scholarly journals Using Double Consciousness as an Analytic Tool to Discuss the Decision Making of Black School Leaders in Disrupting the School-to-Prison Pipeline

2018 ◽  
Vol 17 (4) ◽  
Author(s):  
Ramon Goings ◽  
Sheree Alexander ◽  
Julius Davis ◽  
Nicole Walters
Keyword(s):  
Decision Making ◽  
School Leaders ◽  
Double Consciousness ◽  
School To Prison Pipeline ◽  
Analytic Tool ◽  
Black School

implementasi model pengambilan keputusan dalam kepemimpinan suatu sekolah

2019 ◽  
Author(s):  
Elvi Gustheana ◽  
Hade Afriansyah ◽  
Rusdinal
Keyword(s):  
Decision Making ◽  
School Leaders ◽  
Educational Institution ◽  
Good Decision ◽  
Analytic Tool ◽  
Decision Making Models ◽  
The Right ◽  
Decision Making Model

In leading an institution, especially an educational institution, it is necessary to have practive, innovative and apropriate policies in every problem – the problem faced. In leading a school, the leader, namely the principal, must understand the models of good decision makingthat can improve the quality of the school and raise the name of the school. In bulding good leadership in a school it is necessary to make the right decisions made by the school leaders, and in running a school, the right decisions are needed which can be an alternative in every problem faced. Taking this decision is also a plan that results in every implementation running smoothly so that leadership in a school goes well and properly. This paper focus on the decision making models which are initially applied in the economic, politic and psychology science. Only a few papers explore this issue, most of its reveal about the result study or the output instead of discussing the process of decision making. Discussion about the usage of decision making model as the analytic tool and the application of the model is quite few.

Implementasi Model Pengambilan Keputusan dalam Kepemimpinan Suatu Sekolah

2019 ◽  
Author(s):  
Elvi Gustheana ◽  
Hade Afriansyah ◽  
Rusdinal
Keyword(s):  
Decision Making ◽  
School Leaders ◽  
Educational Institution ◽  
Good Decision ◽  
Analytic Tool ◽  
Decision Making Models ◽  
The Right ◽  
Decision Making Model

In leading an institution, especially an educational institution, it is necessary to have practive, innovative and apropriate policies in every problem – the problem faced. In leading a school, the leader, namely the principal, must understand the models of good decision makingthat can improve the quality of the school and raise the name of the school. In bulding good leadership in a school it is necessary to make the right decisions made by the school leaders, and in running a school, the right decisions are needed which can be an alternative in every problem faced. Taking this decision is also a plan that results in every implementation running smoothly so that leadership in a school goes well and properly. This paper focus on the decision making models which are initially applied in the economic, politic and psychology science. Only a few papers explore this issue, most of its reveal about the result study or the output instead of discussing the process of decision making. Discussion about the usage of decision making model as the analytic tool and the application of the model is quite few.

Implementasi Model Pengambilan Keputusan dalam Kepemimpinan Suatu Sekolah

2019 ◽  
Author(s):  
Elvi Gustheana ◽  
Hade Afriansyah ◽  
Rusdinal
Keyword(s):  
Decision Making ◽  
School Leaders ◽  
Educational Institution ◽  
Good Decision ◽  
Analytic Tool ◽  
Decision Making Models ◽  
The Right ◽  
Decision Making Model

In leading an institution, especially an educational institution, it is necessary to have practive, innovative and apropriate policies in every problem – the problem faced. In leading a school, the leader, namely the principal, must understand the models of good decision makingthat can improve the quality of the school and raise the name of the school. In bulding good leadership in a school it is necessary to make the right decisions made by the school leaders, and in running a school, the right decisions are needed which can be an alternative in every problem faced. Taking this decision is also a plan that results in every implementation running smoothly so that leadership in a school goes well and properly. This paper focus on the decision making models which are initially applied in the economic, politic and psychology science. Only a few papers explore this issue, most of its reveal about the result study or the output instead of discussing the process of decision making. Discussion about the usage of decision making model as the analytic tool and the application of the model is quite few.

