Be detailed in your response (25 words or less). Question #4 Please answer “Yes” or “No” to Question #4 below: Are the members of your school leadership team accessible to you for consultation or attainment of needed information regarding educational matters within your school? Significance of the Study Mediating factors of school leadership driven by collective cultures as it relates to assumptions about education and acknowledging the fact that principals matter in the context of student outcomes have led to increased attention, especially in the way that school leaders are prepared (Davis, Darling-Hammond, LaPointe & Meyerson, 2005; Hale & Moorman, 2003). Principals who flatten hierarchy and give teachers opportunities to participate in developing school goals and improvement plans obtain higher commitment to teaching (Leithwood et al.,
The core objective of this study is the investigation into the association between peer influence and academic performance. There have been studies on the various means through which peer groups can influence students’ academic performance. There is every tendency that the kinds of friends adolescents keep in school shaped their appreciation for their academic and academic achievement. According to Ryan (2000), the peer groups are influential regarding changes in students’ intrinsic value for school (i.e. liking and enjoying) as well as achievement (i.e.
Academic achievement is considered by scholars as one of the main goals for the school-age children (García Coll & Szalacha, 2004). According to modern theories, child development and his progress in school is related to some personal factors such as gender, socio-economic background of the family, the interaction of the child with the family environment, and family cooperation with the school (Bronfenbrenner, 1998, Cicchetti & Toth, 2000, Eitle 2005, Jacobs & Harvey, 2005). One of the most comprehensive theoretical framework for understanding the development of the child and their academic achievements is the theory of Epstein (1997, 2005, 2011) known differently as the model of overlapping spheres. This model is focused on the roles that
When a student gets a failing grade, this might trigger them to study harder and broaden their minds in the possibilities in the area of knowledge. Moreover, grades of students have the psychological result of grades to students. Parikh defined grades as a basis of intellectual capacity of students in the classroom. It can improve a student’s emotional state and/or also break his confidence. In some cases, grades are determinants of a student’s superiority inside the classroom.
Feedback can provide students with information about strengths and weaknesses of responses, the outcomes achieved and students’ performance in relation to standards and to other students. For students, effective feedback on responses to assessment tasks should include: what was expected from the task? Like meaningful information about the quality of work, clear statements about how to improve, correction of misunderstandings, reinforcement of what has been done well. For teachers, effective feedback enables them to evaluate: teaching and learning programs, teaching strategies, assessment strategies, assessment task design, marking guidelines. (John Gore- CEO,
different backgrounds, life experiences, thoughts, learning styles, and the interactions among them are multi-dimensions. Maria and Pavlou (2008) in their study showed that mixed-ability classes provided students access to more learning opportunities. Johnson and Johnson (1987) recommended that assigning students of different abilities in the same group could maximize the strength of each group. Such ability variety within the same group creates an effective learning environment and provides learning opportunities for low-level students as well as opportunities to more advance students. For instance, when learners with learning problem are grouped with highly gifted learners, they will be motivated to learn as they will not only be learning from their teacher.
Reporting of school results is intended to provide a means of monitoring progress in school performance and increase the accountability of principals and teachers for school performance. Through better monitoring of performance at the student, school and system level, educational outcomes can be lifted across all schools (MCEETYA 2009). Through better monitoring of performance at the student and school level, educational outcomes can be lifted across all schools and all sectors (Gillard 2009a). Results of the students are reported through grading. Grading improves students’ learning by clarifying instructional objectives to them, showing students’ strengths and weaknesses, providing information on personal and social
Student are engage in activities and program that are run by school that can be help them to discover their abilities and further development. Particularly in peer interaction, social interaction and interpersonal relationship are formed in school. School areas become exploration and socialization for adolescence to experiment with different role, relation and value. We saw in practicum the teacher gives good appreciation to student for completing the homework that appreciation make happiness on child face. So the positive feedback play important role of adolescence identity
Stuthers, Perry and Menec (2000) claimed that coping strategies influence students’ course grades. One of its structure, the problem-focused, targets on the causes of stress in practical ways that intend to remove or reduce the causes of stressors. Additionally, Doron et al. (2011) found an association between mastery goals and problem-focused coping. This finding is supported by a study conducted by Elliot, McGregor and Gable (1999) that showed the linkage between mastery approach goals and positive processes in the academic setting.
Through the involvement of school community members in these key decisions, SBM can create more effective learning environments for students. WHAT ARE THE ADVANTAGES? According to the American Association of School Administrators (AASA), the National Association of Elementary School Principals (NAESP), the National Association of Secondary School Principals (NASSP), and