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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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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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Audrey, Suzanne, Karen Evans, Michelle Farr, Joanne Ferrie, Julie Yates, Marion Roderick, and Harriet Fisher. "Implementing new consent procedures for schools-based human papillomavirus vaccination: a qualitative study." British Journal of Child Health 2, no. 2 (April 2, 2021): 85–93. http://dx.doi.org/10.12968/chhe.2021.2.2.85.
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Background The requirement for written parental consent for school-based human papillomavirus vaccination programme in England can act as a barrier to uptake for some young women, with the potential to exacerbate health inequities. Aims To consider the practicalities and implications of implementing new consent procedures, including parental telephone consent and adolescent self-consent, in two local authority areas in the southwest of England. Methods Digitally recorded, semi-structured interviews were conducted with 53 participants, including immunisation nurses, school staff, young people, and parents. All interviews were fully transcribed and thematic analysis was undertaken. Results Parental telephone consent was welcomed by the immunisation nurses, parents, and young women in the study. Adolescent self-consent was rare. Greater understanding of the barriers to uptake outside of mainstream school-based sessions is needed to further address inequalities in uptake. Conclusions The new procedures generally worked well but some important barriers to vaccination uptake remain.
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Farley, Amy N., Joshua Childs, and Olivia Johnson. "Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice." education policy analysis archives 27 (September 23, 2019): 115. http://dx.doi.org/10.14507/epaa.27.4229.
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The past 20 years have seen a shift in school leaders’ work that can best be characterized by an increasing complexity in expectations and greater demands for accountabilities. Educational leadership preparation programs and professional associations responded to these shifts, in part, with the development and proliferation of standards for both pre-service (ELCC and NELP) and practicing (ISLLC and PSEL) educational leaders. Both sets of standards have undergone significant revision in the last five years, largely in response to shifts in the work required of school administrators in today’s 21st century schools. However, what remains an open empirical question is whether the leadership standards are robust and pragmatic enough to tackle the various educational issues that school leaders face. In other words, do various school leadership standards prepare and assess school administrators appropriately? Using the wicked problems framework, we examine the extent to which the revised PSEL and NELP standards capture the challenging work required for school leaders to act as inclusive leaders and “equity-oriented change agents” (Maxwell, Locke, Scheurich, 2013, p. 1). We utilize qualitative content analysis (Weber, 1990) to analyze the content of the leadership standards, focusing in particular on the ways those standards represent evolving conceptions of equity and justice. These analyses suggest that although both sets of standards have changed considerably from their predecessors, they may not go far enough to help leaders determine how to implement the proper administrative authority to solve complex issues. This is particularly true as it relates to the persistent, wicked equity problems facing our schools.
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Goodman, Joan F., and Britiny Iris Cook. "Shaming school children: A violation of fundamental rights?" Theory and Research in Education 17, no. 1 (January 6, 2019): 62–81. http://dx.doi.org/10.1177/1477878518817377.
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Children in schools are often shamed, at times intentionally, sometimes inadvertently. The question we pose is whether this practice violates their fundamental human rights, in particular that of freedom. Arguably, because of their limited capacities and dependent status what children require is protection rather than rights. Yet, children are not just a collection of needs requiring care; they are also apprentices to adulthood holding ‘rights-in-trust’. We confront the conflict through the following: (1) clarify the slippery term shame and its corollaries humiliation, embarrassment, and guilt; (2) illustrate school shaming practices with a focus on No Excuses charter management organizations; (3) review empirical and theoretical appraisals of shaming; (4) suggest that the concept of human dignity, upon which human rights rest, creates a moral barrier limiting the permissibility of shaming; (5) it follows schools should foster children’s dual rights, welfare, and freedom/autonomy, with a consciousness of freedom as the eventual and pre-eminent goal; (6) in conclusion, shame – a disparagement of the other by a person in authority that is both intended and received as such – is almost never justified as a disciplinary technique. It shrinks the self and immobilizes action. Discipline through guilt inducement is far preferable because its target is an act, not the person, and it motivates reparation. Schools are therefore obliged to abolish shaming practices, in so far as they can, and search for disciplinary alternatives; we offer an approach.
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Döös, Marianne, Lena Wilhelmson, Jenny Madestam, and Åsa Örnberg. "Principle of Singularity." Nordic Journal of Comparative and International Education (NJCIE) 2, no. 2-3 (November 2, 2018): 39–55. http://dx.doi.org/10.7577/njcie.2757.
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This paper provides insight into the legislative process behind the current Education Act of Sweden. The aim is to shed light on how and why it came to prohibit joint leadership for principals. Joint leadership is a sub-form of shared leadership between managers characterised by complete formal authority, hierarchic equality and merged work tasks. The sharing of a principal’s position is, in previous research, identified as potentially favourable for principals and schools as it decreases principals’ often heavy workload. Five retrospective interviews were done with people involved in the legislative process. The analysis points out both distrust in the governing line and uninformed notions of leadership among legislators as explanations behind the prohibition. In the legislative work, joint leadership was at most a marginal issue. Thus the legal prohibition was an unintended side-effect, yet completely in line with traditional and uninformed notions of leadership. The principle of singularity ruled and joint leadership was extinguished for principals without considering whether this favoured or harmed the overarching aims of the Education Act: increased peda-gogical responsibility and leadership with a focus on the students’ learning, results and democratic upbring-ing.
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Hirschman, Jay, and Jamie F. Chriqui. "School food and nutrition policy, monitoring and evaluation in the USA." Public Health Nutrition 16, no. 6 (September 25, 2012): 982–88. http://dx.doi.org/10.1017/s1368980012004144.
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AbstractObjectiveTo provide an overview of school food and nutrition monitoring from 1980 to the Healthy Hunger-Free Kids Act of 2010 and data on school food availability in the USA.DesignA review of the history of school food and nutrition policy, monitoring and evaluation efforts in the USA over the past three decades.SettingUSA.SubjectsSchool food service, school districts and schools nationwide.ResultsThe school food environment in the USA is governed by a patchwork of federal, state and local laws and policies. The federal government has primary authority over the school meal programmes and has recently issued updated regulations governing the food and nutrient requirements for meals sold or served through the National School Lunch and School Breakfast Programs. Competitive foods (i.e. foods and beverages sold/served outside the meal programmes) are governed primarily by state and district laws and policies, although new federal regulations are expected to set minimum standards in this area. The USA has a long history of data monitoring and evaluation funded by government and private foundations which has enabled decision makers to monitor progress and opportunities to improve the foods and beverages made available to students in school.ConclusionsSchool food-related monitoring and evaluation research has been highly influential in influencing legislation and policy, leading to improvements in the foods and beverages available to children at school as part of planned meals and individual items sold outside the meal programmes. The lessons learned from the US experience provide insights that may be valuable for implementation, monitoring and evaluation of school food programmes in other countries.
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Anderson, Jane, and Petia Sice. "Evaluating the possibilities and actualities of the learning process." Learning Organization 23, no. 2/3 (April 11, 2016): 94–120. http://dx.doi.org/10.1108/tlo-02-2014-0004.
