Relevant bibliographies by topics / Teacher participation in management

Contents

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

Academic literature on the topic 'Teacher participation in management'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Teacher participation in management"

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Sabo, Dennis J., Kevin Barnes, and Wayne K. Hoy. "Organizational Health and Decision Participation: An Empirical Analysis of Healthy Interpersonal Dynamics and Teacher Participation." Journal of School Leadership 6, no. 6 (November 1996): 576–99. http://dx.doi.org/10.1177/105268469600600601.

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Important domains of teacher participation in decision making and school climate are identified and examined in this empirical study of middle schools. In general, healthy interpersonal dynamics in schools are associated with lower levels of decision deprivation among teachers. Although a healthy school climate seems important in limiting decision deprivation in classroom decision areas, it is less significant in the management domain. The results suggest that although a healthy school climate may be a necessary condition for authentic teacher participation, it is not a sufficient one.
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Chychuk, Antonina. "The System of Teacher Education Management in Great Britain." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 80–86. http://dx.doi.org/10.1515/rpp-2015-0070.

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Abstract The system of teacher education management, namely, forms and principles of teacher education management according to the normative base (Education Reform Act (1988); Education Act (1992; 1993; 1996; 1997; 2002); School Standards and Framework Act (1998); Higher Education Act (2004), etc.), monitoring and participation of the public in its management have been analyzed. It has been proved that lately the democratization process in British education management has been combined with the increased attention of the state to monitoring, requirements to appropriate activity of educational establishments and trends seem to be forward education quality enhancing, democratization of evaluation, monitoring and information providing processes. Changes in education management in the historical context have been considered. The organizations participating in education management in Great Britain have been outlined. The data has been presented that enabled to distinguish similarities and differences in the functioning of the organizations participating in education management in Great Britain and ensure the existing of independent management authorities within them.
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Iddrisu, Issah. "Improving school feeding through participation: should the teacher be actively involved?" International Journal of Educational Management 32, no. 1 (January 8, 2018): 141–54. http://dx.doi.org/10.1108/ijem-01-2017-0013.

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Purpose Maintaining the success of educational institutions largely depends on the teacher. It is the teacher whose main efforts and contribution help in achieving the goals in education. The purpose of this paper is to examine the current state of the programme delivery and how involving the active participation of the teacher will help enhance effective and efficient delivery of the school feeding programme at the school level. Design/methodology/approach A total of ten basic schools were purposefully selected for the study with the use of the case study method. Interviews and observations were made in all the selected schools using a semi-structured interview guide. It was also done for some selected stakeholders within the study area under the school feeding programme. Findings There is an indication that teachers as managers and administrators of the school system are not actively involved in the feeding programme leading to an ineffective and efficient delivery. The school children do not get the best from the programme. There is a need to put teachers in charge of operations at the school level. This will improve trust and cooperation between caterers, students and opinion leaders. The structure at the school level should be redesigned making caterers answerable to the teacher. Teachers as implementers in the case of the capitation grant will enhance efficiency leading to the achievement of the goal of the programme. Originality/value The study underlines the importance, efficiency and influence of the teacher within the school system, in the operations of the school feeding programme and in the Ghanaian society.
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Tobin, Kenneth, and John Malone. "Differential Participation in Whole-Class Activities." Australian Journal of Education 33, no. 3 (November 1989): 320–31. http://dx.doi.org/10.1177/168781408903300309.

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Target students are defined as those who dominate interactions with the teacher, usually in whole-class interactions by asking and responding to questions. In this study of five Year 8 mathematics classes, approximately five target students were evident in three of five participant classes. The majority of the target students were high ability males. Target student involvement was facilitated by the behaviours of teachers and students and management problems which prevailed in each of the three classes. The two other classes provided a marked contrast to those which contained target students. In one class, the teacher systematically involved a larger number of students in whole-class interactions and, in the other, there were few whole-class interactions. The disproportionate involvement of target students is regarded as problematic because of the relatively high proportion of time allocated to whole-class activities.
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Tamrin, Husni, Nuzuar Nuzuar, and Syahrial Dedi. "Manajemen Kepala Madrasah dalam Meningkatkan Kompetensi Profesional Guru Pendidikan Agama Islam." Journal of Administration and Educational Management (Alignment) 2, no. 1 (June 30, 2019): 70–82. http://dx.doi.org/10.31539/alignment.v2i1.717.

