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Public Administration & Development is a journal that focuses on the intersections between public administration and development studies, particularly in non-Western contexts. As the second oldest British public administration journal, it has a rich history that reflects the nature of academic publishing and the discipline of public administration. The journal has evolved from its practitioner origins to become a leading academic journal, with a strong international focus. The 75th anniversary special issue includes articles that explore various topics, such as autocracies in Central Asia, gender equality, decolonizing knowledge, and disaster management. The journal aims to continue adapting to new challenges, embracing diverse perspectives, and remaining at the forefront of discussions on public administration and development. [Extracted from the article]

This study focused on the best-practices performed on School-Based Management of public secondary school principals, SBM coordinators and community stakeholders with Advanced Level of Practice (Level - III) in School-Based Management in the Schools Division of Quezon. The researcher used purposive sampling technique in selecting the target respondents. A semi-structured questionnaire was used as a research instrument to gather the data. The study revealed the practices performed in leadership and governance includes schools planning. They set clear vision and define goals and objectives followed by strategic planning for future projects through collaboration. They continuously monitor and evaluate all the projects to ensure success or adjust if problems and issues arise. With regards to governance, they involve of community, internal and external stakeholders through shared governance. The best practices performed in curriculum and learning includes collaborative decision making that involve stakeholders or different organization in all the activities, programs and projects of the school specially if it is about curriculum. They give their time and service, donate, help teachers in projects like in reading and basic math lessons. Furthermore, the schools ensure implementation of the required curriculum practice delegation of task. With the strict monitoring and evaluation, they can also check if everyone is able to adapt in all the trends and innovations of 21st century learning. The best practices performed in accountability and continuous improvement includes review and monitoring to achieve success of continuous improvement and shared accountability. The best practices performed in management of resources includes strict resource allocation which means they value prioritization. Other schools involve their stakeholder. They help teachers for their projects, donate materials or even offer time and skills for manual work. They even help in canvassing, sharing strategies and brainstorming for ways to budget the funds. Moreover, they practice real transparency. Since most schools struggles for budget, schools who look for Income generating Project. The following recommendations were hereby suggested: Division Supervisor may consider to offer refresher courses about SBM and to strengthen stakeholders participation, More detailed guidelines and centralized assistance for school heads and SBM Coordinators, School heads may be consistent in conducting team building among teachers and stakeholders to strengthen their relationship and bonding and for the future researcher to look into considerations the limitations and variable which are not discussed in the paper. [ABSTRACT FROM AUTHOR]

This corrigendum published in the Health Promotion & Chronic Disease Prevention in Canada journal acknowledges the contribution of Dr. Deborah Norris, which was initially omitted from an article titled "Glossary of terms: A shared understanding of the common terms used to describe psychological trauma, version 3.0." The corrigendum also includes acknowledgements to various partner organizations and individuals who contributed to the development of the glossary. The document is licensed under a Creative Commons Attribution 4.0 International License. It serves as an acknowledgement section that thanks various organizations and individuals for their contributions to the development of a glossary on military sexual trauma. The glossary was created collaboratively and includes input from people with lived experience and other stakeholders. The document lists the names and affiliations of the contributors alphabetically. The online version of the document was updated on September 11, 2024, to reflect changes in the acknowledgements. [Extracted from the article]

The article presents the discussion on regulatory challenges facing U.S. mariculture, highlighting the impact of permitting processes on industry growth and environmental protection. Topics include the evolution of shellfish aquaculture permitting since the O'Connell Report, the need for streamlined regulations to foster industry expansion; and the ongoing challenges in balancing regulatory efficiency with environmental concerns.

