scholarly journals The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

2021 ◽  
Author(s):  
◽  
David James Hill
Keyword(s):  
Secondary School ◽  
Case Study Research ◽  
Systemic Approach ◽  
Individual Student ◽  
Research Approach ◽  
Evidence Based Practices ◽  
Implementing Change ◽  
Collaborative Intervention ◽  
Positive Behaviour Support ◽  
Constituent Elements

<p>This thesis demonstrates one way in which the tenets of positive behaviour support could be used to meet the challenges of enhancing the academic and social learning of students in secondary school. Positive behaviour support (PBS) is a relatively new concept (and certainly new to New Zealand secondary education) which provides innovative ways in which students at secondary school can be supported and their progress through school sustained at the best possible level. A school-wide approach to developing positive behaviour support involves the integration of ecological assessment, measurable outcomes, data-based decision making, evidence-based practices and development of systems supports for these implementing change. This study centres on the development of a Positive Behaviour Support system in one secondary school. The researcher began this study as a collaborative intervention with class teachers to assist individual students at risk of failure or exclusion from school. What emerged was a wider study to meet the developing needs of the school and the staff and students. The emergent study was conducted in three distinct phases. The (original) individual student investigation was followed by a classroom investigation phase using a case study research approach. The third phase, school development, evolved into the beginning of a community of practice model. This mixed method approach to research uses a combination of qualitative and quantitative data sources to record the experience of this secondary school embarking on a journey of school reform as it moves to a school-wide positive behaviour support approach. This thesis describes the development of three tiers of support in a systemic model. It identifies the constituent elements of each tier and makes suggestions about how other schools could initiate a similar model of support in their own context. The study concludes that it is possible to develop a systemic approach within existing school systems. The result of such a development is improved academic outcomes for students, increased efficacy for teachers and effective processes for student support.</p>

scholarly journals The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

2021 ◽  
Author(s):  
◽  
David James Hill
Keyword(s):  
Secondary School ◽  
Case Study Research ◽  
Systemic Approach ◽  
Individual Student ◽  
Research Approach ◽  
Evidence Based Practices ◽  
Implementing Change ◽  
Collaborative Intervention ◽  
Positive Behaviour Support ◽  
Constituent Elements

<p>This thesis demonstrates one way in which the tenets of positive behaviour support could be used to meet the challenges of enhancing the academic and social learning of students in secondary school. Positive behaviour support (PBS) is a relatively new concept (and certainly new to New Zealand secondary education) which provides innovative ways in which students at secondary school can be supported and their progress through school sustained at the best possible level. A school-wide approach to developing positive behaviour support involves the integration of ecological assessment, measurable outcomes, data-based decision making, evidence-based practices and development of systems supports for these implementing change. This study centres on the development of a Positive Behaviour Support system in one secondary school. The researcher began this study as a collaborative intervention with class teachers to assist individual students at risk of failure or exclusion from school. What emerged was a wider study to meet the developing needs of the school and the staff and students. The emergent study was conducted in three distinct phases. The (original) individual student investigation was followed by a classroom investigation phase using a case study research approach. The third phase, school development, evolved into the beginning of a community of practice model. This mixed method approach to research uses a combination of qualitative and quantitative data sources to record the experience of this secondary school embarking on a journey of school reform as it moves to a school-wide positive behaviour support approach. This thesis describes the development of three tiers of support in a systemic model. It identifies the constituent elements of each tier and makes suggestions about how other schools could initiate a similar model of support in their own context. The study concludes that it is possible to develop a systemic approach within existing school systems. The result of such a development is improved academic outcomes for students, increased efficacy for teachers and effective processes for student support.</p>

scholarly journals The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

2021 ◽  
Author(s):  
◽  
David James Hill
Keyword(s):  
Secondary School ◽  
Case Study Research ◽  
Systemic Approach ◽  
Individual Student ◽  
Research Approach ◽  
Evidence Based Practices ◽  
Implementing Change ◽  
Collaborative Intervention ◽  
Positive Behaviour Support ◽  
Constituent Elements

