Thematische Bibliographien / Public schools

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Auswahl der wissenschaftlichen Literatur zum Thema „Public schools“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Public schools"

Martinez, Sylvia. „The Public School Advantage: Why Public Schools Outperform Private Schools“. Contemporary Sociology: A Journal of Reviews 44, Nr. 4 (15.06.2015): 530–32. http://dx.doi.org/10.1177/0094306115588487gg.

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Driscoll, Mary Erina, und Jeffrey R. Henig. „Public Discourse, Public Schools, and School Choice“. Educational Researcher 24, Nr. 1 (Januar 1995): 35. http://dx.doi.org/10.2307/1176121.

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Bickel, Robert, und Martha J. Chang. „Public schools, private schools, and the common school ideal“. Urban Review 17, Nr. 2 (1985): 75–97. http://dx.doi.org/10.1007/bf01108250.

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Sander, William. „Private Schools and Public School Achievement“. Journal of Human Resources 34, Nr. 4 (1999): 697. http://dx.doi.org/10.2307/146413.

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Gaskell, Jane. „The "Public" in Public Schools: A School Board Debate“. Canadian Journal of Education / Revue canadienne de l'éducation 26, Nr. 1 (2001): 19. http://dx.doi.org/10.2307/1602143.

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Driscoll, Mary Erina. „Book Reviews: Public Discourse, Public Schools, and School Choice“. Educational Researcher 24, Nr. 1 (Januar 1995): 35–37. http://dx.doi.org/10.3102/0013189x024001035.

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Houle, Judith C. „Engaging the Public in Public Schools Through School Choice“. Journal of School Public Relations 23, Nr. 2 (01.04.2002): 148–58. http://dx.doi.org/10.3138/jspr.23.2.148.

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Abowitz, Kathleen Knight, und Sarah M. Stitzlein. „Public schools, public goods, and public work“. Phi Delta Kappan 100, Nr. 3 (22.10.2018): 33–37. http://dx.doi.org/10.1177/0031721718808262.

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When determining whether public schools constitute a public good, it’s important to understand what we mean by a public good. An economic definition, common among school choice advocates, focuses on the individual benefits of getting a good education. Within such a definition, selecting a school may be compared to selecting a box of cereal at the supermarket. Kathleen Knight Abowitz and Sarah M. Stitzlein argue for a more civic-minded vision that focuses on how public schools both promote and benefit from a vision of shared liberties, shared governance, and a shared future. This vision requires looking beyond individual choices to highlight the many practices within schools that bear considerable social and political benefits.

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Harkness, Shelly Sheats. „Fight the Fight for Public Schools and Public School Teachers“. School Science and Mathematics 114, Nr. 7 (November 2014): 313–14. http://dx.doi.org/10.1111/ssm.12088.

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Vincent, Jeffrey M. „Public Schools as Public Infrastructure“. Journal of Planning Education and Research 25, Nr. 4 (Juni 2006): 433–37. http://dx.doi.org/10.1177/0739456x06288092.

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Dissertationen zum Thema "Public schools"

Keller, Karlyn. „Efficacy in Texas Charter Schools Compared to Traditional Public Schools“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804856/.

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The need to spur innovation and improve student performance initiated the formation of, under different legislative acts, charter schools that include variations of traditional public schools. With the enthusiasm and level of investment going into the formation of charter schools, it is necessary to explore whether these schools have achieved their objectives. This study explored whether Texas open enrollment charter schools perform bettered compared to Texas public schools. The study applied a causal comparative quantitative research design. School data on graduation and dropout rates, college preparation, attendance rates, and overall performance were analyzed quantitatively. Student achievement data available for statistical analysis includes student performance on the Texas Assessment of Knowledge and Skills (TAKS) state assessment from 2007 to 2011. Data analysis for race, special programs, at risk, economically disadvantaged, and limited English proficiency was incorporated. Descriptive statistics and analysis of variance techniques were included in the data analysis. The analysis extended to post hoc tests to determine variables that caused variation. The study found Texas open-enrollment charter schools had more African American students but fewer Whites compared to public schools. Students in public schools performed better than those in charter schools, and Whites yielded the best performance. Charter schools had high dropout rates, low attendance, and low graduation rates, while public schools had low dropout rates, high attendance, and high graduation rates. Finally, public schools had more students ready for college than charter schools.