This study attempted to determine the impact of school disaster risk reduction and management program in public schools in Angono, Rizal for school year 2023 -2024 which served as basis to develop an enhanced contingency plan. The method of research used was the descriptive type of research with the questionnaire as the data gathering instrument. The respondents who rated the nine (9) schools principals, SDRRM coordinators non-teaching personnel, thirty (30) teachers and PTA officers of the nine public school in Angono, Rizal with a total of 442. The findings revealed that the teaching personnel and the SH/DRRMC/NTP respondents rated the impact of Prevention and Mitigation, Preparedness, disaster response and recovery and rehabilitation the grand weighted mean of 3.50and 3.64 respectively with verbal interpretation of strongly agree while the PTA officers -respondents rated the four aspects of grand weighted mean of 3.42 verbally interpreted as agree. Meanwhile, the perceptions of the teaching personnel and the SH/DRRMC/NTP on the challenges encountered on SDRR Program got the grand weighted mean of 3.54 and 3. 65 which interpreted as strongly agree. Meanwhile, PTA officer- respondents rated the four aspects as Agree with grand weighted mean of 3.49. Furthermore, there is a relationship between the impact of disaster risk reduction and management programs as regards preparedness, disaster response and recovery and rehabilitation and the challenges encountered by school. [ABSTRACT FROM AUTHOR]

This article is an excert from a doctoral thesis in Education entitled "Perceptions of managers and teachers of Semed Manaus / AM about Integrated School Management (GIDE): a critical analysis". The study aims to identify the effects of GIDE on democratic management in municipal public schools based on the reports from seven managers and eight teachers who work at Semed Manaus. GIDE is a management system that integrates strategic, political and managerial aspects for the educational, aiming to expand the quantitative results of the teaching - learning process of students. However, as a management approach with managerial perspectives that uses control tools, and standardization in all school management and pedagogical activities, it runs counter to the democratic principles established in the National Education Guidelines and Framework Law (LDBEN/9.394/96). This is a qualitative research study, in which semi-structured interviews, which were then transcribed and analyzed using thematic-categorical content analysis. The analysis shows that managers and teachers perceive that the centralizing and inflexible methodology of GIDE impacts on democratic practices in daily school life, creating a culture of compliance with goals, deadlines, and pre-established tasks, with little spaces for divergent thinking amongby school leaders and teachers, who find themselves limited by this management approach. [ABSTRACT FROM AUTHOR]

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper uses new data to study school management and productivity in India. We report five main results. First, management quality in public schools is low, and ∼2 standard deviations below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, better-managed schools have lower variation in within-school teacher effectiveness and higher levels of minimum teacher effectiveness. Fifth, consistent with better people management, teacher pay in private schools is positively correlated with teacher effectiveness, whereas we find no such correlation in public schools. [ABSTRACT FROM AUTHOR]

Copyright of Revista Gênero e Interdisciplinaridade is the property of Instituto de Ensino e Pesquisa Periodicojs and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Gênero e Interdisciplinaridade is the property of Instituto de Ensino e Pesquisa Periodicojs and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ciencias Psicológicas is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sexual harassment (SH) in schools is unwanted and unwelcome behavior of a sexual nature that, when severe, offensive, and pervasive, creates a hostile environment that is prohibited under Title IX of the Education Amendments of 1972. In the current mixed methods study, using analyses of school policies and reports, and student survey and qualitative data, we examined (a) whether public high schools' policies about SH were in compliance with Title IX guidance, (b) whether SH policies were related to alumni's knowledge and attitudes about their schools' SH policies, and (c) whether SH policies were related to alumni's experiences with and reporting of SH. Results indicated that, of the 172 school districts within one state, only one‐fourth of the school districts had SH policies in which SH was clearly defined and in which there were noted consequences for perpetrating SH. Despite students experiencing SH, very few students ever reported SH to an adult at school. However, of the small number of students who reported SH to an adult at school, 87.5% went to a school with an explicit SH policy. Many students stated that they did not report SH because they did not trust adults to handle it fairly or effectively. [ABSTRACT FROM AUTHOR]

The current study focused on the quality of education in PEIMA financially assisted PSSP schools of district Mianwali. The quantitative method and survey design were applied. The objectives of the study were to evaluate the quality of education in PEIMA-assisted PSSP Schools and to explore weaknesses regarding the quality of education in these Schools. All the male and female primary schools established in the public sector and supported by the Punjab Education Initiative Management Authority under PSSP mode in district Mianwali constituted the population of the study. Five research questions and seven hypotheses were formulated. The sample size of the study was 33 principals and 110 teachers. The instrument used was a researcher-designed 5-point Likert scale questionnaire. Test of Validity & Reliability and Pilot testing were done before administering the instrument. Collected data were analyzed by applying frequency, percentage, mean scores, t-test, and One Away ANOVA. According to QAT results of the district, Mianwali indicated that 33 schools before the implementation of the PSSP program were 35-36% while the result of these schools after the implementation of the PSSP program was 52-53%. Therefore, it shows high achievement in an academic field. This study can help the concerned authorities and implementing partners to consider study findings for recruitment & selection, training & development, performance appraisal, succession planning & infrastructure facilities, and academic achievement of the student and teacher's competencies. [ABSTRACT FROM AUTHOR]

