Bibliografías temáticas / School of excellence

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Literatura académica sobre el tema "School of excellence"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "School of excellence"

Potkina, Irina. "School of Excellence". Российская история, n.º 1 (2019): 117–18. http://dx.doi.org/10.31857/s086956870004228-1.

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Cravens, Xiu, Timothy A. Drake, Ellen Goldring y Patrick Schuermann. "Teacher peer excellence groups (TPEGs)". Journal of Educational Administration 55, n.º 5 (7 de agosto de 2017): 526–51. http://dx.doi.org/10.1108/jea-08-2016-0095.

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Purpose The purpose of this paper is to study the viability of implementing a protocol-guided model designed to provide structure and focus for teacher collaboration from Shanghai in today’s US public schools. The authors examine whether the new model, Teacher Peer Excellence Group (TPEG), fosters the desired key features of productive communities of practice where teachers can jointly construct, transform, preserve, and continuously deepen the meaning of effective teaching. The authors also explore the extent to which existing school conditions – principal instructional leadership, trust, teacher efficacy, and teachers’ sense of school-wide professional community – enable or moderate the desired outcomes. Design/methodology/approach Data for this paper are drawn from a series of surveys administered to teachers from 24 pilot schools in six school districts over two school years. Descriptive and multilevel modeling analyses are conducted. Findings The findings provide encouraging evidence that, given sufficient support and guidance, teachers report higher levels of engagement in deprivatized practice and instructional collaboration. These findings also hold after controlling for key enabling conditions and school characteristics. Social implications The TPEG approach challenges school leaders to take on the responsibilities of helping teachers make their practice public, sharable, and better – three critical objectives in the shift to develop the profession of teaching. Originality/value The indication of TPEG model’s positive impact on strengthening the features of communities of practice in selected public schools provides the impetus for further efforts in understanding the transformational changes needed and challenges ahead at the classroom, school, and district levels.

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Rakow, Steven J. "Excellence in School Science". Science Activities: Classroom Projects and Curriculum Ideas 23, n.º 3 (octubre de 1986): 38–39. http://dx.doi.org/10.1080/00368121.1986.9958045.

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Rakow, Steven J. "Excellence in School Science:". School Science and Mathematics 85, n.º 8 (diciembre de 1985): 631–34. http://dx.doi.org/10.1111/j.1949-8594.1985.tb09675.x.

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Beard, Karen Stansberry y Omotayo Adeeko. "Charter School Authorization: A Gateway to Excellence and Equity". Journal of Transformative Leadership & Policy Studies 7, n.º 1 (1 de mayo de 2018): 15–26. http://dx.doi.org/10.36851/jtlps.v7i1.495.

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The lack of quality education many charter schools offer disproportionately and adversely impacts communities of color. This article considered two models of charter school governance in use by California and Ohio. The first model posits that a fundamental tenet of charter schools is freedom from the burdensome bureaucracy traditional public schools bear. Based on the argument that deregulation enables charter schools to employ more innovative instructional and management practices, it assumes higher achievement scores would follow. The second model proposes to address educational inequality by increasing accountability on charter school authorizers by increasing regulatory practices. These models example the variety of governance models extant. In addition, arguments supporting each model are presented. The authors conclude with a discussion that supports the position that while autonomy is essential to maintaining the original objectives of charter schools, states must hold authorizers accountable for student achievement.

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Sirisookslip, Saowanee, Wallapha Ariratana y Tang keow Ngang. "The Effect of Administrators’ Servant Leadership on the Excellence of Catholic School". Contemporary Educational Researches Journal 7, n.º 1 (24 de julio de 2017): 11–19. http://dx.doi.org/10.18844/cerj.v7i1.487.