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Bedden, Dana T. „Public School Law: Student Search and Seizure in K-12 Public Schools“. Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26409.

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School officials are constantly challenged to perform a myriad of duties in an extremely complex and demanding job with numerous responsibilities. They are expected to work with a variety of students, faculty and parents under difficult circumstances. â Faced with multiple needs, with the necessity of making fast decisions in an atmosphere of fragmented time, administrators are liable for everything they do.â School administrators need to understand the rights guaranteed to students by the Fourth Amendment and how it applies to the school setting. This document will provide an overview of student search and seizure in kindergarten to 12th grade (K-12) public schools in a non-traditional dissertation (non-experimental design) format by providing an historical review of the relevant case law. Specifically, based upon legal research, it will review relevant Supreme Court cases, post-New Jersey v. T.L.O. federal, Pennsylvania and other state court cases related to search and seizure in K-12 public schools. The conclusion and summary will provide answers to the guiding questions, provide a conceptual model, outline what is a reasonable search, and provide a short practical school law exercise to test the readerâ s understanding of search and seizure in public schools.
Ed. D.

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Lowry, Daniel G. „Decentralized decision-making in Missouri public schools /“. free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720556.

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Moss, Robert. „Why Parents in San Bernardino Choose Public Charter Schools Over Traditional Public Schools“. Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10812332.

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Purpose. The purpose of this qualitative study was to identify and describe the attributes of public charter schools considered important for the selection of a charter school as perceived by the parents of charter school students. A second purpose of this study was to identify the sources parents used to inform their decision to enroll their child in a charter school.

Methodology. This qualitative study was accomplished by interviewing parents of public charter school students in three districts within San Bernardino County. The interview consisted of nine open-ended questions and each interview was recorded to ensure accuracy of the responses. The results of the interview were analyzed and organized into a narrative form. The population for the study included parents of public charter school students.

Findings. The participants noted smaller class sizes, higher educational quality, and a more nurturing environment as the main reasons for selecting a public charter school. Their answers also indicated the variety of programs available to them at charter schools influenced their decision to enroll their children. Participants noted talking with friends and family as a major source of gathering information about schools. Using some form of the internet was also instrumental for parents when obtaining information about a given school.

Conclusions. The results of this study supported the conclusion that parent perceptions of schools and the education they offer may be more influential than the school’s performance on state assessments. Results indicated many other factors influenced a parent’s selection of a school. A positive environment, which cultivated learning, and a variety of educational opportunities were crucial attributes for many parents.

Recommendations. The researcher recommended the study be replicated in a different region of California to see if the results remain the same. Additionally, a study should be conducted to see how many and why parents removed their children from public charter schools and returned them to traditional public schools.

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Erickson, Brittany. „Democratic School Design: Reimagining School Turnaround in Denver Public Schools“. Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013332.

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After a decade of focused attention and millions of dollars, school turnaround remains one of the education sector's most pressing challenges. Research shows that tackling it requires the implementation of tried and true levers—high-quality instruction, effective school leadership, and family engagement—at the highest possible levels, and that it requires a sophisticated interrogation of broader structural challenges such as segregation, poverty, and racism. This capstone explores a novel approach to school turnaround in Denver Public Schools (DPS), the Year Zero Redesign cohort. This approach strives to equip principals with the mindsets, skills, and autonomy to build partnerships with families, redesign their schools, and effectively lead dramatic change efforts. Through this inquiry, I explore the unique role of principals in system-level transformation; the way trust affects schools and communities; and the quest to redesign schools in alignment with the needs and preferences of students and families. I also examine how DPS, a large and ambitious school district, might learn to support this work in a rapidly evolving policy environment. I argue that taking time for intentional school design and leadership development—not instructional leadership development alone, but community and creative leadership development as well—holds great potential for more consistent results in school turnaround and school redesign. I also suggest that this and other creative approaches to turnaround will become possible only when system-level incentives and accountability measures allow for it. This capstone offers lessons for DPS as it seeks to create an ecosystem of excellent and diverse school models, and for practitioners and policymakers across the sector seeking to realize transformative change through community mobilization and school design.