Discussing Democratic Management is addressing the theme of quality education, as both are interconnected. Education is the pillar of every society and the search for quality education as a way to democratize access and exercise of citizenship needs to be the constant struggle of every just society. In view of this, a proposal is presented to recognize the importance of Democratic Management in the public-school space in all aspects from the insertion of all those involved in decision-making to the full development of the student, for this, a study is presented of bibliographic review. In this way, the study presents itself as a reflective analysis on Democratic Management as a path to quality education. The present work is divided into two moments: Reflections on the theme School Management in the context of the public school based on renowned authors and critics: Analysis of the result obtained through a survey carried out in a public school in the state of Ceará. It was found that there is not always an effective participation of collegiate bodies in school decisions, which makes it clear how far we still have to go to reach a truly democratic management. [ABSTRACT FROM AUTHOR]

Purpose: Despite the school organizational culture broad literature, there is still a gap on culture and educational management, mainly in the public environment. To fill out this space, this article wants to point out the cultural factors that creates school management change in the Brazilian public school context. Design/methodology/approach: The sample is a polar multi-case approach with two high performance and two low performance Brazilian schools. The authors conducted 12 interviews, three each school, with school principal, pedagogical coordinator and administrative officer. To analyze the data, the authors applied synthetic analysis to identify the cultural factors and your conduciveness to change in schools. Findings: The results point out organizational culture as low understood in public municipal schools. These results also indicate the cultural dimensions power distance, uncertainty avoidance, individualism, masculinity, long-term orientation and indulgence as influencers of school management. Therefore, organizational culture is a factor to change and improve performance in public school management. Research limitations/implications: Despite the low comprehensiveness by the school managers, the authors pointed out the importance of the cultural factors, such as power distance, uncertainty avoidance, individualism, masculinity, long-term orientation and indulgence, in the school management. Future research could assess quantitatively the cultural factors presented here. Social implications: The paper provides cultural aspects in the school environment that should be considered in the school management improvement process and school principals' actions. Originality/value: The results fulfil the gap of organizational culture and school management in the public sector studies, by pointing out cultural factors of change in the school environment. [ABSTRACT FROM AUTHOR]

The article aimed to reveal the relationship between the degree of digital management practice by public school principals in the Sahab district in Jordan and its relationship to administrative excellence from the teachers' point of view and to reveal the statistical differences that are attributed to the variables (gender, experience, educational qualification). The descriptive, correlational approach was used, and a questionnaire was used to collect data from a random sample of (296) male and female teachers. The results showed that the degree of digital management practice among public school principals was moderate, and the degree of school principals practicing administrative excellence was high. The results also showed that there is a correlation between the degree of digital management practice among public school principals and administrative excellence. In addition, the results showed that there were statistically significant differences in the degree of digital management practice among school principals due to the variables (gender, academic qualification). On the other hand, it was found that there were no differences in the degree of school principals' practice of administrative excellence due to the variables (gender, academic qualification, experience). [ABSTRACT FROM AUTHOR]

The article discusses the need for a new approach to literacy education for Black boys. It emphasizes that traditional theoretical frameworks used in public schools have failed to improve reading proficiency among Black boys. The author argues for an integrated theoretical approach that considers the cultural, social, and historical contexts of Black boys' lives.

