School Administration Manager: Redefining the Principal's Role as an Instructional Leader

2017 ◽  
Vol 27 (1) ◽  
pp. 119-142
Author(s):  
Zhaohui Sheng ◽  
Lora Wolff ◽  
Lloyd Kilmer ◽  
Stuart Yager
Keyword(s):  
Middle School ◽  
Instructional Leadership ◽  
School Administration ◽  
Focus Group Interview ◽  
Positive Impact ◽  
School Achievement ◽  
Instructional Leader ◽  
School Level ◽  
Principal's Role ◽  
The Impact

In response to an increasing emphasis on instructional leadership and school achievement, the School Administration Manager (SAM) model was introduced as a change strategy to release principals from managerial responsibilities so that more time can be devoted to instructional leadership. The study collected and analyzed survey and focus group interview data to evaluate the impact of SAMs on principals’ management and instructional leadership. In addition, the study examined if school level (elementary or middle school) affects the impact of SAMs. Results illustrate SAMs have a positive impact on management and instructional leadership and the impact was stronger at the middle school level.

Association Between Addition of Learning Support Professionals and School Performance

2012 ◽  
Vol 23 (1) ◽  
pp. 66-72 ◽  
Author(s):  
Susan Stone ◽  
John P. Shields ◽  
Andrea Hilinski ◽  
Vida Sanford
Keyword(s):  
Social Workers ◽  
Fixed Effects ◽  
School Achievement ◽  
Program Improvement ◽  
School Level ◽  
School Social Workers ◽  
Cumulative Number ◽  
Learning Support ◽  
California Standards Test ◽  
The Impact

This study capitalizes on the gradual introduction of learning support professionals (LSPs; e.g., school social workers) into an urban school district’s elementary schools ( n = 71) between 2001–2002 and 2008–2009. The time series allowed for a school-level investigation of associations between the presence of LSPs and aggregate school achievement utilizing fixed-effects methodology. Schools with an LSP in a given year, as well as the cumulative years in which a school had an LSP, were both positively associated with the percentage of students who scored at or above proficient in reading achievement on the California Standards Test and were negatively associated with the cumulative number of years a school was in program improvement status, but not associated with mathematics achievement. Findings suggest that school social workers function as a school resource and indicate the utility of fixed-effects methodology in assessing the impact of social work services in schools.

scholarly journals Children's Schooling and Parental Migration: Empirical Evidence on the 'Left-behind' Generation in Pakistan

2020 ◽  
Vol III (I) ◽  
pp. 31-38
Author(s):  
Shahid Iqbal ◽  
Anwaar Mohyuddin ◽  
Riaz Ahmad Muazzmi
Keyword(s):  
Negative Impact ◽  
Positive Impact ◽  
School Level ◽  
School Type ◽  
Long Term Effects ◽  
Parental Migration ◽  
Left Behind ◽  
Children's Schooling ◽  
The Impact

This study examines the long-term effects of parental international migration on the schooling of children left behind in Pakistan. Although parents' migration usually benefits children economically but the lack of parental care may cause relational and psychological problems that may affect children's welfare in the long term. The locale of the present study is district Gujrat where the labor migration is considered as the best viable way to cope with an increasing poverty and the scarcity of public resources for sustaining households' incomes. To gain the objectives of the study, a mix methods approach has been used for the collection and analysis of data. In the present study the impact of migration on the education of the children was measured through their enrolment in school, type of institution and level of investment on education, dropout from the school, level of achievement. The results show that parental migration has a positive impact on the enrolment of children and investment on education, but it has negative impact on the dropout and level of achievement especially in case of boys.

scholarly journals Technology in action: Ascertaining the impact of cell phone calls on middle school students placed at risk of drop out

2020 ◽  
Vol 13 (40) ◽  
pp. 4224-4233
Author(s):  
Naseem Hyder Rajput
Keyword(s):  
Middle School ◽  
At Risk ◽  
Middle School Students ◽  
Cell Phone ◽  
Drop Out ◽  
School Level ◽  
Control Group ◽  
School Students ◽  
Phone Calls ◽  
The Impact

Background/Objectives: Regular attendance at school is essential for allround development of students. The fundamental objective of this study was to utilize low-cost technology of cell phones to report to parents/guardians about the attendance of their children at schools and ascertain the impacts of cell phone calls on the attendance of Middle School students placed at risk of Drop out. Methods/Statistical analysis: This study was Experimental with a PretestPosttest Control Group by design and descriptive by purpose. The participants were 30 eight graders belonging to a Public Middle School of District Shaheed Benazirabad in Pakistan. These participants were then randomly assigned to Control and Experimental Groups (15 each). For intervention of making cell phone calls to parents/guardians to inform and ask them about the reason for the absence of their child, a teacher in each participating school was assigned this responsibility. The intervention lasted for 3 months. The data was analyzed using SPSS repeated measure t-test to calculate the significance of the impact of intervention. Findings: Results of the present study indicated that the attendance of Experimental Group on Posttest (75.07 %) was significantly higher than that on Pretest (62.87%). Novelty : This study utilizes existing technology available to almost everyone and bridges the parents and school administration to get the best outcome quickly; mobile-based intervention is simple and docile to regulate students’ performance at school level; it also improves the safety of the students.