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AbstractThe research was aimed to study the effect of school administrators’ servant leadership on the excellence of Catholic Schools under Nakhon Rarchasima Diocese. A total of 326 respondents consisting 61 school administrators and 265 teachers were involved in this study. A quantitative survey design using questionnaire as an instrument was utilized in this study. Descriptive and inferential statistics were used to analyze the data. Descriptive statistic used in this study were frequency, percentage, mean score and standard deviation whereas inferential statistic used were Pearson correlation coefficient and Stepwise multiple regression analysis. The findings of the study revealed that both the independent and dependent variables were at high level. In short, school administrators were not only highly implemented servant leadership and its components but also the level of excellence was at high level. The excellence level of Catholic schools was significantly affected by three components of school administrators’ servant leadership at significant level of 0.05. The significant predictors of the school excellence level were community establishment, trust, love, and having vision components of servant leadership. The coefficient relative rate of multiple regression analysis was 0.651 and coefficient prediction was 41.60 percent. Finally, this paper also provided recommendation and suggestions for future research. Keywords: Servant leadership; school administrators; school excellence; Catholic schools

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Rambo-Hernandez, Karen E., Scott J. Peters y Jonathan A. Plucker. "Quantifying and Exploring Elementary School Excellence Gaps Across Schools and Time". Journal of Advanced Academics 30, n.º 4 (6 de agosto de 2019): 383–415. http://dx.doi.org/10.1177/1932202x19864116.

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Despite considerable reform activity surrounding K-12 education over the past 20 years, racial and socioeconomic disparities among students who achieve at advanced levels have received little attention. This study examined how excellence gaps, defined as differences in performance at the 90th percentile of subgroups, change over time and their potential antecedents. We analyzed Measure of Academic Progress achievement data in reading and mathematics from a cohort of approximately 60,000 students from third to fifth grade in 742 elementary schools. Multilevel modeling results indicate that Black/Hispanic and White/Asian excellence gaps were relatively stable in reading. However, excellence gaps in mathematics increased during the school year and across time, and higher achieving schools demonstrated larger excellence gaps than lower achieving schools.

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Sweeney, James. "School Climate: The Key to Excellence". NASSP Bulletin 76, n.º 547 (noviembre de 1992): 69–73. http://dx.doi.org/10.1177/019263659207654708.

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Doggett, Maran. "Ethical Excellence for School-Based Administrators". NASSP Bulletin 72, n.º 512 (diciembre de 1988): 6–8. http://dx.doi.org/10.1177/019263658807251202.

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Thomson, Peter. "Clinical excellence and the dental school mission". Faculty Dental Journal 12, n.º 1 (enero de 2021): 46–50. http://dx.doi.org/10.1308/rcsfdj.2021.11.

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Delivering clinical excellence is fundamental to the success of a 21st century dental school's mission and yet, our ability to define clinical excellence in practice remains surprisingly elusive. In this paper, Peter Thomson explores the complex and multi-faceted nature of clinical excellence, confirming its pivotal role throughout knowledge creation, teaching, training, lifelong education and clinical practice. Ultimately, our ability to deliver optimal patient care, manage new and emergent disease and enhance prevention and health promotion for the future require dental education and clinical service to be better aligned and more fully integrated with general healthcare provision for all.

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Tesis sobre el tema "School of excellence"

Datta, Subhrangshu 1975. "Developing the Broad Process Excellence Program". Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39865.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Manufacturing Program at MIT, 2007.
Includes bibliographical references (leaves 110-111).
This thesis is based on the author's experience as an intern at the Broad Institute of MIT and Harvard. The Broad Institute has been working on applying and implementing traditional manufacturing process improvement tools to customize and select tools that can be adapted to its needs. Its unique production environment necessitates the requirement to customize and select tools that can be adapted to its needs. The objective of the thesis is to identify such tools and recommend methods to sustain them. The scope includes the following: * Conduct a benchmarking survey to understand what other organizations are doing in the area. * Conduct a stakeholder analysis involving relevant team members in Sequencing Operations. * Design a system that brings together the lessons learned from the benchmarking and stakeholder analysis exercises. * Conduct a project to showcase some of the tools. The objective of the project is to identify key process levers and improve the performance of the Duncan Cycler, a key DNA processing step. This problem solving exercise acts as a proxy for situations where tools recommended by the program can be used.
by Subhrangshu Datta.
S.M.
M.B.A.

