Relevant bibliographies by topics / ACT Schools Authority

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'ACT Schools Authority'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "ACT Schools Authority"

1

Cashman, John. "The 1906 Education Bill: Catholic Peers and Irish Nationalists." Recusant History 18, no. 4 (October 1987): 422–39. http://dx.doi.org/10.1017/s0268419500020705.

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ON 20TH DECEMBER, 1906, the Liberal Government of Sir Henry Campbell-Bannerman withdrew from the Order Book the Education Bill which had received its First Reading on 9th April, 1906. The Bill had proposed a drastic revision in the generous settlement which the voluntary schools had welcomed with the passing of the 1902 Education Act. The new proposals had sought to make all public elementary schools into ‘council schools’ controlled by the Local Authority. The denominations would receive an agreed rental for the use of their school buildings, and the upkeep of these buildings would become the responsibility of the Local Authority. But the power to appoint the teachers would also pass to the Local Authority. The only concession to the denominations was the proposal that extended facilities for denominational instruction on each school day would be made available in certain elementary schools if three-quarters of the parents whose children attended the schools asked for them. Head-teachers would not be allowed to give the denominational instruction, but assistant teachers would be allowed to give the instruction if they volunteered to do so. Failing this, the denominations would be responsible for providing the teacher to give the instruction. The controversial Clause Four excluded from this concession elementary schools in areas in which the only school was a denominational school, and in areas with a population of less than 5,000.
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Sinclair, Jackie, Mike Ironside, and Roger Seifert. "Classroom Struggle? Market Oriented Education Reforms and their Impact on the Teacher Labour Process." Work, Employment and Society 10, no. 4 (December 1996): 641–61. http://dx.doi.org/10.1177/0950017096104002.

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The reforms introduced through the Education Reform Act 1988 have brought about a radical redistribution of authority in the school system. The reform process includes the introduction of competitive markets, the erosion of the democratic structures that previously underpinned the state school sector, and the centralization of power over both funding and educational issues. This article examines the impact of these changes on the teacher labour process, drawing from recent research in schools in England and from earlier research on schools in the USA. Teacher labour is being transformed in several ways; reduced autonomy, deskilling, work intensification, and increased labour flexibility are identified. Some consideration is given to teacher responses, noting the importance of trade union responses for this traditionally highly organised group of employees.
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3

Saultz, Andrew, Jack Schneider, and Karalyn McGovern. "Why ESSA has been reform without repair." Phi Delta Kappan 101, no. 2 (September 23, 2019): 18–21. http://dx.doi.org/10.1177/0031721719879149.

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The Every Student Succeeds Act (ESSA) was designed to remedy the wrongs of No Child Left Behind (NCLB). Yet Andrew Saultz, Jack Schneider, and Karalyn McGovern explain that, so far, it has failed to fundamentally alter how the federal government interacts with schools. They discuss the need for federal authority over issues of equity in education and how federal authority has expanded over time, leading to the accountability movement, which, under NCLB, required schools to provide quantifiable measures of student achievement. Although ESSA was touted as a return of control to the states, states are still held accountable for testing requirements, reporting data, and sanctioning underperformance. The authors recommend instead a model of rigid flexibility, in which centralized offices might require certain activities but allow schools some choice in determining specific goals.
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Masom, Grant. "Fighting the Tide: Church Schools in South Buckinghamshire, 1902–44." Studies in Church History 55 (June 2019): 545–60. http://dx.doi.org/10.1017/stc.2018.23.

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In 1902 elementary school provision in Oxford diocese – England's largest – reflected the national picture: 72 per cent were church schools, with total rolls of 54 per cent of school-age children. The bitterly contested 1902 Education Act apparently protected the future of church schools, but in practice its provisions severely undermined them, particularly in growing areas of the country. By 1929, Oxford's assistant bishop reported the schools’ situation as ‘critical’. This article examines the impact on the church schools of one rural deanery in South Buckinghamshire, between the 1902 and 1944 Education Acts. Several schools found themselves under threat of closure, while rapid population increase and a rising school leaving age more than quadrupled the number of school-age children in the area. Closer working with the local education authority and other denominations was one option to optimize scarce resources and protect the Church of England's influence on religious education in day schools: but many churchmen fought to keep church schools open at all costs. This strategy met with limited success: by 1939 the proportion of children in church schools had decreased to 10 per cent, with potential consequences for how religion was taught to the other 90 per cent of children.
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Kojo, Katja, and Päivi Kurttio. "Indoor Radon Measurements in Finnish Daycare Centers and Schools—Enforcement of the Radiation Act." International Journal of Environmental Research and Public Health 17, no. 8 (April 21, 2020): 2877. http://dx.doi.org/10.3390/ijerph17082877.