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The purpose of this study was to determine the management of madrasa principals in improving the professional competence of Islamic religious education teachers. In this study, the authors used a type of qualitative research with a descriptive approach that is research that describes or illustrates the state or status of phenomena. The results of the study, several things that need to be done by the madrasa head include: 1) Knowing the condition / condition of the teacher in the background of environmental, social and economic life, 2) stimulating the teacher's work spirit in various ways, 3) maintaining the availability of facilities needed to develop the ability teacher, 4) increasing teacher participation in the school environment, 5) fostering a sense of family within the school environment, 6) strengthening the relationship of the school with the community, committee and student guardians. Conclusions, the management of madrasas in improving the professional competence of Islamic religious education teachers (PAI) are: 1) involving teachers in training activities, 2) promoting discipline, 3) motivating teachers, 4) supervision. Conclusion, The application of the management of the madrasa head at the MA Al-Manshuriyah Sungai Baung has already been implemented, the professional competence of PAI teachers at the Al-Manshuriyah MA has been very good Keywords: Principal Management, PAI Teacher Competence
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Fika, Ibrahim Baba. "COMMUNITY PARTICIPATION: A NEW DEVELOPMENT IN EDUCATIONAL MANAGEMENT." Sokoto Educational Review 13, no. 2 (December 29, 2017): 256–64. http://dx.doi.org/10.35386/ser.v13i2.205.

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Communities can play a variety of roles in the provision and management of education and learning processes. Community contribution to schools can go beyond the traditional financial contribution. It can however extend to a broader range of functions which include administrative (such as school maintenance), managerial (such as student and teacher discipline), financial (mobilizing of funds and resources), pedagogical (establishing a preschool), personnel (monitoring teacher attendance). The community is responsible for providing a harmonious working condition in school. The focus of the school, teaching methods, the focus of the curriculum as well as the school discipline are all ultimately desired from the community in which the school functions. If there is no harmonious and dynamic relationship between the community and school, education will be pallid, illusive and unable to make any positive impact on the learners' behavior. It is therefore against this backdrop, that this paper examines community participation and effective school management.
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Sulistyowati, Margaretha Diah Retno. "Pengelolaan MGBK Dalam Meningkatkan Profesionalisme Guru Bimbingan Dan Konseling SMA/MA." Media Manajemen Pendidikan 1, no. 2 (October 17, 2018): 169. http://dx.doi.org/10.30738/mmp.v1i2.3120.

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Initially, this research was conducted to know and present the description or information about (1) MGBK program management in improving the professionalism of teachers and counseling SMA / MA Bantul Regency, as a recommendation material for the management of MGBK next period. (2) the participation of guidance and counseling teacher of SMA / MA of Bantul Regency in following MGBK activities; (3) the efforts made in increasing teacher participation in MGBK activities. However, after the research was conducted for almost a semester, not only those things in advance were found, but also information about the fulfillment of standard development of MGBK as well as fulfillment of operational standards of organization of MGBK SMA / MA Bantul Regency.The method used in this research is qualitative based on postpositivism / Interpretative philosophy. The focus of the research is the active participation of the BK Teachers in the MGBK activities in relation to the increased professionalism of BK Teachers SMA / MA Bantul District. The research data was obtained from the event during the activity process of MGBK activity, with the informants of BK Teachers, BK Board, Principals, and Subject Teachers. The techniques used in this data collection are interviews, observations and document studies, which are complemented by photographs of activities. Analysis begins from the field or empirical facts by plunging into the field, studying, analyzing, interpreting, and drawing conclusions from existing phenomena in the field.Keywords: Teacher Participation BK; MGBK, Professionalism
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Sarafidou, Jasmin‐Olga, and Georgios Chatziioannidis. "Teacher participation in decision making and its impact on school and teachers." International Journal of Educational Management 27, no. 2 (February 15, 2013): 170–83. http://dx.doi.org/10.1108/09513541311297586.