Decision making, distributed leadership and the objective knowledge growth framework

2019 ◽  
Vol 34 (2) ◽  
pp. 217-231
Author(s):  
Stephanie Chitpin
Keyword(s):  
Decision Making ◽  
Distributed Leadership ◽  
School Leaders ◽  
Decision Makers ◽  
Decision Making Process ◽  
Objective Knowledge ◽  
Content Type ◽  
Education Leaders ◽  
Knowledge Growth ◽  
Analytical Approaches

Purpose The purpose of this paper is to know the extent to which a decision-making framework assists in providing holistic, comprehensive descriptions of strategies used by school leaders engaging with distributed leadership practices. The process by which principals and other education leaders interact various school-based actors to arrive at a distributed decision-making process is addressed through this paper. The position taken suggests that leadership does not reside solely with principals or other education leaders, but sustains the view that the actions of various actors within a school setting contribute to fuller and more comprehensive accounts of distributed leadership. Design/methodology/approach While the application of rational/analytical approaches to organizational problems or issues can lead to effective decisions, dilemmas faced by principals are often messy, complex, ill-defined and not easily resolved through algorithmic reason or by the application of rules, as evidenced by the two stories provided by Agnes, a third-year principal in a small countryside elementary school in a small northeastern community, and by John, a novice principal in a suburb of a large Southwestern metropolitan area. Findings The value of the objective knowledge growth framework (OKGF) process is found in its ability to focus Agnes’s attention on things that she may have overlooked, such as options she might have ignored or information that she might have resisted or accepted, as well as innumerable preparations she might have neglected had she not involved all the teachers in her school. Research limitations/implications The implementation of the OKGF may appear, occasionally, to introduce unnecessary points along this route and may not be laboriously applied to all decision-making situations. However, the instinctively pragmatic solutions provided by this framework will often produce effective results. Therefore, in order to reduce potentially irrational outcomes, the systematic approach employed by the OKGF is preferable. The OKGF must be managed, implemented and sustained locally if it is to provide maximum benefits to educational decision makers. Practical implications Given the principals’ changing roles, it is abundantly clear that leadership practice can no longer involve just one person, by necessity, and it is becoming increasingly difficult to imagine how things could have been accomplished otherwise. Expecting the principal to single-handedly lead efforts to improve instruction is impractical, particularly when leadership may be portrayed as what school principals do, especially when other potential sources of leadership have been ignored or treated as secondary or unimportant because that leadership has not emanated from the principal’s office (Spillane, 2006). In this paper, the authors have striven to reveal how a perspective of distributed leadership, when used in conjunction with the objective knowledge growth framework, can be effective in assisting principals in resolving problems of practice. Social implications Different school leaders of varying status within the educative organization benefit from obtaining different answers to similar issues, as evidenced by John’s and Agnes’s leadership tangles. Lumby and English (2009) differentiate between “routinization” and “ritualization.” They argue, “They are not the same. The former erases the need for human agency while the latter requires it” (p. 112). The OKGF process, therefore, cannot provide school leaders with the “right” answers to their educative quandaries, simply because any two school leaders, facing the same issues, may utilize differing theories, solutions, choices or options which may satisfy their issues in response to their own individual contextual factors. Similarly, in a busy day or week, school leaders may be inclined to take the shortest distance between two points in the decision-making process; problem identification to problem resolution. Originality/value Should the OKGF process empower decision makers to obtain sound resolutions to their educative issues by assisting them in distancing themselves from emotions or confirmation biases that may distract them from resolving school problems, its use will have been worthwhile.

scholarly journals Effect of School Management on Students’ Perceived Academic Achievement among Seventh-Day Adventist Secondary Schools in North-East Tanzania

2020 ◽  
Vol 1 (3) ◽  
pp. 105-110
Author(s):  
Emmanuel Allen Senguo ◽  
Onesto Ozias Ilomo
Keyword(s):  
Academic Achievement ◽  
Decision Making ◽  
Secondary Schools ◽  
School Leaders ◽  
School Management ◽  
Seventh Day Adventist ◽  
Effective School ◽  
Managerial Practices ◽  
North East ◽  
Teachers And Parents

