The school effectiveness knowledge.
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This document discusses the school effectiveness knowledge base and its usefulness for school improvement. It defines school effectiveness as the extent that student outcomes are influenced by modifiable conditions within the school, such as financial resources, management practices, or the curriculum. The document also outlines several theories that can help explain school effectiveness, including contingency theory, chaos theory, and cultural leverage theory. It concludes that school effectiveness research has primarily focused on instructional practices and school culture as the most impactful areas for improving student outcomes.
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Presentazione di Leonidas Kyriakides ( Università di Cipro) in occasione del suo intervento al convegno internazionale "Migliorare la scuola" (Napoli, 14-15 Maggio 2015), organizzato dall'Indire.
Research questions-and-objectives
This document outlines the research questions, objectives, and hypotheses for a study analyzing the effectiveness of social interaction strategies in improving students' academic performance and healthy coexistence. The research question asks how social interaction strategies can favor students' academic performance and coexistence. The general objective is to analyze the effectiveness of these strategies. Specific objectives are to describe student interaction through shared activities, factors influencing social interaction and performance, and the appropriateness of interaction strategies for performance and coexistence.
Research questions-and-objectives
This document outlines the research questions, objectives, and hypotheses for a study analyzing the effectiveness of social interaction strategies in improving students' academic performance and healthy coexistence. The research question asks how social interaction strategies favor students' academic performance and coexistence. The general objective is to analyze the effectiveness of these strategies. Specific objectives are to describe student interaction through shared activities, factors influencing social interaction and performance, and the appropriateness of interaction strategies for performance and coexistence.
School Based Management A 21st Century Approach to School Development
Public school education across the world has undergone trends where the school management shifts from centralization and decentralization. This research has focused on a variety of the best strategies and practices of school based management in a global approach. The findings of this study showed that there are different indicators emerged as significant in relation to School based management. These include the effective school leadership, management strategies, faculty development, and stakeholders' participation were identified that have huge influence in attaining the overall objectives and aims of school based management. Based on the data gathered, there were no single formula in achieving the overall goal of our school based management, however, there are number of practices that leads to positive and quality educational system these includes effective leadership, management strategies, faculty development and stakeholders participation. Therefore, with these practices, there is a huge probability that a school will likely achieve its goal. Caterina D. Villo | Brenda T. Tabiosa | Ma. Cecilia L. Caballero | Lynne Christine E | Solar, Marilyn M. Miranda | Dr. Luzviminda A. Bonghanoy ""School Based Management: A 21st Century Approach to School Development"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020, URL: https://www.ijtsrd.com/papers/ijtsrd29995.pdf
Paper Url : https://www.ijtsrd.com/other-scientific-research-area/other/29995/school-based-management-a-21st-century-approach-to-school-development/caterina-d-villo
Management Practices of School Principals to Enhance Teacher Excellence in Co...
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Howard walters concept mapping
This document describes a study that used concept mapping to measure teacher learning in professional development workshops funded by the National Science Foundation. The study applied a mixed methods approach to capture data on teacher knowledge before, during, and after the workshops. Concept mapping allowed researchers to visualize and analyze changes in teachers' science content knowledge and how their understanding became more complex and hierarchical. The results showed that teachers gained new knowledge and organized concepts in a more sophisticated way after participating in the workshops. The concept mapping process provided quantitative data to evaluate the effectiveness of the professional development program at enhancing teachers' science content learning.
Howard walters concept mapping
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Improving Education In School And Pursuing The New Educational Standards
There are many current stimulators of educational improvement and represent multi-year efforts to define new standards, not just for subject matter content but also for teaching, assessment, and programs. Using a large-scale consensus process, new documents are reviewed extensively by constituent groups and acquired substantial "ownership" as a result.
These documents and influential predecessors have much in common. They call for substantive education for all students (not just the academically elite), delineate the major content themes for the curriculum, and set new expectations for assessment, teaching, and student learning.
Careful review of these documents and case studies of schools in which the ideas are being put into action establish that the desired reforms are complex, multi-faceted, and extend into the most basic aspects of the teaching and learning process. Taken seriously, they demand sweeping and fundamental change.
Another pervasive impression from the case studies is the large effort required to make these changes. Time is a major dilemma for teachers, and it is reflected in the difficulties teachers face in finding the time for initiating change and engaging in the related professional development. The education advocated in these standards reflects values and beliefs that often differ from those commonly held by school personnel.