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Kim, Patricia Costa. "Making music their own : school music, community, and standards of excellence in Seattle, 1960-75 /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/11294.

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Yuen, Adolph. "School excellence in the perspectives of a subsidized secondary school : a case study of teachers' and principal's perceptions /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710109.

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Coffey, Shonna (Shonna Marie). "Achieving business and operational excellence in the pharmaceutical industry". Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/43838.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Chemical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2008.
Includes bibliographical references (p. 111-114).
Historically the pharmaceutical industry has been highly profitable. However, the increasing regulatory requirements, bargaining power of buyers, and drug failures together with the threat of biosimilars and decreasing R&D productivity are creating challenges for research driven pharmaceutical companies. With future revenue growth uncertain, pharmaceutical companies must focus on cost reduction to sustain the profit margins needed to support research and development of new medicines. The lean methodology first developed by Toyota is recommended as a way to achieve operational success. A deep analysis of the current state of the pharmaceutical industry and the operational inefficiencies inherent in regulated drug production is provided. The renewed importance of operations within the pharmaceutical business model is explored through a case study of the biotechnology segment's leader, Amgen. Specifically, the design and initial rollout of the Amgen Process Excellence (APEX) initiative is studied. The APEX methodology is a six step process based on lean and six-sigma principles to guide operational improvement activities at Amgen. During the author's internship at the Rhode Island site the rollout of the APEX movement included a current state analysis of the site's financial and operational performance. As a result of this analysis, a prioritized list of improvement ideas was generated and incorporated into a future state vision for the site. Implementation of these improvement ideas is estimated to result in a reduction in cycle time by 55%, lower inventory levels, and the elimination of millions of dollars in waste. The following major conclusions were developed as a result of this work.
(cont.) First, substantial improvement opportunities exist within current pharmaceutical manufacturing. Second, pharmaceutical companies must build operational efficiencies into manufacturing process design. Lastly, operational excellence cannot simply be attained through the implementation of an improvement toolkit.
by Shonna Coffey.
S.M.
M.B.A.

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Sahney, Mira K. (Mira Kirti). "Building operational excellence in a multi-node supply chain". Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34862.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering; in conjunction with the Leaders for Manufacturing Program at MIT, 2005.
Includes bibliographical references (p. 92-93).
This thesis shows how a combination of macro-economic, business, and organizational factors can lead a well-run company to adopt a "launch-and-expedite" behavior with detrimental effects on operational efficiency. It also demonstrates how it is possible, for an organization that finds itself in such a state, to apply basic operations principles and a data driven approach to systematically get out of the "launch-and-expedite" mode. The thesis presents a method to characterize a real, functioning supply chain in the context of changing conditions and in the absence of perfect data. It shows the analysis, recommendations, and results from a particular supply chain case study at Agilent Technologies, Inc. The project first analyzes and maps the current supply chain to characterize demand and supply variability. A selected menu of operational building blocks is then recommended to improve overall supply chain performance by reducing the internal bullwhip effect and improving on-time delivery. The recommendations are implemented in a successful pilot study and key operational metrics are recorded such as supply chain inventory, on-time delivery, variability of lead-time, and number of expedite/schedule change requests.
(cont.) The particular organizational context of the project and its affect is also considered. Although this thesis provides a case study of the Colorado Springs Technical Center operations and supply chain, results and lessons learned are applicable to other component suppliers or component buyers within multi-node supply chains, particularly those in the capital equipment business.
by Mark K. Sahney.
S.M.
M.B.A.

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Risdon, Cathy. "Curricular processes as practice : the emergence of excellence in a medical school". Thesis, University of Hertfordshire, 2008. http://hdl.handle.net/2299/1837.

