Training needs of rural school council members

Boylan, Colin

doi:10.1007/bf03216819

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…In the United Nations' Geneva Convention, children were recognized as having full rights (Cross et al, 2014;Mager and Nowak, 2011). Consequently, schools began setting up student councils (Pharis et al, 2005;Griebler and Nowak, 2012) in many countries (Klecker et al, 2000;Pharis et al, 2005), among them, the United States (Boylan, 2005;Schlinker et al, 2008); Britain (Garrat and Piper, 2008); Ireland (Alderson, 2000); Scotland (Cross et al, 2014); Germany, Switzerland, and Sweden (Gilljam et al, 2010); Denmark, Austria, and the Czech Republic (Benninga, 1997); Turkey (Yuksel and Karadag, 2010); and Israel (Halfon, 2012).…”

Section: Student Councils-definition and Developmentmentioning

confidence: 99%

High-school student councils: A typological approach

Halfon

Romi

2019

Education, Citizenship and Social

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The objective of this study was to identify the various types of student councils based on their areas of interest. The study population included 100 school principals or deputy principals, in junior high schools or high schools, who filled in questionnaires to map student councils. The analysis yielded 89 student-council profiles, with two variables—community volunteering and student rights—forming the basis for the other variables, and thus for the four types derived: integrative, voluntary, rights, and dim. The ‘Discussion’ section describes an attempt to understand the uniqueness of these two variables and their interrelations.

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Section: Student Councils-definition and Developmentmentioning

confidence: 99%

High-school student councils: A typological approach

Halfon

Romi

2019

Education, Citizenship and Social

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“…A recent review of research in the last five years in four of the major Australian educational journals on educational leadership (Mulford, 2007) unearthed only five studies on small schools (Boylan, 2005;Clarke and Wildy, 2004;Hatton, 2001;Lester, 2003;Wildy and Clarke, 2005). The lack of research into the work of principals in small schools reflects the misconception that their principalship is just a "scaled down" picture of larger schools (Lester, 2003).…”

Section: Introductionmentioning

confidence: 99%

Successful school principalship in small schools

Ewington

Mulford

Kendall

et al. 2008

Journal of Educational Administration

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Purpose -The special characteristics of small schools appear to set them apart from larger schools. In fact, small schools may be a discrete group in that their complexity may not be in direct ratio to their size. The special characteristics of small schools may include the absence of senior staff, administrative assistance on a part time basis only, conservatism and role conflict within the community, and lack of professional interaction. This paper aims to explore these issues by analysing data from a recent survey on Tasmania successful school principalship. Design/methodology/approach -Results from a survey with the population of Tasmanian principals in schools of 200 or less students are compared with previous research findings from the limited literature in the area. Findings -The study has confirmed that contextual demands result in role conflict for teaching principals, that principals of small rural schools are mobile, staying for short periods of time, and that a higher proportion are female. Statistically significant differences were found among small rural schools of 100 or fewer students and small rural and urban schools of between 101 and 200 students. These differences were best explained by combination of the "double load phenomenon" and the increasingly mandated requirements for the implementation of growing amounts of Department of Education policy, rather than rurality or socio-economic status. Practical implications -Given the combination of the expected large turnover in the principalship in Australian schools over the next five to ten years, the high proportion of small schools (at least one-quarter) and the unlikely change to the traditional career path wherein, for many, becoming a principal of a small school is the initial step progressively moving to large schools, the findings add weight to the need for greater attention to be paid to small school principalship. Originality/value -The study adds to the very limited research into successful school principalship in small schools.

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“…A global response seems to be the legal entrenchment of parent involvement through bodies such as school councils (e.g., Boylan, 2005; Department for Education and Skills; Dom & Verhoeven, 2006;Gorinski;Ho, 2006;Hong Kong Education Department;No Child Left Behind Act, 2001, s. 1118) and across Canada (Rideout, 1995).…”

mentioning

confidence: 99%

Legal and Cultural Contexts of Parent-Teacher Interactions: School Councils in Canada

Brien,

Stelmach

2023

IJPE

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Parents and teachers interact because of their shared responsibility for the welfare of the children in their care. Research indicates that teachers value parental involvement in their students’ education. There is also evidence that parents place a great deal of trust in their children’s teachers. This interaction, with significant influence on the learning outcomes of students, occurs within a complex set of legal frameworks and cultural contexts. These include such legal considerations as international treaties on family and children’s rights, national constitutional rights, and statutory rights and responsibilities of parents, teachers, and the state. Cultural factors include issues of engagement, marginalization, and power relationships. Societal evolution has also led to changing rights, responsibilities, and expectations for parents, teachers, and students. Parent-teacher relationships have also been affected by recent government initiatives to promote parental involvement in education through the creation of school councils. This paper, based on Canadian research on parental involvement in schooling and an analysis of Canadian and international legal principles, will illustrate the interplay of these legal and cultural considerations. The intent of this paper is to encourage better understanding of the complexity within the parent-teacher relationship.

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Training needs of rural school council members

Cited by 5 publications

References 4 publications

High-school student councils: A typological approach

High-school student councils: A typological approach

Successful school principalship in small schools

Legal and Cultural Contexts of Parent-Teacher Interactions: School Councils in Canada

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