Artículos de revistas: "School of excellence"

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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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Campbell, Regina. "Profiles of Excellence: NASPE Level 3 STARS Schools-Assumption Catholic School". Strategies 19, n.º 4 (marzo de 2006): 26–28. http://dx.doi.org/10.1080/08924562.2006.10591202.

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Silam, Dexter, Vincent Pang y Denis Lajium. "INSTRUCTIONAL LEADERSHIP OF SCHOOL PRINCIPALS IN SABAH ISLAND: A CASE STUDY". International Journal of Education, Psychology and Counseling 6, n.º 40 (25 de junio de 2021): 293–307. http://dx.doi.org/10.35631/ijepc.640024.

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In the 21st century, the basic concept of instructional leadership has not changed much but its needs are still relevant and have become an important pulse for principals’ leadership towards the achievement of curricular excellence in schools. This study aims to identify instructional leadership practices and their implementation by island school principals in the state of Sabah. The qualitative study using this case study approach involved principals, senior curriculum assistants, and school subject teachers as study participants. The study data collected through interview, document analysis, and observation methods were processed and analyzed using ATLAS software. ti 8. The findings of the study show that the practice of instructional leadership in terms of defining the mission of the school, managing instructional programs, and creating a positive school climate is very important to ensure school excellence can be achieved. Principals of island schools should practice instructional leadership in their leadership not just to achieve curricular excellence but as a platform to perform their responsibilities as change leaders in schools in driving schools towards effective schools according to current changes. In conclusion, the instructional leadership practices of school principals are very important in ensuring curriculum excellence and the effectiveness of teachers' teaching and learning can be achieved in a planned and systematic manner and able to keep up with the current changes in the context of global education.

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Cooper, Amanda Y., Emily Altman, Christina E. Hecht, Janine Bruce y Anisha I. Patel. "Stories of success: a qualitative examination of contributors to excellence in school drinking water access". Public Health Nutrition 23, n.º 10 (26 de febrero de 2020): 1800–1809. http://dx.doi.org/10.1017/s1368980019003975.

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AbstractObjective:Drinking water instead of beverages with added sugar can help prevent obesity and cavities and promote overall health. Children spend much of their day in school, where they have variable access to drinking water. In 2010, federal and state law required California public schools to provide free potable water to students in areas where meals are served and/or eaten. The current study aims to identify factors associated with an excellent drinking water culture in schools.Design:A qualitative assessment of barriers and facilitators to providing excellent water quality and access in a purposive sample of California schools. In-depth interviews with key informants were conducted using a snowball sampling approach, after which data were analysed using both inductive and deductive methods.Setting:California public elementary, middle/junior and high schools.Participants:Knowledgeable individuals involved in initiatives related to school drinking water accessibility, quality or education at each selected school.Results:Thirty-four interviewees participated across fifteen schools. Six themes emerged as prominent facilitators to a school’s success in providing excellent water access to students: active and engaged champions, school culture and policy, coordination between groups, community influences, available resources and environmentalism.Conclusions:While policy is an important step for achieving minimum standards, resources and interest in promoting excellence in drinking water access and quality can vary among schools. Ensuring that schools have dedicated staff committed to advancing student health and promoting the benefits of water programs that are more salient to schools could help reduce disparities in drinking water excellence across schools.

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Hudspeth, Albert. "Achieving Excellence?" Gifted Education International 16, n.º 3 (septiembre de 2002): 274–77. http://dx.doi.org/10.1177/026142940201600310.

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I added a question mark to the title because I think that we should all be questioning what is being achieved in our school/college/university/place of work It also points an arrow at our heart and forces us to answer the question as to whether or not as individuals we are achieving excellence in our own performance. There is a difference between doing well and doing the best we can. Has any one of us ever achieved our full potential? I know I have not. To recognise that is important in itself This is not an erudite piece of educational research, so do not look for the statistics or the charts, they are not there. This little piece has no conclusive results or professional breakthrough to offer. Rather it is a perambulation through nearly forty years in teaching and an attempt to distil some thoughts about helping gifted children achieve the excellence of which they are capable.

