public (i.e., privately endowed) schools

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Independent public schools: a move to increased autonomy and devolution of decision-making in Western Australian public schools

Independent public schools: a move to increased autonomy and devolution of decision-making in Western Australian public schools

Charter schools in the United States have some comparable characteristics to the Australian Independent Public Schools in that they are independent, self-governing schools. However, these U.S. schools vary considerably from state to state. A 2009 study conducted by Stanford University’s Center for Research on Education Outcomes (CREDO), identified a number of factors that can significantly hinder or aid the efficiency and effectiveness of charter schools. Charter schools that most resemble the Independent Public School operating environment in WA tended to have the best outcomes. These similarities include: not-for-profit, modification of pre-existing public schools, comparable funding levels, access to district support, professional development and support to prepare and assist leadership staff for the greater autonomy, and closely monitored accountability.
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“Fat Letters” in Public Schools: Public Health Versus Pride

“Fat Letters” in Public Schools: Public Health Versus Pride

Currently, 21 states have enacted policies or made recommendations regarding the collection of height and weight data or assessment of body composition in public schools (Alabama, Arkansas, California, Florida, Georgia, Illinois, Kentucky, Maine, Massachusetts, Mississippi, Missouri, Nebraska, Nevada, New York, New Jersey, Ohio, Pennsylvania, South Carolina, Tennessee, Texas, West Virginia). In Massachusetts, BMI screening has been mandated in all public school districts since 2009, with the measurement of height and weight performed by school nurses and the child ’ s BMI then calculated. A subsequent con fi dential letter (Sup- plemental Information) is mailed directly to parents indicating their child ’ s weight status and encouraging discussion with his or her health care provider. Arkansas was the fi rst state to pass such a law requiring BMI measurement in its public school systems as a response to the rising epidemic of childhood obesity in 2003. In 2005 and 2007, several bills were brought to the Arkansas General Assembly that sought to completely eliminate BMI measurements in schools. These bills were ultimately defeated, but the original act was modi fi ed in 2007 to reduce the periodicity of BMI screenings, as well as to implement a standardized parent refusal process. 1 Similar legislation has been brought forth in Ohio, based on controversies surrounding BMI measurement mandates. In states like Michigan, proposed BMI measurement requirements have been defeated even before implementation, furthering highlighting the need for education and awareness.
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Freedom of Expression in the Public Schools

Freedom of Expression in the Public Schools

Freedom of Expression in the Public Schools SMU Law Review Volume 23 | Issue 5 Article 9 1969 Freedom of Expression in the Public Schools Sammuel H Ballis Follow this and additional works at https //s[.]

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An Overview and Comparison of Turkish Public Schools and Private Schools

An Overview and Comparison of Turkish Public Schools and Private Schools

Administrators and teachers in private schools are subject to same requirements as their counterparts in public schools. Private schools present a different organizational structure from public schools. Organizational structure of a private school is generally composed of chairman of the board, founding principal, vice principals, academic board, chief financial officer, public relations, heads of departments, advisors, research and development. Private schools have to submit their organizational regulations to the Ministry of Education for approval (Akdoğan, 1995, Quoted in Kulaksızoğlu et al. 1999).
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Cultural Literacy and the American Public Schools

Cultural Literacy and the American Public Schools

Teaching these atomic facts in grade school will build children’s cultural literacy, which they will ultimately use for the rest of their lives. Children will be determined to learn the facts because they want to be accepted as an adult and feel like they are a part of the adult community. It is the responsibility of American public schools to offer children the cultural literacy that some of them may not receive at home to prepare them for the writings that will be directed to them as general readers when they are older.