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Purpose This paper aims to reflect on the opportunities and challenges of the learning process in practice and explores the case of a local authority school Pilot Wellbeing Programme (PWP) intervention. The aim of the PWP was to create the best workplace conditions and circumstances for people to flourish and mature, both individually and collectively. Findings show that the socio-physical environment plays a significant and leading role in supporting this work, as does the consistent modelling of higher level behaviours including integrity, respect and acceptance by intervention managers and school leadership teams. It was also important that the change processes were continually tailored and nuanced to meet the evolving needs of the staff and organisation throughout the intervention. Emphasis was also placed on encouraging individual involvement and commitment by implementing inclusive measures that fostered trust and openness. Design/methodology/approach The intervention worked to the organisational learning process model. Findings Headteachers (HT) are still playing a key role as caregivers to their staff. Wellbeing is something people in school generally expect to be “done” to them. Personal accountability for one’s own health and wellbeing is still a growth area in schools. Any change processes implemented to support this process need to be continually tailored and respectfully nuanced to meet the evolving needs of the staff and organisation throughout the intervention. Accruing quantitative evidence to support the effects of wellbeing work in schools is painstaking and challenging. Practical implications HT have traditionally taken the role of school staff “caregiver”, overseeing staff wellbeing often to the detriment of their own wellbeing. This situation is becoming unsustainable as HT’ capacity for this kind of work is diminishing. School staff need to accept an increasing role in the maintenance of their own personal–professional wellbeing. Social implications School staff who do not mind their own wellbeing act as a poor model to their pupils who may ultimately emulate their behaviour. Additionally, as staff sickness absence due either directly or indirectly to stress becomes a growing issue in schools, educational standards will be increasingly difficult to attain and maintain. Wellbeing mechanisms need to be put in place now to stem this possibility. Originality/value The intervention is unique in as much as it took a deliberately holistic approach to school staff wellbeing by including all school staff in the change programme. Previous similar programmes have targeted professional staff only, excluding non-teaching classroom staff and school support and maintenance staff.
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Chmielewski, Witold. "W trosce o polskość dzieci i młodzieży z okresu drugiej wojny światowej w Nowej Zelandii." Kwartalnik Pedagogiczny 64, no. 4 (254 (February 13, 2020): 272–90. http://dx.doi.org/10.5604/01.3001.0013.8473.
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The aim of the article is to present the issue of retaining the national identity among the youngest Polish exiles living in New Zealand. To present that issue, methods appropriate for the history of education were applied. The basis of the research were the materials stored in the Polish Institute and Sikorski Museum in London. As a result of the archival research, at the invitation of the Prime Minister Peter Fraser, a group of Polish children arrived in the settlement of Pahiatua in New Zealand. They were mainly orphans with their carers. The exiles were provided with good living conditions. School children were prepared to return to free Poland after the war, they attended Polish schools in the settlement and the older ones attended New Zealand schools run mainly by the Catholic Church. The moment Poland found itself under the Soviet influence and the power was taken by the communists, the exiles from Pahiatua did not want to return to the enslaved country. They decided to stay in the friendly New Zealand. In that situation, the issue of retaining their national identity arose, along with the need to provide them with education, profession and work. The concept of resisting the policy of depriving the young generation of their national identity was in the focus of the Polish authority in London. It was also a matter of great concern of the teachers and carers in the settlement of Pahaiatua. Many initiatives were taken which aimed at retaining the Polish identity among children and youth living in New Zealand, who gradually started work in the unknown environment. The conducted activities to retain the Polish identity bore positive results. The Polish identity wasretained not only by the exiles but also by their children and grandchildren, who, not knowing the language of their ancestors, cultivate national traditions and remember their roots. As a result of the presented deliberations, we may draw a conclusion that the conduct of the Polish authority in exile in the analysed issue was appropriate. In such a situation one should act similarly and always consistently.
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Gurnah, Ahmed. "Earl Marshal School: towards an inclusive education." Race & Class 51, no. 2 (September 24, 2009): 92–103. http://dx.doi.org/10.1177/0306396809345579.
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For five years in the early 1990s, as the Conservative government attempted to drive through the new educational policies heralded by its Education Reform Act of 1988, a comprehensive school in Sheffield was the site of a bold experiment in progressive education. Located in a working-class, inner-city area, Earl Marshal School was ethnically highly diverse, with students from Pakistani, Somali, Yemeni and Caribbean families; white students made up less than 20 per cent of the student roll. With Chris Searle as headteacher from 1990 to 1995, these students, aged 11 to 16, were exposed to a very different kind of schooling from that envisaged by the government — with its newly introduced national curriculum, competitive league tables between schools and authoritarian system of inspections carried out through the Office for Standards in Education (OFSTED). Instead, Searle refused to exclude students for misbehaviour; did not sheepishly follow the national curriculum; was not over-impressed by OFSTED; sought student democracy; and involved the local community in the affairs of the school. Inevitably, he drew fire from OFSTED, from other headteachers, from the local education authority (LEA) and even from David Blunkett, the Sheffield MP who from 1994 was Labour’s shadow secretary of state for education. In the end, they were able to unseat him, depriving Sheffield of the benefits of his ideas. The headteacher who opposed the permanent exclusion of students was himself, as he puts it, ‘permanently excluded’ from the job that he loved and lived for.
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MANDAL, SUDIP. "ROLE OF LOCAL AUTHORITY FOR IMPLEMENTING RTE: A CRITICAL ANALYSIS OF SECONDARY SCHOOLS AT THE BALI-I & BALI-II PANCHAYAT AREAS FROM GOSABA IN WEST BENGAL, INDIA." International Journal of Research -GRANTHAALAYAH 8, no. 12 (January 4, 2021): 201–10. http://dx.doi.org/10.29121/granthaalayah.v8.i12.2020.2695.
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Abstract: This study mainly in respect of the RTE Act. 2009 implementing phase and the actual accountabilities as local self government (Bali-I & Bali-II panchayat) to actualize the execution of RTE. It is indicate of intensive study on a particular case and it is not a critical approach but an exploratory study. This study had been done following the descriptive survey method. The present researcher has been collected primary, secondary data through the questionnaires, interview sheets, various reports and other relevant sources. Main purposes of present study is to focus the role of local self government as the monitoring agencies to execute RTE, so that common people as both urban and rural areas will be able to know actual what types as educational privileges they can consume from state authority. Major findings of this study are that headmasters have given positive feedback about the local government for cooperating and Local self government plays a particularly important role as the main partner of the Right to Education and it is preferred by most students and teachers.
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Schreuder, Danie. "The Schools Water Project (SWAP): A Case Study of an Action Research and Community Problem Solving Approach to Curriculum Innovation." Australian Journal of Environmental Education 10 (1994): 35–46. http://dx.doi.org/10.1017/s0814062600003074.
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It seems ironic that the amazing breakthroughs and successes of scientific methods of enquiry of the past century that were supposed to enhance the quality of human life are currently looked on as being at the root of many of the pressing environmental and social problems of our time. Conventional approaches to science and technology that enabled humankind to manipulate and exploit natural resources led to a sense of authority and command which gave rise to a sometimes blind belief in ‘…the triumphs of natural science in seeking to develop the social understanding that would allow human beings successfully to harness the forces thus released to their own self-betterment’ (Giddens 1982, p.69).This extension of the apparent success of natural science as ‘… an ideology, a culturally produced and socially supported, unexamined way of seeing the world which shapes and guides social action’ (Carr and Kemmis 1986, p. 132) seemed very appropriate at the time. Inevitably, the trusted logical positivist and reductionist approaches permeated social sciences to such a degree that they dominated Western views on education for a long time. Popkewitz (1984, p.23) refers to the effect on education in which ‘…human engineers … act upon educational affairs as though there are no difficulties or uncertainties; …educators are to manipulate and control children as physical scientists manipulate objects of the physical world’.