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Dowell, Richard Marshall. „School Administrator Impact Upon Physical Restraints in Public Schools“. Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916.

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Kim, Patricia Costa. „Making music their own : school music, community, and standards of excellence in Seattle, 1960-75 /“. Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/11294.

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Burns, Gwen Jeannine. „Invitational leadership in public schools“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4767.

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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 19, 2007) Vita. Includes bibliographical references.

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Chapman, Robert Timothy. „Media literacy in public schools“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2949.

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This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.

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Krout, Anne. „Home schoolers transition to public schools in West Virginia“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1813.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 160 p. Includes abstract. Includes bibliographical references (p. 126-129).

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Bücher zum Thema "Public schools"

Stan, Ries, Hrsg. Public art for public schools. New York: Monacelli Press, 2009.

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J, Kowalski Theodore, Hrsg. Public relations in schools. 4. Aufl. Upper Saddle River, N.J: Pearson Merrill Prentice Hall, 2008.

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M, Sundre Steven, Hrsg. SchoolMatch guide to public schools. New York: Arco, 1990.

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Walford, Geoffrey. British Public Schools. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282778.

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Susan, Fuhrman, Lazerson Marvin und Annenberg Foundation Trust at Sunnylands, Hrsg. The public schools. Oxford: Oxford University Press, 2005.

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Greenblatt, Alan. Public Schools' Challenges. 2455 Teller Road, Thousand Oaks California 91320 United States: CQ Press, 2022. http://dx.doi.org/10.4135/cqresrre20220923.

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J, Kowalski Theodore, Hrsg. Public relations in schools. 3. Aufl. Upper Saddle River, N.J: Merrill/Prentice Hall, 2004.

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Educational Resources Information Center (U.S.), Hrsg. Charter schools: The other public schools. [Providence, RI]: Northeast and Islands Regional Educational Laboratory at Brown University, 1999.

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Council, Massachusetts Education Management Audit. School district examination report: Belmont public schools. Boston, Mass.]: Education Management Audit Council, 2004.

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Council, Massachusetts Education Management Audit. School district examination report: Westfield public schools. [Boston, Mass.]: Education Management Audit Council, 2003.

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Buchteile zum Thema "Public schools"

Merlo, Antonio. „Public schools“. In Political Economy and Policy Analysis, 145–56. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429490309-10.

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Sander, William. „Catholic Schools and Public School Achievement“. In Catholic Schools, 97–111. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_7.

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Laverack, Glenn. „Schools“. In A–Z of Public Health, 162–65. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-42617-8_62.

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Thomas, Cornell. „Today’s Public Schools“. In A Call for Engaged Leadership, 71–81. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-113-9_9.

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Rodríguez, Encarna. „Public Schools as Publicly Imagined“. In Pedagogies and Curriculums to (Re)imagine Public Education, 203–18. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-490-0_14.

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Walford, Geoffrey. „Introduction: British Public Schools“. In British Public Schools, 1–8. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282778-1.

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Walford, Geoffrey. „The Changing Professionalism of Public School Teachers“. In British Public Schools, 111–35. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282778-6.

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Delamont, Sara. „Debs, Dollies, Swots and Weeds: Classroom Styles at St Luke's“. In British Public Schools, 65–86. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282778-4.