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Erez, Ronny. "Excellence and Social Responsibility". Gifted Education International 20, n.º 2 (octubre de 2005): 246–55. http://dx.doi.org/10.1177/026142940502000213.

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Excellence is generally perceived as an individualist value, which stands in opposition to social values. This contrast is included in the framework of the much broader discussion of the relationship between knowledge and value. The ancient debate between Socrates and Protagoras raises this argument in a manner still relevant today. This paper attempts to present the problem from an historical viewpoint and to show how the curriculum of the Israel Arts and Science Academy assumes the challenge of integrating education for excellence with social value-oriented commitment. The Israel Arts and Science Academy is defined as a school for excelling students, yet it simultaneously aspires to ensure that it will graduate students socially involved in their community. In that light, the school academically addresses questions concerning the knowledge-value relationship, the relationship between pluralism and personal identity and questions of ethics in science. It also creates a framework in which its students actually experience social action and contribution.

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Sagor, Richard. "Equity and Excellence in Public Schools: The Role of the Alternative School". Clearing House: A Journal of Educational Strategies, Issues and Ideas 73, n.º 2 (noviembre de 1999): 72–75. http://dx.doi.org/10.1080/00098659909600150.

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Lee Manning, M. y Rebecca G. Swanson. "Seeking Excellence through Joint College-School District Efforts". Action in Teacher Education 7, n.º 4 (diciembre de 1985): 35–40. http://dx.doi.org/10.1080/01626620.1985.10519262.

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Pariso, Anthony. "School Climate and Student Motivation for Academic Excellence". NASSP Bulletin 75, n.º 531 (enero de 1991): 110–12. http://dx.doi.org/10.1177/019263659107553117.

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Hambali, Muh. "Kepemimpinan Berbasis Core Values Sekolah Unggulan di Malang". MANAGERIA: Jurnal Manajemen Pendidikan Islam 2, n.º 1 (7 de junio de 2017): 19–43. http://dx.doi.org/10.14421/manageria.2017.21-02.

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AbstractVortex of globalization necessitates a school establishes certain advantages and challenges of the proliferation of educational institutions, if private schools are not improving the human resource and does not indicate a particular advantage innovations from other schools will be degraded public trust. A school principal requires a model of leadership in creating a level of trust and quality of academic services that exceed the expectations of internal and external school school. School leadership puts the organization a competitive advantage as a core value as the value inherent in a school community. The competitive advantage of the organization is how the organization creates value service performance advantages of low cost and product differentiation. Two such approaches are needed schools that want to deliver maximum quality academic services and demonstrate excellence by means of efficiency. The goal is to assess school leadership based on core values, characteristics of quality implementation in schools and the implementation of the concept of quality assurance systems. Three objectives are based on research and discussion of literature that leadership with the guarantee is related to the value system that was built through the vision that inspired each school community. The vision of leadership based on values that are mutually agreed upon has spawned a school of excellence amidst the proliferation of educational institutions. Educational institutions are not seen as a social investment, but the institution has become a noble industry. Based on the explanation, the leadership of principals need to have different perspectives on quality assurance paradigm is very different between the service field service with the service areas of goods. Notch education that are in the area of services.Keywords: core values-based leadership, excellent schools

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Bruno, James E. "Teacher Absenteeism in Urban Schools". education policy analysis archives 10 (26 de julio de 2002): 32. http://dx.doi.org/10.14507/epaa.v10n32.2002.