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Azumah, Francess Dufie, Nachinaab John Onzaberigu, and Mensah Manfred. "Incidence of Domestic Violence Against Women and Children." International Journal for Innovation Education and Research 5, no. 3 (March 31, 2017): 16–30. http://dx.doi.org/10.31686/ijier.vol5.iss3.629.
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The incidence of domestic violence is a source of great worry to society at large. Victims are suffering while perpetrators seem to be enjoying the act. While children and women are been abused at homes and domestic settings, authorities responsible to protect and safeguard themselves show gross reluctant in their operations and measures to help victims of domestic violence. This is an act serious violation of human right calls for empirical investigation on reported cases of domestic violence against women with the domestic violence and victims support unit at the Asokwa Police station in Kumasi-Ghana. The study sought to identify the major causes of domestic violence at victims home, the effects of domestic violence on women and children and ways to curb domestic violence against women and children. The study adopted a case study design where data was collected through questionnaire and victims records on reported domestic violence. The study revealed that domestic violence has negative effects on victims as respondents indicated that they suffered from injuries, guilt, anger, depression/anxiety, shyness, nightmares, disruptiveness, irritability, and problems getting along with others. The study found that children who experience domestic violence perform poor in schools and experience vicarious trauma, show signs of exaggerated startle response, hyper-vigilance, nightmares, and intrusive thoughts. The study recommended that law enforcement authority such as the police should victims by ensuring that perpetrators are given the right punishment to serve as deterrence for future offenders.
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Margaret Divya, A. "An Empirical Study on Awareness of Disaster Management among Students and Staff of Various Colleges / Schools (With Special Reference to Madurai City)." Shanlax International Journal of Arts, Science and Humanities 8, no. 2 (October 1, 2020): 88–92. http://dx.doi.org/10.34293/sijash.v8i2.3307.
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Disaster Management is recently popular in India amid Covid-19 at present. The National Disaster Management Authority (NDMA) has been constituted under the Disaster Management Act 2005, with the Prime Minister of India as its Chairman. The Government urged the importance of disaster management strongly and advised all the Academic Staff Colleges to conduct a Refresher Course on disaster management. In this context, it is a need of the hour to analyze the awareness about natural disasters and its management among the teachers and students of higher education. All the world governments are concerned about natural disasters such as Tsunami, Earthquake, Floods, Volcanic eruptions, and strong winds. In 1989, the United Nations General Assembly declared the decade 1990-2000 as the International Decade for Natural Disaster Reduction to reduce the loss of lives and property and restrict socio-economic damage through concerted international actions, especially in developing countries. With the alarming rise in natural disasters and vulnerability, the world community is strengthening its efforts to cope. A questionnaire was administered among the College and School teachers and students, and their answers were analyzed and computed. This study shows that awareness about disaster management should be improved among the teachers and students of higher education. It also reveals that both the students and staff should be given in-service training in general awareness, activities, and administration related to disaster management.
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Moffitt, Susan L. "The State of Educational Improvement: The Legacy of ESEA Title I." History of Education Quarterly 56, no. 2 (May 2016): 375–81. http://dx.doi.org/10.1111/hoeq.12189.
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Title I has a mixed legacy that poses a paradox. Part of that legacy has yielded tremendous accomplishments. Title I asserted a federal priority to help disadvantaged students and broke with long resistance to a significant federal role in elementary and secondary schooling. It has deepened and expanded government responsibility and management of schooling at all levels—federal, state, and local. Over time, it has helped sweep schools, regardless of their student population's poverty levels, into the broader national standards-accountability movement, most recently expressed in the Common Core. While resistance to some aspects of federal authority remains, and may have intensified, Title I has developed durable constituencies and appetites for federal funds. Improving the education of children who live in poverty remains politically salient. These are remarkable accomplishments. And these accomplishments are intimately intertwined with other policies, including the passage of the 1964 Civil Rights Act, which facilitated the passage of other legislation, such as Head Start and Title I. Title I's legacy is intertwined in other ways, beyond its connections with contemporaneous policies; and these dependencies will be the focus of my remarks today.
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Davies, John. "‘L’Art Du Possible’, The Board of Education, The Catholic Church and Negotiations Over the White Paper and the Education Bill, 1943–1944." Recusant History 22, no. 2 (October 1994): 231–50. http://dx.doi.org/10.1017/s0034193200001898.
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The negotiations between the Board of Education and the Roman Catholic authorities over what was to become the 1944 Education Act began in April 1941 when the Government's Green Book on educational reform was delivered to the Catholic hierarchy. They were to continue until the Government's proposals became law in 1944. There were three distinct phases in these negotiations, centred on the Green Book, the White Paper, and the Bill. The intention of this article is to examine the latter two phases.After protracted negotiations on the Green Book there was near deadlock between the Board and the Catholic Church. R. A. Butler's aim in the Green Book, which he adopted when he became President of the Board of Education in July 1941, was to provide a national system of education, primary, secondary and further. There would be secondary education for all, children being transferred at the age of eleven to grammar, modern or technical schools. This raised the issue of the role of denominational schools, the so called ‘Dual System’. Essentially the voluntary bodies, if they were to continue to be part of the State system were offered two possibilities. Under the first they would receive 100% grant towards the maintenance and repair of buildings (in addition to the payment of teachers’ salaries) for which they would concede the appointment of teachers to the Local Education Authority (LEA) and accept an ‘agreed syllabus’ for religious education. The second possibility would allow the voluntary bodies to retain the appointment of teachers and the teaching of their own religious syllabus, but the Government grant in this case would be only 50%. Catholics felt that, in conscience, they could not accept the first option and that they were being penalised for their religious beliefs in regard to the second. They pressed, therefore, for 100% grant.
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Walsh, John. "Religious Societies: Methodist and Evangelical 1738–1800." Studies in Church History 23 (1986): 279–302. http://dx.doi.org/10.1017/s0424208400010652.
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One does not have to believe in free trade to recognize that in religion as well as economic life the erosion of a monopoly can provoke an uprush of private enterprise. It must be more than coincidental that two modern ‘church in danger’ crises which accompanied an erosion of Anglican hegemony - the Revolution of 1688 and the constitutional crises of 1828–32 – were followed by bursts of voluntary activity. Clusters of private societies were formed to fill up part of the space vacated by the state, as it withdrew itself further from active support of the establishment. After the Toleration Act perceptive churchmen felt even more acutely the realities of religious pluralism and competition. Anglicanism was now approaching what looked uncomfortably like a market situation; needing to be promoted; actively sold. Despite the political and social advantages still enjoyed by the Church, the confessional state in its plenitude of power had gone, and Anglican pre-eminence had to be preserved by other means. One means was through voluntary societies. The Society for the Reformation of Manners hoped by private prosecutions to exert some of the social controls once more properly exercised by the Church courts. The S.P.G. sought to encourage Anglican piety in the plantations and the S.P.C.K. to extend it at home by promoting charity schools and disseminating godly tracts. It was a task of voluntarism to reassert, as far as possible, what authority remained to a church which, because it could not effectively coerce, had to persuade.
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Jozauska, Kristine. "TEACHER AUTHORITY IN SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 171. http://dx.doi.org/10.17770/sie2019vol2.3876.
