased.Practical implicationsIn future research, emphasis should be placed on school management processes, in particular, the development of strategic decision-making, structuring of target perspectives and derivation of steps in school improvement and instructional development. The authors recommend the government offer school principals appropriate and adequate training and support services to prevent them from overburdening their staff.Originality/valueThis paper contributes to a deeper understanding of processes concerning strategic leadership, as opposed to operative management, of schools by revealing context-sensitive considerations.
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Yesnazar, Asel, Amangeldi Japbarov, Ainur Zhorabekova, Zauret Kabylbekova, Artyk Nuralieva, and Uaidullakyzy Elmira. "Elementary school children’s speech skills in interdisciplinary ICT communication." World Journal on Educational Technology: Current Issues 13, no. 1 (January 30, 2021): 147–59. http://dx.doi.org/10.18844/wjet.v12i4.5183.
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An analysis of the state of pedagogical practice and scientific and methodological literature speaks of shortcomings in solving the problem of the formation of elementary schoolchildren’s speech skills. This article is devoted to the formation of elementary schoolchildren's speech skills in interdisciplinary communication. The purpose of our experimental work is to verify the effectiveness of our methodology for the sustainable of speech skills in interdisciplinary communication. In preparation for the experimental work, the following objectives were set; to identify the level of formation of speech skills (motivational, informative, reflective), development of a complex of diagnostic methods: observation, questionnaires, diagnostic methods, assessment, self-esteem, etc., on the basis of the data obtained to determine the level of formation of speech skills in interdisciplinary ICT communication. Therefore, the aim of our study is to analyze the state of formation of elementary schoolchildren’s speech skills in interdisciplinary communication. The theoretical significance of the study allows clarifying knowledge on the issue of the formation of speech skills; practical significance lies in the presentation and testing of a set of productive exercises aimed at developing learners' speech skills in interdisciplinary communication. According to the developed diagnostic technique, the formation of speech skills in interdisciplinary communication consists of three components: motivational, substantive and reflective. Based on these components, indicators and levels characterizing the formation of elementary schoolchildren’s speech skills in interdisciplinary communication are distinguished. During the study, the results of a verifying, forming and control experiment were presented. According to the study, we can say that it is necessary to pay attention to the development of meaningful speech, because it is for this indicator that most children are at a low level of formation. On the whole, our study proved that systematic work is needed to form elementary schoolchildren’s speech skills. Keywords: speech skills, interdisciplinary communication, integration, elementary school, formation, criteria, indicators, levels.
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Thompson, David, and Tiny Arora. "Why Do Children Bully? An Evaluation of the Long-Term Effectiveness of a Whole-school Policy to Minimize Bullying." Pastoral Care in Education 9, no. 4 (December 1991): 8–12. http://dx.doi.org/10.1080/02643949109470762.
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Cheng, Min-Yuan, and Ching-Shan Chen. "PRELIMINARY PLANNING EFFICIENCY EVALUATION FOR SCHOOL BUILDINGS CONSIDERING THE TRADEOFFS OF MOOP AND PLANNING PREFERENCES." JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 20, no. 2 (March 10, 2014): 211–22. http://dx.doi.org/10.3846/13923730.2013.801890.
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Seismic resistance and cost effectiveness are often two important building planning objectives for architects. However, these objectives nearly always share a negative correlation with each other, which can cause planning delays and confusion. The conflict between these two is a Multi-Objective Optimization Problem (MOOP). Besides, building planning often encompasses both subjective and objective factors. However, most current efficiency evaluation methods focus on the latter and underemphasize the former. Current efficiency evaluation methods are thus not optimized for actual building planning needs. The aim of this study is to develop a new planning efficiency evaluation approach to resolve the above problems. Research methods include the indifference curve, efficient frontier and Data Envelopment Analysis (DEA). The indifference curve deduced the subjective planning preferences of architects; efficient frontier theory constructed the efficient frontier of school buildings; and DEA evaluated the efficiency of various building factors objectively. A total of 326 school buildings in Taichung City, Taiwan in an empirical study designed to illustrate proposed approach effectiveness. The results show that using only objective evaluation or subjective recognition is insufficient to explain the true nature of building planning. Findings can serve as benchmarks for inefficient school buildings at preliminary planning stage.