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School reform efforts aimed at promoting equity and excellence at urban school settings are heavily dependent upon the quality of teaching personnel that are used to deliver the instructional program. Social Justice and other public policy issues related to equity and excellence at urban schools have begun to examine the impact that teacher absenteeism, and by extension the reliance on substitute teachers to deliver instructional might have on educational attainment. This study combines school district data gathering mechanisms on teacher absence rates at school sites with Geographical Information Systems (G.I.S.) to map the association between a school's geographical environmental space and the propensity for teacher absence. The disparity between teaching resources as delivered by the school district vs. teacher resources as actually received by students in the classroom via teacher absenteeism is examined in the context of schools located in positive (high income) and negative (low income) geographical space. The study concludes that there is a strong association between the geographical quality of the school site setting, teacher absenteeism, and the reliance on substitute teachers to deliver instructional programs. Disparity in teacher absenteeism rates across large urban geographical areas threatens the promotion of equity and excellence in the schools by attenuating or lessening the effect of school resources to support instruction and amplifying the risk factors of students in the classroom.

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Starck, Patricia L. "Achieving Compassionate Excellence: A Cooperative Accelerated BSN Program". International Journal of Human Caring 12, n.º 2 (marzo de 2008): 29–38. http://dx.doi.org/10.20467/1091-5710.12.2.29.

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This article describes an educational innovation whereby two independent, neighboring schools of nursing developed a cooperative program with each school teaching half the courses in an accelerated baccalaureate nursing program for second career students. The model was designed to increase enrollment and share faculty resources, thereby addressing the nursing shortage. The new curriculum was built on the caring framework and philosophies of each institution and then melded to create more than the sum of its parts. Lessons learned describe challenges encountered and solutions found. Finally, thought is given to the future evolution of a program dedicated to compassionate excellence.

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Owusu-Edusei, Kwame, Molly Espey y Huiyan Lin. "Does Close Count? School Proximity, School Quality, and Residential Property Values". Journal of Agricultural and Applied Economics 39, n.º 1 (abril de 2007): 211–21. http://dx.doi.org/10.1017/s1074070800022859.

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This study jointly estimates the impact of school quality and school proximity on residential property values in Greenville, South Carolina. While quality is found to be capitalized into residential property values, the degree of capitalization depends on school level and proximity to each school for which the house is zoned for attendance. In general, there is positive value associated with closer proximity to schools of all levels, and negative value associated with a significantly longer than average distance to schools. In terms of quality rankings, excellence at the elementary and high school levels has the strongest impact on property values.

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Efremova, Nadezhda, Gul’fajruz Erkibaeva y Anastasia Huseynova. "Excellence acmeological education for the economics of the future". SHS Web of Conferences 70 (2019): 02003. http://dx.doi.org/10.1051/shsconf/20197002003.

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The article provides a theoretical analysis of the organisation of "excellence" education in school practice. It presents sound implementation principles of "excellence acmeological" approach to teaching in rural schools and necessary organizational and pedagogical conditions of quality education with the involvement of highly qualified teachers to ensure the educational process and increase the motivation of students to study. The paper proposes organizational and technological implementation model of "excellence acmeological" teaching in rural schools. An objective assessment of the achievement of the expected results is ensured when educational organizations turn to qualified assessment centers in order to assess the level of training among students. Much attention is given to the problems of formation and evaluation of competencies of general secondary education graduates. The excellence acmeological idea of development and self-development directs an individual to become a successful person and a highly qualified specialist.

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Barbee-Lee, Myrna, Kimber Seymour, Anita L. Hett, Gillian Norris, Shona Stack, Allana Cartier, Patricia Haycox, Leeann Armstrong y Laarni Herbert. "School Nursing in a Pandemic: Striving for Excellence in Santa Fe Public Schools". NASN School Nurse 36, n.º 5 (13 de abril de 2021): 276–83. http://dx.doi.org/10.1177/1942602x211005166.

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When the COVID-19 (coronavirus disease 2019) pandemic led to school closures around the nation in March 2020, the role of the school nurse changed significantly, and it has continued to evolve as districts grapple with how to safely meet students’ academic needs while also protecting the health of their communities. Nurses working for Santa Fe Public Schools in New Mexico have taken their new roles seriously and have been working closely with their district leaders, the New Mexico Department of Health, School Health Advocates, and the Public Education Department to facilitate evidence-based policies and procedures. Activities have included cohorting, contact tracing, resource development, education (of staff and families), planning and implementation of safety procedures, coordination of surveillance testing, and staff screening, along with finding new, COVID safe ways to provide standard school nursing services, including immunization administration, hearing and vision screening, teaching, and promoting wellness and mental health.