<p>This thesis demonstrates one way in which the tenets of positive behaviour support could be used to meet the challenges of enhancing the academic and social learning of students in secondary school. Positive behaviour support (PBS) is a relatively new concept (and certainly new to New Zealand secondary education) which provides innovative ways in which students at secondary school can be supported and their progress through school sustained at the best possible level. A school-wide approach to developing positive behaviour support involves the integration of ecological assessment, measurable outcomes, data-based decision making, evidence-based practices and development of systems supports for these implementing change. This study centres on the development of a Positive Behaviour Support system in one secondary school. The researcher began this study as a collaborative intervention with class teachers to assist individual students at risk of failure or exclusion from school. What emerged was a wider study to meet the developing needs of the school and the staff and students. The emergent study was conducted in three distinct phases. The (original) individual student investigation was followed by a classroom investigation phase using a case study research approach. The third phase, school development, evolved into the beginning of a community of practice model. This mixed method approach to research uses a combination of qualitative and quantitative data sources to record the experience of this secondary school embarking on a journey of school reform as it moves to a school-wide positive behaviour support approach. This thesis describes the development of three tiers of support in a systemic model. It identifies the constituent elements of each tier and makes suggestions about how other schools could initiate a similar model of support in their own context. The study concludes that it is possible to develop a systemic approach within existing school systems. The result of such a development is improved academic outcomes for students, increased efficacy for teachers and effective processes for student support.</p>

scholarly journals The Development of a Systemic Approach to the Positive Management of Behaviour in One Secondary School

2021 ◽  
Author(s):  
◽  
David James Hill
Keyword(s):  
Secondary School ◽  
Case Study Research ◽  
Systemic Approach ◽  
Individual Student ◽  
Research Approach ◽  
Evidence Based Practices ◽  
Implementing Change ◽  
Collaborative Intervention ◽  
Positive Behaviour Support ◽  
Constituent Elements

<p>This thesis demonstrates one way in which the tenets of positive behaviour support could be used to meet the challenges of enhancing the academic and social learning of students in secondary school. Positive behaviour support (PBS) is a relatively new concept (and certainly new to New Zealand secondary education) which provides innovative ways in which students at secondary school can be supported and their progress through school sustained at the best possible level. A school-wide approach to developing positive behaviour support involves the integration of ecological assessment, measurable outcomes, data-based decision making, evidence-based practices and development of systems supports for these implementing change. This study centres on the development of a Positive Behaviour Support system in one secondary school. The researcher began this study as a collaborative intervention with class teachers to assist individual students at risk of failure or exclusion from school. What emerged was a wider study to meet the developing needs of the school and the staff and students. The emergent study was conducted in three distinct phases. The (original) individual student investigation was followed by a classroom investigation phase using a case study research approach. The third phase, school development, evolved into the beginning of a community of practice model. This mixed method approach to research uses a combination of qualitative and quantitative data sources to record the experience of this secondary school embarking on a journey of school reform as it moves to a school-wide positive behaviour support approach. This thesis describes the development of three tiers of support in a systemic model. It identifies the constituent elements of each tier and makes suggestions about how other schools could initiate a similar model of support in their own context. The study concludes that it is possible to develop a systemic approach within existing school systems. The result of such a development is improved academic outcomes for students, increased efficacy for teachers and effective processes for student support.</p>

IMPLEMENTASI MANAJEMEN KURIKULUM MADRASAH MUROTTILIL QUR’AN AL-RIFA’IE 2 MALANG

2019 ◽  
Vol 1 (1) ◽  
pp. 70
Author(s):  
Akhmad Ulul Albab
Keyword(s):  
Planning Process ◽  
Case Study Research ◽  
Field Research ◽  
Evaluation Process ◽  
Observation Time ◽  
Curriculum Planning ◽  
Research Approach ◽  
Learning Program ◽  
Planning Stage ◽  
Academic Calendar

