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Artykuły w czasopismach na temat „School”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Mohamed, El Taher Osman Abdo Mohammed Al-Mekhlafi. "School Effectiveness And Students' Academic Achievement." Multicultural Education 9, no. 5 (2023): 101. https://doi.org/10.5281/zenodo.7974852.

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<em>School Effectiveness Studies show that school effectiveness factors can also determine the academic performance and the academic achievement of students. Nyagosia et al. (2013) studied the relationship between school effectiveness factors and academic performance in Kenya, and tried to examine how the implementation of the correlates of effectiveness influenced the academic performance of students. They selected seven correlates formulated by Lezotte (2010 as cited in Nyagosia et al 2013: p.2) are ‘instructional leadership, focus on school mission, school safety and orderliness, expe

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Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record: The Voice of Scholarship in Education 106, no. 10 (2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.

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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and a

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Ready, Douglas D., Valerie E. Lee, and Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools." Teachers College Record 106, no. 10 (2004): 1989–2014. http://dx.doi.org/10.1111/j.1467-9620.2004.00424.x.

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Ali, Niaz, Sailesh Sharma, and Amir Zaman. "SCHOOL CULTURE AND SCHOOL EFFECTIVENESS: SECONDARY SCHOOLS IN PAKISTAN." Malaysian Online Journal of Educational Management 4, no. 4 (2016): 50–65. http://dx.doi.org/10.22452/mojem.vol4no4.4.

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Mandal, Ranjit Kumar. "Importance of School Management Committee in Managing Schools." Journal of Advanced Research in English & Education 03, no. 04 (2019): 1–4. http://dx.doi.org/10.24321/2456.4370.201809.

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Mackay, Barbara. "New to school: Supporting secondary school students who move schools during the school year." New Zealand Journal of Counselling 38, no. 1 (2018): 22–38. http://dx.doi.org/10.24135/nzjc.v38i1.221.

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School mobility is a widespread problem in the student population of New Zealand secondary schools. It is an ongoing concern for schools, teachers, families, communities, and for students themselves. This article explores the reasons for the movement of secondary school students who change schools frequently. An understanding of the factors influencing this mobility is vital for school counsellors and others involved in pastoral care, because of the potentially related difficulties that may develop. Students may have varied and complex needs and the professionals involved will be better equipp

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Mohamad, Joko Susilo, Junanah Junanah, and Hajar Dewantoro M. "Comparison of curriculum implementation between public and private schools based on Adiwiyata." Journal of Education and Learning (EduLearn) 15, no. 4 (2021): 571–77. https://doi.org/10.11591/edulearn.v15i4.20361.

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The curriculum is the heart of education, whose job determines the life or death of a school. This study aimed to compare the implementation of Adiwiyata school curriculum between public and private school in junior high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data collection techniques by means of literature studies. Data analysis techniques were carried out with qualitative comparative analysis. The results showed that: public and private schools in junior high schools in Bantul Regency, had fulfilled the four main components of the Adiwiyata curriculum, in terms of obj

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Malik, Muhammad Irfan, Muhammad Akram, and Abdul Hameed Qamar. "Effect of School Climate on School Performance at Secondary School Level." Global Educational Studies Review VIII, no. I (2023): 154–67. http://dx.doi.org/10.31703/gesr.2023(viii-i).14.

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The study aimed to examine effect of school climate on performance of schools. School climate includes measuring quality of the schools on various indicators such as dealing with internal and external dynamics, sustaining and fostering the school climate, high expectation and respects, handling conflicts and crisis, and shared decision making. Performance of schools is described as accomplishment of all short-term and long-term educational goals by the students, schools, and teachers. In district Sahiwal, 740 Secondary school teachers were selected randomly by using multistage sampling techniq

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Haines, Shana J., Judith M. S. Gross, Martha Blue-Banning, Grace L. Francis, and Ann P. Turnbull. "Fostering Family–School and Community–School Partnerships in Inclusive Schools." Research and Practice for Persons with Severe Disabilities 40, no. 3 (2015): 227–39. http://dx.doi.org/10.1177/1540796915594141.

