Smart Management in Effective Schools

Hofman, W.H.A.; Hofman, Roelande

doi:10.1177/0013161x11400186

Cited by 21 publications

(11 citation statements)

References 30 publications

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“…Smeets (2005) stated that a PLE is an important factor in the relationship to be established between the school and the external environment. It is also stated that one of the characteristics of being an effective school is to have a PLE (Hofman & Hofman, 2011). The proposal to be ready for the changing expectations of the industry and the demand for professional skills, which may change after the pandemic process, will also be provided by the interaction of the school and the external environment.…”

Section: Discussionmentioning

confidence: 99%

The Powerful Learning Environments in Vocational and Technical Secondary Education in Turkey: Teachers' Views

Güngör¹

2021

EJES

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This research aims to determine the opinions of vocational high school teachers about the Powerful Learning Environment (PLE) approach in vocational and technical secondary education. This study, which was carried out with the qualitative research method, was designed with the phenomenological pattern. The participants of the research consist of 28 teachers. The data were obtained with a semi-structured interview form, and the descriptive analysis method was used in data analysis. According to the results of the research, the obstacles to creating a PLE in vocational and technical education are the theoretical weight of the course programs, work-orientedness in internship workplaces (rejection of the learning process) and outdated vocational field training program modules and workshop equipment. On the other hand, the suggestions for creating a PLE in vocational and technical education are using an on-the-job learning model and increasing the internship period, reducing the theoretical Intensity in the curriculum and emphasizing the practice and increasing teacher orientation, providing program, equipment and workshop materials suitable for technological development, constant communication and interaction between teacher-student-parent-internship employer, the establishment of commercial relations between vocational high schools and establishment of virtual companies in entrepreneurship clubs, meeting with industry representatives to adapt to the changing expectations of the post-pandemic industry and using the advantages of peer learning in vocational skills education. Article visualizations:<img src="/-counters-/edu_01/0845/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 99%

The Powerful Learning Environments in Vocational and Technical Secondary Education in Turkey: Teachers' Views

Güngör¹

2021

EJES

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“…The advancement of the education system in Japan is also based on democratic administration, which requires the state to provide affordable education opportunities for all. This is evidenced by the fact that education in Japan is considered one of the most affordable and advanced according to the results of a world survey, thanks to scholarships provided for poor and intelligent students (Hofman & Hofman, 2011;Nzoka & Orodho, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Character and Adab Education in Indonesia, Turkey, and Japan: A Comparative Study

et al. 2022

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Today's education standards have changed due to science and technology advancements. Technological developments such as the internet caused students' character development in the Industrial Revolution 4.0 to be remarkably different from the earlier generation. This study was conducted to analyze the factors of successful learning based on Auguste Comte's Law which focuses on character and adab education. This study involved comparing the education systems of three countries, Indonesia, Turkey, and Japan, to ensure successful socialization in the education system of the millennial generation. Data were collected through the observational method applied using questionnaires, interviews, and documentation from Indonesian, Japanese, and Turkey schools. This was followed by applying an analytical approach using Structural Equation Modeling (SEM) on the data obtained from the integration of questionnaire data processing and literature review. So that the method used in this study can be said to be a mixed method. Based on the study's results, obtained information and the suitability of the character education system between Indonesia, Japan, and Turkey. Character education that all parties observe, such as teachers, parents, and even school principals, can improve students' attitudes and good behavior and correlates with learning success in the Industrial Revolution Era 4.0. The success factor of character education based on the integration of schools from Japan, Turkey, and Indonesia (Pesantren Tebuireng) was found to be "cooperation between teachers, parents, and evaluation of school principals and attitudes of respect for others." In addition, the results of research on character education can be associated with other attitudes such as tolerance, respect and speaking (not playing on cellphones), and acting politely.

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“…(Murphy, 1992, p. 96) There are very few empirical studies that have examined the relationship between degree of coordination and organizational or student outcomes. Two Dutch studies tested the relationship between Mintzberg's coordinating mechanisms and student achievement on a national test of mathematics (R. H. Hofman, Hofman, & Guldemond, 2001;W. H. A. Hofman & Hofman, 2011).…”

Section: Coordination For School Improvementmentioning

confidence: 99%

Joining the Dots: The Challenge of Creating Coherent School Improvement

Robinson

Bendikson

McNaughton

et al. 2017

Teachers College Record: The Voice of Scholarship in Education

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Background/Context Sustained school improvement requires adequate organizational and instructional coherence, yet, in typical high schools, subject department organization, norms of teacher professional autonomy, and involvement in multiple initiatives present powerful obstacles to forging a coherent approach to improvement. This study examines the relationships among coordination, coherence, and improved achievement in five New Zealand high schools voluntarily participating in an initiative to improve the achievement outcomes of underserved student groups. Purpose The first purpose of this study is to develop a theoretical framework for describing and evaluating coordination and coherence and to apply it to the implementation of an improvement initiative. The second purpose is to examine the relationship between coherence and longitudinal trends in pass rates on national qualifications. Research Design Adjusted odds ratios were used to compare the pass rates of students in the five high schools before and after the intervention. This analysis, conducted independently of the study of school coherence, yielded a group of schools whose pass rates had improved and a second group that had maintained stable pass rates through the course of the intervention. Using case studies written for each of the schools, we systematically compared the schools in each group on degree of coordination in five domains of activity and in overall coherence. Findings There were considerable differences in degree of coordination between the two groups in three of the five domains. Improving schools were more tightly coordinated in how they organized to achieve results, in teacher professional learning, and in strategic leadership. Principal capability and willingness to address barriers to improved achievement, which was part of strategic leadership, was markedly greater in the improving than in the maintaining schools. In the remaining two domains, goal-setting and teacher culture, differences were smaller but still in the expected direction. The overall coherence of each improving school was independently evaluated as high, while the maintaining schools were evaluated as low or medium in overall coherence. Conclusions We discuss the implications of coordination and coherence for the successful implementation of any school improvement initiative. We argue that, since educational work contains weak cues about the adequacy of the performance of any component activity, we cannot rely on adequate coordination emerging through the interactions of interdependent agents. More emphasis must be given, in coordination theory and improvement practice, to steering such interactions through task design, widely distributed expertise, and strategic leadership.

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Smart Management in Effective Schools

Cited by 21 publications

References 30 publications

The Powerful Learning Environments in Vocational and Technical Secondary Education in Turkey: Teachers' Views

The Powerful Learning Environments in Vocational and Technical Secondary Education in Turkey: Teachers' Views

Character and Adab Education in Indonesia, Turkey, and Japan: A Comparative Study

Joining the Dots: The Challenge of Creating Coherent School Improvement

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