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Background: Indoor radon exposure is the second leading cause of lung cancer. Finnish radiation legislation obligates employers to measure indoor radon concentrations in workplaces, including schools and daycare centers, if they are in radon prone areas. Surveillance campaigns were conducted to ensure that the required radon measurements were performed and to gain knowledge on current indoor radon levels in daycare centers and schools. Methods: Daycare centers located in the high-radon risk municipalities were identified. Schools where indoor radon level measurements were obligatory but not performed, were identified. Results: Indoor radon measurements were performed in 633 daycare centers where the mean radon concentration was 86 Bq/m3 and the median 40 Bq/m3. The radon level was greater than 300 Bq/m3 in 8% (n = 49) of daycare centers. The radon measurements were performed in 1176 schools, which is 95% of the schools to be measured. The mean radon concentration was 82 Bq/m3 and the median 41 Bq/m3. The radon levels were greater than 300 Bq/m3 in 14% (n = 169) of the schools. Conclusions: The systematic surveillance campaigns by the radiation protection authority were very efficient in order to ensure that the measurements are performed in schools and daycare centers. The campaigns also reduced the radon exposure of employees, children, and adolescents, where necessary.
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Barrow, M. "The Reform of Schools Funding: Some Case-Study Lessons." Environment and Planning C: Government and Policy 14, no. 3 (September 1996): 351–66. http://dx.doi.org/10.1068/c140351.

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Since the Education Reform Act of 1988 there has been substantial change in the funding of schools in Britain. Individual schools now have their own budgets which are determined by formula, and they have substantial freedom to spend their budgets as they wish. They are also entitled to keep any savings which they make, and these are rolled forward to the next financial year. The funding formula for a school is designed by its local education authority, subject to constraints imposed by central government. More recently a class of self-governing, or grant-maintained, schools has developed with a parallel funding system which is also formula based. A new institution, the Funding Agency for Schools, has been created to oversee the financing of these schools. In this paper, which is based on interviews with officers in six local education authorities and on documentation from several others, the author assesses these recent changes in the education ‘market’. It is concluded that the market is not working well due to the complexity of the funding arrangements, the institutional arrangements, the inappropriate incentives offered, and the change in the ‘atmosphere’ of the education market.
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Schultz, Celeste, and Janet Thorlton. "Access to Fresh Fruits and Vegetables in School Lunches: A Policy Analysis." Journal of School Nursing 35, no. 4 (March 21, 2018): 248–55. http://dx.doi.org/10.1177/1059840518762517.

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Consumption of fresh fruits and vegetables helps to reduce childhood obesity and improves academic achievement and attendance. However, providing fresh fruits and vegetables is challenging for some schools due to cost, administrative burden, and concern for food waste. To address these challenges, the Fruit and Vegetable Access for Children Act proposes to allow federally funded programs to substitute fresh fruits and vegetables with canned, frozen, or pureed versions. In this policy analysis, we propose options for providing fresh fruits and vegetables to children enrolled in the National School Lunch Program. We recommend that school nurses actively facilitate the process of obtaining fresh fruits and vegetables by being appointed members of Team Nutrition giving them authority to collaborate with local famers, entrepreneurs, and land-grant universities in Farm to School Programs. This strategy empowers school nurses in promoting healthy eating habits, reducing obesity, and improving academic performance and school attendance.
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SCHNEIDER, JACK, and ANDREW SAULTZ. "Authority and Control: The Tension at the Heart of Standards-Based Accountability." Harvard Educational Review 90, no. 3 (September 1, 2020): 419–45. http://dx.doi.org/10.17763/1943-5045-90.3.419.

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In this essay, Jack Schneider and Andrew Saultz offer a new perspective on state and federal power through their analysis of authority and control. Due to limitations inherent to centralized governance, state and federal offices of education exercised little control over schools across much of the twentieth century, even as they acquired considerable authority. By the 1980s, however, such loose coupling had become politically untenable and led to the standards and accountability movement. Yet, greater exertion of control only produced a new legitimacy challenge: the charge of ineffectiveness. State and federal offices, then, are trapped in an impossible bind, in which they are unable to relinquish control without abdicating authority. Schneider and Saultz examine how state and federal offices have managed this dilemma through ceremonial reform, looking at two high-profile examples: the transition from No Child Left Behind to the Every Student Succeeds Act, and states’ reaction to public criticism of the Common Core State Standards.
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Ranson, Stewart. "School Governance and the Mediation of Engagement." Educational Management Administration & Leadership 39, no. 4 (June 28, 2011): 398–413. http://dx.doi.org/10.1177/1741143211404259.