The study aimed to benefit from strategic planning in achieving knowledge management, as knowledge management has become one of the requirements of the rapidly changing modern era. To achieve this, the researcher tried to find the relationship between strategic planning and knowledge management in public education schools in Jizan, and to know the reality of achieving strategic planning and the extent to which knowledge management is achieved in the schools surveyed. The descriptive approach was used to achieve the objectives of the study, and the questionnaire was used as a tool to identify the point of view of the study sample (deputy principal of public education schools in Jazan), where the sample reached 259 individuals from the study population of 798. The results showed that the reality of the application of public education schools in Jazan for strategic planning was very high, according to the point of view of the study sample, and that knowledge management is achieved in those schools to a high degree. The results also proved that there is a statistically significant positive relationship between strategic planning and knowledge management, and therefore strategic planning can be used to achieve knowledge management. The study concluded with a number of recommendations, the most prominent of which was the need to pay attention to schools in executive or operational plans that contribute to achieving strategic plans along with considering the importance of the schools' strategic plans emanating from the plan of the Ministry of Public Education to achieve its goal. [ABSTRACT FROM AUTHOR]

Public school administrators in the United States are required to supervise special education services, which include physical education and adapted physical education (APE). Although school administrators supervise and provide resources to support APE services, APE teachers have indicated that school administrators often interfere with their day-to-day practices and instruction. Thus, the purpose of this study was to examine school administrators' beliefs, attitudes, and intentions toward supporting APE within their school. Using a qualitative description approach, guided by the theory of planned behavior, nine building principals from California were interviewed about their perceptions and past experiences with APE. A thematic analysis enabled the authors to construct three interconnected themes: (1) APE teachers and services are valued, yet not prioritized, (2) stakeholders' support of APE can impact principals' attitudes and support of APE; yet, many remain indifferent regarding support of APE, and (3) lack of knowledge, resources, and funding prevents principals from providing adequate support to APE services and teachers. These findings emphasize both the support and barriers building principals often contribute to APE teachers' service delivery. Additionally, these findings highlight the important role administrators have in supporting APE teachers and creating a culture where APE services and teachers are valued. Future research designed to improve attitudes among school administrators toward APE is necessary. Moreover, to provide essential resources for effective APE service delivery, systematic and theoretically driven interventions that link knowledge to fill the APE knowledge gap among school administrators are warranted. [ABSTRACT FROM AUTHOR]

Copyright of Journal Public Administration & Social Management / Administração Pública e Gestão Social is the property of Administracao Publica e Gestao Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Its goal was to provide guidance on how organizations can engage internationally while respecting academic freedom, human rights, and other core values. Organizations should assure that staff and volunteers are familiar with the core values that guide engagement, and assure that these values are explicitly accounted for in key decision-making processes within the organization. 9 Such as the American Historical Association, the American Sociological Association, and the American Anthropological Association. [Extracted from the article]

The widening cracks in the foundations of American democracy are leading to appeals for higher educational institutions generally, and public affairs programs specifically, to offer more courses on civil discourse. In this paper, we conduct a curriculum scan to evaluate the extent to which public affairs programs have answered these calls at the undergraduate level. The findings indicate that civil discourse-themed courses are essentially absent in the largest undergraduate public affairs programs, leaving the calls woefully unanswered. Then, analyzing students' pre-post survey responses from a new course that offered content on the intersection of civil discourse and public policy making, we find that a civil discourse-themed course can simultaneously answer the calls and ensure that students meet the objectives of baccalaureate public affairs education recommended by the National Association of Schools of Public Affairs and Administration. The results are encouraging for public affairs education and democratic governance alike. [ABSTRACT FROM AUTHOR]

This article is an experience report that aims to describe the management practices in a public school located in Rio de Janeiro, which, faced the challenges imposed by the Covid-19 pandemic, resorted to emergency solutions, with emphasis on the implementation of the remote mode. The reported period covers February 2020 until the third month after the resumption of face-to-face teaching, in June 2022. In addition to describing, the article tries to draw a parallel between such practices and Freirean pedagogy. The group of individuals observed in this report is composed of managers (academic and administrative), academic coordinators, professors and students. For the development of the research, we tried to divide the observed facts into six categories: school dropout, psychological care, learning deficit, resocialization difficulties, family income, and mourning. Although Freire does not have a specific work for the situations imposed by the Covid-19 pandemic, much of his teachings were, directly or indirectly, used, and helped to mitigate the suffering and losses of students, teachers and other professionals involved in the education process, thus confirming the importance of Freirean pedagogy, and proving its effectiveness and correlation with the practices adopted by the school. [ABSTRACT FROM AUTHOR]

