Proposing a Leadership Model to Improve Underachieving Schools' Performance in Deprived Communities

2019 ◽  
pp. 241-260
Author(s):  
Gertruida Maria Steyn
Keyword(s):  
Academic Performance ◽  
School Improvement ◽  
Primary School ◽  
Student Performance ◽  
South African ◽  
Leadership Model ◽  
Improve Student Performance ◽  
Role Players ◽  
Improved Performance

This chapter outlines the findings from a case study that explored how a South African primary school in a challenging context had improved and raised students' academic performance. It shows how the principal's leadership in collaboration with all role players was able to influence the school's ability to improve and sustain its improvement. The study, however, argues that a school facing challenging contexts requires appropriate differentiated strategies to ensure school improvement. It concludes by proposing a model in which schools in challenging contexts can improve student performance. This, however, implies that such schools need to be committed to change and identify “tailor-made” strategies to ensure improved performance.

The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz

2020 ◽  
pp. 009862832097989
Author(s):  
Roni M. Crumb ◽  
Ryan Hildebrandt ◽  
Tina M. Sutton
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Incongruent Condition ◽  
Note Taking ◽  
Sole Purpose ◽  
State Dependent ◽  
Improve Student Performance ◽  
Teaching Implications

Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-style information and could improve student performance in class.

scholarly journals Self-Directed Education in Two Transformative Pro-Environmental Initiatives within the Eco-Schools Programme: A South African Case Study

2020 ◽  
Vol 24 ◽  
Author(s):  
Jill Kruger
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
South African ◽  
Environmental Degradation ◽  
Environmental Initiatives ◽  
School Initiatives ◽  
Resource Poor ◽  
Local Support ◽  
Widespread Interest

The international Eco-Schools programme promotes Education for Sustainable Development (ESD) through introducing and stimulating pro-environmental initiatives by school learners and staff. This enabled learners in the Eco-Clubs at a resource-poor primary school to identify and undertake transformative pro-environmental initiatives in 2011 and 2014 through Self-Directed Education (SDE). An educative approach encouraging critical thinking at the school provided the foundation that made this possible. In discussing and working through their strategies to undertake research and challenge authorities about noncompliance in regard to municipal responsibilities that led to environmental degradation, Eco-Club members liaised freely with teachers and other learners. This process, together with local support for the eco-school initiatives, stimulated widespread interest and generated hope among learners by showing that another way of being is possible.

: KNOWLEDGE REINFORCEMENT AND INTERVENTION FOR STUDENT PERFORMANCE: AN ACTION RESEARCH

2019 ◽  
Vol 6 (01) ◽  
Author(s):  
JIMMY P. MANIGBAS ◽  
KRISTINE P. RUBI ◽  
KRISTINE P. RUBI ◽  
LUZVIMINDA I. BERSOLA
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Weighted Mean ◽  
Statistical Tools ◽  
Final Grade ◽  
School Year ◽  
Significant Difference ◽  
Teacher Researchers ◽  
Dependent Samples

This study aims to assess the significant improvement of the academic performance of Grade 12 learners in Cookery subject. This study utilized a one shot case study. The teacher-researchers introduced the interventions that are implemented inside the classroom; a. Care Tech Project; b. One Hand Project; c. Play Magic Box Project; d. Friendly Helping Project; e. Lend a Gift Project; f. Celebrity of the Weeks Project. A total of 25 Grade 12 TVL learners of Tabgon High School, Goa, Camarines Sur, Philippines who were enrolled in the class of teacher-researchers for the school year 2018-2019. The statistical tools used were Frequency and Percentage Distribution, Weighted Mean, and Mean for Dependent Samples to determine the significant improvement between 2nd semester midterm and final grade mean rating academic performance of the students. The baseline data of this study obtained from midterm grades of the learners. As reflected in the results the midterm mean rating of the male learners is 84.80% which increased to 88% which has significant difference of 3.20 or High and for female learners’ midterm rating is 88.85% which increased to 92.10% which 3.25 or High is the significant difference. That immense increased in their mean rating was made after the implementation of interventions. Based on the level of acceptability of the interventions implemented, all of the various interventions garnered Highly Acceptable with grand weighted mean rating of 4.83. It implies that Project KRIS interventions provided a big impact to the learners. Thus, that Project KRIS helped the learners that improved and enhanced their performances with its various interventions.

Nuevas variables asociadas al estrés académico que afectan el rendimiento estudiantil a nivel universitario en época de pandemia

2021 ◽  
Vol 2 (5) ◽  
pp. 6694-6707
Author(s):  
Yaneth Alemán Vilca ◽  
Teresa Yáñez Fernández ◽  
Yenny Yessica Asillo Apaza ◽  
Gloria Isabel Monzón Alvarez ◽  
José Manuel Calizaya López
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Cell Phones ◽  
Private University ◽  
High Tech ◽  
Educación A Distancia ◽  
New Variables ◽  
The Impact ◽  
Estudiantes Universitarios

Se estudian nuevas variables asociadas a la pandemia covid 19, que pudiesen ser generadores de estrés que influyen en el rendimiento estudiantil. Diversos factores causan estrés académico a nivel de estudiantes universitarios: inexperiencia en el manejo de estrategias de educación a distancia, falta de internet, entre otros. Se destaca el impacto que la epidemia está teniendo en el rendimiento académico de los estudiantes. Como caso de estudio, se aplicaron encuestas entrevistas a estudiantes de una universidad pública y una privada. Resultados preliminares muestran una disminución de la motivación al estudio y del rendimiento académico con un aumento de la ansiedad y dificultades para adecuarse a la modalidad a distancia. La mayoría de estudiantes de las públicas tienen problemas de internet, y no cuentan con computadores ni celulares de alta tecnología. En cambio, estos aspectos son más ventajosos en los estudiantes de las privadas.   New variables associated with the covid 19 pandemic are studied, which could be generators of stress that influence student performance. Various factors cause academic stress at the level of university students: inexperience in managing distance education strategies, lack of internet, among others. The impact that the epidemic is having on the academic performance of students is highlighted. As a case study, interview surveys were applied to students from a public and a private university. Preliminary results show a decrease in motivation to study and academic performance with an increase in anxiety and difficulties in adapting to the distance modality. Most public students have internet problems, and do not have high-tech computers or cell phones. On the other hand, these aspects are more advantageous in the students of the private schools

Sustaining school improvement in a high-need school

2017 ◽  
Vol 55 (3) ◽  
pp. 297-315 ◽  
Author(s):  
Nathern Okilwa ◽  
Bruce Barnett
Keyword(s):  
Academic Performance ◽  
School Improvement ◽  
Longitudinal Data ◽  
Student Performance ◽  
Student Mobility ◽  
Demographic Data ◽  
High Mobility ◽  
State Level ◽  
Collective Responsibility ◽  
Content Type

Purpose The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals. Design/methodology/approach The paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with teachers, the principal, and parent leaders. Findings The analyses of these longitudinal data revealed four ongoing factors were responsible for sustained academic performance: high expectations, distributed leadership, collective responsibility for student performance, and data-based decision making. However, challenges that persistently confront Robbins staff include limited resources (e.g. technology and library materials), high mobility rate, and some cases of unsupportive parents. Originality/value This study adds to understanding how high-need urban schools can sustain high academic performance in spite of changes in principals, shifting community demographics, and high student mobility.

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