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Supriyadi, Dikdik. "Principal Procurement Policy Analysis in Achieving School Management Excellence". International Journal of Management Excellence 11, n.º 3 (31 de octubre de 2018): 1672–79. http://dx.doi.org/10.17722/ijme.v11i3.1036.

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This research of principal procurement policy focuses on organizing Principal Leadership Preparation Program (in Bahasa Indonesia is abbreviated as PPCKS) activities with participants coming from public elementary school teachers and state junior high school teachers. The research method is qualitative using case study approach with purposeful sampling. The implementation strategy of data collection through validity test, followed by triangulation of data in the form of interview, documentation study and observation. Data analysis used is data reduction, data presentation and data verification. The results of this study illustrate that: 1) the issue of education policy in the school principal procurement sometimes raises the dualism of interests normatively and politically; 2) the implementation of school principal procurement policy through PPCKS shown that it seems the committee from Educational Office element only role in the recruitment only, beyond that all controlled by LPPKS and Educational Office only did the monitoring; 3) most principals do not have PPCKS follow-up programs. Each principal should have a program and strategy in preparing candidates for the principal to be able to produce an effective principal.

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Bobo, Nichole, Virginia W. Adams y Leslie Cooper. "Excellence in School Nursing Practice: Developing a National Perspective on School Nurse Competencies". Journal of School Nursing 18, n.º 5 (octubre de 2002): 277–85. http://dx.doi.org/10.1177/10598405020180050701.

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Developing a national position on competencies for school nurses can directly in-fluence professional practice, which ultimately affects the well-being and academic success of students. Collaboration between national experts, such as school nurse educators and school nurse consultants, interested in moving this development forward is key. Closely aligning the work done by the Southern Regional Education Board Council on Collegiate Education for Nursing on entry-level competencies with the Standards of Professional School Nursing Practice provides a framework to carry the school nurse competency initiative forward. Continued competency development will provide guidance for the academic programs that design curricula to prepare school nurses and for the practice settings that hire school nurses.

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Supriyadi, Dikdik. "Principal Procurement Policy Analysis in Achieving School Management Excellence". International Journal of Management Excellence 11, n.º 3 (23 de noviembre de 2018): 1672. http://dx.doi.org/10.17722/ijme.v11i3.501.

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Alvarez, Doris y Hugh Mehan. "Whole-School Detracking: A Strategy for Equity and Excellence". Theory Into Practice 45, n.º 1 (febrero de 2006): 82–89. http://dx.doi.org/10.1207/s15430421tip4501_11.

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Conner, Nancy y Bob Krajewski. "Keeping the Vision: A Student- Centered School for Excellence". NASSP Bulletin 80, n.º 576 (enero de 1996): 35–42. http://dx.doi.org/10.1177/019263659608057607.

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Podgursky, Michael J. "Incentivizing Excellence: School Choice and Education Qualityby Gabriel Sahlgren". Journal of School Choice 8, n.º 2 (3 de abril de 2014): 355–56. http://dx.doi.org/10.1080/15582159.2014.905429.

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N.A., Ahmad, Hassan S.A., Ahmad A.R., Chua L.N. y Othman N. "PARENTAL INVOLVEMENT IN LEARNING ENVIRONMENT, SOCIAL INTERACTION, COMMUNICATION, AND SUPPORT TOWARDS CHILDREN EXCELLENCE AT SCHOOL". Journal of Sustainable Development Education and Research 1, n.º 1 (21 de junio de 2017): 77. http://dx.doi.org/10.17509/jsder.v1i1.6247.