Urban and school segregation in Paris: The complexity of contextual effects on school achievement: The case of middle schools in the Paris metropolitan area

Urban Studies ◽  
2019 ◽  
Vol 56 (15) ◽  
pp. 3117-3142 ◽  
Author(s):  
Marco Oberti ◽  
Yannick Savina
Keyword(s):  
Middle School ◽  
Middle Schools ◽  
Residential Segregation ◽  
Metropolitan Area ◽  
School Achievement ◽  
Social Background ◽  
Contextual Effects ◽  
Individual Characteristics ◽  
School Segregation ◽  
The Impact

In French cities, because of a rigid school catchment area policy based on students’ place of residence, there is a strong correlation between socio-residential segregation and school segregation. But the latter is not merely a simple, mechanical reflection of the former. Many processes (the choice of private schools or of specific and very often selective and rare curricula that make it possible to avoid the local public middle school; disability; siblings; personal convenience) contribute to exacerbating the correlation. Using data from the Ministry of Education, the current paper develops a typology of middle schools according to their socio-economic composition (using Correspondence Analysis and Hierarchical Agglomerative Classification), and looks at their unequal spatial distribution across the Paris metropolitan area. We measure school segregation using classical indices, and show that school segregation is higher than socio-residential segregation, particularly for students from upper-middle class backgrounds and for students from working class backgrounds. The spatial analysis of segregation, when compared with test scores, reveals strong inequalities between locations. The impact of school segregation on school success has been mainly analysed in terms of the effect of students’ social background. If one looks at the number of top tier marks (‘mention bien et très bien’) obtained at the final middle school exam in the Paris metropolitan area from 2006 to 2012, it is possible to see that girls and boys are not equally sensitive to these contextual effects. Based on logistic regressions, the analysis of the interactions between individual characteristics (socio-economic background and gender) and contextual variables (the school’s status [private/public], its location, its socio-economic composition) gives a more complex picture. This raises both methodological and political questions that suggest the need for an intersectional approach. Such a finding presents a challenge not only for social scientists studying segregation and school inequalities, but also for policy makers who want to reinforce mixed schooling.

scholarly journals Academic Outcomes Following a School-Based RCT for ADHD: 6-Year Follow-Up

2015 ◽  
Vol 24 (1) ◽  
pp. 66-72 ◽  
Author(s):  
Kapil Sayal ◽  
Christine Merrell ◽  
Peter Tymms ◽  
Adetayo Kasim
Keyword(s):  
Academic Outcomes ◽  
Positive Impact ◽  
Controlled Trial ◽  
School Level ◽  
Evidence Based ◽  
Adhd Symptoms ◽  
Academic Benefits ◽  
School Based ◽  
The Impact

Objective: For children with high levels of ADHD symptoms, to investigate the impact of early school-based interventions on academic outcomes in mid-childhood. Method: A 6-year follow-up of 4- to 5-year-olds ( N = 52,075) whose schools participated in a cluster randomized controlled trial for children at risk of ADHD. School-level interventions involved the provision of a booklet with evidence-based information (book) and/or feedback of names (identification) of children with high levels of ADHD symptoms. At ages 10 to 11 years, outcome measures were scores in English and mathematics tests. Results: For children with high levels of ADHD symptoms, the interventions had no impact on academic outcomes. When all children were analyzed, the book intervention had a positive impact on mathematics. Baseline inattention was associated with poorer academic outcomes, whereas impulsiveness was associated with better academic outcomes. Conclusion: The provision of evidence-based information about helping children with ADHD at school may have wider academic benefits.

Le Symbole du feu dans la vie des adolescents et dans leur univers religieux

1972 ◽  
Vol 19 (3) ◽  
pp. 445-458
Author(s):  
Paul Winand
Keyword(s):  
Positive Impact ◽  
Point Of View ◽  
School Level ◽  
Contemporary Culture ◽  
School Students ◽  
Religious Context ◽  
The Bible ◽  
The World ◽  
Set Up ◽  
The Impact