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Ahtola, Annarilla, and Hanna Kiiski-Mäki. "What Do Schools Need? School Professionals' Perceptions of School Psychology." International Journal of School & Educational Psychology 2, no. 2 (2014): 95–105. http://dx.doi.org/10.1080/21683603.2013.876952.

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Granvik Saminathen, Maria, Sara Brolin Låftman, Ylva B. Almquist, and Bitte Modin. "Effective schools, school segregation, and the link with school achievement." School Effectiveness and School Improvement 29, no. 3 (2018): 464–84. http://dx.doi.org/10.1080/09243453.2018.1470988.

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English, Rebecca. "Familycentric School as a Solution to School Refusal/School Can’t." Education Sciences 15, no. 7 (2025): 864. https://doi.org/10.3390/educsci15070864.

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School refusal, sometimes called school can’t, is a growing problem in Australia and around the world. It has coincided with a period of distrust in schools and a sense that schools are not serving the needs of their communities. One approach that can bridge the gap between schools and their communities is Familycentric schooling. This approach involves bringing families into the classroom and working with parents as leaders alongside teachers. This paper examined submissions to a parliamentary inquiry into homeschooling after a period of school can’t. These families reported they wanted to su

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Fredson, Ogbeche Uloko, and Emmanuel Ada James. "Safe School Practices and Education Administrators: A Review of Borno State Conflict Context." International Journal of Arts and Social Science 5, no. 6 (2023): 85–97. https://doi.org/10.5281/zenodo.7754639.

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The rising concerns of school safety in recent years across Nigeria is becoming alarming with Borno State being an epicentre following multiple attacks on schools and other related threats that impacted teaching and learning. This has continued to open fora for debate on the ways to address these concerns which necessitated this study aimed at exploring the roles of education administrators in ensuring school safety practices for effective teaching and learning in elementary schools in Borno state. The paper adopted a qualitative research approach which collected data from largely secondary so

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Gadoh, Golden. "School identification and school burnout among high school students in faith-based schools in Malaysia." Abstract Proceedings International Scholars Conference 7, no. 1 (2019): 1582–98. http://dx.doi.org/10.35974/isc.v7i1.1699.

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School identification is defined as the sense of belongingness in a school, which means valuing school and school-related outcomes. Failure to identify with school relates to school withdrawal. Therefore, studies suggest that school makes the effort of increasing student identification. On the other hand, school burnout refers to students fatigue due to excessive academic demands. School burnout relates to absenteeism, low motivation, low achievement, and school dropouts. Schools should, therefore, address school burnout for the benefit of the students. This descriptive quantitative study aime

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Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, no. 3 (2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.

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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of scho

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Coverdale, Peter. "Extended Schools and School Nursing." British Journal of School Nursing 2, no. 4 (2007): 153–55. http://dx.doi.org/10.12968/bjsn.2007.2.4.24119.

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Aerts, Saskia, Mieke Van Houtte, Alexis Dewaele, Nele Cox, and John Vincke. "School Motivation in Secondary Schools." Youth & Society 47, no. 3 (2012): 412–37. http://dx.doi.org/10.1177/0044118x12467657.

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18

Braden, Jennifer S., Eleanor DiMarino-Linnen, and Thomas L. Good. "Schools, Society, and School Psychologists." Journal of School Psychology 39, no. 2 (2001): 203–19. http://dx.doi.org/10.1016/s0022-4405(01)00056-5.

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Frisby, Craig L. "Charter Schools and School Psychology." Contemporary School Psychology 24, no. 4 (2019): 362–77. http://dx.doi.org/10.1007/s40688-019-00236-1.

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Pistilli, José Carlos Teixeira, and Tamara Tania Cohen Egler. "SCHOOLS, DISCRIMINATION AND SCHOOL PERFORMANCE." International Journal of Human Sciences Research 3, no. 26 (2023): 2–10. http://dx.doi.org/10.22533/at.ed.5583262301089.

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Ertan Kantos, Züleyha. "Metaphoric Perceptions of Anatolian High School and Vocational High School Students towards School." Shanlax International Journal of Education 11, no. 4 (2023): 85–93. http://dx.doi.org/10.34293/education.v11i4.6640.