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Pelser, A. M. F., and C. Van Wyk. "Teacher Participation In Stress Management Through Different Theoretical Lenses: A Study Conducted In The Mahikeng Area." Journal of International Education Research (JIER) 12, no. 1 (January 15, 2016): 1–12. http://dx.doi.org/10.19030/jier.v12i1.9562.

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The purpose of the research reported in this article was to place the known facts of the topic of teacher participation in stress management in the context of management and leadership in education. The emphasis in the conceptual and theoretical framework was on showing points of connection between leadership and management on the one hand and stress on the other. The investigation focused on how theoretical points of departure impact on teachers and how teachers experience stress through participation or non-participation in school management. The theoretical investigation was followed by a quantitative investigation by using a structured questionnaire known as the ASSET tool (An Organisational Stress Screening Tool) developed by Carthwright and Cooper. The main objective of the questionnaire was to measure potential exposure to stress in respect of common workplace stressors. The instrument was used to conduct a survey amongst teachers in the Mahikeng area. It was found that although there are many examples of how aspects of the different theories can be applied in the practice of stress management, the reality is that managerial leadership still features strongly in schools and that, in many instances, transformational and distributed leadership does not provide realistic alternatives to stress management theories in schools.
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Wiesner, Gisela, and Nurhening Yuniarti. "Systematic Quality Management in Vocational Educational Institutes: Role of Teachers in Development of Organizational Quality." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 1 (April 17, 2018): 162–70. http://dx.doi.org/10.21831/jptk.v24i1.18835.

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A quality management system for vocational educational institutes is a system aimed at ensuring the quality goals of vocational education are achieved to meet the quality standards and develop the quality work. In practice, teachers play a vital role because the key elements in a quality assurance system are strongly related to teachers especially the learning process as the spearhead of the success of vocational education. In addition, most activities undertaken in vocational education involve teacher participation. Therefore, teachers hold a great responsibility in the successful implementation of the educational quality management system. The main point to be emphasized is how a teacher has a suitable common understanding of quality. Understanding the quality drives all activities undertaken by teachers to be quality improvement oriented.
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Dissertations / Theses on the topic "Teacher participation in management"

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Mosoge, Madimetsa Joseph. "Teacher participation in school management / Madimetsa Joseph Mosoge." Thesis, Potchefstroom University for Christian Higher Education, 1996. http://hdl.handle.net/10394/6505.

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The purpose of this research was to investigate the nature, extent and forms of teacher participation in school management. The key concept of participation was defined In terms of concepts commonly used in the literature and explored from a variety of standpoints based mainly on the tenets of democratic theory. Characteristics, extent, format and outcomes of participation were stipulated as were factors influencing participation. A pragmatic approach was adopted to explain the key concept of school management indicating management tasks, processes and structures employed to effect teacher participation. The empirical research utilised a Questionnaire administered on a sample of 19 principals and 209 teachers attached to 40 secondary schools. The research instrument focused on the respective opinions of principals and teachers concerning actual and desired participation of teachers, structures and processes employed to enhance teacher participation and effects of participation on the school and its members. Statistical techniques used in the empirical study included measures of frequency, computation of means and standard deviations and the application of t•tests. A major finding emanating from the research was that while principals and teachers differed in their perceptions on what is and ought to be the extent of teacher participation both agreed that teachers were deprived of participation in all management activities especially with regard to planning activities. A model, based on a developmental Change strategy, was proposed to guide implementation of teacher participation The bottom line recommendation was that in terms of participation, school management should be a proactive, synergistic and empathic teamwork between principals and teachers.
Proefskrif (PhD (Onderwysbestuur))--PU vir CHO, 1996.
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Dalton, Don Fredrick. "Middle school teacher involvement in site-based decision making /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Wong, Ming-hau Anthony, and 黃明孝. "Collaborative management in school discipline in some secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957547.