This study investigated the effect of school management on students’ perceived academic achievement among Seventh- day Adventist secondary schools in in North-East Tanzania. The study employed survey research design, whereby a self-administered questionnaire was distributed to 311 randomly selected students and their responses were analyzed through the Statistical Package for Social Sciences. The study established that school management was effective in planning, motivating and encouraging students to work hard toward maximized academic achievement. However, the school management was perceived ineffective in accepting ideas from students and involving parents in decision making. Students were satisfied with their academic achievement and believed that their academic competence keeps increasing from day to day but were undecided whether teachers and parents are satisfied with their academic achievement. Finally, students’ academic achievement is positively influenced by effective school management. Based on the conclusions, the researchers recommended that, while school management is effective in planning, motivating and encouraging students to work hard toward maximized achievement, the school leaders need to improve on acceptance of constructive ideas from students and involving parents in decision making processes. While students were satisfied with their academic achievement and they were undecided whether teachers and parents are satisfied with their academic achievements, there is a need to enhance the interaction between students and their parents and teachers for them to grasp how parents and teachers perceive their academic achievement. Finally, while students’ academic achievement is positively influenced be effective school management, there is need for school leaders to improve their managerial practices which will enhance the level of academic achievement by students in the respective schools.

scholarly journals Close-to-practice research: The need for student voice and the strange case of Academy x

2020 ◽  
Vol 18 (3) ◽  
pp. 480-494
Author(s):  
Simon D. Edwards ◽  
Chris Brown
Keyword(s):  
Decision Making ◽  
School Leadership ◽  
Student Voice ◽  
School Leaders ◽  
Male Students ◽  
Practice Research ◽  
Student Perspective ◽  
The South ◽  
Barriers And Enablers

The idea that teaching and school leadership should be informed by research and other evidence has developed traction recently in England and other jurisdictions. Yet, such research has too seldomly involved the student perspective in leadership decision-making. This article presents a case study of an ‘all through’ academy in the south of England (Academy x ) that attempted to address this issue through research that was close to practice in nature. Here, school leaders, teachers, parents and, specifically, disadvantaged male students’ perspectives of barriers and enablers to their attainment were explored with a view to working collaboratively with these stakeholders to respond to the findings. However, we had not taken into account that the credibility of the students’ perspectives and the nature of the messages emerging from the findings would be questioned, and would influence a decision by school leaders not to act upon them. We consider how these issues might be addressed if student voice as a form of close-to-practice research is to become a reality.

scholarly journals Data-driven decision-making in creating class rosters

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rebecca Wolf ◽  
Joseph M. Reilly ◽  
Steven M. Ross
Keyword(s):  
Decision Making ◽  
Student Learning ◽  
Low Income ◽  
School Leaders ◽  
Data Driven ◽  
Data Driven Decision Making ◽  
Content Type ◽  
Use Of Data ◽  
Using Data ◽  
Rich Data

PurposeThis article informs school leaders and staffs about existing research findings on the use of data-driven decision-making in creating class rosters. Given that teachers are the most important school-based educational resource, decisions regarding the assignment of students to particular classes and teachers are highly impactful for student learning. Classroom compositions of peers can also influence student learning.Design/methodology/approachA literature review was conducted on the use of data-driven decision-making in the rostering process. The review addressed the merits of using various quantitative metrics in the rostering process.FindingsFindings revealed that, despite often being purposeful about rostering, school leaders and staffs have generally not engaged in data-driven decision-making in creating class rosters. Using data-driven rostering may have benefits, such as limiting the questionable practice of assigning the least effective teachers in the school to the youngest or lowest performing students. School leaders and staffs may also work to minimize negative peer effects due to concentrating low-achieving, low-income, or disruptive students in any one class. Any data-driven system used in rostering, however, would need to be adequately complex to account for multiple influences on student learning. Based on the research reviewed, quantitative data alone may not be sufficient for effective rostering decisions.Practical implicationsGiven the rich data available to school leaders and staffs, data-driven decision-making could inform rostering and contribute to more efficacious and equitable classroom assignments.Originality/valueThis article is the first to summarize relevant research across multiple bodies of literature on the opportunities for and challenges of using data-driven decision-making in creating class rosters.

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