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This study aims to reveal the perceptions of Anatolian High School and Vocational High School students towards their schools using metaphors. For this purpose, the following questions were sought. What are the metaphoric perceptions of Anatolian High School and Vocational High School students towards their schools? How are metaphorical perceptions of Anatolian high school and Vocational High School students’ schools conceptualized? What are the likes and dislikes of Anatolian and Vocational High School students about their schools? In this research, maximum diversity sampling was employed to r

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Haynes, Norris M. "Creating Safe and Caring School Communities: Comer School Development Program Schools." Journal of Negro Education 65, no. 3 (1996): 308. http://dx.doi.org/10.2307/2967347.

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Stefkovich, Jacqueline A., and Gloria J. Guba. "School Violence, School Reform, and the Fourth Amendment in Public Schools." International Journal of Educational Reform 7, no. 3 (1998): 217–25. http://dx.doi.org/10.1177/105678799800700302.

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Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School Innovativeness as Predictors of School Performance in Malaysian Primary Schools." Journal of ICT In Education 8, no. 2 (2021): 93–109. http://dx.doi.org/10.37134/jictie.vol8.2.9.2021.

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This study is an attempt to explore the level of school innovativeness and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire from the sample of 324 teachers from primary schools in Johor, Perak, Pahang and Selangor. Subsequently, the collected data was analysed using descriptive analysis, One-way ANOVA and multiple regression. The result showed that Malaysian schools practiced moderate level of innovativeness as overall. However, National Type Tamil schools practiced higher level of innovativeness in comparison with National s

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Hart, Cassandra M. D., and David N. Figlio. "School Accountability and School Choice: Effects on Student Selection across Schools." National Tax Journal 68, no. 3S (2015): 875–900. http://dx.doi.org/10.17310/ntj.2015.3s.07.

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Kristen, C. "Primary School Choice and Ethnic School Segregation in German Elementary Schools." European Sociological Review 24, no. 4 (2008): 495–510. http://dx.doi.org/10.1093/esr/jcn015.

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Abd-Rabo, Aysha Mohammad Qasem, and Sherine Adnan Ismail Hashaikeh. "Assessing School Principals' Perceptions of School Effectiveness in the Palestinian Schools." Universal Journal of Educational Research 8, no. 11 (2020): 5536–46. http://dx.doi.org/10.13189/ujer.2020.081157.

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Day, Jack K., Amaya Perez-Brumer, and Stephen T. Russell. "Safe Schools? Transgender Youth’s School Experiences and Perceptions of School Climate." Journal of Youth and Adolescence 47, no. 8 (2018): 1731–42. http://dx.doi.org/10.1007/s10964-018-0866-x.

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Muijs, Daniel. "New Directions for School Effectiveness Research: Towards School Effectiveness Without Schools." Journal of Educational Change 7, no. 3 (2006): 141–60. http://dx.doi.org/10.1007/s10833-006-0002-7.

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Kowalski, Monica J., Julie W. Dallavis, Stephen M. Ponisciak, and Gina Svarovsky. "Measuring Students’ Sense of School Catholic Identity." Journal of Catholic Education 26, no. 1 (2023): 83–101. http://dx.doi.org/10.15365/joce.2601052023.

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As a ministry of the Catholic Church, Catholic schools are charged with educating students’ hearts and minds. Multiple standardized academic tests and other student assessments are available for monitoring both student and teacher outcomes in Catholic schools, but fewer measures exist for considering the school’s faith-related mission. Although tests of student religious knowledge and benchmarks related to specific Catholic elements of the school are available, we do not yet have a robust set of instruments that provide teachers and leaders an understanding of their progress in providing a sc

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Kelly, Sean, and Richard Majerus. "School-to-School Variation in Disciplined Inquiry." Urban Education 46, no. 6 (2011): 1553–83. http://dx.doi.org/10.1177/0042085911413151.

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In recent years No Child Left Behind has provided new labels to supposedly high- and low-performing schools and has identified large numbers of schools as low performing. Are school-to-school differences in the quality of instruction offered as great as the public is led to believe? Using the disciplined inquiry typology of Newman, Marks, and Gamoran, we examine whether variation in observable indicators of school quality correspond to real differences in instruction between schools. Consistent with the large body of research on school effects we find very modest school-level variation in the

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Musipeu, Assistant Joël Mukasa. "Evaluation of School Learning in Schools in the Rural Community of Luiza. (Case of LA Grace School Complex)." International Journal of Research Publication and Reviews 5, no. 7 (2024): 4849–59. http://dx.doi.org/10.55248/gengpi.5.0724.2012.