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The purpose of education is to initiate the young into the different ways in which, over the centuries, men have organized their experience and understanding of the world. This initiation depends upon the ability of teacher to explain and inspire, and on the willingness of the young to engage in this enterprise with a proper humility. The discussion on the role of authority in knowledge development and the subject of lack of teacher's authority is in great tension. The role of the teacher has changed, authority, a fundamental part of the teaching–learning process, is a problematic and questioned by society, the media, parents and students. Due to the fact that the teacher is in the role of the manager of the class, they require power in another form, the authority to influence student behavior. This could be termed teacher authority. Power and authority are central features of teachers' work. Many studies of teachers emphasize the impact that teachers have on students. Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in modern teaching contexts.The main goal of the article is to analyze the teacher's authority and the pedagogical act in the situation of social change.
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Zięty, Jan Jakub. "Przekazanie szkoły pomiędzy jednostkami samorządu terytorialnego – zagadnienia ogólne." Studia Iuridica, no. 85 (March 15, 2021): 257–70. http://dx.doi.org/10.31338/2544-3135.si.2020-85.17.
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The subject of this article is the specific issue of transferring a school between a commune and a poviat. The author comes to the conclusion, that despite the statutory changes, the substantive regulations have not changed. It should still be assumed that the provisions of the Education Law are special provisions in relation to the Act on Municipal Self-government, the Act of Poviat Self-government and the Act of Public Finances. Transferring school management is also entrusting the taking over unit with the implementation of an educational task consisting in running a school of a given type and carrying out an educational task in this regard. The transfer of the task is associated with the settlement of detailed property or organizational elements by agreement. The transfer based on labor law or in organizational matters constitutes a change of the governing authority without the formal liquidation of the school. In other areas, it is necessary to apply the provisions of civil law, including the provisions on the assignment of obligation.
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Underwood, Julie. "Under the Law: The legal balancing act over public school curriculum." Phi Delta Kappan 100, no. 6 (February 25, 2019): 74–75. http://dx.doi.org/10.1177/0031721719834035.
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Julie Underwood reviews court rulings related to curriculum and the balancing of various stakeholders’ interests. Both states and districts have the authority to set curricular requirements for the well-being of their residents, even at times over parents’ objections. Although no single statute guides courts in balancing the interests of states, districts, parents, and students, constitutional considerations are paramount, and courts generally defer to education decision makers and find for the expansion of knowledge.
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Armstrong, Alayne. "The Authoring of School Mathematics: Whose Story Is It Anyways?" in education 24, no. 2 (December 19, 2018): 24–34. http://dx.doi.org/10.37119/ojs2018.v24i2.402.
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Madinah (PhD), Nabukeera. "Recentralisation and Urban Service Delivery in Kampala Capital City Authority—Uganda." Urban Studies and Public Administration 3, no. 3 (July 23, 2020): p116. http://dx.doi.org/10.22158/uspa.v3n3p116.
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Recentralisation in of Kampala City took effect in 2010 under the Kampala Capital City Authority (KCCA) Act with responsibility to manage the city on behalf of government of Uganda with the view to improve service delivery. The dynamics provided for both decentralization and Recentralisation policies during its implementation which led to shift of powers back to the centre. The study focused on quantitative data analysis and finding reviled 60.8 percent of female under school going age are not attending school, there is 98.9 percent have access to clean piped water, 62 percent of solid waste is from residential areas, 8.2 percent use commercial toilets and 72.6 percent are 5 kilometers away from the health facility hence a significant improvement in service delivery.
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Lynch, David, Richard Smith, Tony Yeigh, and Steve Provost. "A study into “organisational readiness” and its impacts on school improvement." International Journal of Educational Management 33, no. 2 (February 4, 2019): 393–408. http://dx.doi.org/10.1108/ijem-07-2017-0181.
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Purpose The purpose of this paper is to compare measures of socio-economic status (Index of Community Socio-educational Advantage values (ICSEA)), school performance, school funding and school readiness in terms of their impact on student performance. In this respect, the paper tests the proposition – given research that suggests the teacher is the important ingredient in improved student learning performance – that a school principal who has strategical worked to “ready” their teachers for a whole of school teaching improvement agenda will generate increased student learning results than those who have not and further this improvement will occur irrespective of the circumstance of the socio-economic circumstance of the school. Design/methodology/approach In total, 22 Government schools from a single school district in Australia participated in the study, after having been involved in a system sponsored “teaching improvement program”. A survey, consisting of 30 seven-point Likert-style scale items, was administered to all teachers and school leaders in the school district. The survey was designed to rate levels of staff perceived alignment, capability and engagement to the programme as it was implemented by the Head in each school. The information regarding each school’s ICSEA value, funding per student and student learning performance, was obtained from the database provided by the relevant authority (ACARA). All statistical analysis was completed using SPSS Version 22. Findings The findings of this study indicate that high levels of organisational readiness, as defined by the alignment, capability and engagement (ACE) approach, are associated with effective teaching and improvement in student outcomes. In turn, the authors interpret this to mean that the internal organisation of a school has important effects on student achievement that are independent to external factors such as school funding or even the socio-educational positioning of the school. Research limitations/implications The findings of this study indicate that high levels of organisational readiness, as defined by the ACE approach, are associated with effective teaching and improvement in student outcomes. The implications are that the ACE provides a framework for what the school leader needs to focus on when whole of school teaching improvement is the goal. The study did not investigate what the school leader did in each school to ready their staff. Practical implications These findings indicate the importance of leadership in a school and provide an insight into what the school leader needs to focus on when whole of school teaching improvement is the intended goal. This focus can thus be understood as the leader working to ensure all staff members are ACE to the improvement agenda. Social implications The improvement of educational outcomes is a global goal of governments. In this respect, Organisation for Economic Cooperation and Development (OECD) school systems in particular have linked education system performance and international competitiveness in ways that place pressure on the “black box” of individual schools. Reports, such as the Programme for International Student Assessment and local testing regimes testify that governments and communities are interested in the academic performance of students within and across schooling systems. The benefits of high performing schools contribute to the standard of living of citizens and the well-being of a society more generally. This paper investigates propositions that focus the work of the school leader to achieving such inherent goals. Originality/value The paper introduces the concept of school readiness. The premise is considered important to the current research because it represents the ability of schools to participate in reform agendas that are characteristic of government policy positions. The “school readiness” approach lies outside the education literature, motivated by the idea that the literature on turning around failing organisations in sectors outside of education provides clear guidelines for reforming schools. The implications for turnaround leadership are particularly encouraging and important particular organisational factors, in common with sectors outside of education, are of significant importance in enhancing teacher motivation, teacher learning and consequential improvements in student outcomes. This paper seeks to add empirical evidence in support of these approaches by adopting what the authors refer as organisational “readiness” for reform developed by Schiemann (2014).
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Peček, Mojca. "Professional autonomy of elementary school teachers in the second half of the nineteenth century. The case of Slovenia." Espacio, Tiempo y Educación 4, no. 2 (July 1, 2017): 337. http://dx.doi.org/10.14516/ete.155.
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This article analyses the means and boundaries of the professional autonomy that elementary school teachers enjoyed in the second half of the nineteenth century in the territory of modern-day Slovenia, previously part of the Austrian and Austro-Hungarian Empires. While their work had been regulated in great detail since the Elementary School Act of 1774, which laid down even the contents and methods of teaching to be employed, the subsequent 1869 Act stipulated that teachers could become members of school boards as a means of providing them with an opportunity to influence education policies. Teachers were required to attend teachers’ conferences where, among other things, participants discussed successful teaching methods and developed detailed curricula and lesson plans. Teachers expected these changes to bring them greater autonomy, as well as a say in school policies and greater public confidence in their professional authority. This paper contains an analysis of whether or not these expectations were met. Our analysis of school board and teachers’ conference reports published in the Slovenian educational press shows that in this period an important shift occurred in the way that teaching effectiveness was ensured and teachers’ work supervised. A system was put in place which at the same time facilitated and monitored the implementation of teachers’ ideas, and ensured and restricted their professional freedom. There was a significant change in authoritarian techniques, which quickly developed yet still facilitated the growth in teachers’ professional authority, as teachers gained power and space to fight the authorities for recognition of their status and ideas.
