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A powerful example of student voice in school improvement comes from the 2006 student protests in Chile. Throughout the spring of that year, public high school students from across the country began a series of protests, school takeovers, and negotiations designed to bolster support for public education improvement.
Empowerment evaluation was introduced in 1993 by David Fetterman during his presidential address at the American Evaluation Association’s (AEA) annual meeting. [1]The approach was initially well received by some researchers who commented on the complementary relationship between EE and community psychology, social work, community development and adult education.
According to the National School Climate Center, [38] an effective school climate improvement process is one that engages all stakeholders in six key practices: A collaborative, democratic decision-making process that involves all stakeholders. Stakeholders include not only school personnel and students, but also families and community members.
Stakeholder engagement is used by mature organizations in the private and public, especially when they want to develop understanding and agreement around solutions on complex issues and large projects. An underlying principle of stakeholder engagement is that stakeholders have the chance to influence the decision-making process.
Stakeholder analysis in conflict resolution, business administration, environmental health sciences decision making, [1] industrial ecology, public administration, and project management is the process of assessing a system and potential changes to it as they relate to relevant and interested parties known as stakeholders.
The theory of action underlying the closure model is that school capacity according to multiple measures (e.g., academic performance, school culture/expectations, teacher performance, or facilities) is so low as to preclude a reasonable expectation of dramatic improvement for students currently enrolled.
The earliest manifestation of student development theory—or tradition—in Europe was in loco parentis. [7] Loosely translated, this concept refers to the manner in which children's schools acted on behalf of and in partnership with parents for the moral and ethical development and improvement of students' character development.
Early effective schools researchers attempted to locate schools that were successful in educating students of all backgrounds, regardless of socio-economic status or family background. Such schools were found in varying locations and communities, and researchers tried to isolate which philosophies, policies, and practices those schools had in ...