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Whitty, Geoff, und Tony Edwards. „Evaluating Policy Change: The Assisted Places Scheme“. In British Public Schools, 163–78. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282778-8.

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Eglin, Greg. „Public Schools and the Choice at 18+“. In British Public Schools, 87–110. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282778-5.

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Konferenzberichte zum Thema "Public schools"

MALIŠOVÁ, Daniela, und Jana ŠTRANGFELDOVÁ. „Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools“. In Current Trends in Public Sector Research. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.

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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.

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Mahyani, Esti Rokhima, Rutiana Dwi Wahyunengseh und Rina Herlina Haryanti. „Public Perception of Zoning School Policy in Surakarta Public Senior High Schools“. In Proceedings of the First International Conference on Administration Science (ICAS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icas-19.2019.56.

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Siregar, Kemal N. „MODELING OF ELECTRONIC STUDENT HEALTH RECORD FOR MONITORING STUDENT’S HEALTH BY COMMUNITY HEALTH CENTER, SCHOOL AND PARENTS IN INDONESIA“. In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6107.

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Schools regularly collect student health data. School health is organized to improve the ability of students to live healthy so that students can learn, grow, and develop in harmony and become quality human resources. In Indonesia, school health priorities are included in the 3rd National MediumTerm Development Plan strategy. However, in Indonesia students, health data is underutilized because data documentation on paper causing some difficulties in terms of storage, use for monitoring and further analysis. The participation and involvement of parents, schools and community health centers in monitoring the health status of students today is still very limited due to the lack of information that can be accessed easily. Objectives: To design a student health record application model that can display student health examination results and connect the data to community health centers, schools and parents in real time. Method: Designing student health record application model with the context diagram, Entity Relationship Diagram (ERD), Table Relational Diagram (TRD), and user interface input and output. Results: The results of this study are a comprehensive student health record system model. The student health record will be applied in the form of mobile devices used by students and parents, which are connected to schools and community health centers by web-based platform. Conclusions: The student health record application model shows a systematic solution that is user friendly, immediately captures data, displays the dashboard in real time, directly connects to parents, schools and community health centers. All of this in the future if implemented properly can early detect student health problems and monitor the health status of students. Keywords: Student health record, real-time data, web-based application, dashboard, monitoring student’s health

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Mutiarini, Menik, und Rosmita Nuzuliana. „Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.

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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15

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Voight, Adam. „The Racial School Climate Gap in Urban Public Schools“. In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894514.

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Rahman, Md Mushfiqur, Mortahina Rashid, Lee Shanta Mondol, Md Arifuzzaman Khan, Laila Nur, Munmun Hossain und Rafia Hossain. „NUTRITIONAL STATUS OF PRIMARY SCHOOL CHILDREN WITH MID-DAY MEAL PROGRAM“. In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6104.

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This study was conducted to determine the nutritional status of primary school children with the mid-day meal program. A cross-sectional study was conducted in 05 primary schools with the mid-day meal program of Sundarganj Upazila of Gaibandha district from January 01 to December 31, 2017. A total of 357 primary school children of class IV and class V were selected using a systematic sampling technique. A semi-structured questionnaire was used to collect data from the school children of mid-day meal program schools. The anthropometric measurements such as weight, height and MUAC were measured for each child individually. Then weight and height were used to calculate the Z score to interpret nutritional status. The mean age of children was 10.83±1.03 years. The mean weight and mean height of children were 32.40±7.21 kg and 141.22±8.52 cm respectively, and the mean MUAC was 19.65±2.31 cm. It was revealed that 91.3% of children were normal by Height for Age (HAZ) and 89.1% were normal by Weight for Age (WAZ), and the remaining children were stunted and underweight respectively. 78.8% of children used anthelminthic drugs regularly and among them, 74.3% were normal in Weight for Age Z score. Socioeconomic status, dietary habit, physical activity and anthelminthic use by the child were found to be determinants of their nutritional status. Keywords: Mid-day meal, Primary school children, Nutrition, Anthropometric, Stunted, Underweight, School Health

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Tikerperi, Mari-Liis. „From Distant Target Groups to Involved Stakeholders: Developing Dialogic School Communication“. In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.15.