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The 1988 Education Reform Act radically transformed the local governance of education, according school governing bodies new delegated powers for budgets and staff as well as responsibility for the strategic direction of the school in a quasi market place of parental choice. To take up these new responsibilities the earlier Education Act 1986 had created over 350,000 volunteer citizens in England and Wales to occupy reformed governing bodies: it was the largest democratic experiment in voluntary public participation. The governing bodies were constituted on the principle of partnership between all the groups with a ‘stakeholder’ interest in the school: parents, teachers and support staff would be elected, while other governors would be appointed by the local authority, and drawn from the local community (including local industry and commerce). All the interests would be regarded as equal, one no more important than another. The underlying principle had been that schools would only work well when the different constituencies were provided with a space to express their voice and reach agreement about the purpose and development of the school. The governing body was to have regard for the overall strategic direction of the school, evaluating its progress, and acting as the trustee of the community, publicly accountable for national and local policies (DfEE, 1998).
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Ansori, Muslim, and Akhmad Khisni. "ANALISIS YURIDIS PUTUSAN PENGADILAN NEGERI BLORA TENTANG DUALISME KEPENGURUSAN YAYASAN PENDIDIKAN ISLAM KARTAYUDA YANG AKTA PENDIRIANNYA DIBUAT OLEH DAN DIHADAPAN NOTARIS (Studi Kasus Putusan Perkara PN Blora No. 34/Pdt.G/2015/PN.Bla)." Jurnal Akta 4, no. 3 (September 10, 2017): 463. http://dx.doi.org/10.30659/akta.v4i3.1823.

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With the enactment of the Education System Act no 20 of 2003 (better known as the Sisdiknas Act), the State has determined that educational institutions should have a legal umbrella in the form of a legal entity, or better known as the Legal Entity Education. As a non-profit organization, the Foundation is the right legal entity that becomes a place for educational institutions, especially private schools. Therefore, of course, Notary has a very crucial role in making notary deed in the form of establishment and deed of change, such as example how in making the right basic budget and not multi interpresatasi for stake holders in the foundation. Therefore, the role of function and authority of the organ of the foundation must be clearly stated in the articles of association, so as not to cause a dispute in the future.KEYWORDS: Notaries, Foundation, Organ Foundation,
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Dissertations / Theses on the topic "ACT Schools Authority"

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Hamilton, John E., and n/a. "The curriculum consultancy section, ACT Schools Authority : the first decade." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060714.154658.

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The study presents a review of the establishment and operation of the Curriculum Consultancy Section of the ACT Schools Authority over the period of the first decade of its existence. It considers the move to establish a new and different education system; the important reports which gave impetus to that move; first the Currie Report (1967.), Report on an Independent Education Authority for the Australian Capital Territory and the three further reports which kept the spirit of the Currie Report alive, i.e. the Neal-Radford Report (1972.), the Campbell Report (1973.), and the Hughes Report (1973.). The study emphasises the haste with which the new system was finally established; that there was not time to develop a 'coherent, imaginative and suitable plan' (Currie, 1967, p.9.) and that staff resources were inadequate. As Beare (1978.) has noted, 'At no time in its first four years was the Schools Office given the manpower needed merely for maintenance functions let alone for development activities ... .' (p.80.) The curriculum issues that arose in planning this new system and the curriculum context within Australia are considered prior to a close examination of the development and operation of the section during the decade; the pressures which affected it and the changes which occurred This examination as the main body of the study falls easily into three periods; The First Years; The Middle Years of the First Decade; and the Final Years of the First Decade; each period coinciding with the period of tenure of one of the three principals the section has had in those ten years. Throughout this main body of the study the major recurring themes affecting the life of the section are closely followed, i.e. the conflict within the system, the diversity of demands and the difficulties of meeting those demands, the difficulty of defining role and function and the problems of leadership. In conclusion the study reflects on these recurring themes and examines the changes which have occurred over the decade, e.g. the changes in role and function, the shift in orientation to consultancy, the changes in selection and professional development of consultants, the concentration of consultants in priority areas and the developing cohesiveness of the consultancy section. Finally the study addresses the future; consideration is given to the stage in the life cycle of an organisation that the ACT Schools Authority is at currently and to the effect that this may possibly have upon the undoubtedly troubled future of the Curriculum Consultancy Section. The study draws on the documents available; on interviews with people who have worked in the area and also on the extensive body of literature which is available.
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Mazza, Rose, and n/a. "Multicultural education and A.C.T. government high schools : an investigative study." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060907.142249.

