scholarly journals Is Optimization an Opportunity? An Assessment of the Impact of Class Size and School Size on the Performance of Ukrainian Secondary Schools

2011 ◽  
Author(s):  
Tom Coupé ◽  
Anna Olefir ◽  
Juan Diego Alonso
Keyword(s):  
Secondary Schools ◽  
Class Size ◽  
School Size ◽  
The Impact

Student Bullying, Teacher Protection, and Administrator Role Ambiguity

2018 ◽  
Vol 28 (3) ◽  
pp. 374-400
Author(s):  
W. Sean Kearney ◽  
Page Smith
Keyword(s):  
Socioeconomic Status ◽  
Elementary Schools ◽  
School Size ◽  
Role Ambiguity ◽  
School Bullying ◽  
Role Clarity ◽  
Principal Role ◽  
Campus Administrators ◽  
The Impact ◽  
Administrator Role

This investigation examines the impact teacher protection and principal role ambiguity have on elementary school student bullying. Data were collected from 1,554 teachers and 198 campus administrators from 104 elementary schools in Texas. HLM analyses are employed to identify the effect that teacher protection, administrator role ambiguity, school size, and socioeconomic status have on student bullying. The findings indicate when teachers espouse a belief in protecting students from bullying and administrators clearly understand their roles, bullying incidents decrease. Thus, enhancing teacher protection and administrator role clarity may serve as useful tools to help educators reduce incidents of school bullying.

scholarly journals The impact of accountability reforms on the Key Stage 4 curriculum: How have changes to school and college Performance Tables affected pupil access to qualifications and subjects in secondary schools in England?

2015 ◽  
Author(s):  
Meenakshi Parameshwaran ◽  
Dave J. Thomson
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Performance ◽  
Equal Access ◽  
College Performance ◽  
Stage 4 ◽  
The Impact

The Conservative–Liberal Democrat Coalition Government's reforms to secondary school Performance Tables have changed how schools make decisions about the subjects and qualifications entered by their pupils. The National Pupil Database is used to explore these changes between 2005 and 2014. We find that schools are responding to accountability reforms by changing access to subjects and qualifications for pupils: entry rates for English Baccalaureate qualifications have increased, while those for qualifications no longer counted as a result of the Coalition's response to the Wolf Review have decreased. However, reforms have not yet led to equal access to subjects and qualifications for all pupils.

scholarly journals EXAMINING HOW POSITIVE AND NEGATIVE EMOTIONS INFLUENCE COGNITIVE PERFORMANCE IN SECONDARY SCHOOLS

2020 ◽  
pp. 255-267
Author(s):  
Sonya Yakimova ◽  
◽  
Célia Maintenant ◽  
Anne Taillandier-Schmitt ◽  
◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Schools ◽  
Cognitive Performance ◽  
Positive Emotions ◽  
Negative Emotions ◽  
School Context ◽  
Dropping Out ◽  
French Version ◽  
The Impact

Few studies have examined the impact of emotions on cognitive (not only academic) performance among adolescents and this is the objective of our research. After ethic committee agreement andparents’ authorization, we asked 158 adolescents in secondary schools to respond to the French version of Differential Emotion Scale adapted for school context and to nineteensyllogisms which evaluated cognitive nonacademic performances. As results, we expected that negative emotions related to academic achievement would reduce performance in reasoning and positive emotions would improve it. Our hypotheses were partially validated. The impacts of the results as well as perspectives of future researches in relation with self-esteem, psychological disengagement, dropping out of school were discussed.

scholarly journals Teachers' multiple roles and perceived loss of professionalism in Tanzanian secondary schools

2019 ◽  
Vol 24 (1) ◽  
pp. 11-19
Author(s):  
Godlove Lawrent
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Support Staff ◽  
Multiple Roles ◽  
Education Expansion ◽  
Teaching Competence ◽  
Competence Beliefs ◽  
The Government ◽  
The Impact

The rapid increase in Tanzanian primary school enrolments in the last decade was prompted by the government to develop the Secondary Education Expansion Policy. My study, therefore, explored the impact of this policy on teachers’ professional lives. A qualitative approach was adopted to gain detailed insights into the phenomena under investigation. Data were collected from 30 participant teachers from four community secondary schools in Tanzania through interviews and document analysis. Overall the findings revealed that the government’s shortcomings in hiring support staff prompted teachers to perform extra duties alongside teaching. It also found that the lack of the government’s commitment to rewarding teaching quality exacerbated teachers’ engagement in other income-generating activities. Teachers’ engagement in these non-teaching tasks both in school and out of school affected their own professional identities which subsequently impacted on their teaching competence beliefs. These findings recommend that in order to enhance the quality of teaching and learning, the government of Tanzania must improve teachers’ welfare by employing enough support staff to assist in teaching and learning.