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Indraswati, Dyah, and Deni Sutisna. "Implementasi Manajemen Mutu di SDN Prambon." Jurnal Dinamika Manajemen Pendidikan 5, no. 1 (October 1, 2020): 10. http://dx.doi.org/10.26740/jdmp.v5n1.p10-21.
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The purpose of this research is to describe how the implementation of school management to improve the quality of education at SDN Prambon, Dagangan, Madiun. This study uses a qualitative descriptive approach. Data collection techniques are conducted with interviews, observations, and documentation. Indicators developed by researchers as guidelines for data retrieval include school planning, school program implementation, school leadership, and monitoring and evaluation. Data analysis techniques include data reduction, data presentation, and withdrawal of conclusions. The validity test of the data is done by technique triangulation and source triangulation. The education process in Prambon SDN has fulfilled the quality education criteria which includes: 1) The effectiveness of the principal's leadership; 2) active participation of all interested components in the school; 3) The effectiveness of the teaching-learning process; 4) relevant curriculum; 5) Directed vision, mission, and objectives; 6) Conducive school climate and environment; 6) Community involvement and learners parents. The research implication is that the leadership and managerial abilities of principals are imperative to realize effective school management. The quality of education at SDN Prambon has the opportunity to be dynamically and innovatively revised so as to achieve ever increasing quality standards. Improving the quality of education must be carried out continuously and involve all components in schools.
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Ruslan V., Nikonov. "Organizational and Pedagogical Support of Intercultural Educational Space of the School." Scholarly Notes of Transbaikal State University 16, no. 1 (March 2021): 43–49. http://dx.doi.org/10.21209/2658-7114-2021-16-1-43-49.
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The purpose of the article is to broadcast the scientific and pedagogical experience of designing and implementing a model of the intercultural educational space of a modern school. The work was based on the provisions of synergistic, competent and systemic-activity approaches, the concept of the state program for the development of education for 2018–2025. The author describes his own, developed and tested in practice methods, techniques, criteria for organizational and pedagogical support of the intercultural educational space, analyzes the monitoring results and indicators achieved (reflected in the summary table), justifies the effectiveness of the implementation and implementation of the project. The scientific novelty of the study consists in a comprehensive description of the model of the intercultural educational space of MBOU “Secondary School No. 49 with in-depth study of the English language”, a scientific analysis of the achieved performance indicators. Based on the obtained results of the design and implementation of the described model, the author justifies the prospects and effectiveness of introducing the content, operational-activity and evaluation-criterion components of the intercultural educational space of the language school into the educational environment as a whole. Methods of observation and self-observation, expert assessment, generalization and dissemination of mass and advanced pedagogical experience were used to achieve the proper level of scientific knowledge and evidence. The article is structured according to the principle of deduction, which allows you to highlight the results of the study at the general and empirical levels in the scientific range relevant to the author. Keywords: intercultural educational space, organizational and pedagogical support, multiculturalism, integration, language school
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Smith, Deborah J., K. Richard Young, Richard P. West, Daniel P. Morgan, and Ginger Rhode. "Reducing the Disruptive Behavior of Junior High School Students: A Classroom Self-Management Procedure." Behavioral Disorders 13, no. 4 (August 1988): 231–39. http://dx.doi.org/10.1177/019874298801300407.
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The effectiveness of self-management procedures in reducing the disruptive and off-task behaviors of students in a special education resource classroom was assessed. Four junior high-aged students, three of whom were classified as behaviorally disordered and one as learning disabled, participated in the study. Results indicated that self-evaluation procedures implemented in the resource room reduced students' off-task and disruptive behaviors. Data collected concurrently in students' regular education classes showed little or no generalization of treatment gains from the resource room. Recommendations are offered for facilitating the generalization of the self-management skills.