scholarly journals School principals' managerial behaviours and students' achievement

2020 ◽  
Vol 34 (5) ◽  
pp. 937-951
Author(s):  
Tommaso Agasisti ◽  
Patrizia Falzetti ◽  
Mara Soncin
Keyword(s):  
Secondary School ◽  
School Principals ◽  
Statistical Significance ◽  
Content Type ◽  
Managerial Skills ◽  
Managerial Practices ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Educational Production ◽  
The Impact

PurposeThis research investigates the impact of managerial practices implemented by Italian school principals on students' outcomes, using micro-data provided by the National Evaluation Committee for Education (INVALSI) for 2013/14 school year.Design/methodology/approachEmploying an educational production function, the authors regress a set of student and school's characteristics, enriched by information from a questionnaire filled by school principals to estimate student's score at grade 8 (last year of junior secondary school), also taking into account student's prior achievement (at grade 6 – first year of junior secondary school).FindingsIndicators about managerial practices have positive coefficients, but low statistical significance. Stronger associations between management variables and test scores are detected for low-SES schools.Originality/valueThe research presented here is particularly innovative in the Italian context, where little evidence exists about the impact of managerial skills in education, though institutional reforms are leading towards a strengthening of school principal's leadership role. In this paper, the authors move a first step by describing managerial practices and their diffusion in different schools and geographical areas within the country. The authors focus the attention on the role of managerial practices (what principals do) and not on the managerial skills (what principals are able to do).

scholarly journals Enhancing Students’ Creativity through STEM Project-Based Learning

2019 ◽  
Vol 2 (2) ◽  
pp. 50 ◽  
Author(s):  
Sofi Hanif ◽  
Agus Fany Chandra Wijaya ◽  
Nanang Winarno
Keyword(s):  
Secondary School ◽  
Teaching Strategies ◽  
Learning Process ◽  
Meaningful Learning ◽  
Project Based Learning ◽  
Learning Activity ◽  
Junior Secondary School ◽  
Alternative Teaching ◽  
Junior Secondary ◽  
The Impact

In some school, teacher-centered is commonly found in the learning process. The learning process itself is still in the form of direct transfer of knowledge from teacher to students. Actually, students will learn better if they are engaged in meaningful learning activity.  STEM project-based learning is one of alternative teaching strategies that engaged students in meaningful learning. The aim of this study is to investigate the impact of STEM project-based learning on students' creativity in the topics of light and optics.  The study used qualitative research with narrative design. Data collection technique that used is observation. The population is eight grade students in one of Junior Secondary School that is located in Bandung, Indonesia. The sample consist of 25 students that chosen based on purposive sampling technique. The data is obtained through Creativity Product Analysis Matrix (CPAM). There are three creativity dimension that used in this study which are resolution, elaboration and novelty dimension. Students’ creativity is obtained as much 76% which categorized as good. Based on the result, STEM project-based learning give the good impact on students' creativity. STEM project-based learning can be used as alternative teaching strategies in Junior Secondary School.

scholarly journals The Impact of Indonesia’s School Operational Assistance Program on The Transition Rate from Primary to Junior Secondary School

2021 ◽  
Author(s):  
Байю Харизма ◽  
Сутястие Соэмитро Реми ◽  
Динда Аю Махарани
Keyword(s):  
Secondary School ◽  
Rural Areas ◽  
Urban Areas ◽  
Transition Rate ◽  
Assistance Program ◽  
Junior Secondary School ◽  
Rural And Urban ◽  
Junior Secondary ◽  
The Difference ◽  
The Impact

This study investigates the impact of Indonesia’s School Operational Assistance Program (BOS) on the transition rate from primary to junior secondary school using data from the Indonesian Family Life Survey (IFLS) and the Difference-in-Differences method. The results showed that the School Operational Assistance Program (BOS) significantly increases the transition rate from Primary to Junior Secondary School. Meanwhile, the School Operational Assistance Program (BOS) is more effective in increasing the transition rate in girls compared to boys. When comparing rural and urban settings, the program is more effective in rural than urban areas. Despite results showing that the School Operational Assistance Program (BOS) has successfully increased the transition rate from primary to junior secondary school, the program still has several problems, such as inadequate management of the funds and the lack of quality control related to its usage. The three models tested in the study conclude that the School Operational Assistance Program (BOS) significantly improved the overall transition rate from primary to junior secondary school in Indonesia, particularly for girls and rural areas. Acknowledgments. This research is supported by DRPMI Universitas Padjadjaran (UNPAD) for Lecture Competency Research (RKDU) scheme. We thank our colleagues from the Department of Economics, who provided insight and expertise that greatly assisted the research and we thank “anonymous” reviewers for their so-called insights.

scholarly journals Improving Students’ Sustainability Awareness through Argument-driven Inquiry