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Strassfeld, Natasha M. "Education Federalism and Minority Disproportionate Representation Monitoring: Examining IDEA Provisions, Regulations, and Judicial Trends." Journal of Disability Policy Studies 30, no. 3 (March 21, 2019): 138–47. http://dx.doi.org/10.1177/1044207319835185.
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States have been granted increasingly greater agency both to determine standards for minority disproportionate representation (MDR) monitoring in special education placements and to set the relevant cutoffs and sanctions when significant disproportionality is found. State authority has been bolstered by an education federalism framework, case law, and updated legislative and regulatory guidance under the Individuals with Disabilities Education Act. Using legislative and judicial analysis to both examine education federalism and its impact on state and federal authority and analyze the legislative history associated with MDR monitoring and recent judicial trends within federal case law regarding equal protection constitutional challenges brought by plaintiff parents and students with disabilities in MDR litigation, this article finds that states are increasingly granted greater authority from judicial opinions and policy to monitor states’ practices. Legal and policy implications for stakeholders (e.g., parents, students, school districts) are also discussed.
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Chaput, Roger. "Du rapport Durham au « rapport» Brossard : le droit des Québécois à disposer d'eux-mêmes." Histoire du droit et des institutions 20, no. 1-2 (April 12, 2005): 289–313. http://dx.doi.org/10.7202/042318ar.
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In spite of apparent acceptance by the Imperial government of Durham's recommendation for accelerating the inevitable assimilation of the French culture into its Anglo-Saxon environment, French Canadians nevertheless enjoyed a fair amount of de facto self-government during the years which preceded Confederation. A proof of this is their ability to consolidate during that period the ecclesiastical establishment which was to constitute the core of their social structure for the next century and their success in putting the French language more or less on the same footing as the English language by the repeal of article XLI of the Union Act. Quebeckers were even successful in effecting the codification of their civil laws. All of this however required the active cooperation of the English members of the provincial legislature. A real measure of self-determination was attained by the French as a result of Confederation which gave each province including Quebec exclusive jurisdiction in certain matters. In theory, this new freedom was to be exercised within fairly narrow limits, in view of the federal power to disallow provincial statutes, of the extensive list of federal powers which had priority over a smaller list of provincial powers, and of the federal residual power, not to mention the « general » authority of the federal Parliament. As it turned out, the provinces and therefore Quebeckers enjoyed much more freedom than had been anticipated, as a result of the Privy Council's interpretation of the constitution, a development which to some extent was predictable. The increase in provincial freedom was also due to the political pressure exercised by the provinces themselves. Surprisingly enough, Quebec did not join the « provincial league » at an early hour, Ontario being at first the main defender of provincial autonomy. Quebec's espousal of the provincial cause had to await the removal from power of the Conservatives in the province. The Liberals who took over had voted against Confederation which they regarded as unduly centralized. This in itself would have made them an ally of Ontario. But there was more than that to it. The Quebec Liberals had opposed the 1867 federation from the start (and refused to participate in the 1864 coalition) because they considered that Quebec's freedom might become unduly restrained in a system where she would be faced with numerous partners or provinces, all Anglo-Saxon, instead of having to face an English majority limited to Ontario. It so happened that the Liberals came to power on a wave of profound and widespread dissatisfaction among the French, precisely because of a perceived restriction of their freedoms during the Riel crisis. Hence, the eager look of the people of Quebec towards their own capital as a source of protection against federal encroachment to what they regarded as their legitimate rights. This feeling was reinforced regularly for a period of fifty years as a result first of the Manitoba school question, then the Alberta and Saskatchewan school question, the Keewatin school problem and last but by no means least the Ontario school crisis which this time concerned French schools only. On top of that, came the 1917 conscription to which can be traced the origin of the « modern » separatist movement. During most of that time, the Liberals were in power (1897-1936) and it is no wonder that Quebec gradually became the ever present champion of provincial rights. When Duplessis defeated the Liberals, the trend was so well established that it transcended party lines. Later, the pressure exercised gradually by the separatist movement and the increasing desire of Quebeckers to have more freedom and be masters in their own house led to the Quiet Revolution whose leaders finally asked for a special status. If polls are any indication, it is towards this last approach that a majority of Quebeckers are looking to solve the constitutional question. On the other hand, the right of peoples to self-determination has acquired a wide measure of international recognition since Durham's report which is a far cry from Professor Brossard's recent « report » on the subject as it applies to Quebec, written under the aegis of the Centre de recherche en Droit public of the law faculty of the Université de Montréal. As things now stand, the next step in the determination of Quebec's right to self-government is in the hands of Quebeckers at the forthcoming referendum.
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Romine, William L., and Amber N. Todd. "Valuing Evidence over Authority: The Impact of a Short Course for Middle-Level Students Exploring the Evidence for Evolution." American Biology Teacher 79, no. 2 (February 1, 2017): 112–19. http://dx.doi.org/10.1525/abt.2017.79.2.112.
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Increasing both knowledge and acceptance of evolution are important outcomes of efforts to educate our students about the theory of evolution. Data were collected in the context of an 11-day short course focused on examining the evidence for evolution at a suburban STEM school in the Midwestern United States to answer the following research questions: (1) What effect did this course have on knowledge and acceptance of evolution? (2) How did cognitive and affective factors support growth in understanding of evolution in this evidence-centered educational intervention? This short course, comprising 21 students, focused on exploration-based activities allowing students themselves to collect evidence for evolution. We found significant gains in knowledge of microevolution and macroevolution, and found that both prior knowledge and acceptance of evolution were important in facilitating students’ conceptual growth.
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Donahue, David M. "Rhode Island's Last Holdout: Tenure and Married Women Teachers at the Brink of the Women's Movement." History of Education Quarterly 42, no. 1 (2002): 50–74. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00100.x.
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On 24 April 1946, Rhode Island Governor John O. Pastore signed “An Act to Guarantee and to Improve the Education of Children and Youth in This State by Providing Continuing Teaching Service.” The law stated that “three successive annual contracts shall be considered evidence of satisfactory teaching and shall constitute a probationary period” after which teachers would be granted tenure. Teachers could be dismissed only “for good and just cause” after they received tenure. However, the law contained one big loophole: it did not “prevent the retirement of any teacher under a rule of the school committee affecting marriage,” in effect leaving local school committees with the authority to fire women teachers as soon as they got married.
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Triono, Agus. "MEMENUHI KEADILAN BAGI MASYARAKAT DALAM KONTEKS PELAYANAN PENDIDIKAN (Studi Kasus Pungutan untuk Pendanaan Sekolah)." Pancasila and Law Review 1, no. 2 (January 5, 2021): 87. http://dx.doi.org/10.25041/plr.v1i2.1951.