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Wong, Wai-yiu Simon, and 黃偉耀. "Does SMI make a difference?: a study on teacher's participation in school management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B3195909X.

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Wong, Wai-yiu Simon. "Does SMI make a difference? : a study on teacher's participation in school management /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596798.

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Karant, Vicki Inez. "Differentiated staffing, shared decision making and the role of administrators : three portraits of participation /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901838.

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Lee, Chee-too. "Teachers participation in decision making : a case study of a local private secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2118365X.

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Dopf, Evan R. "Perceptions of teacher empowerment in New Jersey : principals and building representatives /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1090959x.

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Shi, Fung-ling. "How middle managers become active in school-based management a case study in a local secondary school /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500748.

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Chung, Wah-on Arnold. "An investigation into the responses of staff members at different levels towards the changes in an SMI school : a case study /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596324.

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Books on the topic "Teacher participation in management"

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Chandra, Srivastava Ramesh. Participative management of education. New Delhi: Regency Publications, 1997.

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Gilberto, Arriaza, ed. Collaborative teacher leadership: How teachers can foster equitable schools. Thousand Oaks, Calif: Corwin Press, 2006.

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Ken, Shenton, ed. Challenges in educational management: Principles into practice. London: Croom Helm, 1987.

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Liping, Guan, ed. Jiao (zhi) gong dai biao da hui shi wu yun zuo. Shenyang Shi: Liaoning da xue chu ban she, 2002.

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Simpósio Nacional Universidade-Empresa sobre Autogestão (1st 1996 Universidade Estadual Paulista, Campus de Marília). A empresa sem patrão. Marília, SP: UNESP-Marília, 1997.

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James, Lewis. Implementing school-based management-- by empowering teachers. Westbury, N.Y: J.L. Wilkerson Pub. Co., 1989.

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Designing teacher-student partnership classrooms. Bloomington, IN: Solution Tree Press, 2015.

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Keith, Sherry. Education, management, and participation: New directions in educational administration. Boston: Allyn and Bacon, 1991.

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Farkas, Steve. Divided within, besieged without: The politics of education in four American school districts. Edited by Johnson Jean, Wadsworth Deborah, and Public Agenda Foundation. New York, N.Y: The Public Agenda Foundation, 1993.

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Reflective action planning for teachers: A guide to teacher-led school and professional development. London: D. Fulton Publishers, 1997.

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Book chapters on the topic "Teacher participation in management"

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Pozdeeva, Svetlana I. "Participation of Primary School Teachers in Educational Innovations as the Groundwork for Their Professional Development: Organization and Management." In Advances in Intelligent Systems and Computing, 28–36. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67843-6_4.

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Stephenson, Ted. "Participation." In Management: A Political Activity, 156–72. London: Palgrave Macmillan UK, 1985. http://dx.doi.org/10.1007/978-1-349-07692-5_8.

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Brunt, Carol. "Participation." In Human Resource Management in International NGOs, 73–115. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-57306-3_4.

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Matemilola, Saheed, and Timothy Sijuade. "Public Participation." In Encyclopedia of Sustainable Management, 1–5. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-02006-4_515-1.

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Magnusson, Monika, Geir Ove Venemyr, Peter Bellström, and Bjørn Tallak Bakken. "Digitalizing Crisis Management Training." In Electronic Participation, 102–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27397-2_9.

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Mignosa, Chuck, and H. James Harrington. "Innovative Management Participation." In Total Innovative Management Excellence (TIME), 175–92. New York, NY : Routledge, 2020.: Productivity Press, 2020. http://dx.doi.org/10.4324/9781003004554-7.

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Saggese, Sara. "Employee Participation/Ownership." In Encyclopedia of Sustainable Management, 1–5. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-02006-4_210-1.

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Julé, Allyson. "Teacher Talk and Linguistic Space." In Gender, Participation and Silence in the Language Classroom, 83–118. London: Palgrave Macmillan UK, 2004. http://dx.doi.org/10.1057/9780230596627_6.

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Farrell, Peter. "Participation and Learning of All Students in the Regular Classroom." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_47-1.