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Role and parental involvement are important to produce excellence children in aspects of spiritual and physical. Malaysia Education Blueprint (2013-2025) through SARANA programme has been implemented at schools in Malaysia to increase involvement and participation of parents in giving support towards children excellence. Aim of study is to identify the level of parental involvement and support in learning. Parents Self-Assessment (PSA) has been distributed randomly to 391 parents during parents meeting at schools. Analysis of parental involvement focused on four main domains which are providing learning environment at home, social interaction with children, communication with children and support towards children excellence. Findings showed that providing learning environment at home (mean=0.78, s.d=0.23), social interaction with children (mean=5.40, s.d=1.63), and communication with children (mean=4.68, s.d=1.89) are at higher level mean score, while support towards children excellence show average mean score (mean=3.90, s.d=1.94). Implication of the study, support towards children excellence in praises, encouragement and guidance need to be improved by parents to help the school to increase achievement in education

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Palhares, José Augusto y Leonor Lima Torres. "School Governance and Academic Excellence: The Representations of Distinguished Students in an Annual Award of Excellence". ECPS - Educational, Cultural and Psychological Studies, n.º 11 (junio de 2015): 277–92. http://dx.doi.org/10.7358/ecps-2015-011-palh.

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Ohlson, Matthew A., Shane C. Shope y Jerry D. Johnson. "The Rural RISE (Rural Initiatives Supporting Excellence)". Rural Educator 41, n.º 1 (8 de abril de 2020): 27–39. http://dx.doi.org/10.35608/ruraled.v41i1.551.

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Faculty from two universities in Florida and Ohio designed, developed and implemented programs to work with youth from their respective service regions to support college and career readiness initiatives. Both programs were directed by university faculty and utilized university resources to support K-12 students’ career development skills. In this paper, we examine the programs’ design, implementation, and results, including feedback from students, school personnel and local stakeholders. Attentive to results and the relevant literature, we hope to ignite a long-term discussion on how universities can create effective outreach programs that help support transitions from high school to college or directly into a career.

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Steinberg, Matthew P. y Lauren Sartain. "Does Teacher Evaluation Improve School Performance? Experimental Evidence from Chicago's Excellence in Teaching Project". Education Finance and Policy 10, n.º 4 (octubre de 2015): 535–72. http://dx.doi.org/10.1162/edfp_a_00173.

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Chicago Public Schools initiated the Excellence in Teaching Project, a teacher evaluation program designed to increase student learning by improving classroom instruction through structured principal–teacher dialogue. The pilot began in forty-four elementary schools in 2008–09 (cohort 1) and scaled up to include an additional forty-eight elementary schools in 2009–10 (cohort 2). Leveraging the experimental design of the rollout, cohort 1 schools performed better in reading and math than cohort 2 schools at the end of the first year, though the math effects are not statistically significant. We find the initial improvement for cohort 1 schools remains even after cohort 2 schools adopted the program. Moreover, the pilot differentially impacted schools with different characteristics. Higher-achieving and lower-poverty schools were the primary beneficiaries, suggesting the intervention was most successful in more advantaged schools. These findings are relevant for policy makers and school leaders who are implementing evaluation systems that incorporate classroom observations.

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Wyatt, Shelby. "The Brotherhood: Empowering Adolescent African-American Males toward Excellence". Professional School Counseling 12, n.º 6 (agosto de 2009): 2156759X0901200. http://dx.doi.org/10.1177/2156759x0901200615.

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A review of the literature reveals that African-American males do not achieve at the same academic levels as their White counterparts. This article reports the effectiveness of a school-based male mentoring program established by a professional school counselor in an urban high school that formed a relationship of support for male students enhancing academic achievement. The program incorporates the principles of the ASCA National Model®, empowerment theory, and Nguzo Saba. Results indicate that participation in a mentoring program can improve student academic achievement and foster personal and social growth and aspirations of success.

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Mackenzie, Noella. "Teaching Excellence Awards: An Apple for the Teacher?" Australian Journal of Education 51, n.º 2 (agosto de 2007): 190–204. http://dx.doi.org/10.1177/000494410705100207.