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Jones, Peter J., and n/a. "A formative evaluation of selected aspects of the resource teacher program in the Australian Capital Territory." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060803.130214.

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This study describes an evaluation of some aspects of the Australian Capital Territory Resource Teacher Program during 1985. The Resource Teacher Program was an Australian Capital Territory Schools Authority initiative whereby an additional specially trained teacher was allocated to a school to assist with fulfilling particular needs which the school had identified. The study used two techniques to collect information, questionnaire and interview. The questionnaire data was analysed and provided response frequencies of all 263 respondents in relation to students, teachers, parents and schools in each of the sixteen schools in the Program. Interviews were also conducted to allow for those involved in the Resource Teacher Program to make a direct contribution to the study's information base. Aspects of two theoretical education evaluation approaches were used as the basis of the study's theoretical framework. The TenBrink model was used, working from required judgements through to recommendations. Aspects of Stake's approach to educational evaluational were also used to enable identification of issues and to facilitate input of the Resource Teacher Program's participants. It was shown that students who had been involved in the Resource Teacher Program benefitted in the areas of academic progress, behaviour modification programs, previously unmet needs and gifted and talented programs. Teacher benefits were in the areas of in-school curriculum and advisory support. Parents who had been involved in the Program had benefitted by developing an increased understanding of current educational practice and how to help their children. Schools had benefitted through better use of school counsellors, increased parent participation and improved teaching resources. The identification of issues which required consideration in order to enhance the Program's effectiveness were of major importance in this study. These included the Resource Teachers' role definition, Resource Teacher stress, school commitment to the Resource Teacher Program, evaluation of the Program, the training program, the notion of secondary school resource teachers and the Australian Capital Territory's Schools Authority's commitment to the Resource Teacher Program.
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Dixon, Dalma, and n/a. "Continuous enrolment policy : a study of transition from preschool to primary school in the ACT." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060705.094737.

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Since its inception the A.C.T. Schools Authority has implemented a number of changes in attempts to meet its aim to provide high quality programmes for children. In the case of enrolment policy the decision to change to continuous enrolment was made in many schools less on educational grounds than as a result of economic and political pressures. However, any policy which has an impact on children's learning in schools must be examined in the light of its educational implications. This study attempts to do this. It attempts to assess the policy on educational grounds with a particular focus on the programmes offered to individual children and the day to day problems encountered by teachers who attempt to implement the policy.
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McKinnon, Gregory Colin, and n/a. "Supply of faculty teachers to individual high schools within the A.C.T. Schools' Authority, over the period 1983-1984 : an analysis of needs satisfaction." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061003.122421.

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This dissertation investigates the supply of and demand for High School teachers, working in prescribed faculty areas in Government schools in the A.C.T., over the period from January 1983 to July 1984, for all new temporary teachers appointed to the Service. Statistical details of vacancies for assistant teachers, in the 12 defined faculties of this study, were obtained from the Assistant Principals (Staffing) of the 17 A.C.T. High Schools, as well as from records maintained by the Staffing Officers of the A.C.T. Schools Office. The levels of High School teacher demand, for the period under investigation, are compared with similar statistics obtained for previous years in the A.C.T., as well with other Australian and international figures on teacher supply and demand. Through these comparisons, suggestions are made regarding emerging trends of teacher shortage, in particular faculty areas. Historical parallels are presented to supplement these arguments and to give underlying reasons for the projections that are made. The potential supply of faculty teachers over the period is investigated through an analysis of teacher faculty waiting lists. Numbers from these lists are compared with the actual demand statistics previously collected and a potential supply to vacancy ratio collected for each faculty area. A major part of the study is the construction of supply satisfaction indices, under the headings of: "Overall Satisfaction, Teaching Skills, Academic Qualifications, Other Requirements and Recruitment". These indices were derived from Likert type rating scales completed by the Assistant Principals, in respect of each of the 397 temporary teachers employed. After obtaining an average rating in each faculty, for the five measures of satisfaction, as determined by the Assistant Principals, observations are made as to how closely these indices match the corresponding potential supply indices. Particular emphasis is placed on the comparisons between the recruitment satisfaction index (i.e. - how quickly recruitment was expedited) and the potential supply ratio for each faculty. Reasons are advanced for any significant differences detected, and the overall findings interpreted in terms of possible future trends. The study concludes with an analysis of factors affecting the market for teachers. Recommendations are made for future planning that may offset problems which were detected in the A.C.T. market for High School teachers.
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Aland, Jenny, and n/a. "Art and design education in South Australian Schools, from the early 1880s to the 1920s: the influence of South Kensington and Harry Pelling Gill." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050601.145749.