A related matter is that most educational personnel do not recognize either the full extent of the changes called for in the new standards. Grasping the reality of the situation is essential for initiating and sustaining significant professional development.
The purpose of professional development activities is to foster teachers' growth into the most effective teachers possible. The teacher learning is essential for significant educational improvement, and this learning, in turn, provides a foundation for the changes in student roles and work that are the "bottom line" of educational improvement. Teacher learning requires attention to educational practices at a fundamental level, a level at which the teacher addresses the very values and beliefs that underlie his or her current practices. Without addressing the matters at this level, major changes in classroom practice are unlikely to occur, and the promise of the new standards will not be realized.
The professional development is not a simple process. The total picture of the development of a professional is never simple, nor is it appropriately portrayed in a simple linear fashion.
While there are variety of ways in which this complex picture could be described, this paper will explore three dimensions of professional development: the technical dimension, the political dimension, and the cultural dimension.
Source: https://ebookschoice.com/improving-education-in-school-and-pursuing-the-new-educational-standards/
Assessment For Learning Effects And Impact
This document summarizes research on assessment for learning (AfL). It outlines the key principles and strategies of AfL, including sharing learning goals, formative feedback, peer and self-assessment, and using summative assessments formatively. The research finds these strategies have overwhelmingly positive effects on improving teaching practice and student outcomes. The document concludes by providing guidelines for policymakers and teachers to support successful implementation of AfL in schools.
4
This document provides an overview of important curriculum theories related to higher education. It begins with defining curriculum and explaining the foundations of curriculum, including philosophical, sociological, and psychological foundations. It then discusses different types of curriculum theories, including design theories, engineering theories, value-oriented theories, process-oriented theories, structure-oriented theories, content-oriented theories, and perspective theories. Several specific curriculum theories are explained in more detail, such as learner-centeredness theory, social efficiency theory, rationalism theory, academic rationalism theory, and reconstruction theory. The document also covers critical exploratory theories and the critical realist perspective on curriculum theories.
Dynamics of Educational Decentralisation on Effective Management of Primary S...
The purpose of this indicative comparative analysis is an initial identification of key issues for the education sector that arise from its implementation of government decentralization policies. The system of education management is being gradually decentralised and de concentrated on the basis of the subsidiarity principle, as decentralisation is seen as one of the key strategies for reforming and reshaping educational institutions. The present paper tackles the questions about how the interaction of education decentralisation, what changes occur in the process of school management with the increase of school autonomy and what are the conditions for the process of effective school autonomisation. Despite decentralization of education functions through delegation and deconcentration of functions, there are still concerns of ineffectiveness in service delivery especially at the local level. The importance and the impact of raising education quality gives added weight to the question, "Can education decentralization raise quality " Education decentralization policies are prevalent around the world. The objectives of such policies especially those increasing school autonomy and local governance may include improving service delivery, but more commonly involve shifting political power or funding responsibilities. Whatever motivation for education decentralization, such policies may lead to improvements in the quality of education. This paper examines the potential of education decentralization to improve management and performance, as reflected in educational outcomes and changes in the determinants of those outcomes in three parts The conceptual arguments for such a relationship "¢ The empirical evidence of the impacts of education decentralization, Better design and implementation of decentralization policy to leverage its impact on quality management. Massa Ernest Massa "Dynamics of Educational Decentralisation on Effective Management of Primary Schools: Lessons for Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-4 , June 2020, URL: https://www.ijtsrd.com/papers/ijtsrd31194.pdf Paper Url :https://www.ijtsrd.com/engineering/other/31194/dynamics-of-educational-decentralisation-on-effective-management-of-primary-schools-lessons-for-cameroon/massa-ernest-massa
Dimensions of Supervision in Education System
The document discusses the various dimensions and roles of school supervision. It begins by explaining that supervisory roles vary depending on a supervisor's position in the organizational hierarchy. It then focuses on the roles of high-level, school-based administrators and how their roles can inform those of lower-level administrators. The discussion revolves around a site-based management model which emphasizes school autonomy and accountability. The document outlines several key dimensions of supervision, both inside and outside the classroom, and stresses the importance of leadership skills to effectively address the various areas of concern.
PLC Topic Brief FINAL - Jacobson
This document discusses professional learning communities (PLCs) and their potential to foster collaborative success in schools. It provides historical context for educational reform efforts beginning with A Nation at Risk in 1983 and the No Child Left Behind Act in 2001. The document defines PLCs as groups of educators working collaboratively to improve student outcomes. It reviews research showing that effective PLCs develop high levels of trust among stakeholders and incorporate teacher collaboration, data-driven instruction, administrative support, and community involvement. The document argues that PLCs that demonstrate these characteristics are more likely to achieve measurable gains in student performance.