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Tracking in Public Schools: The Discussion Continues

Tracking in Public Schools: The Discussion Continues

Every student that comes into the public school system is not going to be on the same level. How, then, should the schools decide what to do with a group of students that is on a high level when it comes to math, science or English; or a lower level also with math, science or English? Tracking is a process that public schools use to sort students into groups that are in the same realm of learning capability. Students that are more advanced will be put into advanced placement classes or college bound preparatory classes. This means that they will probably receive a satisfactory education in which they can go onto college and have a good chance of succeeding with the skills needed academically. The lower level students will also be tracked into a class, often called remedial. This means that they are not as advanced as the higher level students or can possibly mean that they are from a poverty stricken family; a minority, or just that they don‘t learn the same as everyone else.
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Martial Arts, Violence, and Public Schools

Martial Arts, Violence, and Public Schools

Kauz (1977) also identifies the following components in Eastern martial arts virtue: 1) respect for life and nature, 2) Wu Wei (non-action), 3) moderation and balance, 4) education for training of one’s character, 5) filial piety and conformity to the social order, 6) and transcendental spirit and enlightenment. Therefore, Eastern martial arts are a means to foster peace and moral education (Brawdy, 2001)—purposes which are quite the opposite of the way these arts are frequently portrayed in Western media. In fact, when examining the objectives and benefits listed in legitimate martial arts schools, it is apparent that their programs teach virtues such as respect, self-control, self-discipline, courage, caring, fidelity, integrity, and prudence through the training of self-defense (as well as other by-products such as concentration, fitness, relaxation, self-esteem, positive attitude, and stress management).
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Stimulant Treatment in Maryland Public Schools

Stimulant Treatment in Maryland Public Schools

23. Bussing R, Zima BT, Perwien AR, Belin TR, Widawski M. Children in special education programs. Attention deficit hyperactivity disorder, use of services, and unmet needs. Am J Public Health. 1998;88:880 – 886 24. Pearson LJ. Annual update on how each state stands on legislative issues affecting advance nursing practice. Nurse Pract. 1999;24:18 – 45 25. Epstein JN, March JS, Conners CK, Jackson DL. Racial differences on the Conners’ Teacher Rating Scale. J Abnorm Child Psychol. 1998;26: 109 –118

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EYE HEALTH PROGRAM IN PUBLIC SCHOOLS

EYE HEALTH PROGRAM IN PUBLIC SCHOOLS

The only method to find each child who requires vis- ual care is to arrange for a thorough and competent ocular examination for every child.3 The school program should aim only.. to sepa[r]

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Pregnant teenagers in the public schools of southern Brazil:  bodies that vanish from schools!

Pregnant teenagers in the public schools of southern Brazil: bodies that vanish from schools!

This study, carried out in the state schools of Novo Hamburgo, southern Brazil, allowed us to identify situations and practices that have a significant political implication, not only due to their occurrence in public spaces such as state schools, but also because they oppose themselves to aspirations and ideals of inclusion, equality and respect for diversity defended by the Brazilian society. The teenage girl who, for various reasons, carries on with her pregnancy is not exactly the closest to the ideal of femininity built for this life stage, not even in the cases of a desired and planned teen pregnancy. The pregnant teenager, in a general way, begins to confront expectations on her gender for this phase of life, and to experience situations of clear exclusion and school withdrawal, and are subtly "invited" to stay at home to be more "protected", or simply disappear from school. We determine that the majority of pregnant adolescents who evade are not an object of investment by the schools, or of care by the entity responsible for their wellbeing, in an attempt to return them to the school community, namely the Tutelary Council. Unlike in the Statute of the Child and Adolescent (ECA), the departure is given as normal and there is no concern with this fact, so much so that there is not even some sort of control of these occurrences in most surveyed schools, which denotes the neglect.
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Social justice of the Maya people in the Guatemalan education system

Social justice of the Maya people in the Guatemalan education system

During the Guatemalan Civil War, which lasted from 1960 to 1996, the indigenous Maya people of Guatemala have suffered immensely. Namely, 170.000 Mayas were killed and thousands have had to flee to Mexico. In 1996, the Peace Accords were signed and promises were made for social justice of the Maya people in the education system, which had excluded them for centuries. At the same time, the World Bank started sponsoring a programme of heavily decentralized schools in Guatemala, called PRONADE schools, where local communities could easily open and manage primary schools through funding of the Ministry of Education. This thesis seeks to test to what extent social justice of the Maya people has been realized in these PRONADE schools compared to traditional public schools. Thereby, the approach of the Word Bank in schooling will be evaluated, using Fraser’s three-dimensional model of social justice as an indicator of success. Fraser’s dimensions of social justice consist of economic justice, cultural justice and political justice, which have frequently been applied to the education system. Fieldwork in Guatemala was carried out in March-April 2017, combining source analysis with in-depth semi-structured interviews. The results of this research show that, although the goals of the World Bank of equal access to quality education and the provision of bilingual education might have been partially realized, social justice still has a long way to go in the Guatemalan education system. Realization of economic justice in the PRONADE schools remains ambivalent, however, the PRONADE schools did score slightly better on cultural and political justice compared to traditional public schools, although by far not satisfactorily. Resumen
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Early Football and the Emergence of Modern Soccer: A Reply to Tony Collins