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This thesis focuses specifically on what was taught in schools in South Australia in the context of art and design education. The period covered by the study extends from the 1880s, when a Central Educational Authority was established in South Australia, to the late 1920s, when significant changes to art and design philosophies and course designs became identifiable. The nature and content of the art and design courses designed and used in South Australia is examined against an historical background of influences such as the South Kensington System of drawing and that devised by Walter Smith for the Massachusetts educational system in the United States of America. The significant contribution of Harry Pelling Gill to the teaching of art and design in schools is closely examined. It is posited that his single influence affected the teaching of art and design in South Australian schools until well into the twentieth century. The process of the study looks in detail at the overall philosophies behind the teaching of art and design, the methodologies employed and the classroom practice which pupils and teachers undertook in the pursuit of courses outlined. Issues such as methods of teacher training, correspondence courses, examinations and exhibitions are considered as these relate to the central theme of the study. The study concludes in the late 1920s, with the advent of a revised course of instruction for public elementary schools, which heralded significant changes in both the content and methodology of art and design teaching in South Australian schools.
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Stockton, Karen. "An explorative study considering the process of change at school and local authority level as a result of implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and The Additional Support for Learning (Changes in School Education) (Scotland) Regulations 2005, with its support document, Supporting children's learning - code of practice 2006." Thesis, University of East London, 2007. http://roar.uel.ac.uk/3818/.

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This research evaluates the process of change at school and local authority level, as a result of the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004. Five research questions investigate the perceptions of those school staff taking part in the process of change, in that they query: the properties staff attach to the process of change; the conditions they believe may foster or inhibit the process of change; the skills they feel are important to facilitating a process of change; what changes there may be for children with Additional Support Needs; and, importantly, what meaning they infer from taking part in the process of change. This research pursues a flexible qualitative design, marrying Grounded Theory and a Constructivist philosophical perspective. The method utilised to address these questions involved administering initial Quality Indicator Schedules, followed by twelve semi-structured interviews in three phases (A, B & C) with staff in two schools. Interpretative Phenomenological Analysis of the transcribed interviews took place at the end of phases A, B and C. The research findings suggested that those staff taking part attached the following properties to the process of change: change in school practice; good understanding; and an understanding and attitudinal shift. In addition, staff were able to depict the conditions, from their own perspective, that either fostered or inhibited the process of change, to the extent that, during phase C, they had conceptualised their thinking into a framework: the Bottom-Up Model/Approach which offered them a preferred framework to help support future processes of change. The meaning inferred, from the perspective of those staff taking part in the process of change, focused on self and school improvement better to support children with Additional Support Needs.
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REZKOVÁ, Aneta. "Připravenost začínajících učitelů základních škol na řešení výchovných problémů žáků." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-385169.

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This diploma thesis is focused on solution of educational problem of students. Its character is theoretically-empirical. The first part is theoretical and is focused on explaining technical terms of this thesis topic. Furthermore it summarizes theoretical knowledge from area of teachers, especially junior, in addition education of schoolmasters and law regulation, regarding to their work. The last part of theoretical part is dedicated to authority, its establishing, education and practices in case of unappropriate student behaviour. Furthermore to discipline, its causes and to most common discipline problems in elementary schools. In the empirical part is described procedure of qualitative research investigation of this diploma thesis. There are also listed research questions as well as description of data collection and its analysis. Methodological part is followed by research investigation and answer to question, if junior teacher are ready to deal with educational problem of their students.
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Perlman, Leon Joseph. "Legal and regulatory aspects of mobile financial services." Thesis, 2012. http://hdl.handle.net/10500/13362.