This study concentrates on the impact of this major symbol on teenagers, as may be perceived in the religious context through free associations and impromptu stories, and in the religious context through biblical and liturgical references. The sampling was done according to three variables (sex, age, school) and hoped to reach the highest degree of homo geneity concerning life environment and curricula. For computational reasons, 400 answers were examined so as to have 200 for each series. The aim of this paper is to introduce briefly our findings, taking into consideration the two variables, sex and school. The prospections of the secular context through the analysis of free associations and impromptu stories reveal, from the point of view of sex, that boys experience the world of things as means or obstacles. Girls, on the other hand, being more sensitive to the surroundings and aesthetic overtones perceive the world as values and enter the symbolic domain more easily. As far as ' school ' is concerned, it appears that the evocation of the Fire Symbol is experienced by students according to the characteristic trends of each set up. In the religious context one sees that in general teenagers have a better knowledge of the Bible than of the Liturgy. Courage and strength being attractive, boys refer to « power theophanies » while girls stress the quality and depth of theophanies which may be termed « personal and intimate ». They know the liturgy better and are touched by the words of the liturgy, whereas the boys lose themselves in the rite itself and its materiality. As for the educational variable, the biblical and liturgical culture of state school students is characterised by a statistically broader amplitude. The pupils of the denominational network seem to be more under the influence of a primary-school-level catechesis. Comparison of the two contexts : The symbolic structure in tegrates the same harmonics in both contexts. On the contrary, the choice and polarization of the harmonics differ. The religious overdetermination smoothes out the sexual and educational differential stresses which come out in the natural context. Conclusion : In our contemporary culture, the young are alive to symbols. The Firc Symbol, in the Bible as well as in the Liturgy, has a powerful and positive impact, but its resonance is relative to various stresses in both contexts. secular or religious.

scholarly journals School-Based Mentoring for Middle Schoolers

1969 ◽  
Vol 8 (1) ◽  
pp. 48-59
Author(s):  
Tammy Jeaneen Graham ◽  
Renee N. Jefferson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Positive Impact ◽  
College Education ◽  
Social Emotional ◽  
School Students ◽  
Emotional Skills ◽  
School Based ◽  
School Based Mentoring ◽  
The Impact

School-based mentoring programs are plentiful in number; however, studies measuring the impact of school-based mentoring for students with disabilities are limited. The purpose of this study was to examine the effects of mentoring on the academic and social emotional skills of middle school students with documented disabilities, as well as the impact of the mentor-mentee relationship on college-student mentors. The mentoring program paired four college education majors with four middle school males with documented disabilities who were identified by their teacher as needing assistance with academic and socio-emotional skills. A mixed-methods study was used to conduct an in-depth investigation of the impact of the mentor partnership. Data collection methods included (1) mentor and mentee surveys, (2) observations of mentor-mentee activities, (3) interviews with a science teacher and special education teacher, and (4) science grades. Results from the study support the positive impact that mentoring can have on both academic and social-emotional development of middle school students with documented disabilities.

scholarly journals The Impact of Principal Leadership on The Effectiveness of Learning in Christian Senior High School in Bandung, Indonesia

2021 ◽  
Vol 8 (1) ◽  
pp. 11-21
Author(s):  
Junihot M. Simanjuntak
Keyword(s):  
High School ◽  
Principal Leadership ◽  
School Environment ◽  
Positive Impact ◽  
Educational Institution ◽  
School Level ◽  
Teacher Competence ◽  
High School Level ◽  
The One ◽  
The Impact

The researcher wants to explain the impact of principal leadership on the effectiveness of learning at high school level. The study is aimed at finding principal leadership model as an ideal example in managing school as an educational institution to bring effective learning as an output. The results of the discussion show that the principal's leadership has a significant positive effect on teacher competence to realize the effectiveness of learning. The conclusion from this discussion that the effectiveness of learning can run well can be done by applying the leadership of the principal and teacher competence. The Principal has strong influence because he leads with love, gives positive impact on school even outside world. He has become catalyst agent who brings others to a purpose, by making himself as not only a creator of culture but also the one who sustains it especially inside school environment. The better the leadership of the principal is, the better the learning effectiveness at the school is.

Measuring Middle School Achievement Trajectories for College Readiness

2021 ◽  
pp. 089590482110068
Author(s):  
Angela Johnson ◽  
Megan Kuhfeld ◽  
Gregory King
Keyword(s):  
Middle School ◽  
College Readiness ◽  
Low Income ◽  
School Achievement ◽  
School Level ◽  
Asian Students ◽  
Low Income Students ◽  
Academic Trajectories ◽  
Middle School Achievement ◽  
Achievement Trajectories

This study identifies students’ academic trajectories in the middle grades relative to a set of college readiness benchmarks. We apply math and reading college readiness benchmarks to rich longitudinal data for more than 360,000 students across the nation. Student-level and school-level demographic characteristics significantly predict academic trajectories. Compared to White and Asian students, higher proportions of Black and Hispanic student are always off-track throughout middle school. Among students who started 6th grade on track, being male, Black, Hispanic, and attending schools with a higher percentage of low-income students are positively associated with falling off track.

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