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In this article the status of teaching as a profession and the morale of teachers in Australian schools in the current era provide a framework for the examination of the intent and outcomes of teaching excellence awards. The research study applied an interpretive research paradigm and used both qualitative and quantitative data collection methods. The methodology and the theoretical framework were based on organisational and sociological paradigms. Data informing the study were collected from 44 award recipients and 57 of their colleagues between the years 2000 and 2002. Documentation relating to the promotion and process of awards was also examined. The introduction of teaching excellence awards into the school education sector is found to be a reflection of the economic era in which the current education system is situated. The paper concludes that the awards process may be potentially politically manipulative.

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Eskildsen, Jacob y Jens Dahlgaard. "a PRACTICAL DIAGNOSIS OF BUSINESS EXCELLENCE". Measuring Business Excellence 2, n.º 4 (1 de abril de 1998): 24–28. http://dx.doi.org/10.1108/eb025551.

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In conducting full‐scale implementation of a total quality management programme an organization's success will depend on how well it can answer two basic questions: ‘where are we now?’ and ‘how do we proceed?’. A quantitative measurement tool developed at Aarhus School of Business and used by a major European corporation gives management an instrument to gauge its level of business excellence and identify important opportunities for improvement.

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Battin, Barbara, Jeannette J. Battaglin y Sylvia Byrd. "Excellence in School Nursing Workshop: Florida’s Experience in Standardizing School Nursing Orientation and Education". Journal of School Nursing 17, n.º 5 (octubre de 2001): 246–52. http://dx.doi.org/10.1177/10598405010170050301.

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Specialty preparation is needed for safe, effective school nursing practice. The Excellence in School Nursing workshop was envisioned as a means to provide a statewide orientation and education program for school nurses in Florida. As a result of a needs assessment, the Florida Departments of Health and Education formed a curriculum development committee to address the educational needs of school nurses. A 3.5-day workshop was designed for school health nursing supervisors and school nurses employed by county health departments, school districts, and community agencies. The workshop was piloted and, based on evaluations and feedback, was revised and replicated nine times throughout the state. The workshop has proved to be an effective method of providing statewide orientation and education for school nurses. The purpose of this article is to describe the workshop curriculum, planning, implementation, and evaluation. Recommendations for adaptation and replication in other states are included.

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Tee Ng, Pak y David Chan. "A comparative study of Singapore's school excellence model with Hong Kong's school‐based management". International Journal of Educational Management 22, n.º 6 (15 de agosto de 2008): 488–505. http://dx.doi.org/10.1108/09513540810895426.

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Reichenberger, Volker y Harald Augustin. "Educational Excellence in der Wirtschafts- ingenieur-Ausbildung". Logistik für Unternehmen 34, n.º 11-12 (2020): 44–47. http://dx.doi.org/10.37544/0930-7834-2020-11-12-44.

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Für Educational Excellence muss die Ausbildung angehender Akademiker den Spagat zwischen Wissenschaft und Praxis meistern. Einfache Praktika u. a. klassische Ansätze reichen für Educational Excellence, angelehnt an die Anforderungen der Operational Excellence, nicht aus. Vorgestellt wird das an der ESB Business School der Hochschule Reutlingen seit vielen Jahren in der Wirtschaftsingenieurausbildung für Produktion und Logistik in einem Projekt-Masterstudiengang mit vielen Industriepartnern praktizierte kooperative Modell der Educational Excellence.

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Liou, Daniel D. y Carl Hermanns. "Preparing transformative leaders for diversity, immigration, and equitable expectations for school-wide excellence". International Journal of Educational Management 31, n.º 5 (12 de junio de 2017): 661–78. http://dx.doi.org/10.1108/ijem-10-2016-0227.