TEACHER EDUCATION - TEACHER EDUCATION AND CHALLENGES OF 21ST CENTURY - UNIT 9...
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Global School Management Methodologies (Philippine Setting)
These practical guide is for first-time and recently appointed principals to have an insight of global school management system methodologies, aligned to Department of Education in the Philippines to adopt and apply it in school leadership across school systems on a day-to-day basis.
Every school need to have systems that help create the conditions for staff and students to work effectively together. School systems provide simple, clear goals and effective processes to effectively communicate the ground rules for everyone.
They ensure a measure of consistency in approach and action across the school".
Educational administration between reality and hope
ABSTRACT: The pedagogical administration has undergone a certain transformation in relation to the changes in the Moroccan education system. From a classical action model to a modern and multifunctional conception of the pedagogical manager, which needs a redefinition of the referential framework for administrative executives. The different reforms in the Moroccan education system have led to changes in educational administration in a process of decentralization / deconcentration, towards a new model of good leadership and participative management seeking efficiency and results-based management. The implementation of new management methods in schools is highly dependent on the levels of competence required for good leadership. The study proves that there is an awareness of the importance of modern management tools and their impact on academic performance. Pedagogical administration is a major pillar in the Moroccan education system for a quality school.
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Part II: Planning Time: Determining When and How Much
The document provides guidance on planning timelines and estimating durations for projects. It discusses determining project deadlines, developing network diagrams to visualize activity sequences and durations, and analyzing the diagrams to calculate earliest and latest start/finish dates. The document recommends identifying predecessors, estimating durations, and determining required resources as first steps in timeline planning. It also discusses developing Gantt charts and milestone lists to present project schedules.
How humans learn in general and how they
First, it’s perhaps useful to distinguish human from animal language. Clearly, what is innate to all of us – something we share with most animal life-forms – is the instinct for communication. As soon as we are born, we know how to communicate, and generally do so as soon as we exit the womb by giving a startling cry that announces our arrival in the world.
Tips for effective reading
The document discusses different types of reading and the level of analysis required. It explains that reading things like train timetables or cinema listings only requires gaining factual information with little analysis needed. Fiction can be read for entertainment but may involve some interpretation, and literature degrees require analyzing the author's style and motives. Newspapers and magazines read for current events may need interpretation due to potential writer bias. Academic reading like textbooks and journals should always involve interpretation and analysis, as nothing should be taken as absolute fact or truth.
Total quality management models
Total Quality Management is a combined effort of both top level management as well as employees of an organization to formulate effective strategies and policies to deliver high quality products which not only meet but also exceed customer satisfaction.
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Everything that speaker needs to know in order to communicate appropriately within a particular community
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It is the process by which people learn a second language. Second-language acquisition is also the scientific discipline devoted to studying that process.
Neologisms
1) The document discusses various types of neologisms or new words that arise in language and issues in translating them, including new senses of existing words, coinages, derived words, abbreviations, collocations, eponyms, phrasal verbs, transferred words, acronyms, and pseudo-neologisms.
2) It notes that when translating neologisms, the translator must select the appropriate functional and descriptive translation depending on the intended readership, as a one-to-one translation may be misguided. The future permanence and importance of a term in the target language culture should also be considered.
3) The document concludes that the translator's responsibility is to accurately and economically reflect the
Culture
Translation is the replacement of textual material in one language by equivalent textual material in another language.
Differences in learners
The document discusses several key differences between acquiring a first language and acquiring a second language:
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2) First language syntax is acquired unconsciously through natural exposure and use, while second language syntax is not acquired in the same unconscious manner for most learners.
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Translations methods.
The document discusses different types of translation. It defines word-for-word translation as preserving the source language word order and translating words individually without context. Faithful translation attempts to reproduce the original meaning within the constraints of the target language. Semantic translation is similar but may compromise on meaning to preserve aesthetic elements like wordplay. Free translation conveys the content but not the form, while idiomatic translation conveys the message but can distort nuances. Communicative translation conveys both the meaning and language in a way that is accessible to the target audience.