This document is an editorial published in the journal Frontiers in Environmental Science. It discusses the governance of carbon emissions in the context of urban-rural interaction. The editorial highlights the importance of managing carbon emissions and related environmental issues in urban-rural dynamics and proposes strategies for carbon emission reduction and sustainable development. The editorial provides an overview of four papers published in the research topic, which explore topics such as the correlation between environmental governance attention and environmental quality, regional disparities in urban-rural carbon emissions, carbon emissions inequality between urban and rural residents, and carbon emissions from building operations. The papers contribute to the academic community and offer guidance for policy development in carbon emission management. The editors hope that this research will inspire further exploration and collaborative initiatives to mitigate regional carbon emissions and create an environmentally sustainable and socially just future. [Extracted from the article]

The article is the result of a master's survey and has as its theme the democratic school management in public schools in the city of Manaus (AM). The objective is to analyze the process of democratic school management of municipal schools in Manaus. We used the field research, of qualitative nature using the semi-structured interview, using a recorder for data collection, in four schools that make up the structural organization of SEMED Manaus. Based on the analysis, the results indicate that there is no clear understanding of how Democratic Management has been materialized in public schools, for the interviewees this category is related to norms, disciplines and rules that should be indispensable in the school organization, leading to the need for a constant dialogue with society in order to reflect on the real meaning of democratic school management. [ABSTRACT FROM AUTHOR]

This article presents an investigation of a qualitative approach of the State of the Art type on School Management of the Public School in Paraná, from 2009 to 2019, from the mapping and analysis of academic research, theses and dissertations. Being the manager of a public service educational institution is a large-scale responsibility. This figure in the school context is legally responsible for the school, has fundamental importance in the performance of the work team, in addition to the responsibility for the permanence and success of student learning. The problem that triggered the study was: What do academic researches (theses and dissertations) point out about the advances and challenges faced by public school managers in Paraná? From the Brazilian Digital Library of Theses and Dissertations, data were collected to carry out the investigation that aimed to map and analyze, in the academic research duly registered, the advances and challenges faced by the public school management in Paraná. As research object, 105 researches, 29 theses and 76 dissertations were identified. Of these, 26 addressed the theme of this investigation, composing the research corpus. Data analysis took place from the perspective of the Content Analysis, technique proposed by Bardin (2016). In the research, the categories democratization of education, teacher training and choice of managers were highlighted as the main advances. The implementation of democratic management, teacher training and school bureaucratization as main challenges pointed out by researchers. [ABSTRACT FROM AUTHOR]

Copyright of Cadernos de Gestão Pública e Cidadania is the property of Fundacao Getulio Vargas, Escola Brasileira de Administracao Publica e de Empresas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Gestão Pública e Cidadania is the property of Fundacao Getulio Vargas, Escola Brasileira de Administracao Publica e de Empresas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cadernos de Gestão Pública e Cidadania is the property of Fundacao Getulio Vargas, Escola Brasileira de Administracao Publica e de Empresas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Department of Education's (ED) definition of homelessness includes any child who lacks a fixed, regular, and adequate nighttime residence, but the Department of Housing and Urban Development (HUD) uses a narrower definition that excludes doubled-up families. These definitions determine how resources are prioritized for families, yet we know very little about the differences in risks faced by children identified by these departments. We leverage a data linkage between public schools and homeless management information systems in Minnesota to provide novel evidence on the educational risks faced by children identified as homeless by ED and HUD. We find that ED-identified-homeless and HUD-identified-homeless children experience comparable increases in chronic absenteeism and school instability in the year they experience homelessness, challenging the popular conception that doubled-up families face lower educational risks. Using these findings, we discuss strategies to integrate homelessness data better, assess needs, and prioritize resources for children experiencing homelessness. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Comparative Education is the property of Chinese Taipei Comparative Education Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The Brazilian legislation that regulates education considers democratic school management a guaranteed right, and it is up to subnational institutions to implement it. This qualitative study makes a brief analysis of the winning schools of the Escola Gestão Award, organized by the National Council of Secretaries of Education, from 2013 to 2020, in the light of elements of the democratic management of Brazilian schools, discussed by authors who deal with of the theme. The results of the analyzes indicate that the actions taken by school managers and other actors in these schools resulted in an improvement in the quality of education, translated, for example, by the improvement in the index of development of basic education (IDEB) and in the reduction of school dropout, which in one of the schools was zero. It is considered, therefore, that democratic management and participatory management are fundamental elements for quality public education and seem to be present in the schools that won the School Management Award in Brazil, in the period studied. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education / Al Mejlh Altrbwyh is the property of Kuwait University, Academic Publication Council and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to determine the leadership style and the best practices of the school heads in the department of education in Bulacan. In the Philippines, there shall be a school head for all public elementary and secondary schools or as cluster thereof, pursuant to Section 6.1, Rule VI of the Implementing Rules and Regulations of the Republic Acts No. 9155 (Governance of Basic Education Act of 2001). A school head is a person responsible for the administrative and instructional supervision of the school or cluster if schools. As such, a school head is expected to possess the following leadership: educational leadership, people leadership and strategic leadership. The study will use the Research Design, Qualitative, Quantitative and Mixed Methods Approaches (Creswell, 2014), extensive documentary analysis was employed. Every school heads function as leaders resulted to improved learners' profound academic performance, brought by a strong leadership formulated an achievable vision, mission in accomplishing the goal. Best practices were clearly demonstrated as the indicators of better and improving school learning environment. [ABSTRACT FROM AUTHOR]