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This thesis deals with two related questions. The first relates to a critical inquiry into the processes of curriculum creation and formation within a medical school which has undergone a significant curriculum revision. I explore the notion that such processes can be understood as a form of practice in which the relationship between content and process is held together by what is explored in the thesis as an indivisible, paradoxical tension. Exploring curriculum as a kind of process is a novel approach in a school steeped in the traditions of the natural sciences. The common metaphors for curriculum in this setting refer to blueprints, models, behavioural competencies and objective standards. These are all founded on the belief in an objective observer who can maintain some form of distance between themselves and the subject in question. Issues of method are, therefore, central to my explorations of how we might, instead, locate curriculum in social processes and acts of evaluation involving power relations, conflict and the continuous negotiation of how it is we work together. The paradox of process and content in this way of understanding is that participants in curricular practice are simultaneously forming and being formed by their participation. In this way of thinking, it makes no sense to say one can either “step back” to “reflect” on their participation or that there is a way to approach participation “objectively.” The other question I address in this thesis has to do with the emergence of excellence. By emergence, I refer to thinking in the complexity sciences which attempts to explain phenomena which have a coherence which cannot be planned for or known in advance. “Excellence” is a kind of idealization which has no meaning until it is taken up and “functionalized” within specific settings and situations. In the setting of participating in curriculum formation, excellence may be understood as one possible outcome of persisting engagement and continuous inquiry which itself influences the ongoing conversation of how excellence is recognized and understood. In other words, excellence emerges in social processes as a theme simultaneously shaping and being shaped by curricular practice. This research was initiated as a result of a mandate to establish a program which could demonstrate excellence in the area of relationships in health care. The magnitude of this mandate felt overwhelming at the time and raised a lot of anxiety. I found that the traditional thinking regarding participation in organizational change processes (which, within my setting, could be understood as “set your goal and work backwards”) did not satisfactorily account for the uncertainties and surprises of working with colleagues to create something new. The method of inquiry can be read as another example of a process / content paradox through which my findings regarding curriculum and excellence emerged. This method involved taking narratives from my experience as an educator and clinician and a participant in varied forms of curricular processes and inquiring into them further by both locating them within relevant discourses from sociology, medical education and organizational studies and also sharing them with peers in my doctoral program as well as colleagues from my local setting. This method led to an inquiry and series of findings which was substantively different from my starting point. This movement in thinking offers another demonstration of an emergent methodology in which original findings are “discovered” through the course of inquiry. These findings continue to affect my practice and my approach to inquiry within the setting of medical education. The original contributions to thinking in medical education occur in several ways. One is in the demonstration of a research method which takes my own original experience seriously and seeks to challenge taken for granted assumptions about a separation of process and content, instead exploring the implications of understanding these in a relation of paradox. By locating my work within social processes of engagement and recognition, I explore the possibility that excellence can also be understood as an emergent property of interaction which is under continuous negotiation which itself forms the basis for further recognition and exploration of “excellence.” The social processes which shape and are shaped by “excellence” are fundamental to the practice of curriculum itself. Both curricula and “excellence” emerge within the interactions of people with a stake in the desired outcomes as the product of continued involvement and consideration of ongoing experience. Finally, a process view of medical education is presented as a contribution to understanding the work of training physicians who are comfortable with the uncertainties and contingencies involved in the humane care of their patients.

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Fouche, Todd P. "Effects of the Texas Principal Excellence Program on Texas Principal Leadership Behavior and School Outcomes". Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67983/.

