Do Bulgarian Schools Effectively Communicate with Their School Communities?

2016 ◽  
Vol 37 (2) ◽  
pp. 163-202
Author(s):  
Milen Filipov ◽  
Maria Alexieva ◽  
Diana Popova
Keyword(s):  
School Communities

What future for school business leadership? Recent change and looming possibilities

2020 ◽  
pp. 089202062096985
Author(s):  
Karen Starr
Keyword(s):  
New Zealand ◽  
International Research ◽  
Recent Change ◽  
Business Leaders ◽  
Business Leadership ◽  
School Communities ◽  
The Cross ◽  
School Business ◽  
Developed World ◽  
Policies And Practices

Fundamental widespread changes affecting education’s purposes, policies and practices have had transformational repercussions for school business across the developed world. Subsequently, school business demands and accountabilities continue to escalate in scope and complexity and governments, education authorities and school communities are acknowledging the primacy and imperative of proficient school business leadership. International research chronicling the subsequent rapid professionalisation of school business leaders demonstrates pervasive policy moves that have re-focused school business priorities. Drawing on research conducted in Australia, USA, UK, Canada and New Zealand this article describes recent widespread changes before discussing issues and trends portending future professional adaptation for school business leaders whose work lies at the cross hairs of macro pressures and micro necessities.

Multiple metal accumulation as a factor in learning achievement within various New Orleans elementary school communities

2005 ◽  
Vol 97 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Howard W. Mielke ◽  
Kenneth J. Berry ◽  
Paul W. Mielke ◽  
Eric T. Powell ◽  
Christopher R. Gonzales
Keyword(s):  
Elementary School ◽  
New Orleans ◽  
Metal Accumulation ◽  
Learning Achievement ◽  
School Communities

Attaining the Active School Flag: How physical activity provision can be enhanced in Irish primary schools

2017 ◽  
Vol 25 (1) ◽  
pp. 76-88 ◽  
Author(s):  
Richard Bowles ◽  
Déirdre Ní Chróinín ◽  
Elaine Murtagh
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Interviews ◽  
Positive Health ◽  
Policy Makers ◽  
School Communities ◽  
Physical Activity Interventions ◽  
School Based ◽  
School Initiatives

The provision of regular physical activity opportunities has the potential to have positive health benefits for children. This study used qualitative interviews and focus groups to examine the experiences of two Irish primary school communities as they worked to attain an Active School Flag. The data suggest that engagement in this formal physical activity initiative impacts positively on children’s engagement in physical activity. Schools were encouraged to embark on innovative activities that attracted widespread participation within schools and in the wider community. The establishment of links with community groups fostered collaborations that were empowering and inclusive. This research supports the contention that primary school initiatives can provide enhanced physical activity opportunities for children, and may provide guidance to national and international policy-makers as they devise school-based physical activity interventions.

The importance of passionate individuals for navigating school arts provision in 19 Australian schools

2021 ◽  
pp. 1321103X2110325
Author(s):  
Katrina Skewes McFerran ◽  
Alexander HD Crooke ◽  
Megan Steele ◽  
John Hattie ◽  
Gary E McPherson
Keyword(s):  
Student Development ◽  
Primary Schools ◽  
School Administrators ◽  
Traditional School ◽  
School Communities ◽  
School Activities ◽  
The Arts ◽  
Policy Goals ◽  
Leadership Support ◽  
Arts Programs

Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, most Australian schools are left to navigate a landscape characterized by shifting policy goals and external providers of diverse quality and intent. Drawing on interviews with 27 stakeholders from 19 Catholic primary schools in Melbourne, Australia, we explored key approaches to arts provision in this context, and conditions that hinder and support it. Approaches varied markedly, from school-wide programs embedded across the curriculum, to one-off incursions. Conditions consistently affecting provision ranged from leadership support to a community’s view of the arts. Programs regularly relied on individuals passionate about arts to go beyond their paid roles, yet this frequently jeopardized sustainability. Overall, the approaches identified, and conditions affecting their sustainability, reveal a lack of value for school arts at policy and administration levels. This lack of value is not demonstrated in the provision of other traditional school activities like math or literacy, which begs consideration by policymakers and school administrators.

scholarly journals Preparing School Leaders to Interrupt Racism at Various Levels in Educational Systems

2015 ◽  
Vol 17 (1) ◽  
pp. 121 ◽  
Author(s):  
Christa Boske
Keyword(s):  
Educational Leadership ◽  
Narrative Inquiry ◽  
Social Equity ◽  
Leadership Preparation ◽  
Institutional Racism ◽  
Educational Systems ◽  
Disparate Impact ◽  
School Communities ◽  
Reflective Process ◽  
Educational Leadership Preparation

This narrative inquiry seeks to advance the field of educational leadership preparation by exploring ways to interrupt personal, interpersonal, and institutional racism through the senses-ways in which people perceive their experiences and relation to others. Findings suggest that participants engage in actions aligned with revelations from their reflective process and utilize their positions as a lever to address racism at various levels within educational systems. Participants utilized their transformed storied selves to challenge the disparate impact of power and privilege on educational and social equity within school communities.

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