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Alexander, Bree. "Public School Trauma Intervention for School Shootings: A National Survey of School Leaders." International Journal of Environmental Research and Public Health 18, no. 15 (2021): 7727. http://dx.doi.org/10.3390/ijerph18157727.

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Trauma intervention in United States’ (U.S.) public schools is varied. The occurrence of public-school shootings across the U.S. elicits questions related to how public schools currently address and provide resources related to trauma for employees and students. A randomized, national survey of public-school teachers, guidance counselors, and administrators was conducted to gather information on public-school preparedness for response to trauma. Findings indicated that only 16.9% of respondents indicated their schools have trauma or crisis plans that address issues related to school shootings.

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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.

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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websit

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Alexander, Monique, and Vanessa A. Massaro. "School deserts: Visualizing the death of the neighborhood school." Policy Futures in Education 18, no. 6 (2020): 787–805. http://dx.doi.org/10.1177/1478210320951063.

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The purported purpose of school choice policies is to increase students’ access to “good schools.” There is little discussion, however, of where those good schools are located, nor of the ways in which the distribution of good schools mirrors broader patterns of uneven development in the United States. Given that schools are neighborhood assets and that the distance which students travel to get to school affects their success, the locations of schools matter tremendously and are inextricable from questions of social and spatial justice. We introduce and argue for the explicit use of the term “

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Northrop, Laura, and Sean Kelly. "AYP Status, Urbanicity, and Sector: School-to-School Variation in Instruction." Urban Education 53, no. 5 (2015): 591–620. http://dx.doi.org/10.1177/0042085915618710.

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This study investigates whether adequate yearly progress (AYP) status, locale, and sector—common variables used to judge the quality of schools—accurately signal true differences in instructional practices in high school mathematics and science. Using data from the High School Longitudinal Study (HSLS), we find the school-to-school variation in instructional practices to be minimal. Controlling for a variety of school and teacher characteristics, we find that there is no difference in the use of developmental instruction between schools that make AYP and schools that do not, urban and nonurban

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Somariah, Fitriani, and Istaryatiningtias. "Promoting child-friendly school model through school committee as parents' participation." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (2020): 1025–34. https://doi.org/10.11591/ijere.v9i4.20615.

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The study intended to elaborate on the role of the school committee in addressing and promoting the implementation of the child-friendly school model to create a positive school climate and atmosphere. This qualitative approach research adopted a comparative case study since two primary schools become a unit of research analysis. Two primary schools, a public and private primary school in which both of them are located in Jakarta as a study site. The researchers obtained the data through observation, interviews, and document analysis. The research has revealed that the school committees, both

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Kayanda, A. M., and D. Machuve. "A Web-based Data Visualization Tool Regarding School Dropouts and User Asssesment." Engineering, Technology & Applied Science Research 10, no. 4 (2020): 5967–73. https://doi.org/10.5281/zenodo.4016168.

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Data visualization is important for understanding the enormous amount of data generated daily. The education domain generates and owns huge amounts of data. Presentation of these data in a way that gives users quick and meaningful insights is very important. One of the biggest challenges in education is school dropouts, which is observed from basic education levels to colleges and universities. This paper presents a web-based data visualization tool for school dropouts in Tanzania targeting primary and secondary schools, together with the users’ feedback regarding the developed tool. We

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Kandekar, Shivakumar, and T. Vijayakumar. "Status of School Water Sanitation Hygiene Facilities in Primary Schools." International Journal of Science and Research (IJSR) 10, no. 10 (2021): 427–31. https://doi.org/10.21275/sr21929224323.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (2023): 2798–815. http://dx.doi.org/10.55248/gengpi.4.1023.102825.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (2023): 2798–814. http://dx.doi.org/10.55248/gengpi.4.1023.102836.

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Conger, Dylan. "Within-School Segregation in an Urban School District." Educational Evaluation and Policy Analysis 27, no. 3 (2005): 225–44. http://dx.doi.org/10.3102/01623737027003225.