Early Football and the Emergence of Modern Soccer: A Reply to Tony Collins

research has attempted to follow Holt’s cry by focussing on local newspaper reports that have uncovered a tenacious, widespread and visible footballing culture in 1860, outside of any influence whatsoever of public schools or public schoolboys. In so-doing, it adds to the ongoing, accumulating and compelling case for a major realignment of the history of the game that revisionists have called for, contributing to the continuing demise and, now seemingly inescapable, death of the ‘orthodox’ history of football. Tony Collins’ article now seems to be attempting to tread a neutral path between ‘revisionist’ and ‘orthodox’ accounts that seems as fanciful as attempting to find a neutral path between fact and fiction. In reality, his original position, as outlined in his outstanding history of the origins of Rugby league football, is a near model of what can be considered the current revisionist position. In that work, he writes that
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ADVISORYNOTE AN001 2011 pdf

ADVISORYNOTE AN001 2011 pdf

Highest PTR in public schools Lowest PTR in public schools Number of new teachers deployed in public schools from outside Number of new teachers deployed in public schools within the dis[r]

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Internet Filtering in Public Libraries and Schools

Internet Filtering in Public Libraries and Schools

For example, “Smartfilter” has been known to inadvertently block the Declaration of Independence, the U.S. Constitution, the Bible, the Book of Mormon, the Koran, and a wide variety of literature taught in most public schools. See Sims, “Censored Internet Access in Utah Public Schools and Libraries,” http://censorware.org//reports/utah/main. Similarly, CyberPatrol has at various times blocked Planned Parenthood, Envirolink, the AIDS Authority, the MIT Project on Mathematics and Computation, the University of Arizona web site, and the U.S. Army Corps of Engineers Construction Engineering Research Laboratories. Moreover, filtering software is called upon to make the most sensitive of legal judgments. Constitutionally protected expression is often separated from obscenity only by a “dim and uncertain line.” Bantam Books v. Sullivan, 372 U.S. 58, 68 (1963). Since there is no bright line between protected speech and obscenity, juries (rather than computers) are asked to apply community standards. Freedman v. Maryland, 380 U.S. 51 (1965).
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Marlowe_unc_0153M_17112.pdf

Marlowe_unc_0153M_17112.pdf

to require the school district to produce a redacted version of the video. 192 Washington’s public records law requires state and local agencies to disclose all public records upon request, unless the record falls within a specific statutory exemption. 193 An agency withholding public records bears the burden of proving the applicability of an exemption. 194 The school district refused the parents’ disclosure request under the student file exemption in the state student privacy law. 195 The state student privacy law exempts from disclosure “[p]ersonal information in any files maintained for students in public schools, patients or clients of public institutions or public health agencies, or welfare recipients.” 196 The court found the surveillance video did not fit within this student file exemption because “[t]he videotape from the surveillance camera differs significantly from the type of record that schools maintain in students' personal files.” According to the court, “[t]he student file exemption contemplates the protection of material in a public school student's permanent file, such as a student's grades, standardized test results, assessments, psychological or physical evaluations, class schedule, address, telephone number, social security number, and other similar records,” and not maintaining the safety and security of students on school buses. 197 Thus, the court held the security videotape was not legally withheld as a student file document under the state’s student privacy law. 198
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Should for profit schools be banned?

