Relevant bibliographies by topics / Public schools – New Jersey – Englewood

Academic literature on the topic 'Public schools – New Jersey – Englewood'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Public schools – New Jersey – Englewood"

1

Sims, Robert C., Darlene E. Fisher, Steven A. Leibo, Pasquale E. Micciche, Fred R. Van Hartesveldt, W. Benjamin Kennedy, C. Ashley Ellefson, et al. "Book Reviews." Teaching History: A Journal of Methods 13, no. 2 (May 5, 1988): 80–104. http://dx.doi.org/10.33043/th.13.2.80-104.

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Michael B. Katz. Reconstructing American Education. Cambridge and London: Harvard University Press, 1987. Pp. viii, 212. Cloth, $22.50; E. D. Hirsch, Jr. Cultural Literacy: What Every American Needs to Know. Boston: Houghton Mifflin Co., 1987. Pp. xvii, 251. Cloth, $16.45; Diana Ravitch and Chester E. Finn, Jr. What Do Our 17-Year-Olds Know? A Report on the First National Assessment of History and Literature. New York: Harper & Row, 1987. Pp. ix, 293. Cloth, $15.95. Review by Richard A. Diem of The University of Texas at San Antonio. Henry J. Steffens and Mary Jane Dickerson. Writer's Guide: History. Lexington, Massachusetts, and Toronto: D. C. Heath and Company, 1987. Pp. x, 211. Paper, $6.95. Review by William G. Wraga of Bernards Township Public Schools, Basking Ridge, New Jersey. J. Kelley Sowards, ed. Makers of the Western Tradition: Portraits from History. New York: St. Martin's Press, 1987. Fourth edition. Vol: 1: Pp. ix, 306. Paper, $12.70. Vol. 2: Pp. ix, 325. Paper, $12.70. Review by Robert B. Luehrs of Fort Hays State University. John L. Beatty and Oliver A. Johnson, eds. Heritage of Western Civilization. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1987. Sixth Edition. Volume I: Pp. xi, 465. Paper, $16.00; Volume II: pp. xi, 404. Paper, $16.00. Review by Dav Levinson of Thayer Academy, Braintree, Massachusetts. Lynn H. Nelson, ed. The Human Perspective: Readings in World Civilization. New York: Harcourt Brace Jovanovich, 1987. Vol. I: The Ancient World to the Early Modern Era. Pp. viii, 328. Paper, $10.50. Vol. II: The Modern World Through the Twentieth Century. Pp, x, 386. Paper, 10.50. Review by Gerald H. Davis of Georgia State University. Gerald N. Grob and George Attan Billias, eds. Interpretations of American History: Patterns and Perspectives. New York: The Free Press, 1987. Fifth Edition. Volume I: Pp. xi, 499. Paper, $20.00: Volume II: Pp. ix, 502. Paper, $20.00. Review by Larry Madaras of Howard Community College. Eugene Kuzirian and Larry Madaras, eds. Taking Sides: Clashing Views on Controversial Issues in American History. -- Volume II: Reconstruction to the Present. Guilford, Connecticut: The Dushkin Publishing Groups, Inc., 1987. Pp. xii, 384. Paper, $9.50. Review by James F. Adomanis of Anne Arundel County Public Schools, Annapolis, Maryland. Joann P. Krieg, ed. To Know the Place: Teaching Local History. Hempstead, New York: Hofstra University Long Island Studies Institute, 1986. Pp. 30. Paper, $4.95. Review by Marilyn E. Weigold of Pace University. Roger Lane. Roots of Violence in Black Philadelphia, 1860-1900. Cambridge, Massachusetts, and London: Harvard University Press, 1986. Pp. 213. Cloth, $25.00. Review by Ronald E. Butchart of SUNY College at Cortland. Pete Daniel. Breaking the Land: The Transformation of Cotton, Tobacco, and Rice Cultures since 1880. Urbana and Chicago: University of Illinois Press, 1985. Pp. xvi, 352. Paper, $22.50. Review by Thomas S. Isern of Emporia State University. Norman L. Rosenberg and Emily S. Rosenberg. In Our Times: America Since World War II. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Third edition. Pp. xi, 316. Paper, $20.00; William H. Chafe and Harvard Sitkoff, eds. A History of Our Time: Readings on Postwar America. New York: Oxford University Press, 1987. Second edition. Pp. xiii, 453. Paper, $12.95. Review by Monroe Billington of New Mexico State University. Frank W. Porter III, ed. Strategies for Survival: American Indians in the Eastern United States. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. xvi, 232. Cloth, $35.00. Review by Richard Robertson of St. Charles County Community College. Kevin Sharpe, ed. Faction & Parliament: Essays on Early Stuart History. London and New York: Methuen, 1985. Pp. xvii, 292. Paper, $13.95; Derek Hirst. Authority and Conflict: England, 1603-1658. Cambridge: Harvard University Press, 1986. Pp. viii, 390. Cloth, $35.00. Review by K. Gird Romer of Kennesaw College. N. F. R. Crafts. British Economic Growth During the Industrial Revolution. New York: Oxford University Press, 1985. Pp. 193. Paper, $11.95; Maxine Berg. The Age of Manufactures, 1700-1820. New York: Oxford University Press, 1985. Pp. 378. Paper, $10.95. Review by C. Ashley Ellefson of SUNY College at Cortland. J. M. Thompson. The French Revolution. New York: Basil Blackwell, 1985 reissue. Pp. xvi, 544. Cloth, $45.00; Paper, $12.95. Review by W. Benjamin Kennedy of West Georgia College. J. P. T. Bury. France, 1814-1940. London and New York: Methuen, 1985. Fifth edition. Pp. viii, 288. Paper, $13.95; Roger Magraw. France, 1815-1914: The Bourgeois Century. New York and Oxford: Oxford University Press, 1985. Pp. 375. Cloth, $24.95; Paper, $9.95; D. M.G. Sutherland. France, 1789-1815: Revolution and Counterrevolution. New York and Oxford: Oxford University Press, 1986. Pp. 242. Cloth, $32.50; Paper, $12.95. Review by Fred R. van Hartesveldt of Fort Valley State College. Woodford McClellan. Russia: A History of the Soviet Period. Englewood Cliffs, New Jersey: Prentice-Hall, 1986. Pp. xi, 387. Paper, $23.95. Review by Pasquale E. Micciche of Fitchburg State College. Ranbir Vohra. China's Path to Modernization: A Historical Review from 1800 to the Present. Englewood Cliffs, New Jersey: Prentice-Hall, 1987. Pp. xiii, 302. Paper, $22.95. Reivew by Steven A. Leibo of Russell Sage College. John King Fairbank. China Watch. Cambridge and London: Harvard University Press, 1987. Pp. viii, Cloth, $20.00. Review by Darlene E. Fisher of New Trier Township High School, Winnetka, Illinois. Ronald Takaki, ed. From Different Shores: Perspectives on Race and Ethnicity in America. New York and Oxford: Oxford University Press, 1987. Pp. 253. Paper, $13.95. Review by Robert C. Sims of Boise State University.
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Hasan, Rudi. "PENYELENGGARAAN PROGRAM SD-SMP SATU ATAP PADA DAERAH TERPENCIL DALAM LATAR BUDAYA RUMAH BETANG KALIMANTAN TENGAH." Equity In Education Journal 1, no. 1 (October 20, 2019): 11–19. http://dx.doi.org/10.37304/eej.v1i1.1547.