This thesis aims to examine the management process applied in the Madrasah Murottilil Qur'an Al-Rifa'ie 2 Malang. Beginning with the curriculum planning process, implementing the curriculum, and how to evaluate the curriculum of the Madrasah Murottilil Qur'an Al-Rifa'ie 2 Malang. This research aims to find out and describe the managerial process of the curriculum, and the inhibiting factors in the implementation of efforts to achieve the vision, mission that has been set.This thesis is a report on the results of field research using a qualitative descriptive method with a case study research approach that takes place at the Al-Rifa'ie 2 Malang Boarding School.Data collection is done by interview, observation, and documentation. Data analysis is done by reducing data, then presenting data, and finally from the compiled data conclusions are drawn. Checking the validity of the data is done with credibility which includes Triangulation, peer checking, extension of observation time, increasing perseverance.The results of the analysis show that the curriculum management implemented by p Madrasah Murottilil Qur'an Al-Rifa'ie 2 At the planning stage, the process carried out was planning the implementation time, the learning program, making the academic calendar, and how the evaluation was held. At the implementation stage, it starts with a new santri test, conducts learning and conducts an ascension test. The evaluation process is carried out at least 2x in one month, and 1 and after one semester.

Management of Records in Adapted Buildings as Records Centres in Zimbabwe

Mousaion ◽  
2018 ◽  
Vol 35 (3) ◽  
Author(s):  
Samson Mutsagondo ◽  
Getrude Maduyu ◽  
Godfrey Tsvuura
Keyword(s):  
Qualitative Research ◽  
Case Study Research ◽  
Research Approach ◽  
Records Management ◽  
Personal Observation ◽  
Structured Interviews ◽  
Design Data ◽  
Professional Management ◽  
The Government

This paper discusses the challenges of records management that arise from the use of adapted buildings as records centres in Zimbabwe, despite the advantages of using such buildings. A qualitative research approach was used as well as a case study research design. Data were collected from seven officers of the Gweru Records Centre through semi-structured interviews. Personal observation was used to triangulate findings from interviews. It was found that the use of adapted buildings as records centres was a cheaper and quicker way of establishing records centres throughout the country. However, a number of preservation, security and management challenges cropped up as the conditions of the buildings and the environment of the adapted buildings were not conducive to the proper and professional management of records. This study is important in that it explores the prospects and challenges of using adapted buildings as records centres in Zimbabwe, an area that has not been researched by many authors. This provokes archival authorities and the government to seriously consider establishing purpose-built records and archival centres.

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

Are you listening? Echoing the voices of looked after children about their transition to secondary school

2021 ◽  
Vol 45 (1) ◽  
pp. 37-55
Author(s):  
Yvonne J Francis ◽  
Laura Rowland ◽  
Sarah Humrich ◽  
Sally Taylor
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Well Being ◽  
Social Connections ◽  
Research Approach ◽  
Participatory Action ◽  
Vulnerable Children ◽  
Looked After Children ◽  
Action Research Approach ◽  
Childhood Event

Transition to secondary school is a significant childhood event, especially for the most vulnerable children. Many looked after children experience multiple episodes of instability, loss and change which can affect this move. Research shows that school belonging promotes acceptance, inclusion and respect, and impacts positively on school transfer and participation. Asking children for their views on matters that affect them can ease the process and increase their belonging and well-being. This article seeks to echo the voices of 36 children aged 10 to 12 who participated in a therapeutic primary to secondary transition initiative for looked after children. Informed by a participatory action research approach, its focus was to facilitate the child’s voice. Child-friendly, multi-method techniques and activities were used to elicit their views about the transition. Social connections, relationships, feeling safe and belonging within the school environment emerged as key themes. Children specifically highlighted the importance of friendships as a mechanism for supporting their belonging during this time. They also voiced the need for their social connections and belonging to be promoted. This unique intervention provides a framework for facilitating the voices of looked after children and underlines the need for practitioners to listen and understand moves from primary to secondary schools from the child’s perspective.

Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion

2011 ◽  
Vol 113 (3) ◽  
pp. 529-560 ◽  
Author(s):  
Jianzhong Xu
Keyword(s):  
Emotion Regulation ◽  
Secondary School ◽  
Emotion Management ◽  
School Level ◽  
Individual Student ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Class Level ◽  
Secondary School Level ◽  
Homework Completion

Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.

scholarly journals How Robot/human Orchestration Can Help in an HR Department: A Case Study From a Pilot Implementation

Organizacija ◽  
2019 ◽  
Vol 52 (3) ◽  
pp. 204-217 ◽  
Author(s):  
Dalibor Šimek ◽  
Roman Šperka
Keyword(s):  
Business Process ◽  
Business Processes ◽  
Current Trend ◽  
Case Study Research ◽  
Multinational Company ◽  
Research Approach ◽  
Structured Interviews ◽  
Service Orchestration ◽  
Study Research

Abstract Background and Purpose: Motivation of this research is to explore the current trend in automating the business processes through software robots (Robotic Process Automation – RPA) and its managing within enterprise environment where most of the processes are executed by human workforce. As the RPA technology expands the demand for its coordinating grows as well. The possible solution to this challenge is shown in case study research in form of implementing orchestration platform to a concrete business process of onboarding in HR department of a multinational company. The aim of this paper is to explore the phases and activities of the pilot project implementation of Robotic Service Orchestration (RSO) in combination with RPA technology and to assess the potential benefits. Design/Methodology/Approach: Case study research approach was selected to explore the research phenomena, which is the implementation of RSO platform in combination with RPA technology and assessing incoming benefits. The case is formed with 2 companies – (1) multinational company with ongoing effort of automating onboarding process, (2) technology and consulting company delivering the automation solution. Data were collected through semi-structured interviews with respondents from two involved companies and by analysing internal documents. Results: The analysis of case provided in this paper revealed some key insights: (1) strategical position of RSO and tactical position of RPA towards the existing legacy systems, (2) need for increased focus on initial process modelling phase, (3) Application Programming Interface (API) integration is more viable solution for RPA, (4) the biggest benefit of RPA - its agility, (5) future potential of the RSO replacing the BPMS. Conclusions: First of all, there is a need of higher number of software robots adopted in a company before orchestration could pay off. On the other side, current Business Process Management Systems (BPMS) solutions don’t offer functionalities for managing human and software robots workforce altogether. RPA is expected to expand and without proper orchestration the effectivity will not grow constantly.

scholarly journals Manajemen Personalia Lembaga Pendidikan: MA Darul Ihsan Samarinda dan SMA YPM Diponogoro Tenggarong Seberang

2019 ◽  
Vol 7 (1) ◽  
pp. 27-38
Author(s):  
Misbahul Fuad
Keyword(s):  
High School ◽  
Personnel Management ◽  
Case Study Research ◽  
Field Research ◽  
Educational Institutions ◽  
Research Approach ◽  
Personnel Administration ◽  
Depth Interviews ◽  
Collection Methods

In its development, madrasas experienced ups and downs in their development. The most basic problem is the management aspect. The following cases of management are interesting to note. There are schools or madrasas that initially experience setbacks, then can progress rapidly. On the other hand, there are schools or madrassas that initially developed, but then almost went out of business. One of the reasons is due to the management that is not mature enough, therefore personnel management in the world of education is very important especially in educational institutions especially Islamic-based educational institutions. This study aims to determine the application of personnel management in Islamic education institutions and supporting and inhibiting factors in its application. This research is a type of field research with a multi-case study research approach. Data collection methods used Participatory Observation and In-depth interviews. The steps of data analysis in this study use the analysis of the Miles and Huberman models. Based on the results of research in the field it was found that: 1) The implementation of personnel management in MA Darul Ihsan Samarinda and YPM Diponegoro Tenggarong Seberang High School which consisted of educators and education staff. There are several components of personnel management, including seven components that have different divisions and elements, namely planning, recruitment, coaching, dismissal, but there are three important components that have not been comprehensively applied, namely compensation, appointment and evaluation. 2) Supporting factors for the implementation of personnel management in MA Darul Ihsan Samarinda and YPM Diponegoro Tenggarong Seberang High School are the motivation given by the madrasa headmaster and headmaster to their personnel so that they always try to be better and give encouragement or enthusiasm in carrying out their tasks. Both vision, mission, goals because each institution must have a vision, mission and goals as well as MA Darul Ihsan Samarinda and YPM Diponegoro Tenggarong High School have a vision, mission and clear objectives, while the inhibiting factor in the implementation of personnel administration is a means of implementing administration in MA Darul Ihsan Samarinda and YPM Diponegoro Tenggarong Seberang High School due to the unavailability of sufficient funds and human resources in their fields.

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