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Purpose The purpose of this paper is to describe and analyze an Arizona university’s educational leadership program and the revisioning/restructuring process that program faculty have engaged in to ensure that the program provides aspiring school leaders with the conceptual knowledge, dispositions, and skills necessary to transform their schools in ways that directly address the needs of Arizona’s increasing diverse student population and ensures equitable and excellent educational opportunities for every student. Design/methodology/approach Through a narrative inquiry approach (Clandinin, 2006), this study examined the Sonoran Leadership Academy and how the program faculty prepared aspiring school leaders to meet the needs of Arizona’s changing demographics. Findings The findings indicate that the program faculty have been able to work collaboratively to establish an ecological framework of transformative leadership to develop aspiring school principals’ dispositions to tackle systemic racism and practices associated with deficit thinking and low expectations of diverse student populations. By more explicitly and seamlessly weaving concepts and skills related to race, racism, and the structures and cultures that can either perpetuate or disrupt inequitable treatment of diverse student populations throughout all of the courses and experiences of the program, the program faculty made substantial progress in supporting their students to meet the program outcomes around equity and excellence and transformative leadership. Research limitations/implications The knowledge generated from this study is limited to one specific educational leadership program in Arizona, but the conceptual framework emerged from the study has implications on how educational leadership programs can embark on a similar revision effort to ensure that leadership studies is responsive to the issues of race and racism in the context of schooling and demographic change. Practical implications The results of this study will operationalize a new conceptual model to demonstrate concrete effective teaching practices on ways to prepare school leaders for diversity and demographic change. Social implications By the year 2050, it is estimated that white Americans will no longer make up the majority of the population in the USA. Since the school system has historically been envisioned as the bedrock of democracy, there is a pressing need for the educational system to respond to issues related to this demographic change and to prepare effective school leaders to establish conditions of equity and excellence for all children across multiple forms of diversity in their local schools. Originality/value This study contributes to scholarship in several ways. First, it introduces the field of educational leadership to an antiracist framework for critical race leadership studies and principal preparation. Second, it methodologically contributes to educational studies by using narrative inquiry to understand the experiences of those who are situated in the research context. Third, the paper connects theory to practice by identifying specific strategies on how to revise a program to meet the needs of diverse K-12 student populations, and how these efforts are connected to the university classrooms in the ways school leaders are prepared for transformative leadership.

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Gibboney, Richard A. y Maurice R. Berube. "American School Reform: Progressive, Equity, and Excellence Movements, 1883-1993". History of Education Quarterly 36, n.º 1 (1996): 69. http://dx.doi.org/10.2307/369309.

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Taylor, Terri. "ACS–Hach Programs: Supporting Excellence in High School Chemistry Teaching". Journal of Chemical Education 86, n.º 5 (mayo de 2009): 546. http://dx.doi.org/10.1021/ed086p546.

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Hough, Mike. "Book Review: Heading towards excellence: a toolkit for school management". Improving Schools 5, n.º 1 (marzo de 2002): 80. http://dx.doi.org/10.1177/136548020200500111.

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Telzrow, Cathy F. "Award for Excellence for School Psychological Services Programs series: Introduction." Professional School Psychology 4, n.º 1 (1989): 59. http://dx.doi.org/10.1037/h0090657.

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Erickson, Donald A. "Explaining Away Excellence: The Biased Assault on Private-School Research". Journal of Research on Christian Education 4, n.º 1 (marzo de 1995): 57–82. http://dx.doi.org/10.1080/10656219509484827.

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Lee, Huan Yik y Moses Samuela. "Decentralised Centralism: Insights from a Malaysian Cluster School of Excellence". Journal of International and Comparative Education 9, n.º 1 (2020): 29–43. http://dx.doi.org/10.14425/jice.2020.9.1.0913.

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Braithwaite, R. John. "School Choice as a Means of Attaining Excellence in Education". Cambridge Journal of Education 22, n.º 1 (enero de 1992): 43–53. http://dx.doi.org/10.1080/0305764920220105.

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Carbino, Dr Vince y Tenny Poole. "Strengthening Organizational Wings Using Appreciative Inquiry to Achieve School Excellence". AI Practitioner 17, n.º 3 (1 de agosto de 2015): 44–49. http://dx.doi.org/10.12781/978-1-907549-24-3-6.

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Patricio, Madalena. "The ASPIRE initiative: Excellence in student engagement in the school". Educación Médica 17, n.º 3 (julio de 2016): 109–14. http://dx.doi.org/10.1016/j.edumed.2016.07.003.

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