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This article aims to explain how justice should be fulfilled in the context of educational services. In particular, the authors analyzed the charges for school funding that are currently rife—based on the analysis, that the collection of levies from the community for school funding is permitted according to statutory regulations with various restrictions. As a government legal action, the collection of these levies can have legal consequences. It can be declared invalid, invalid and not legally binding because they have violated applicable laws, thus causing an injustice to the community. Therefore, the collection of levies must be carried out legally, transparently and accountably. Thus the community can obtain legal certainty and justice and can actively participate in the development process and improve the quality of education. Withdrawal of donations can generally be requested but must fulfil the essence of a sense of justice. As a legal action the government, in this case, is the education unit or school management, it must still be held accountable if it results in injustice. This injustice can be in the form of an act of abuse of authority, confusing authority or acting arbitrarily, which is included in the criteria of maladministration. The research method used in this article is normative and qualitative data management. The suggestion that can be conveyed is that the government must optimize the applicable laws and provide even stricter sanctions for justice for society.
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Drummond, Orla. "Potential barriers to the new child’s right to appeal to Special Educational Needs and Disability tribunals in Northern Ireland." Northern Ireland Legal Quarterly 67, no. 4 (December 1, 2016): 473–90. http://dx.doi.org/10.53386/nilq.v67i4.131.
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The Special Educational Needs and Disability Act (Northern Ireland) 2016 has changed the legal landscape for those seeking to utilise the Special Educational Needs Tribunal in the event of a dispute regarding special educational provision. The new Act provides children over compulsory school age with the right to request a statutory assessment and the right to appeal to the tribunal against certain decisions of the Education Authority. While these new participative rights are reflective of international obligations emanating from the UNCRC and the UNCRPD, recent research has highlighted a number of procedural and attitudinal barriers which may dilute the effectiveness of the legislation in guaranteeing a child’s right to participate at the tribunal. This paper uses new empirical data from key stakeholders in the process to discuss these potential barriers and asserts that implanting a child’s right to appeal into a process with preexisting participative barriers will do little to ensure meaningful child participation at SEN tribunals.
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White, Rachel S. "Who do state policy makers listen to? The case of teacher evaluation." Phi Delta Kappan 99, no. 8 (April 30, 2018): 13–18. http://dx.doi.org/10.1177/0031721718775671.
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As the Every Student Succeeds Act is returning authority over teacher evaluation policies back to the states, policy makers at the state level have the opportunity to revise their policies. But who will they listen to when it comes to potential reforms? The author surveyed education policy makers to determine to what degree teachers, education leaders, and the general public are likely to influence their decisions. Their responses revealed that policy makers value voices of constituents over those of the general public, that Democrats and Republicans respond differently to teacher preferences, that responses to individual teacher voices are different from responses to union voices, and that school leaders’ voices are valued by almost all policy makers.
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Pérez, Claudia. "Una lectura de la autoridad a propósito de tres registros de la experiencia de mujeres cadetes en la Escuela Matriz del Ejército de Chile." Revista de la Academia 19 (March 1, 2016): 187. http://dx.doi.org/10.25074/0196318.0.13.
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<p class="NoSpacing">El presente artículo se propone analizar cómo la autoridad atraviesa distintos registros en la experiencia de las cadetes de la Escuela Militar de Chile a partir de tres escenarios: <em>el ingreso, la permanencia, y las posibilidades de ejercicio de la profesión</em>. Para ello, utiliza tres claves analíticas que permiten mostrar las distintas aristas que reviste la autoridad en el marco de esta experiencia. Estas son la de Revault D’Allonnes (2008) quien hace una lectura de la autoridad en la trama del tiempo. la propuesta de Gadamer (1997) quien pone en valor el acto de reconocimiento en contraposición al de obediencia, y la de Bourdieu (2005) que propicia una mirada de la autoridad entrelazada al poder en el marco de la dominación. </p><p class="NoSpacing">Palabras clave: autoridad, instituciones militares, mecanismos de dominación</p><p class="NoSpacing"> </p><p class="NoSpacing"> </p><p class="NoSpacing"><em>A reading of authority in connection with three records from the experience of female cadets at the Army Military School of Chile</em></p><p class="NoSpacing"><em>This article analyzes how the authority goes through different records in the experience of cadets of the Military School of Chile from three scenarios: the </em><em>entry, stay, and the possibilities of exercising the profession. It uses three analytical keys that display the different edges of authority during this experience. These are the of Revault D’Allonnes (2008) who gives a reading of authority in the current of time, Gadamer’s proposal (1997) who places value the act of recognition as opposed to obedience, and that of Bourdieu (2005), who put the authority in his relation to power and domination.</em></p><p class="NoSpacing"><em>Keywords: authority, military institutions, mechanisms of domination</em></p><p class="NoSpacing"><em> </em></p><p class="NoSpacing"><em> </em></p><p><em> </em></p>
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Lewer, Dan, Emma King, Glen Bramley, Suzanne Fitzpatrick, Morag C. Treanor, Nick Maguire, Miriam Bullock, Andrew Hayward, and Al Story. "The ACE Index: mapping childhood adversity in England." Journal of Public Health 42, no. 4 (December 27, 2019): e487-e495. http://dx.doi.org/10.1093/pubmed/fdz158.
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Abstract Background Studies of adults show that adverse childhood experiences (ACEs) are associated with health and social problems and are more common among people living in deprived areas. However, there is limited information about the geographical pattern of contemporary ACEs. Methods We used data from the police, social services, schools and vital statistics in England to calculate population rates of events that represent childhood adversity. We constructed an ‘ACE Index’ that summarizes the relative frequency of ACEs at local authority level, informed by the methods of the Index of Multiple Deprivation. We explored associations between the ACE Index and local characteristics in cross-sectional ecological analysis. Results The ACE Index was strongly associated with the proportion of children that live in income-deprived households (child poverty). In addition, the ACE Index was independently associated with higher population density and was higher in certain regions, particularly the north-east. Conclusions The association between ACEs and child poverty provides evidence of a process in which deprivation increases the risk of adverse experiences in childhood. The ACE Index can inform allocation of resources for prevention and mitigation of ACEs.
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Koirala, Madhav Prasad. "URBAN INFRASTRUCTURE PROJECTS AND CHALLENGES, RISK IDENTIFYING FOR EMERGING NEW CITIES OF NEPAL." International Journal of Research -GRANTHAALAYAH 6, no. 12 (December 31, 2018): 97–108. http://dx.doi.org/10.29121/granthaalayah.v6.i12.2018.1086.
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Nepal is beautiful country. According to new geographical structure there are six metropolitan cities, eleven sub-metropolitan cities. Seventeen cities are already urbanized and two hundred and seventy-six municipalities are also newly emerging cities. The objective of this research is mainly urban infrastructure development, its challenges, explore the problems, identify defective coordination within the interdisciplinary ministry, suggest for integrated infrastructure, to aware risk factors associated during urban infrastructures. The methodology adopted was according to various literature reviews and surveys conducted on the sport. Respondent were selected from concerned authorities, this research shows everyone want affordable housing, public hospital, school, college, university, drinking water, communication, drain and sanitation facilities and wide road are prime needs. It was found the defective procurement policy including various risk factors, a lack of adequate government’s act with necessary policies, vision of leader is not globally thinking and locally acting, human resource is not compatible, the poor performance of contactor and consultant, project manager is not being professional and allocating budget is not enough, since one authority built, immediately other authority dig the trench. if government started integrated urban infrastructure projects would better for future and proper risk management plan needs to establish.