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This article examines ethnic segregation, defined as segregation among racial groups as well as between native-born and immigrant students, across elementary school classrooms in New York City. Specifically, the study compares patterns in within-school segregation across ethnic groups, grades, boroughs, and years. Current levels of within-school segregation are also compared to levels of across-school segregation and to levels of segregation that result from three simulations where students are assigned to their classrooms: (a) randomly, (b) to achieve complete ethnic segregation, and (c) acco

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Untari, Dwi, and Tri Wahyu Retno Ningsih. "School Committee Communication Patterns in Actualize School Programs in Public High Schools." International Journal of Multicultural and Multireligious Understanding 11, no. 3 (2024): 158. http://dx.doi.org/10.18415/ijmmu.v11i3.5558.

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The school committee is one of the organizations that become partners in supporting school programs. The existence of a school committee is very important, especially in public schools. For state schools, the implementation of school programs requires a third party as a supporting system, especially in terms of funding. Even though state schools receive grants from the government, the implementation of school programs is not comparable when public schools are allowed to collect tuition fees from students' parents. Many school programs are not implemented. A school committee is needed that can

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Le Thuc Anh. "Developing a School Counseling Competency Framework for Primary School Teachers." Tuijin Jishu/Journal of Propulsion Technology 45, no. 01 (2024): 1222–29. http://dx.doi.org/10.52783/tjjpt.v45.i01.4189.

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The school counseling competency framework is a tool to develop teachers doing the school psychology counseling work in primary schools, which is extremely necessary, especially when schools in Vietnam are currently not having the official title for that job. The article proposes a framework of school counseling competency for primary school teachers with 5 elements rated at levels 1,2,3 including: 1/ Teachers' cognitive competency of psychology counseling activities for primary school students. 2/ Ability to understand the physiological characteristics of primary school students and the diffi

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이아롬, 이현정, Bongju Park, and 김세창. "Effects of School Forest on Middle Schools Students’ Satisfaction with School Landscaping." Journal of Korean institute of Forest Recreation 16, no. 3 (2012): 73–79. http://dx.doi.org/10.34272/forest.2012.16.3.008.

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Olson, Timothy, Callie Hegbloom, and Cate A. Egan. "Whole School Approach: Connecting Schools to Community Resources to Enhance School Health." Journal of Physical Education, Recreation & Dance 92, no. 3 (2021): 5–12. http://dx.doi.org/10.1080/07303084.2020.1866721.

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ISMAİL, Mamdooha, Ali KHATİBİ, and S. M. Ferdous AZAM. "Impact of School Culture on School Effectiveness in Government Schools in Maldives." Participatory Educational Research 9, no. 2 (2022): 261–79. http://dx.doi.org/10.17275/per.22.39.9.2.

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Cannon, Susanne E., Bartley R. Danielsen, and David M. Harrison. "School Vouchers and Home Prices: Premiums in School Districts Lacking Public Schools." Journal of Housing Research 24, no. 1 (2015): 1–20. http://dx.doi.org/10.1080/10835547.2015.12092093.

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Simcox, April, Karen Nuijens, and Courtland Lee. "School Counselors and School Psychologists: Collaborative Partners in Promoting Culturally Competent Schools." Professional School Counseling 9, no. 4 (2006): 272–77. http://dx.doi.org/10.5330/prsc.9.4.u8x6jh4gk6h77858.

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Hofman, Roelande H., and Adriaan Hofman. "SCHOOL CHOICE, RELIGIOUS TRADITIONS AND SCHOOL EFFECTIVENESS IN PUBLIC AND PRIVATE SCHOOLS." International Journal of Education and Religion 2, no. 1 (2001): 144–64. http://dx.doi.org/10.1163/1570-0623-90000035.

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The article analyses the Dutch paradox of an education system that includes a large proportion of private religious schools in one of the most highly secularized of Western societies. Using a three - factor model of school choice, the authors analyze the most important motives for parental school choice and try to answer the question of why so many Dutch children from secularized families still attend private religious schools. Reasons for unconventional school choice and reflections of religious traditions within the schools are addressed as possible explanations for the Dutch paradox. The im

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