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Knowingly planned communication activities are an essential asset in the performance of organisations, including public schools. In this paper, the core premise is that communication management in general education schools is an important field which currently lacks scholarly attention as well as practical guidance for school management. Numerous communication management definitions and models have been proposed following different paradigms and perspectives. Still, they all have one aspect in common: the audience to whom the messages are directed. Some theorists suggest that communication does not exist without the recipient, and effectively planned communication should be based on their interests or, moreover, involving them for the institution’s success. Thus, it is crucial to map schools’ target groups and stakeholders to explain the nature of school communication in general. In this qualitative study, in-depth interviews were conducted with 19 Estonian school principals to understand their views about the role various target groups and stakeholders have on public elementary and high school communication. By applying a targeted sampling strategy, the most diverse representation of participants was ensured based on the profiles of both schools and school leaders. During the interviews, a projective technique was used enabling the principals to schematically position school’s stakeholders in accordance to social circles, importance, and communication intensity. The results showed that although the stakeholders of the schools are similar, the positioning of the stakeholders may differ even in between similar school types. School principals’ assessments of the intensity, importance, or quality of relationships depend on the school’s organisational culture, goals, current issues (e.g., school renovation), or sometimes the principal’s personal contacts. In addition, communication practices are influenced by the initiative and attitudes of external stakeholders towards the school.

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Badi’ah, Atik, Ni Ketut Mendri, Heru Santoso Wahito Nugroho und Wawuri Handayani. „Effect of Trained Parenting on the Development of Autistic Children at Autism Schools in Indonesia“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.83.

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ABSTRACT Background: Autistic children are unique individuals who have different abilities and characteristics, so that they have different ways of interacting with themselves and the environment. The development of interest in children with autism can be hampered. Parenting in children with autism includes parents of autistic children who provide emotional, social, informational and practical support to develop children’s interests with autism. Based on the results of a preliminary study conducted by the author at 8 Special Schools (SLB) in Yogyakarta and Ponorogo, East Java, most parents (93%) thought that enrolling autistic children in special schools (SLB) meant that their efforts had been said. enough. The purpose of this study was to analyze the effect of parenting on the development of interest in autistic children in autistic schools. Subject and Method: This was a quasi-experiment pretest-posttest design with control group design conducted at the seven autism schools in Yogyakarta and one autism school in Ponorogo, East Java. A sample of autistic children selected by purposive sampling with the criteria of a pair of parents with autistic children aged 6-12 years. The dependent variable was development of interest in children with autism. The independent variable was parenting. The first observation was to determine the development of interest in children with autism before being given parenting and the second observation after being given parenting. Data was analyzed by bivariate analysis by Wilcoxon Rank Test. Results: The development of interest in autistic children was higher after the intervention with trained parenting than before, and it was statistically significant (p <0.001). Conclusion: Giving trained parenting is effective in increasing the development of interest in children with autism in Autism Schools in Yogyakarta and Ponorogo, East Java. Keywords: Parenting, interest development, autistic children Correspondence: Atik Badi’ah. School of Health Sciences, Yogyakarta. Email: atik.cahyo@yahoo.com. Mobile: +628164267407. DOI: https://doi.org/10.26911/the7thicph.03.83

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Lamola, Malesela. „RETHINKING SCHOOL BUSINESS PARTNERSHIPS TO DRIVE COLLABORATION AND INNOVATION IN PUBLIC SCHOOLS: A CASE OF SOUTH AFRICAN PUBLIC SCHOOLS IN LIMPOPO PROVINCE“. In 15th International Conference on Education and New Learning Technologies. IATED, 2023. http://dx.doi.org/10.21125/edulearn.2023.0694.