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Fitriani, Siti Sarah, Diana Achmad, and Fitria Rasmita. "An analysis of illocutionary acts in a fantasy movie." Studies in English Language and Education 7, no. 1 (March 2, 2020): 170–80. http://dx.doi.org/10.24815/siele.v7i1.13635.
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This study aims to find out the types and the most dominant illocutionary acts used by the main character in a fantasy movie, ‘Harry Potter and the Chamber of Secret’. A descriptive qualitative study was done by observing the utterances spoken by the main character in the movie. The spoken utterances were then analysed based on the types of illocutionary acts, namely: representative, directive, commissive, expressive and declarative. The results of the study showed that out of the five, only four types of illocutionary acts were found in the movie, they are representative, directive, expressive, and commissive. The most frequently illocutionary act used is directive (47.64%), while the least frequently used is commissive (4.19%). The directive forces used by the main character are varied. Directives are used get the hearers to do something, where in the movie, he often used asking and ordering. Meanwhile, declarative is not employed by the main character since performing declarative act needs authorities and status; this act is used to change the world through utterances. But the main character in this movie do not have any certain status or authority in any position at the magic school he attended, he is a student, still new with the magic world and do not have much power. This is why declarative was not found in the utterances of the main character.
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Coviello, James, and David E. DeMatthews. "Knowing your audience: understanding urban superintendents' process of framing equitable change." Journal of Educational Administration 59, no. 5 (June 16, 2021): 582–97. http://dx.doi.org/10.1108/jea-07-2020-0164.
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PurposeThe purpose of this study is to understand how superintendents leading large, high-profile and politically complex urban districts make sense of their district–community context and advocate for issues of equity.Design/methodology/approachThis qualitative multi-case study took place over the 2017–18 school year and involved superintendents leading large urban districts in the United States, with data derived from semi-structured interviews, observations of school board and other public meetings and document collection.FindingsThis article describes how superintendents' sensemaking around equity was situated within the context of interactions with district board members and other stakeholder groups within their communities and influenced by their sense of professional vulnerability of public advocacy. Leaders often felt the need to attenuate their personal sense of equity and act strategically when framing related policies or practices. This study highlights examples by which superintendents were forced to confront instances when community support and prioritization of equity issues did not match their own and subsequently struggled to make sense of how to frame issues that were not in alignment.Originality/valueDespite their positional authority, relatively little attention has been paid to the experience of school district superintendents in fostering equity. This study provides practical examples of superintendents making sense of complex leadership scenarios and taking strategic action to promote equity in authentic circumstances and has important implications for research and practice.
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MURRAY, CATHY. "State Intervention and Vulnerable Children: Implementation Revisited." Journal of Social Policy 35, no. 2 (March 3, 2006): 211–27. http://dx.doi.org/10.1017/s0047279405009499.
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This article derives from a two year study of ‘Home Supervision’, conducted as part of a programme of research on the Children (Scotland) Act 1995. The focus is on children looked after by the local authority who are on a legal supervision order at home, primarily as a consequence of having been abused or neglected, having offended or having failed to attend school without reasonable excuse. Two assumptions, both arguably a legacy of Lipsky, are challenged: first, that non-implementation by street-level bureaucrats is in opposition to their managers; and, second, the passivity of clients in respect of policy making. It is argued that the street-level bureaucrats and managers in the Home Supervision study share assumptive worlds in respect of children on home supervision, and that clients, as agentic actors, reveal a capacity for shaping policy at the implementation stage. These issues are explored and their implications for implementation studies and child welfare are discussed.
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Aini, Syarifah, Khairina Rina, and Margarita M. Maramis. "Correlation Of Parenting With Delinquincy In Junior High School Students." Biomedical Journal of Indonesia 5, no. 3 (November 22, 2019): 126–32. http://dx.doi.org/10.32539/bji.v5i3.10120.
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Juvenile delinquency is a serious problem in all countries. Adolescent involved in delinquency have the potential to be involved in serious criminality. Many factors are thought to be the cause of juvenile delinquency, one of which is family. Parenting is a parent's act of educating their children, especially in providing values and norms that influencing the child development, including antisocial behavior that is associated with delinquency. To analyze the relationship between parenting towards juvenile delinquency in a private junior high school students in Surabaya. An observational cross-sectional analytic study that correlate between parenting towards juvenile delinquency in a junior high school students in Surabaya. The sampling technique is cluster random sampling. To asses the parenting style used the Alabama parenting questionnaire (Parental Authoritory Questionaire). Juvenile delinquency was assessed by Self-Report Delinquincy questionnaire. It was found that 70% of the subjects involved in delinquency with 52.63% experienced authoritative mothering and 66.18% experienced authoritative fathering. There was no significant relationship between mothering towards juvenile delinquency. There was a significant relationship between fathering, especially authoritative fathering towards mild juvenile delinquency and authoritarian fathering towards moderate juvenile delinquency in private junior high school students in Surabaya.Conclusion:There is relationship between parenting and juvenile delinquency.
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Duff, Megan, and Priscilla Wohlstetter. "Negotiating Intergovernmental Relations Under ESSA." Educational Researcher 48, no. 5 (June 5, 2019): 296–308. http://dx.doi.org/10.3102/0013189x19854365.
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The Every Student Succeeds Act (ESSA) has generated considerable buzz in education circles and the general media. But how much has really changed, and what does this mean for states as they begin the process of implementing a new federal education law? In this article, we apply principal-agent theory to explore intergovernmental relations under ESSA, focusing specifically on the relationship between the federal government (the principal) and state governments (the agents). First, we review power dynamics under No Child Left Behind (NCLB) and ESSA, exploring implications of changes in the substance of both laws for the principal-agent problem. Next, using political discourse analysis, we show how shifts in the content of Elementary and Secondary Education Act (ESEA) and its implementation by the current administration influenced the federal review process of state plans for the sixteen states that submitted plans under the early deadline. We find the federal government was most likely to provide feedback around Title I, Part A, Section 4 pertaining to accountability and school improvement. Ultimately, however, states that ignored or defied federal feedback were successful given both the limits ESSA places on U.S. Department of Education authority and the current administration’s reliance on negotiation over sanction. Thus far, this approach has ensured states are realizing the maximum flexibility available through the law, as all state plans were approved, regardless of whether states heeded federal feedback and complied with the law.
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Purwanto, Toto, Utang Suwaryo, and Rahman Mulyawan. "DESENTRALISASI PENDIDIKAN (Studi Efektifitas Alih Kelola Kewenangan Pengelolaan Pendidikan Sekolah Menengah Umum Oleh Pemerintah Provinsi Jawa Barat)." Jurnal Manajemen Pelayanan Publik 3, no. 1 (May 14, 2020): 58. http://dx.doi.org/10.24198/jmpp.v3i1.26379.