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The purpose of this study was to examine the leadership and school outcome effects of the Texas Principal Improvement program; which authorized the School Leadership Pilot Program under Texas Education Code 11.203. The specific research questions were: What effects did participating in the Texas Principal Excellence Program in 2009-2010 have on participants and their schools? What changes in participants' self-reported and peer-observed leader behaviors occurred between the initial assessment at the onset of the program and the final assessment once the program was completed? What changes were experienced in school's passing rate on mathematics and reading TAKS in schools having the same principal for the two years in 2008-2009 (pre-participation) and 2009-2010 (post participation). The research used TxPEP participating principals who agreed to take part in the study. Principals and a selected group of people who worked with them completed a 360-degree leadership feedback instrument addressing nine leadership competencies at the beginning and end of the program. Paired samples t-tests were used to determine if changes from pre-participation to post-participation were statistically significant. When a statistically significant difference was found, effect size and confidence intervals were calculated to place the data in context. Multiple regression and propensity score matching were used to analyze TAKS data for the second question. The study found that principals believed they were better able to lead after the conclusion of the TxPEP program and that their self-ratings were statistically higher on each of the nine Texas Principal competencies. The results of the 360-degree assessment showed that the peer group felt as if the principals had a statistically significant improvement on three of the nine principal competencies. Regression analysis showed there were no statistically significant changes in the school wide percent passing rates on math or reading TAKS after completion of the TxPEP program. Longitudinal research is recommended to help determine benefits of the program that might take longer to realize.

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Drew, Valerie. "Perceptions and possibilities : a school community's imaginings for a future 'curriculum for excellence'". Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/13190.

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This thesis reports research undertaken to explore a school community’s imaginings for secondary education for future generations. The research was designed to trouble the seemingly straightforward constructs of imagination and creativity, not merely to trace or audit their inclusion in the secondary curriculum, but rather to invite a secondary school community to put these constructs to work in exploring their imaginings and desires for good education 25-30 years ahead. The objectives used to structure the research involved: tracing the discourses of imagination and creativity in education curriculum policy; exploring a school community’s experiences and perceptions of secondary education; examining a school community’s imaginings for future secondary education; and exploring a school community’s desires for a future ‘curriculum for excellence’. The research was carried out during the development phase of Curriculum for Excellence (Scottish Executive 2004a) in Scotland which is explicit in its desire to provide opportunities for school communities to be/come imaginative and creative. This is not a new aspiration as imagination and creativity are familiar and enduring constructs in education. At a policy level the resurgence of interest in (imagination and) creativity is closely aligned to a desire for economic sustainability. The focus of my study is to explore how the concepts of imagination and creativity might become an impetus for the school community to think differently about good education for future generations. The study took place in a large comprehensive school community in a rural town in Scotland. Groups of participants, including pupils, parents, early-career teachers, mid-career teachers and school managers were drawn from across the school community. The method of data collection was adapted from Open Space Technology (Owen 2008) to provide an unstructured forum for participants to discuss their experiences and imaginings. A theoretical framework which offered a way of thinking differently about the data was devised from readings of concepts drawn from Deleuze (1995) and Deleuze and Guattari (2004) and used to analyse the school community’s perceptions, imaginings and desires. The findings suggest that whilst the new curriculum seems to open up a space for imagination and creativity the school community’s imaginings tend to be orientated to past experiences and/or closely aligned to the policy imaginary which appears to close down openings and opportunities for becoming. However there was a discernible desire in the school community for ‘good’ education in a fair and equitable system which appeared to be less narrowly focused on economic imperatives than that of the policy. I argue that there is a need for a new way of thinking about future education within current structures and systems which I have conceptualised as an ‘edu-imaginary interruption’. The thesis concludes with some reflections on the potential forms of such interruptions to impact on research and professional practice.

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Kerness, Shloe. "Defining and Building Excellence: A Model for Professional Development at Arete Charter School". Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6301.