Physical education (PE) develops students' motor skills, knowledge, and behaviors for active living. As such, individuals need to participate in various physical activities (PA) which contribute to a healthy lifestyle. But many PE programs fail to bring the actual value of a lifetime PA and fitness. Therefore, there should be extended scientific research that promotes participation level as a health intervention that will promote health and wellness. Through this, an exploratory-sequential mixed method inquiry was utilized to gather insights of senior high school PE teachers towards the development of physical activity plan (PAP). Likewise, the remaining senior high school PE teachers in the province assessed the degree of alignment of the PAP in the most essential learning competencies in PE, and the degree of the practical application of the developed PAP in PE instruction. The qualitative results summarized the general ideas of PE teachers regarding the PAP. They have specific suggestions on what topics, PA, and classroom assessment tools should be included in the plan related to the competencies in PE 1, PE 2, PE 3, and PE 4. As such, a series of performance rubrics have been attached to the plan. Moreover, the quantitative results revealed that the developed PAP has a high degree of alignment with the current competencies in the senior high school PE curriculum. Likewise, the developed PAP has a high degree of practical application in PE instruction. Integrating the data in the two phases of the data collection, showed that the developed PAP can be implemented in the senior high school PE curriculum. As such, the PAP may be utilized as the baseline for PE teachers for implementation. Moreover, future researchers may address the limitations of the conducted study. [ABSTRACT FROM AUTHOR]

In the current economic, energy and environmental situation, ecological and energy transition, would be achievable and effective if programmed over time by means of the use of advanced clean technologies for dealing with global warming. Our study was based on a systemic approach that requires taking into account the cultural, social, historical, environmental and energy context in any change or adaptation process of the buildingplant system analysed. It was necessary to work out compromise solutions between architectural and landscape preservation, with the current mandatory regulations on ventilation and air quality in schools. The results showed a lower energy and environmental impact for those retrofitting solutions designed for a gradual switch off to energy transition in accordance with the energy consumption reduction, maximum possible integration of renewables, decarbonisation, reversibility and ease management of plant systems. Findings highlighted that the suggested retrofitting and refurbishment energy green/sustainable plant solutions can be a useful example and tool for designing and programming ecological and energy transition over time. This especially concerns public administration and school building managers, but also listed historic school buildings. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research examined the management of financial and non-financial resources by Calabar Metropolis' public secondary school principals in relation to the fulfillment of institutional goals. Null hypotheses were developed based on the two specific objectives guiding the study. The study used the ex-post facto research design under the quantitative research framework. A census approach was adopted in enumerating all the 69 school managers (24 principals and 45 vice principals) in Calabar Metropolis, Nigeria. A validated questionnaire, with a reliability index of .90, was used for data collection. It was shown that there is a considerable association between the management of financial resources by school leaders and the fulfillment of institutional goals. A significant relationship was also established between principals' management of non-financial resources (such as school libraries, school records and human resources) and the fulfillment of institutional goals in secondary schools. It is argued that to fulfil educational goals, financial and non-financial resources' management in public secondary schools are critical. Policy and theoretical implications for successful educational management were discussed in light of this result. [ABSTRACT FROM AUTHOR]