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Murray, Tom, and Beverly Park Woolf. "Tools for teacher participation in ITS design." In Intelligent Tutoring Systems, 593–600. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55606-0_69.

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Conference papers on the topic "Teacher participation in management"

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Zhao, Yufei. "Achievement Emotions as Mediators of Teacher Communication Behavior and Student Participation ——A Model Construction." In Proceedings of the 3rd International Seminar on Education Innovation and Economic Management (SEIEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/seiem-18.2019.96.

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Shuklina, Elena, and Maria Pevnaya. "PARTICIPATION OF WOMEN TEACHERS IN THE MANAGEMENT OF UNIVERSITIES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1362.

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Chien-Hua Shen, Chun-Mei Chou, Hsi-Chi Hsiao, and Wan-Yu Chen. "Notice of Retraction: Vocational and technological school teacher and student satisfaction toward corporate faculty participation in cooperative instructional projects — Case study." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC 2011). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6010680.

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Liu, Jialong, Yuandong Zhang, and Yuanming Wang. "Cooperation between universities and primary a secondary schools --Investigation on Teachers' Participation." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.180.

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Kelsey, Karishma, and Andrew J. Zaliwski. "Let’s Tell a Story Together." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3718.

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: The teaching solution presented in this paper was implemented to overcome the common problems encountered by authors during years of practice of applied business studies teaching. Background: In our school, we have deep multicultural environments where both teachers and students are coming from different countries and cultures. The typical problems encountered with students include: not reading the case studies, language problems, different backgrounds and cultures, a different understanding of leadership in teamwork related to various management traditions, lack of student participation, and engagement in teamwork. Methodology: The above problems were solved on the basis of the novelty use of several tools usually used separately: a combination of case studies with visualization and current representation of knowledge related to the case study. The visualization context is provided by “rich picture” (as a part of SSM methodology) to create a shared understanding among students. Another ingredient of the proposed solution is based on Pacific storytelling tradition and the Pacific methodology of solving problems. Contribution: It was suggested the new delivery model strengthening advantages of case studies. Findings Studies and surveys made from 2009 to the present are promising. There is a visible improvement in students’ grades and observed changes in students’ behavior toward more active in-class participation. Recommendations for Practitioners: This paper focuses on implementation and technical aspects of the presented method. However, the application of the presented method needs robust and time-consuming preparation of the teacher before the class. Recommendation for Researchers: The current results show that the proposed method has the potential to improve students’ experience in applied business courses. The project is ongoing and will undergo progressive changes while collecting new experiences. The method may be applied to other types of courses. By focusing on the storytelling and rich picture, we avoid technological bias when we teach business problem-solving. We focus instead on teaching students the social-organizational interactions influencing the problem solution. Impact on Society Implementing of cultural sensitivity into the teaching process. Making teaching process more attractive for multicultural students. Future Research: Reducing teacher overload when using the method presented by the development of computerized tools. This is undergoing through utilizing Unreal Engine. Also, it is planned to enhance our team by artists and designers related to computer games.
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Hadiyanto, Dr, Yulianto Santoso Suryadi, and Siti Zulaikha. "Autonomy And Community Participation On The Implementation Of School-Based Management In The City Of South Tangerang." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.183.

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Estima, Ana, and Joaquim Marques. "Organizing Events as a Tool to Develop Marketing Skills – the atUAliza.te Event Case Study." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12892.

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Marketing education literature is prolific in research dedicated to the best methodologies to provide higher education students with the knowledge as well as the soft and hard skills needed for their future careers as marketing experts. This article presents an experiment developed in a marketing degree, that took place outside the classroom over the last twelve years. The experiment consists on the organization of an annual marketing conference organized by a team of students that are supervised by a marketing teacher. It is a two-day event that brings together the best speakers from the market and academia and is targeted for both marketing students and professionals. The participation of students as part of the organizing team is voluntary and no assessment is performed by any course of the degree. These students refer the development of skills such as improving negotiation skills, networking, public speaking skills, organization, planning, team management, conflict management, leadership, time management, among others, as an added value for there careers.
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Yin, YiWei. "Investigation and Analysis on the Participation in Sports and Fitness Activities of Teachers in the Yimeng Mountain Area." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.156.