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In the U.S., there is increased awareness that what teachers know and are able to do play a significant role in the achievement of their students (Sanders & Rivers, 1996). Consequently, there is an unprecedented interest in improving instruction, a job that is normally assumed by the schools and school districts where teachers are employed. However, long-established professional development options provided by school districts usually fail to have any significant positive impact on teachers' instructional practices and often have the unintended consequence of making teachers feel more like workers on an assembly line than professionals doing emotionally complicated work (Borko & Putnam, Cohen & Hill, 1995; Darling-Hammond, 2009. Arete Charter School, a rapidly growing charter school franchise, does not currently have a clearly defined model of professional development that supports its unique instructional model. Results of the Standards Assessment Inventory 2 and higher than average teacher attrition due to both voluntary and involuntary leavers indicate that a change initiative is needed. With little time and limited resources available for professional development, it is of particular importance to develop an unambiguous model for teacher learning at Arete that leads to program choices with a high probability of increasing teacher capacity as well as improving student learning. The purpose of this dissertation in practice is to advance/promote a viable model for professional development at Arete Charter School that will "alter the professional practices, beliefs, and understanding of school persons toward an articulated end" (Griffin, 1983, p. 2). A model for professional development utilizing the Partnership Approach (Knight, 2007, 2011) and aligned to Learning Forward's Standards for Professional Development with the goal of humanizing the profession and offering a clearly articulated philosophy and set of actions is presented. Core elements of the model include the principal as a designer, instructional coaching, workshops that make an impact, intensive learning teams, and partnership communication that, when used together, results in humanizing professional learning that is both focused and leveraged to not only sustain school success but propel it forward. This model has implications for other schools struggling with teacher professional learning including how to maximize professional development to enhance teacher repertoires while simultaneously utilizing it to humanize the profession.
Ed.D.
Doctorate
Education and Human Performance
Education

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Duarte, Carlos E. A. 1962. "The critical role of manufacturing-process innovation on product development excellence in high-technology companies". Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/17848.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2004.
Includes bibliographical references (leaves 90-95).
Few managers of high-technology companies view manufacturing-process development as primary source of competitive advantage. For the last two decades trends have shown an increasing number of high-tech industries outsourcing manufacturing completely to third-party contractors or joint-venture partners. In doing so, companies have tried to avoid the risks of investing in expensive manufacturing plants and losing focus on product research and development (perceived as their true source of advantage). Research on the pharmaceutical industry, over the period between 1985 and 1995, suggests that such thinking is often costly and potentially dangerous to the competitive health of high-tech companies. Studies highlighted a pattern where companies that built organizational capabilities to support innovative, fast, efficient and effective process development, could introduce new products more quickly, with higher yields and controlled processes that gave them a significant cost advantage over competitors. And, surprisingly, they often required less capital investment and fewer development resources than their more conventional competitors. The discovery of this pattern in pharmaceuticals, an industry in which product innovation is paramount, stimulates us to look at other high-technology industries for similar patterns. This thesis explores a framework to understand how manufacturing-process innovation can be a hidden advantage to high-tech companies competing on the basis of product innovation. It also provides examples of companies, in a variety of high-tech industries, which exhibit a pattern similar to the one found in the pharmaceuticals and have accrued tremendous advantages by treating process development as an integral
(cont.) part of the product development cycle.
by Carlos E.A. Duarte.
M.B.A.

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Libros sobre el tema "School of excellence"

School of chess excellence. Zürich: Edition Olms, 2002.

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F, Leggett Stanton, ed. Dollars for excellence. Chicago, Ill: Teach'em, 1988.

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Nagel, Rosemary G. Blueprint for excellence: A design for effective schools. Don Mills, Ont: Ontario Secondary School Teachers' Federation, 1985.

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Bolton, Denny G. Standards of excellence in budget presentation. 2^a ed. Reston, VA: Association of School Business Officials International, 1998.

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Strachota, Dennis. Standards of excellence in budget presentation. Reston, VA: Association of School Business Officials International, 1996.

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Hand, Dorcas. Independent school libraries: Perspectives on excellence. Santa Barbara, Calif: Libraries Unlimited, 2010.

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Independent school libraries: Perspectives on excellence. Santa Barbara, Calif: Libraries Unlimited, 2010.