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The thesis deals with the emergence of bank and non-bank entities that provide a range of unique transaction-based payment services broadly called Mobile Financial Services (MFS) to unbanked, underserved and underbanked persons via mobile phones. Models of MFS from Mobile Network Operators (MNOs), banks, combinations of MNOs and banks, and independent Mobile Financial Services Providers are covered. Provision by non-banks of ‘bank-type’ services via mobile phones has been termed ‘transformational banking’ versus the ‘additive banking’ services from banks. All involve the concept of ‘branchless banking’ whereby ‘cash-in/cash out’ services are provided through ‘agents.’ Funds for MFS payments may available through a Stored Value Product (SVP), particularly through a Stored Value Account SVP variant offered by MNOs where value is stored as a redeemable fiat- or mobile ‘airtime’-based Store of Value. The competitive, legal, technical and regulatory nature of non-bank versus bank MFS models is discussed, in particular the impact of banking, payments, money laundering, telecommunications, e-commerce and consumer protection laws. Whether funding mechanisms for SVPs may amount to deposit-taking such that entities could be engaged in the ‘business of banking’ is discussed. The continued use of ‘deposit’ as the traditional trigger for the ‘business of banking’ is investigated, alongside whether transaction and paymentcentric MFS rises to the ‘business of banking.’ An extensive evaluation of ‘money’ based on the Orthodox and Claim School economic theories is undertaken in relation to SVPs used in MFS, their legal associations and import, and whether they may be deemed ‘money’ in law. Consumer protection for MFS and payments generally through current statute, contract, and payment law and common law condictiones are found to be wanting. Possible regulatory arbitrage in relation to MFS in South African law is discussed. The legal and regulatory regimes in the European Union, Kenya and the United States of America are compared with South Africa. The need for a coordinated payments-specific law that has consumer protections, enables proportional risk-based licensing of new non-bank providers of MFS, and allows for a regulator for retail payments is recommended. The use of trust companies and trust accounts is recommended for protection of user funds. | vi
Public, Constitutional and International Law
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Books on the topic "ACT Schools Authority"

1

New Jersey. Legislature. Joint Committee on the Public Schools. Committee meeting of Joint Committee on the Public Schools: Discussion on the Interdistrict Public School Choice Program Act of 1999. Trenton, N.J. (PO 068, Trenton 08625-0068): Office of Legislative Services, Public Information Office, Hearing Unit, 2000.

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US GOVERNMENT. An Act to Extend the Authority of the Los Angeles Unified School District to Use Certain Park Lands in the City of South Gate, California, Which Were Acquired with Amounts Provided from the Land and Water Conservation Fund, for Elementary School Purposes. [Washington, D.C: U.S. G.P.O., 2000.

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New Jersey. Legislature. Joint Committee on the Public Schools. Committee meeting of Joint Committee on the Public Schools: Discussion with regard to provisions of the Interdistrict Public School Choice Program Act of 1999, dealing with studies to be conducted to evaluate operation of the program. Trenton, N.J: The Committee, 2000.

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United States. Congress. Senate. Committee on Governmental Affairs. Amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act: Report of the Committee on Governmental Affairs, United States Senate, to accompany S. 2347 amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act. Washington: U.S. G.P.O., 2004.

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United States. Congress. Senate. Committee on Governmental Affairs. Amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act: Report of the Committee on Governmental Affairs, United States Senate, to accompany S. 2347 amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act. Washington: U.S. G.P.O., 2004.

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Amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act: Report of the Committee on Governmental Affairs, United States Senate, to accompany S. 2347 amending the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act. Washington: U.S. G.P.O., 2004.

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US GOVERNMENT. An Act to Authorize the Forest Service to Convey Certain Lands in the Lake Tahoe Basin to the Washoe County School District for Use as an Elementary School Site. [Washington, D.C: U.S. G.P.O., 2000.

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United States. Congress. House. Committee on Government Reform. Maintaining a level playing field for D.C. graduates: Legislation to reauthorize the D.C. College Access Act : hearing before the Committee on Government Reform, House of Representatives, One Hundred Eighth Congress, second session, on H.R. 4012, to amend the District of Columbia College Access Act of 1999 to permanently authorize the public school and private school tuition assistance programs established under the act, March 25, 2004. Washington: U.S. G.P.O., 2004.

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United States. Congress. Senate. Committee on Appropriations. Subcommittee on District of Columbia. District of Columbia appropriations for fiscal year 1996: Hearings before a subcommittee of the Committee on Appropriations, United States Senate, One Hundred Fourth Congress, first session, on H.R. 2546/S. 1244, an act making appropriations for the government of the District of Columbia and other activities chargeable in whole or in part against the revenues of said District for the fiscal year ending September 30, 1996, and for other purposes : Board of Education, courts, D.C. public schools, Executive Office of the Mayor, Financial Responsibility and Management Assistance authority, nondepartmental witnesses. Washington: U.S. G.P.O., 1996.

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South Carolina. General Assembly. Legislative Audit Council. Report to the General Assembly: A review of the implementation of the South Carolina Family Independence Act. Columbia, SC: The Council, 1996.

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Book chapters on the topic "ACT Schools Authority"

1

Guhin, Jeffrey. "Prayer as External Authority." In Agents of God, 144–70. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190244743.003.0006.