Should for profit schools be banned?

because they value other characteristics of the school that caters their preferences. Banning for-profits would force parents to send their children to a school with which they do not share values or principles. Second, revealed preferences show that parents that send their children to for-profits consider them a better alternative than public schools. This is so because, the latter was an affordable choice and the parent chose not to do it. Third, even though we find robust evidence that, at present, non-profits perform better than for-profits; this situation could change if for-profits are banned. They could leave the market, transform themselves into entirely private schools, or continue to attend the voucher sector by becoming non-profits. Neither of these situations is recommendable. By leaving the market, students that chose the school would be forced to migrate against their will. By becoming a private school all the students that went to that school thanks to the voucher would be forced to leave. Finally, it is important to understand that the choice of being a for-profit or a non- profit organization is not random. Administrators have different abilities and are interested in catering different types of students. Forcing a for-profit school to surrender its profit motive could be undesirable because it could force them to enter into other areas and inefficiently inflate costs. Genuine for-profits and non-profits manage their resources differently. It is not a coincidence that a large number of non- profits belong to religious or philanthropic organizations. One must remember that Mother Teresa and Bill Gates are special precisely because they are scarce. As altruism is not at free disposal, banning for-profits does not transform administrators in altruists. Another reason why banning for-profit voucher schools is not a good idea is that the ban may impede good private schools from moving to the subsidized sector if the amount of the voucher is increased.
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Student’s Perception on the Selected Facets of Reputation Quotient: A Case of a Malaysian Public University

Student’s Perception on the Selected Facets of Reputation Quotient: A Case of a Malaysian Public University

For instance, Karakose and Kocabas (2007) intend to examine students’ perception on the reputation of primary schools and wish to find out the differences of perception among the students. The unit of analysis comprised of 258 primary school students. The findings of this study revealed that there are no significant differences among the students’ perception according to the type of schools (public and private) and gender variables. In addition, public schools have a much better reputation as compared with private schools pertaining to the reputation dimensions (quality of services, quality of management, financial soundness, workplace environment, social responsibility, emotional appeal and corporate ethics). However, students who either studied in the public or private school claimed that the reputation of their schools is still insufficient or relatively low.
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Academic Problems Faced by Today Head Teachers in Achieving Educational Roadmap

Academic Problems Faced by Today Head Teachers in Achieving Educational Roadmap

Education plays a pivotal role to reform a nation or society for the betterment of human life while educational institutes and teachers play a central role. The main aim of the study was to identify the academic problems faced by the heads of public secondary schools in achieving CM roadmap. The study was descriptive in nature — the population of the study comprised of 456 secondary schools of Sahiwal division. The sample of the study consisted of 150 schools, 50 schools from each district of Sahiwal division. A Self developed questionnaire was used as a research instrument. The academic problems faced by today head teacher related to students such as; health, A.V. aids in their classrooms, low enrollment, drop out, domestic issue, attitudinal issues, uniform, and safety problem while the school problems such as teaching and non teaching staff according to requirement, drinking water, toilets as per students strength, electricity, classrooms as per students strength and the problem of academic support facilities. The problems related to quality education like as; low STR, low STR as per subject, learning material, a tablet for LND test, LND booklets, teacher guides for lesson planning and the problem of preparation of low-cost, no-cost material. Keywords: Academic Problems, CM Roadmap, Head Teachers, Students, Public Schools, Quality Education.
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The Albanian School Facing The Difficulties For An Education Close To The Needs Of The Children With Special Needs.

The Albanian School Facing The Difficulties For An Education Close To The Needs Of The Children With Special Needs.

In the same way it is acted even for the organization of the focus-group where are involved teachers of the public and non public schools that have in their classes students with special needs or who had experienced teaching in classes where students with special needs were included. There were about 16 participants.

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School Infrastructure and Socioeconomic Status in Brazil

School Infrastructure and Socioeconomic Status in Brazil

Abstract The paper analyzes the infrastructure of public schools in Brazil by examining the hypothesis that the institutions with poor material conditions have students with a lower socioeconomic level. The characterization of the institutions is based on data from the 2013 School Census, submitted to latent class modeling, which revealed the existence of four different school profiles. In order to carry out a socioeconomic differentiation of the institutions, the Poverty In School Indicator (IPE in Portuguese) was created, which uses data from Bolsa Família, an income transfer program. The results confirm the available body of literature on the subject by showing that the location, the administrative dependency, the size of the school and the region of the country in which it is inserted are related to the inequalities of school infrastructure. In addition, the study finds that the public schools with better infrastructure conditions generally have lower proportions of poor students. On the other hand, most institutions with the worst infrastructure profile have mostly poor or extremely poor students, confirming the hypothesis of this research.
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