2019 ◽  
Vol 2 (2) ◽  
pp. 58
Author(s):  
Erning Rahmadini Salsabila ◽  
Agus Fany Chandra Wijaya ◽  
Nanang Winarno
Keyword(s):  
Secondary School ◽  
Sampling Technique ◽  
Secondary School Student ◽  
Environmental Issue ◽  
Inquiry Based Learning ◽  
Junior Secondary School ◽  
Alternative Teaching ◽  
Junior Secondary ◽  
Environment Sustainability ◽  
The Impact

Sustainability awareness is one of the things that the student should have to help in a caring environment. Sustainability awareness of the student can be built by knowledge and awareness of what should be done or not. The student will be more aware of the students involved and explore more in building a concept about the environmental issue itself. The aim of this study is to investigate the impact of Argument-Driven Inquiry toward students' sustainability awareness in learning global warming. The method used in this research was experimental research. This study used two different groups of student. The first group learned using Argument-Driven Inquiry and the second group learned using Inquiry-based Learning. The population was seventh-grade students in one of Junior Secondary School in Bandung, Indonesia. The purposive sampling technique was used to choose the sample. The participants consist of 52 students from both groups. Each group consists of 26 students. The data were collected by giving the questionnaire of sustainability awareness. The questionnaire consists of 15 items. The result of this study shows the different percentage in the level of students' sustainability awareness between the two groups. The most different percentage is on the sustainability practice awareness aspect. The group that used Argument-Driven Inquiry has percentage 40.7% which means as medium and the group that used Inquiry-based Learning has percentage 37.6% which means as low. Based on the result, Argument-Driven Inquiry gives a better impact on students’ sustainability awareness. Argument-Driven Inquiry can be considered as one of the alternative teaching models that can give a better understanding in building the awareness of Junior Secondary School student.

scholarly journals The Effect of Using Cooking Academy Game towards Students’ Writing Ability

AL-TA LIM ◽  
2016 ◽  
Vol 23 (3) ◽  
pp. 191-200
Author(s):  
Nofrika Sari ◽  
Hayatin Nufus
Keyword(s):  
Secondary School ◽  
Teaching Writing ◽  
Writing Ability ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Sample Data ◽  
Post Test ◽  
Procedure Text ◽  
The Impact ◽  
Write Text

This study is an experimental research that discussed the impact of the use of cooking academy game in teaching writing on the students’ ability in writing procedure text at class VII Junior Secondary School I Pangkalan Baru Lima Puluh Kota. This study was aimed to determine the effects of the use of cooking academy game towards the student's ability in writing procedure text. In this study, the population is the students of class VII, while sample are two classes: one class for the experimental class and another class for control. Samples were drawn randomly. Data were collected by giving pre-test and post-test on the sample. Data were, then, analyzed applying t-test formula. The results showed that students who were taught to write text using the procedure of cooking academy game has the ability to write higher than students who are not taught by using games cooking academy.

What Helps or Hinders the Learning of Academically Talented Junior Secondary School Boys: The Stories of 123 Boys

2021 ◽  
pp. 49-64
Author(s):  
Graeme Miller
Keyword(s):  
New Zealand ◽  
Secondary School ◽  
Home Environment ◽  
Common Factor ◽  
Educational Practice ◽  
Structured Interviews ◽  
Academically Talented ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Academic Year

This paper reports on a 2016-2019 study of 123 students in the most academic Year 9 class in a large, high-achieving New Zealand state boys’ secondary school. The study asked the question: “What aspects of society, schools and teachers, home environment and your own intrapersonal qualities helped or hindered your achievement in at least one academic subject?” Data were gathered through the completion of questionnaires and semi-structured interviews, either in focus groups, or individually. Arguably, the most important findings related to participant perceptions of the greatest influence supporting achievement and the single most common factor identified as hindering achievement. The greatest help was identified to be students’ own intrapersonal characteristics, and the greatest hindrance was identified to be schools and teachers. This paper reports on the main findings of the research with particular emphasis on those with relevance to educators. It also considers what the major implications are for educational practice in New Zealand schools.

scholarly journals Factors affecting behaviours that address HIV risk among a sample of junior secondary school students in the Northern Province, South Africa

2002 ◽  
Vol 7 (3) ◽  
Author(s):  
Karl Peltzer
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Hiv Risk ◽  
Full Text ◽  
Secondary School Students ◽  
Northern Province ◽  
School Students ◽  
Factors Affecting ◽  
Junior Secondary School ◽  
Junior Secondary

The purpose of this study was to identify factors affecting HIV risk reduction among junior secondary school pupils in South Africa. Opsomming Die doel van hierdie studie was om HIV risiko reduksie faktore onder junior sekondêre skool leerlinge in Suid-Afrika te identifiseer. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

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