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Shelegina, Olga N. "MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY: Materials of the IV All-Russian (with International Participation) Scientific Conference." In MODERN TREND IN THE DEVELOPMENT OF MUSEUMS AND MUSEOLOGY, edited by Galina M. Zaporozhchenko. Novosibirsk State University, 2020. http://dx.doi.org/10.25205/978-5-4437-1115-7.

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The collection of materials of the IV all-Russian scientific and practical conference «Modern trends in museums and museology» presents reports of employees of Russian research institutes, leading museums of the Russian Federation and the Republic of Belarus, the Republic of Kazakhstan, teachers of higher educational institutions, representatives of cultural institutions. They reflect a wide range of topical issues related to the development of the theory and practice of Museum business in modern conditions at the international, national and regional levels. Important attention is paid to socio-cultural practices for the development of historical and cultural heritage, digitalization of the Museum sphere and its adaptation to the conditions of the pandemic. The publication will be interesting for specialists in the field of history of science and culture, heritage management, Museum studies and cultural studies, teachers of universities, employees of museums and libraries, local historians.
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Shi, Xinke. "Participation Intention and Influencing Factors of Primary and Secondary School Teachers in the Network Training Community: Taking Jinhua City as an Example." In Proceedings of the 4th International Conference on Humanities Science, Management and Education Technology (HSMET 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/hsmet-19.2019.34.

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Reports on the topic "Teacher participation in management"

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Rood, Jason. Public Participation in Emergency Management. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.333.

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Root, Monica. The Effect of Teacher-Identified Classroom Management. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1543.

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Richanbach, Paul H., and Frederick R. Riddell. Strategic Management: Managing Change by Managing Participation. Fort Belvoir, VA: Defense Technical Information Center, May 1993. http://dx.doi.org/10.21236/ada265796.

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Salama, Hana, and Emma Bjertén-Günther. Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management. United Nations Institute for Disarmament Research, July 2021. http://dx.doi.org/10.37559/gen.

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This report explores women’s participation in the field of weapons and ammunition management, particularly their lived experiences in WAM technical roles, such as stockpile managers, armourers, ammunition and technical experts, explosive ordnance disposal specialist. The purpose is to unpack the challenges faced by these women and identify good practices for further inclusion of women in WAM. It also provides ideas for states, international organizations and disarmament stakeholders to improve gender diversity in implementation of arms control commitments, such as the UN PoA and its relevant instruments.
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Salama, Hana, and Emma Bjertén-Günther. Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management. United Nations Institute for Disarmament Research, July 2021. http://dx.doi.org/10.37559/gen/2021/02.

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UNIDIR’s new study Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management seeks to fill this gap by exploring women’s participation in the field of weapons and ammunition management, particularly their lived experiences in WAM technical roles, such as stockpile managers, armourers, ammunition and technical experts, explosive ordnance disposal specialist. The purpose is to unpack the challenges faced by these women and identify good practices for further inclusion of women in WAM. It also provides ideas for states, international organizations and disarmament stakeholders to improve gender diversity in implementation of arms control commitments, such as the UN PoA and its relevant instruments.
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Carnes, S. A., M. Schweitzer, E. B. Peelle, A. K. Wolfe, and J. F. Munro. Performance measures for evaluating public participation activities in DOE`s Office of Environmental Management. Office of Scientific and Technical Information (OSTI), August 1996. http://dx.doi.org/10.2172/366507.

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Carnes, S. A. Performance Measures for Evaluating Public Participation Activities in the Office of Environmental Management (DOE). Office of Scientific and Technical Information (OSTI), February 2001. http://dx.doi.org/10.2172/777617.

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SPIRE CORP BEDFORD MA. Summary of Reports Issued and Participation on Management Advisory Teams and Special Audit/Evaluation Efforts. Fort Belvoir, VA: Defense Technical Information Center, March 2001. http://dx.doi.org/10.21236/ada386181.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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