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Prayer is experienced in these schools as an “external authority” that acts in people’s lives and works as an “agent” between individuals and God. Prayer’s authority is maintained and made to feel natural and obvious through the maintenance of key boundaries and the continuation of key practices. This chapter begins with a historical overview and then describes boundaries, going over how prayer is experienced as agentic and authoritative and describing how people improve at the performance and interpretation of prayer in ways that help prayer maintain its authority. In the Muslim schools, prayer is a more complex process requiring explicit instruction, especially the memorization of key phrases for du’a and the various physical actions and recitations involved in salah. In the Christian schools, prayer was often framed as a “relationship,” so even if there were specific rituals associated with the act, these were de-emphasized so as not to make the action appear formulaic.
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Guhin, Jeffrey. "Authority and Essence." In Agents of God, 1–33. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190244743.003.0001.

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The first chapter outlines the book’s central theoretical questions and contributions, emphasizing the importance of boundaries and authorities. These boundaries—politics, gender, sex, and the Internet—help to establish the distinctions from the outside world that ground each school’s identity. That identity is then experienced as real through certain practices, and those practices are maintained via certain “external authorities,” especially scripture, prayer, and science. These external authorities are at once practices themselves and the institutionalization (what some might call reification) of these practices, things that people do (read the Bible, pray, invoke science) but at the same time, things that seem to exist above and beyond any individual person, and seemingly with the ability to act on people themselves. The chapter ends by describing the four high schools—two Sunni Muslim and two Evangelical Protestant—where the author conducted fieldwork.
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3

"Calling the farce on minority schools." In Human Rights and Equality in Education, edited by Sandra Fredman, Meghan Campbell, and Helen Taylor, 57–70. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447337638.003.0005.

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This chapter looks at the Indian Supreme Court's exemption of minority schools from the requirements of the Right of Children to Free and Compulsory Education Act 2009 (RTE Act). It argues that the consequences of the minority school exemptions from the RTE Act by the Supreme Court have led to the unfortunate result of a large number of private schools falsely appealing for minority status. This is made possible by the ambiguous definition of what constitutes a minority institution and also the lack of clarity as to who is the authority that would declare schools to be minority schools. There is therefore an urgent need to review the definition of what constitutes a minority institution. More importantly, it is crucial to argue that minority schools should not be exempted from the norms and standards prescribed in the RTE Act that are necessary for quality education.
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Norrie, Kenneth McK. "Aftercare." In A History of Scottish Child Protection Law, 299–311. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474444170.003.0011.

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Aftercare, the duties owed to young people after they leave formal care, has always been an inherent aspect of the child protection process in Scotland, perhaps more so indeed in the early days when the assumption was that child protection necessitated the permanent removal of the child from the parent’s care. Early aftercare obligations were primarily around assistance in finding employment for young people when they reached school-leaving age, though managers of reformatory and industrial schools also had obligations to supervise the young person who had left their care for three years or until their 21st birthday. Latterly, education and training grants were made available, as were other forms of financial assistance. Finally, the Children and Young People (Scotland) Act 2014 imposed on local authority the obligation of “continuing care” towards young people who had previously been “looked after” by the local authority, and on a range of public bodies to act as “corporate parents” to such care leavers.
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Emerson, Blake. "The Institutional Architecture of Progressive Democracy." In The Public's Law, 113–48. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190682873.003.0004.

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This chapter describes examples of Progressive administration from the New Deal and the Second Reconstruction. This account explores the tension between public deliberation in the administrative process and efficient delivery of the services that make democracy possible. During the New Deal, the Tennessee Valley Authority and the Agricultural Adjustment Administration engaged in highly deliberative forms of land use planning. But these deliberative procedures tended to exclude low-income and minority farmers. The Farm Security Administration, by contrast, provided desperately needed goods and services to poor farmers, but did not generally engage them in administrative policymaking. As the New Deal drew to a close, the Progressive emphasis on participatory modes of administration were codified in a thin form in the Administrative Procedure Act. At the same time, the social impacts of the New Deal agricultural agencies created some of the conditions for the Second Reconstruction. During the Second Reconstruction, civil rights agencies attempted to combine public participation and efficient bureaucracy in new institutional forms. The Department of Health, Education, and Welfare developed broad understandings of the social background for segregation that enabled courts to integrate schools in the South. The Equal Employment Opportunity Commission deliberated with civil rights groups and the courts to develop the disparate impact theory of discrimination. The Office of Economic Opportunity instituted radical forms of public participation in implementing the “maximum feasible participation” requirement of the Economic Opportunity Act.
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Guhin, Jeffrey. "Scripture as External Authority." In Agents of God, 111–43. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190244743.003.0005.