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ABSTRAKEra desentralisasi dengan dikeluarkannya UU No. 23 Tahun 2014, masih memiliki permasalahan mendasar jika dilihat pada aspek hubungan antar pemerintah (intergovernmental relationship). Salah satu masalah yang mengemuka dari adanya sebab tersebut ialah terkait alih fungsi kewenangan bidang pendidikan. Dengan adanya UU No 23 Tahun 2014, pengelolaan pendidikan tingkat SMA, SMK, MA dan SLB dialihkan kepada Pemerintah Provinsi Jawa Barat, hal ini melahirkan berbagai masalah seperti kebijakan sekolah gratis yang sudah berjalan di tingkat Kabupaten/Kota berbenturan dengan kebijakan pusat, permasalahan dalam pelaksanaan manajemen pendidikan, sulitnya pengendalian dikarenakan jarak yang jauh antara sekolah dengan pusat Pemerintah Provinsi. Tujuan penelitian adalah untuk menganalisis dan mendeskripsikan pelaksanaan desentralisasi pengelolaan pendidikan Sekolah Menengah Umum oleh Pemerintah Provinsi Jawa Barat. Jenis penelitian ini ialah deskriptif dengan pendekatan kualitatif. Hasil dari penelitian ini memperlihatkan bahwa dalam aspek pembiayaan masih ditemui adanya ketimpangan pendistribusian dana bantuan, pada aspek efektifitas dan efisiensi manajemen pendidikan yang kurang, pada aspek retribusi kekuasaan terkait alih kelola kewenangan berjalan dengan baik serta didukung oleh kekuatan politik yang ada, adanya peningkatan aspek kualitas pendidikan di lingkungan Sekolah Menengah Umum, pada aspek inovasi pelaksanaan pendidikan, telah melahirkan beberapa produk inovasi pendidikan di tingkat SMU di Jawa Barat. ABSTRACT The era of decentralization with the issuance of Law No. 23 of 2014, still has fundamental problems when viewed in aspects of intergovernmental relationships. One of the problems that arose from the existence of these causes was related to the transfer of authority in the field of education. With the Act No. 23 of 2014, management of education at the high school, vocational, MA and SLB levels was transferred to the West Java Provincial Government, this gave birth to various problems such as free school policies that had been running at the district / city level in conflict with the central policy, problems in implementation education management, the difficulty of controlling due to the great distance between the school and the center of the Provincial Government. The purpose of the study was to analyze and describe the implementation of decentralized management of secondary school education by the Government of West Java Province. This type of research is descriptive with a qualitative approach. The results of this study indicate that in the aspect of financing there is still an imbalance in the distribution of aid funds, in the aspect of effectiveness and efficiency of education management that is lacking, in the aspect of power levies related to the transfer of authority management runs well and is supported by existing political forces, an increase in the quality aspects education in the High School environment, in the aspect of innovation in the implementation of education, has given birth to several educational innovation products at the high school level in West Java.
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PENN, HELEN. "Policy and Practice in Childcare and Nursery Education." Journal of Social Policy 29, no. 1 (January 2000): 37–54. http://dx.doi.org/10.1017/s0047279400005869.
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Historically there have been three strands of policy concerning provision for young children. Nursery education has traditionally been provided for three and four-year-olds as a free, part-time, school based service provided by qualified teachers, and is regulated by education legislation. Childcare for working parents is a full-time care service for children 0–5 to cover working hours, provided by nursery nurses or unqualified care staff in a variety of private settings including domestic settings; finding and paying for this service has until now been the responsibility of parents. Childcare is subject to the 1989 Children Act and the regulation is carried out by social services departments. Welfare care for vulnerable children or children in need is provided for young children aged 0–5 referred by social workers to local authority social services or voluntary run day nurseries or family centres, and also regulated under the terms of the Children Act. All these policy strands are now under review by the government.There are a number of local authorities, voluntary organisations and private firms who have attempted to provide nurseries which combine all three strands of nursery education, childcare and welfare for vulnerable children. This article draws on case study research carried out in 1995–97 on five such innovative integrated nurseries. The findings suggest that there are very different kinds of practices with children which go on in nursery education, childcare and welfare settings, and that these practices tend to persist even when the functions of the institution are broadened. The article concludes that a more fundamental analysis of daily practice in nurseries is necessary to underpin any policy changes.
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BURKINSKY, B. V., V. F. GORIACHYK, and G. M. MURZANOVSKIY. "THE ADMINISTRATIVE AND TERRITORIAL REFORM IN UKRAINE: ECONOMIC ASPECTS." Economic innovations 21, no. 1(70) (March 20, 2019): 8–21. http://dx.doi.org/10.31520/ei.2019.21.1(70).8-21.
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Topicality. It is caused by excessive centralization of powers and financial and material resources by the executive authorities, the inability of the territorial communities of the basic level to fulfill their powers, the deterioration of the quality and availability of public services due to the lack of financial and material provision. Aim and tasks. To investigate the economic aspects of administrative-territorial reform in Ukraine, to identify the main problems of financial provision of territorial communities of the baseline level. Research results. The model of budget relations implemented is aligned not by expenditures, but by income. Such a mechanism has a motivational component regarding the interest in increasing the revenue base of local budgets. At that time, the transition to equalization of local budgets by income led to an increase in the differentiation of communities. Most benefit was given to cities of regional significance whose incomes have increased significantly. Local government revenues consist of own revenues and transfers from the central level. Over the past 20 years, the tendency towards a decrease in the share of local budget revenues and the increase in the share of state budget revenues in the consolidated budget of Ukraine (without intergovernmental transfers) has been observed. The share of local budget revenues without transfers (own revenues) decreased by 1,5 times from 31,4 % in 2002 to 20,9 % in 2018. In the financing system of local self-government, during the study period, the share of transfers increased. The share of own revenues decreased almost 2 times, from 78,4 % in 2002 to 42,1 % in 2018, and the share of transfers increased from 21,6 % to 57,9 %, respectively. This dependence on transfers is of a serious scale: in 45 % of the united territorial communities (UTC) transfers in 2016 amounted to 75 % of revenues. The increase in the share of transfers in the budgets of local self-government, the dependence of the amount of transfers from central authorities and the inability to plan them, as well as the transfer of powers without adequate financial support, pose significant risks to the economic self-sufficiency of local communities. In 2016, 76 % of expenditures of local self-government bodies were performed on behalf of central authorities as financing of "delegated powers" (health care, education, social protection). At the same time, transfers from the central level accounted for only 57,9 % of local budget revenues. That is, a considerable part of delegated powers of local self-government bodies are forced to finance at the expense of their own income. As a result, they have little resources to fulfill their "own authority", namely the construction and repair of local roads and housing, the provision of utilities (water supply and sewerage, waste collection, heating, etc.), as well as local transport and development of " objects of culture and rest. Under the burden of current expenditures, the investment capacity of local self-government bodies is small. The authorities at the oblast and rayon level are not entirely self-governing, as regional and district levels act as local self-government bodies (regional and district councils), as well as executive bodies (oblast and rayon state administrations). The first few have very few powers, and their executive bodies are not created, although this is provided by the Concept. The latter are subordinate to the central authorities and they have a dominant role. All this complicates the assessment of changes at the regional and district levels in the context of financial decentralization. A prerequisite for the normal functioning and development of UTC is their economic self-sufficiency. This implies that the UTC revenues correspond to the expenditures necessary for the exercise of their own and delegated powers. An appropriate methodology is needed to carry out an assessment of the economic self-sufficiency of the communities. More than 4 years of decentralization reform have taken place, but there is no corresponding methodology. The lack of a methodology for assessing the economic self-sufficiency of the combined territorial is due to objective reasons. First, this is the lack of a clear and legally-established division of powers between the executive and local self-government bodies, as well as between the levels of the latter. Secondly, the lack of standards and norms of financial and infrastructural provision of public services (schools, kindergartens, paramedical outpatient departments, out-patient departments, engineering networks, etc.). Conclusions. The conducted study shows that Ukraine has a centralized system of incomes and expenditures, and the reform of financial decentralization has led to the opposite result, namely, to increase the dependence of local self-government on central authorities. The reform of financial decentralization in Ukraine tends to support a model that is more based on transfers than on its own revenue.