scholarly journals Education Sector and Corporate Social Responsibility a Study on Private Sector Secondary School of District North & South Delhi (India)

2020 ◽  
Vol 3 (1) ◽  
pp. 14-18
Author(s):  
Pankaj Dixit
Keyword(s):  
Corporate Social Responsibility ◽  
Secondary School ◽  
Secondary Schools ◽  
Social Responsibility ◽  
Private Sector ◽  
Secondary School Teachers ◽  
Primary Data ◽  
Corporate Strategies ◽  
Corporate Social ◽  
The Impact

Educational organizations in private sector require strong corporate strategies. In order to get success in the globally competitive environment they must adopt the strategy of Corporate Social Responsibility. This study analyzed corporate social responsibility and its impact on private sector secondary schools in district North & South Delhi. For this purpose primary data were collected through five point Likert’s scale. The questionnaire was fielded to private sector secondary school teachers in order to get data about the impact of corporate social responsibility on performance of secondary schools. The population of the study was 184 registered private sector secondary schools (140 boys and 44 girls) which included 900 teachers (who taught to class 10th students during session 2017-18) in district North & South Delhi. A sample of 280 teachers (140 male and 140 female) in 70 private sector secondary schools (35 for boys and 35 for girls) were selected through equal allocation sampling formula. Mean, Standard Deviation and t-test were applied for analyzing the data. The Pearson’s correlation was used to evaluate the variable effects. The result from the data indicated that all the four aspects of CSR have positive significant impact on the performance of secondary schools.  

Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation

2018 ◽  
Vol 13 (1) ◽  
pp. 97-118 ◽  
Author(s):  
Eric P. Bettinger ◽  
Bridget Terry Long
Keyword(s):  
College Students ◽  
Student Retention ◽  
Degree Completion ◽  
Class Size ◽  
Higher Learning ◽  
Secondary Schooling ◽  
Long Run ◽  
College Class ◽  
The Impact ◽  
Instrumental Variables Approach

This paper measures the effects of collegiate class size on college retention and graduation. Class size is a perennial issue in research on primary and secondary schooling. Few researchers have focused on the causal impacts of collegiate class size, however. Whereas college students have greater choice of classes, selection problems and nonrandom sorting make it difficult to estimate causal impacts. Using unique data and exogenous variation in class size, we estimate the impacts of class size using a sample of nearly 60,000 four-year college students. Using an instrumental variables approach to control for selection bias, the results suggest an increase in collegiate class size leads to an increase in dropout rates and a reduction in on-time degree completion, but no change in long-run degree completion.

scholarly journals Management accounting practices, governing boards and competitive advantage of Ugandan secondary schools

2018 ◽  
Vol 32 (6) ◽  
pp. 958-974 ◽  
Author(s):  
Stephen Korutaro Nkundabanyanga ◽  
Moses Muhwezi ◽  
Venancio Tauringana
Keyword(s):  
Secondary Schools ◽  
Competitive Advantage ◽  
School Size ◽  
Management Accounting ◽  
Research Effort ◽  
Ordinary Least Squares ◽  
Governing Boards ◽  
Board Size ◽  
Government School ◽  
Content Type

Purpose The purpose of this paper is to report on the results of a study carried out to determine the use of Management Accounting Practices (MAPR) in Ugandan secondary schools. The study also sought to determine whether MAPR and governing boards (board size, gender diversity and frequency of board meetings) influence the perceived competitive advantage. Design/methodology/approach This study is cross-sectional and correlational. Data were collected through a questionnaire survey of 200 secondary schools. The data were analysed through ordinary least squares regression using Statistical Package for Social Scientists. Findings There are wide variations in MAP in terms of the extent to which the schools employ management accounting techniques. Also, MAP and governing boards have a predictive force on the schools’ competitive advantage. However, governing board’s size has no effect on competitive advantage. In terms of the control variables, the results suggest that while government school ownership has a positive effect on competitive advantage, the school’s size has no effect. There are intertwining relationships of frequency of board meetings, board size and school size. Research limitations/implications The present study was limited to the secondary schools in Uganda which limits generalisability. Still, the results offer important implications for secondary schools’ governing boards, owners and for similar African governments who are a major stakeholder in the secondary school education system. The exact mechanism by which intertwining relationships of frequency of board meetings, board size and school size impact competitive advantage is not been explored in this paper. Future researchers may direct research effort in this endeavour. Originality/value To the authors’ knowledge, this is the first study to investigate use of MAPR in secondary schools and to provide evidence of their efficacy.

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