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In these schools (and in many other communities) scripture is understood and experienced as an “external authority,” itself making claims and commanding action, even if that authority was understood as that of an “agent of God” rather than a final, ultimate authority. There was a key difference in how the Qur’an and Bible were approached both individually and collectively, with the Qur’an understood as a slightly more difficult text that required more expert interpretation and the Bible understood as democratically available and hermeneutically clear. Scripture gains its authority in a few ways. First, it functions as a powerful boundary from other communities. Second, it is understood and described as an autonomous agent that acts in people’s lives. Third, scripture maintains its power through its role as a practice in people’s day-to-day experience of relating to the text, especially reading and memorizing.
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Torres, Patrícia Lupion, Marcus Vinicius Santos Kucharski, and Rita de Cássia Veiga Marriott. "Concept Maps and the Systematization of Knowledge." In Cases on Teaching Critical Thinking through Visual Representation Strategies, 494–514. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5816-5.ch019.

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The act of doing research, reviewing recent literature, checking data, and articulating results and meanings are important but not enough when working with scientific publications in graduate schools. A vital part of the work is authoring an informative text that can be clear enough as to communicate findings of the study and, at the same time, reinforce chosen arguments. This chapter focuses on an experiment at a renowned Brazilian graduate school of education, which uses concept mapping and collective assessment of such maps as fundamental pre-writing stages to guide the authorship of well-thought, well-knit scientific/argumentative texts. Results indicate that the experiment was successful in making students negotiate meanings, clarify ideas and purposes, and write in an academically acceptable style. All this was conducted from a methodological standpoint that makes meaningful knowledge, collective construction, and the reflective, critical work of the author (from the first draft to the final collectively written version given), the foundations to perform a better job at communicating the processes and results of the investigative work.
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8

Purcell, Carl. "Delivering change for children." In The Politics of Children's Services Reform, 75–88. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447348764.003.0006.

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This chapter discusses the implementation of Labour’s ‘Change for Children’ programme following the passage of the Children Act 2004 during Blair’s final years as Prime Minister. Under the new structural arrangements every English local authority was required to merge education and children’s social care services to create a single children’s services department under the leadership of a Director of Children’s Services. However, it is argued that tensions between No 10 and the Treasury over social policy and public service reform in this period served to constrain the implementation of the new arrangements. Firstly, Blair’s prioritisation of greater school autonomy pulled against the focus on the integration of children’s services and accountability to children’s services and children’s trusts. Secondly, Blair’s perspective on youth services and the prioritisation of policies to tackle crime and anti-social behaviour, ran counter to the principle of early intervention and the provision of positive activities for young people under the ECM framework.
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Sica, Luigia Simona, Laura Aleni Sestito, and Tiziana Di Palma. "Narrative Approach to Career Identity Development." In Young Adult Development at the School-to-Work Transition, 125–49. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190941512.003.0006.

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Examining the impact of family on young peoples’ vocational identity is very important in cultural contexts of Mediterranean countries, where young adults tend to live with their parents for a prolonged time. In the Italian context, living with parents in their 20s and 30s is associated with a specific “delay syndrome” in the transition to adulthood that increases identity instability and hinders career plans. Starting from the historical background of vocational identity and delay syndrome in Italy, the chapter highlights the parental influence on Italian youth’s career development. Specifically, assuming that career construction is a co-constructed process in which parents can be interpreted as identity agents, the chapter presents and discusses the main results of research in the Italian context and proposes a descriptive model of vocational identity co-authoring between parents and young people.
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Adkison, Danny M., and Lisa McNair Palmer. "Oklahoma State System of Higher Education." In The Oklahoma State Constitution, 265–68. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197514818.003.0020.

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This chapter describes Article XIII-A of the Oklahoma constitution, which concerns the Oklahoma State System of Higher Education. This article is probably one of the most important steps this state has taken to improve and better coordinate its public institutions of higher learning. Section 2 states that the Board of Regents of the University of Oklahoma is responsible for governing the university. The university’s president has only the authority given to him by the Board of Regents and their acts are subject to review by the board. Section 3 allows the Oklahoma State Regents for Higher Education to move money between funds and accounts as it sees fit. Lastly, under Section 4, a private denominational institution awarding academic and professional degrees may be subject to reasonable state regulation without violating the First, Fifth, Ninth, or Fourteenth Amendments. Thus, the secular-type activities of a religious school are subject to nonarbitrary governmental regulation exercised under the policy powers of the state.
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