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Regaining excellence in education. Columbus, Ohio: Merrill Pub. Co., 1986.

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1932-, Baker George A. y American Association of School Administrators., eds. Profiling excellence in America's schools. Arlington, Va: American Association of School Administrators, 1986.

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Starratt, Robert J. Transforming educational administration: Meaning, community, and excellence. New York: McGraw-Hill, 1996.

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Capítulos de libros sobre el tema "School of excellence"

Curtis, David D. "Post-School Pathways in Australia". En Excellence in Scholarship, 123–38. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-257-0_9.

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Farnsworth, Kent A. "Hiring, Developing, and Evaluating for Excellence". En Grassroots School Reform, 107–18. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114661_11.

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Halsey, John R. "Rural-Urban School Partnerships and Australia’s Sustainability". En Excellence in Scholarship, 267–77. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-257-0_18.

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Russell, Alan. "Contributions of Family and School Capital to Student Achievement". En Excellence in Scholarship, 43–54. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-257-0_3.

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Openshaw, Roger y Margaret Walshaw. "Interrogating Equity and Excellence". En Transnational Synergies in School Mathematics and Science Debates, 19–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28269-1_2.

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Onukwuba, Henry O. "Lagos Business School". En Alumni Leadership and University Excellence in Africa, 31–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78289-8_3.

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Rasmussen, Annette y Christian Ydesen. "Talent Class Activities in a Danish School Context". En Cultivating Excellence in Education, 41–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33354-6_4.

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Onukwuba, Henry O. "Lagos Business School Alumni Association". En Alumni Leadership and University Excellence in Africa, 49–64. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78289-8_4.

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Oie, Mayumi, Yasuhiko Fujie, Yu Okugawa, Shinichiro Kakihana, Shoko Itaka y Hisashi Uebuchi. "Self-Regulated Learning in School Transition and as a Creative Process". En Creativity, Talent and Excellence, 89–106. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-93-7_7.

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Van Maele, Dimitri, Mieke Van Houtte y Patrick B. Forsyth. "Introduction: Trust as a Matter of Equity and Excellence in Education". En Trust and School Life, 1–33. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8014-8_1.

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Actas de conferencias sobre el tema "School of excellence"

Eyt-Dessus, Annora y Leonard Houx. "Excellence in design for online business". En ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0145.

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The Business School is one of the UK’s top ranked business schools, renowned for its expertise in Finance in particular, and its location in the heart of London. The School has been steadily expanding for more than a decade but was reaching the limits of its physical campus space. However, there remained the desire to develop innovative learning, expand and reach new audiences. Developing a new distance program, that built on the School’s existing reputation for Finance, showcased its world-class faculty and had a global reach was identified as the ideal opportunity to explore a new strategic direction. We built a fully online program with a high rate of engagement, satisfaction and achievement. Its enrolment continues to grow, increasing our international diversity. Online learning is now embedded as a core part of the School’s strategy and is seen as key to future expansion. Beyond this, our organisation cultivated far more expertise and best practice to draw on in a time of crisis than if we had outsourced. This shows the high impact an excellent learning design can make to the culture and capacity of an organisation.

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Cibulskaitė, Nijolė. "Administrative Excellence Within Public School Heads’ Approach". En 8th International Conference on Education and Educational Psychology. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.10.12.

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Shay, Marnee, Jodie Miller y Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools". En Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.

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In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenous participants highlighted the importance of nurturing culture and identity; building up young people; and, building a culture of inclusivity and belonging. Supportive leadership was also identified as an enabler for enacting excellence in schools. A direct outcome of this project was a whole-school policy that builds on a strengths perspective and forefronts the embedding of Indigenous knowledges and perspectives, supporting the wellbeing of Indigenous students, affirming the identities of Indigenous students and having specific strategies to engage with local Indigenous communities.

