Identifying the Factors, Criteria and Symptoms of the Ranking of the First Junior High Schools: Findings of a Qualitative Research

Document Type : Qualitative Research Paper

Authors

1 Professor of Educational Management Department, Faculty of Management, Kharazmi University, Tehran, Iran.

2 Department of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran.

3 Professor, Department of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran.

4 Associate Professor, Department of Educational Management, Faculty of Management, Kharazmi University, Tehran, Iran.

Abstract

Despite the fact that the ranking of junior high schools as one of the most important missions of the Ministry of Education plays a significant role in the success of this organization in achieving the goals of this course, the development and validation of relevant components of ranking of junior high schools has not been taken into serious consideration. The current researches in this field have not considered all the factors related to the ranking of this type of schools. The purpose of this study is to develop and validate the factors, criteria and ranking symptoms of junior high schools. In terms of method, the adopted approach is a type of qualitative research that employs theme analysis method. In this study, documents and resources were examined and 10 comprehensive themes of teaching-learning process leadership, successes, leadership, communication, administrative-executive management, resource management, teachers, administrative staff, ethical leadership and extracurricular activities were identified, and they have been validated by consulting experts. The results reveal that the ranking of junior high schools in the field of education is a new and emerging issue that has not received much attention from researchers in this field. Therefore, due to the limited employed resources, some of the factors, criteria and symptoms proposed in this study may not be complete, or there may be some other components that have not yet been identified. It is also necessary for the effectiveness of school rankings to pay more attention to the alignment of all identified factors, criteria and symptoms with the major factors of the organization, leadership, culture, infrastructure.
رهبری اخلاقی و فعالیت های فوق برنامه شناسایی شد. آنها توسط توصیه شده اند.نتایج نشان می دهد که رتبه بندی مدارس متوسطه اول در حوزه آموزشی موضوعی جدید و نوظهور است که بیشتر مورد توجه این حوزه قرار نگرفته است. بنابراین با توجه به منابع مورد استفاده، ممکن است برخی از عوامل،ها و علائم پیشنهادی در این پژوهش کامل و یا برخی مؤلفه های دیگر وجود داشته باشد که هنوز شناسایی نشده باشد. همچنین برای اثربخشی رتبه بندی مدارس به عوامل همسویی، شاخص ها و نشانه های شناسایی شده با عوامل اصلی سازمان، رهبری، فرهنگ، زیرساخت ها بیشتر مورد توجه قرار می گیرد.

Keywords

References

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McMillan, H., Myran, S., & Workman, D (2010). Elementary school teachers’ classroom assessment and grading practices. Educational Measurement, 95(4), 203-213.
McTighe, J., & Ferrara, S. (1998). Assessing learning in the classroom. Student Assessment Series. National Education Association,
Washington, DC.  Moll, M. (1998). A brief history of grading. Teacher News Magazine, 11(3), 1-2.
O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Princeton, NJ: Educational Testing Service.
O’Connor, K. (2012). How to grade for learning by using 15 fixes for broken grades.[PowerPoint presentation]. Retrieved from http://www.gfps.k12.mt.us/sites/ default/ files/Ken O'Connor GFPS Aug 13, 2012.pdf
Zoeckler, L.G. (2007). Moral aspects of grading: A study of high school English teachers’ perception. American Secondary Education, 35(2), 83-102.
Webster, K. L. (2011). High school grading practices: Teacher leaders’ reflections, insights, and recommendations.  Lewis and Clark College. ProQuest Dissertations Publishing, 2011. 3498925.
Allen, J. D (2005). Grades as valid measures of academic achievement of classroom learning. The Clearing House, 78(5), 218-223
Bailey, M. (2012). The relationship between secondary school teacher perceptions of grading practices and secondary school teacher perceptions of student motivation. University of Missouri - Saint Louis. ProQuest Dissertations Publishing, 2012. 3504337.
Brookhart, S. (1993). Teachers’ grading practices: Meaning and values. Journal of Educational Measurement, 30(2), 123-142
Brookhart, S. (1994). Teachers’ grading: Practice and theory. Applied Measurement in education, 7(4), 279-301. doi:10.1207/s15324818ame0704_2
Chiekem, E. (2015). Grading practice as valid measures of academic achievement of secondary school students for national development. Journal of Education and Practice, 6(26), 24-29.
Cizek, G. J., Fitzgerald, S. M., & Ranchor, R. E. (1996). Teachers’ assessment practices: Preparation, isolation, and the kitchen sink. Educational Assessment, 3(2), 159- 179. doi:10.1207/s15326977ea0302_3
Clymer, J. B., & Wiliam, D. (2007). Improving the way we grade science. Educational Leadership, 64(4), 36-42.
Frary, R., Cross, L., & Weber, L. (1992, April). Testing and grading practices and opinions in the nineties: 1890s or 1990s? Paper presented at the annual meeting of the National Council on Measurement in Education, San Francisco, CA.
Guskey, T. (2004). 0 alternatives. Principal Leadership, 5(2), 49-53.
Guskey, T. (2006). Making high school grades meaningful. Phi Delta Kappan, 87(9), 670-675.
Guskey, T., & Bailey, J. (2001). Developing grading and reporting systems for student learning. Thousand Oaks, CA: Corwin Press.
Leyrer, B. (2015). The evolution of grading experiences, policies, and practices of high school teachers. Retrieved from http://ezproxy.lindenwood.edu:2048/login?url= https://search-proquest-com.ezproxy.lindenwood.edu/docview/1699340335? accountid=12104
McMillan, J. H. (2001). Secondary teachers’ classroom assessment and grading practices. Educational Measurement, 20(1), 20-32.
McMillan, J. H. (2002). Elementary school teachers’ classroom assessment and grading practices. Educational Measurement: Issues and Practice, 20(1), 20-32.
McMillan, H. (2005). Secondary teachers’ classroom assessment and grading practices. Educational Measurement Issues and Practice, 20(1), 20-32.
McMillan, H., Myran, S., & Workman, D. (2010). Elementary school teachers’ classroom assessment and grading practices. Educational Measurement, 95(4), 203-213.
McTighe, J., & Ferrara, S. (1998). Assessing learning in the classroom. Student Assessment Series. National Education Association, Washington, DC.
Moll, M. (1998). A brief history of grading. Teacher News Magazine, 11(3), 1-2.
O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Princeton, NJ: Educational Testing Service.
O’Connor, K. (2012). How to grade for learning by using 15 fixes for broken grades.
[PowerPoint presentation]. Retrieved from http://www.gfps.k12.mt.us/sites/ default/ files/Ken O'Connor GFPS Aug 13, 2012.pdf
Zoeckler, L.G. (2007). Moral aspects of grading: A study of high school English teachers’ perception. American Secondary Education, 35(2), 83-102.
Webster, K. L. (2011). High school grading practices: Teacher leaders’ reflections, insights, and recommendations.  Lewis and Clark College. ProQuest Dissertations Publishing, 2011. 3498925.
School Administration
Volume 10, Issue 1
April 2022
Pages 63-83

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History

  • Receive Date: 15 September 2021
  • Revise Date: 31 August 2021
  • Accept Date: 19 May 2022

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