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Shakeel, M. Danish, und Corey DeAngelis. „ARE PUBLIC SCHOOLS PRISONS? A COMPARISON OF SCHOOL CLIMATE AND SAFETY FROM PRIVATE AND PUBLIC SCHOOL PRINCIPALS’ SURVEY“. In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2071.

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Berichte der Organisationen zum Thema "Public schools"

Elacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic und Carolina Méndez. Exodus to Public School: Parent Preferences for Public Schools in Peru. Inter-American Development Bank, Dezember 2023. http://dx.doi.org/10.18235/0005497.

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Due to an unprecedented rise in demand, in 2020 the Peruvian Ministry of Education implemented a centralized assignment mechanism that allowed thousands of students at various levels of education to move from the private to the public sector. In this paper, we empirically explore the determinants of accepting a public school assignment and, subsequently, remaining in the public system. Specifically, we exploit the randomness in the assignment of students to new public schools to causally estimate the influence of distance on the decision to accept a public school placement, and we explore its role in the decision to remain there. We also provide insights into various determinants of parental preferences. Our findings reveal that families care about distance from home to the assigned public school as well as the relative academic and peer quality with respect to their school of origin. Parents weigh these factors differently based on their familiarity with them. Consequently, experiencing a new school environment can alter the significance of specific attributes when it comes time to decide whether to stay at the assigned school. These findings offer valuable insights into how governments can strengthen the supply of public schooling.

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Hoxby, Caroline Minter. Do Private Schools Provide Competition for Public Schools? Cambridge, MA: National Bureau of Economic Research, Dezember 1994. http://dx.doi.org/10.3386/w4978.

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Hanushek, Eric, John Kain und Steven Rivkin. Why Public Schools Lose Teachers. Cambridge, MA: National Bureau of Economic Research, November 2001. http://dx.doi.org/10.3386/w8599.

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Corcoran, Tom, und Gail Gerry. Science Instruction in Newark Public Schools. Consortium for Policy Research in Education, September 2011. http://dx.doi.org/10.12698/cpre.2011.rr71.

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Elacqua, Gregory, Nicolas Figueroa, Andrés Fontaine, Juan Francisco Margitic und Carolina Méndez. COVID-19 Exodus: Parent preferences for public schools in Peru. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005095.

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In 2020 in Peru, the Ministry of Education (MINEDU), in response to the COVID-19 pandemic, organized a centralized assignment mechanism that allowed thousands of students at multiple levels of education to move from the private sector to the public sector due to an unprecedented rise in demand. Exploiting the randomness in the assignment of students to their new schools, we causally estimate which public school characteristics families that had decided to study in the private sector before COVID-19 value the most and how preferences for school attributes change after parents experience public schools. We find that families care about the distance to the assigned school and the relative academic and peer quality with respect to their school of origin. Parents weigh features such as distance to school and peer demographics differently when deciding whether or not to remain at the assigned school. These findings provide insights into how governments can strengthen the supply of public schooling.

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Joshi, Rohan. Public Financing for Low-cost Private Schools. Jakarta, Indonesia: Center for Indonesian Policy Studies, 2018. http://dx.doi.org/10.35497/270463.

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Dodge, Daniel. Indoctrination in Oregon public schools, 1947-1975. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2443.

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Go, Sun, und Peter Lindert. The Curious Dawn of American Public Schools. Cambridge, MA: National Bureau of Economic Research, August 2007. http://dx.doi.org/10.3386/w13335.

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Musaddiq, Tareena, Kevin Stange, Andrew Bacher-Hicks und Joshua Goodman. The Pandemic’s Effect on Demand for Public Schools, Homeschooling, and Private Schools. Cambridge, MA: National Bureau of Economic Research, September 2021. http://dx.doi.org/10.3386/w29262.

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Moilanen, Carolyn. Students in alternative public high schools: educational histories prior to alternative school entry. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.484.

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