Assessing Full Day Schooling Effectiveness at Some Lower Secondary Schools in Hanoi
Main Article Content
Abstract
In this paper, school effectiveniess is assessed with the following seven criteria: 1) Clear vision and mission; 2) Continous improvement of student learning achievement; 3) Continous improvement of school leadership capacity; 4) Continous improvement of teacher and staff qualification; 5) Continous improvement of school environments and conditions; 6) Positive cooperation with school’s stakeholders; and 7) Constant supervision and assessment of student learning achievement. Full day schooling (FDS) is considered as an effective schooling model. Six Hanoi lower secondary FDS schools were assessed through the named criteria with localized specifications to determine their effectiveness and identify the typical features of the model for proposing recommendations to promote Hanoi FDS lower secondary schools effectiveness. The results show that, the assessed schools have not fully satisfied the criteria nor have they clearly demonstrated Hanoi’s typical features. In addition, there remain a number of constraints to FDS implementation; these need overcoming to maximize the effectiveness of Hanoi localized FDS model.
Keywords
Full day schooling (FDS), effectiveness, effective school criteria, competence development, Hanoi’s typical features
References
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References
[2] Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. (1993). A theory of performance. In E. Schmitt, W. C. Borman, & Associates (Eds.), Personnel selection in organizations (pp. 35–70). San Francisco: Jossey-Bass
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[4] Kirk J.D& Jones, L.T.(2004). Effective Schools. Pearson Education, Inc.
[5] Mayeyer, S. D., Van den Bergh,H., Rymenans, Petegem,V, P., Rijlaarsdam (2010). Effectiveness criteria in school effectiveness studies: Further research on the choice for a multivariate model. Educational Research Review. Volume 5, Issue 1, Pages 81–9
[6] Trần Thị Bích Liễu. (2014). Full Day Schooling Performance of Primary Schools in Disadvantaged Areas in Vietnam: A Comparative Case Study. VNU Journal of Science: Education Research, Vol. 30, No. 4 (2014) 17-30
[7] Nguyễn Hữu Tri, Lý thuyết tổ chức. Nhà xuất bản Chính trị quốc gia, 2013.