5 ways to listen better
5 ways to listen better include finding 3 minutes a day to listen in silence and enjoy what you hear, listening to different sounds in crowded and quiet places to improve listening capacity, enjoying sounds produced by people, animals and plants, changing listening positions as needed to better understand what is being heard, and using an acronym to focus attention and enjoy listening as a way to forget other things.
Collaborative work
This collaborative document discusses Thomas Edison and his invention of the light bulb. It notes that Edison became famous for inventing the light bulb and analyzes the grammatical structure of the sentence "Thomas Edison became famous for inventing the light bulb" identifying the noun and verb phrases. The document was written collaboratively by Gustavo Barbecho, Natalia Muñoz, and Edison Yepez.
Collaborative work
This document summarizes a collaborative work by Gustavo Barbecho, Natalia Muñoz, and Edison Yepez. It contains two analysis sentences about Thomas Edison inventing the light bulb and becoming famous for it. The second sentence analyzes the grammatical structure, identifying Thomas Edison as the subject noun phrase and became as the transitive main verb, with light bulb as the direct object and famous for inventing as a complement to the direct object.
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This document summarizes a collaborative work by Gustavo Barbecho, Natalia Muñoz, and Edison Yepez. It analyzes a sample sentence stating that Thomas Edison became famous for inventing the light bulb. The analysis breaks down the sentence into its noun phrase subject, verb phrase, and direct object complement. The document expresses appreciation for feedback.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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The school effectiveness knowledge.
- 1. THE SCHOOL EFFECTIVENESS KNOWLEDGE BASED AS A GUIDE FOR SCHOOL IMPROVEMENT. DONE: BY GUSTAVO BARBECHO.
- 2. DEFINITION: One main reason for this latter position is the fact that a lot stills needs to be done in a realm of making sense of the research knowledge of the school effectiveness in order to obtain a clear picture on its usefulness for schoolimprovement.
- 3. CRITERIA AND MODES. The basic orientation refers to the extent to which education output or outcomes are influenced by malleable conditions. This conditions may be financial or material “inputs” or more complete activities and process in areas like school management the curriculumand teaching.
- 4. MECHANISMS AND LEVES OF SCHOOL EFFECTIVENESS. Theoretical redirection of in-school effectiveness thinking can be paraphrased as using available theory to deduct levers that, applied to a particular mode of schooling may explain why a particular factor is expected to increase the chance of the attainment of a particular effectiveness criterion.
- 5. RETROACTIVE PLANNING AND THE LEARNING ORGANIZATION. Planning is likely to have more step by step incremental orientation and goals or expectations get the function of standards for interpreting evaluative information. The discrepancy between actual achievement and expectations creates the dynamicsthat couldeventually leadto more effectiveness.
- 6. CONTINGENCY THEORY. Refer to as the situation approach or contingency approach is taken as the perspective from which the optimal structure of an organization is seen as dependent of a number of other factors or conditions. Contingency factors: Older organization Larger organization Dynamic organization The more sophisticated system
- 7. CHAOS THEORY. Concerned with the exploration of patterns emerging from apparently random events within a physical or social system, one of the basic principles is small causes may have large effects and that relatively minor variations in entrance conditions may have enormous consequences when interrelationships between phenomena develop over time.
- 8. THE LEVERAGE OF CULTURAL. Leverage of culture is a mode of school functioning rather than a mechanism, culture is the sense to share meanings, collective norms and view on interaction and collaboration, is of great importance in providing the normative glue that holds the organization together.
- 9. THE IMPIRICAL KNOWLEDGE. Curriculum is less pronounced that was perhaps to be expected; in both overviews structural factors like monitoring, parent involvement, education leadership and cultural factors are about eventually represented. The overall assessment of the coverage of the school effectiveness knowledge base of the main aspects of the school functioning is that this coverage is sufficiently comprehensive.
- 10. CONCLUSIONS. Right now where governmental policies of decentralization in the financial and administrative domain put a certain premium of administrative school management, school effectiveness thinking provides a counter balance by emphasizing educational leadership. The modes of schooling that have received most emphasis in school effectiveness research are instruction and culture.
- 11. THEORIES, MECHANIMS AND LEVERS OF EFFECTIVE SCHOOLING. THEORY. MECHANIMS. LEVERS. Synoptic planning machine bureaucracy Proactive planning and control Programming/monitoring, structuring Retroactive planning learning organization Cybernetic principle Evaluation and feedback Public choice theory Market mechanism Choice competition Contingency theory fit Organization design Chaos theory Self-organization Laissez-faire serendipity
- 12. THE END. THANK YOU SO MUCH.