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Pura, Jose Luis. "HIGH SCHOOL EXCELLENCE PROJECTS: A WAY TO INTRODUCE HIGH SCHOOL STUDENTS TO UNIVERSITY RESEARCH". En 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0543.

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Poerwanti, Endang. "Identification on the Excellence Value of Primary School in Malang". En 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.166.

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Sultoni, Juharyanto, Dedi Prestiadi, Maulana Amirul Adha y Pramono. "One-Roof School Principal Excellence Leadership Development Model in Indonesia". En 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.044.

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Hussin, Sufean y Zarina Waheed. "RISING TO PROMINENCE AND EXCELLENCE: A CONCEPTUAL MODEL OF SCHOOL TRANSFORMATION". En International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1753.

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Liu, Yihe. "Some Discussion Based on My School Software Engineering Profession Excellence Program Implementation". En International Conference on Logistics Engineering, Management and Computer Science (LEMCS 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/lemcs-15.2015.370.

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Panda, Sunrit, Aditi Deshmukh, Gunjan Adya y Ali Ahmed. "Edison High School iSTEM Club: A Model for Educational Excellence in STEM". En 2020 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2020. http://dx.doi.org/10.1109/isec49744.2020.9397820.

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Hanesová, Dana. "AIMING AT ACADEMIC EXCELLENCE, OR LEARNING FOR EMPLOYMENT (A CASE STUDY OF A DOCTORAL SCHOOL)". En NORDSCI Conference on Social Sciences. SAIMA CONSULT LTD, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/3.

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Informes sobre el tema "School of excellence"

Berlinski, Samuel y Alejandra Ramos. Research Insights: Does Merit Pay among Public School Teachers Affect the Mobility of Teachers Out of Teaching or within the School System? Inter-American Development Bank, noviembre de 2020. http://dx.doi.org/10.18235/0002862.

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This paper analyzes the effect on teacher mobility of a program that rewards excellence in teaching practices in Chile. Successful applicants receive a 6 percent annual wage increase for up to 10 years and an award that publicly recognizes their excellence. The paper uses a regression discontinuity design to identify the causal effect of the public merit award. The program does not alter transitions out of teaching. The program does, however, increase the mobility of awardees within the school system. This is consistent with the program providing a credible public signal of teacher quality.

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Cary, Dakota. China’s CyberAI Talent Pipeline. Center for Security and Emerging Technology, julio de 2021. http://dx.doi.org/10.51593/2020ca017.

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To what extent does China’s cultivation of talent in cybersecurity and AI matter in terms of competitiveness with other countries? Right now, it seems to have an edge: China’s 11 World-Class Cybersecurity Schools offer more classes on artificial intelligence and machine learning than do the 20 U.S. universities certified as Centers of Academic Excellence in Cyber Operations. This policy brief recommends tracking 13 research grants from the National Science Foundation that attempt to integrate AI into cybersecurity curricula.

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Albrecht, Jochen, Andreas Petutschnig, Laxmi Ramasubramanian, Bernd Resch y Aleisha Wright. Comparing Twitter and LODES Data for Detecting Commuter Mobility Patterns. Mineta Transportation Institute, mayo de 2021. http://dx.doi.org/10.31979/mti.2021.2037.

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Local and regional planners struggle to keep up with rapid changes in mobility patterns. This exploratory research is framed with the overarching goal of asking if and how geo-social network data (GSND), in this case, Twitter data, can be used to understand and explain commuting and non-commuting travel patterns. The research project set out to determine whether GSND may be used to augment US Census LODES data beyond commuting trips and whether it may serve as a short-term substitute for commuting trips. It turns out that the reverse is true and the common practice of employing LODES data to extrapolate to overall traffic demand is indeed justified. This means that expensive and rarely comprehensive surveys are now only needed to capture trip purposes. Regardless of trip purpose (e.g., shopping, regular recreational activities, dropping kids at school), the LODES data is an excellent predictor of overall road segment loads.

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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.

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