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Abstract: The purpose of this study is to describe the implementation of the One-Roof Junior Secondary School as an alternative to the distribution of nine-year basic education in remote areas in the cultural setting of Central Kalimantan Betang Houses. This research is a qualitative research with a multi-site study design on 3 One-Roof Junior Secondary Schools in Gunung Mas Regency. Data collection is done by methods: in-depth interviews (indepth interview), participant observation (participant observation), and study documentation (study of document). Determination of data sources is done by using purposive sampling technique. Data analysis is done through the activities of organizing data, organizing and dividing data into units that can be managed, mensiteis, looking for patterns, find what is meaningful and what is researched to be decided and reported systematically (Bogdan and Biklen, 1998). Data analysis in this research was carried out in two stages, namely: data analysis for each site (single site) and cross-site data analysis. Checking the validity of the data is done by using a degree of credibility through both source and method triangulation techniques. The results of the study found that the values of the betang house culture that underlies the implementation of the One-Roof Junior Secondary School appeared on: (1) bureaucratic structure, including: SOP, coordination and empowerment of HR; (2) resources, including: human resources, infrastructure and financing; and (3) communication, including: internal communication, with supporting elementary schools, with related agencies, and the community around the school. Keywords: One-Roof Junior Secondary School, Remote Area, Betang House Culture Abstrak: Tujuan penelitian ini adalah mendeskripsikan penyelenggaraan program SD-SMP Satu Atap sebagai alternatif pemerataan pendidikan dasar sembilan tahun pada daerah terpencil dalam latar budaya rumah betang Kalimantan Tengah. Penelitian ini merupakan penelitian kualitatif dengan rancangan studi multi situs pada 3 SMPN Satu Atap di wilayah Kabupaten Gunung Mas. Pengumpulan data dilakukan dengan metode: wawancara mendalam (indepth interview), observasi partisipan (participant observation), dan studi dokumentasi (study of document). Penetapan sumber data dilakukan dengan teknik purposive sampling. Analisis data dilakukan melalui kegiatan mengorganisasi data, menata dan membagi data dalam unit-unit yang dapat dikelola, mensitesis, mencari pola, menemukan apa yang bermakna dan apa yang diteliti untuk diputuskan dan dilaporkan dengan sistematis (Bogdan dan Biklen, 1998). Analisis data dalam penelitian ini dilakukan dalam dua tahap, yaitu: analisis data tiap situs (situs tunggal) dan analisis data lintas situs. Pengecekan keabsahan data dilakukan dengan menggunakan derajat kepercayaan (credibility) melalui teknik triangulasi baik sumber maupun metode. Hasil penelitian menemukan bahwa nilai-nilai budaya rumah betang yang mendasari dalam penyelenggaraan SD-SMP Satu Atap muncul pada: (1) struktur birokrasi, meliputi: SOP, koordinasi dan pemberdayaan SDM; (2) sumberdaya, meliputi: SDM, sarana prasarana dan pembiayaan; dan (3) komunikasi, meliputi: komunikasi intern, dengan SD penyangga, dengan dinas terkait, dan masyarakat sekitar sekolah. Kata Kunci: SD-SMP Satu Atap, Daerah Terpencil, Budaya Rumah Betang References: Arikunto, S. (1998). Prosedur Penelitian: SuatuPendekatan Praktek. Jakarta: Rineka Cipta. Ary, D., Jacobs, L. C., & Razavieh, A.(2002). Introduction to Research in Education. Sixth Ed. Belmont, CA: Wadswort. Thomson Learning. Bogdan, R. C.,& Biklen, S.K.(1998). Qualitative Research For Educatio: An Introduction to Theory and Methods.Third Ed. Boston: Allyn and Bacon. Bollen, R. (1997). Making Good Schools: Linking School Effectiveness and School Improvement. London and New York: Routledge. Brienkerhoof, D. W.,& Crosby, L.B. (2002). Managing Policy Reform: Concept and Tool for Decision-Makers in Developing and Transitionong Countries. United States of America: Kumarian Perss, Inc. Castetter, W.B. (1996). The Human Resources Function in Educational Administration (Sixth Edition). New Jersey: Prentice Hall, Inc. Dunn, W. N. (1981). Public Policy Analysis: An Introduction. Englewood: Cliff, N.J. Prentice, Inc. Dwijowijoto, R. N. (2004). Komunikasi Pemerintahan. Jakarta: Elek Media Komputindo Kelompok Gramedia. Edward, G. (1980). Implementing Public Policy. Washington, DC. Congressional Quarterly, Inc. Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2009). The Basic to Supervision and Instructional Leadership. Secon Ed, Boston: Pearson. Koehler. (1981). Organizational Communication, Behavioral Perspective. New York: Holt, Rinehart and Winston. Kratzer. (1996). Marketing the Nation. New York: Free Press. Kusni. J. J. (2006). Pergulatan Identitas Dayak Dan Indonesia: Belajar dari Tjilik RiwutPalangka Raya: Penerbit Galangpress. Mantja, W. (2002). Manajemen Pendidikan dan Supervisi Pengajaran (Kumpulan Karya Tulis Terpublikasi). Malang: Wineka Media. Mantja, W. (2008). Ethnography, Desain Penelitian Manajemen Pendidikan. Malang: Elang Mas. Nasution, S. (1998). Metode Penelitian Naturalistik Kualitatif Bandung: Transito. Peraturan Pemerintah RI Nomor47 Tahun 2008. Wajib Belajar. Bandung: Penerbit Citra Umbara. Robbins, S., P. (1998). Organizational Behavior. New Jersey: Englewood Cliffs. Sonhadji. K. H. A. (1996). Teknik Pengumpulam Data dan Analisis Data dalam Penelitian Kualitatif dalam Arifin. Penelitian Kualitatif. Malang: Kalimasahda Press. Sugiyono. (2006). Metode Penelitian Administrasi. Bandung: Alfabeta. Undang-Undang Dasar Republik Indonesia Tahun1945. Bandung: Penerbit Citra Umbara. Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. 2006. Bandung: Pcnerbit Citra Umbara. Usop, K. M.A.(1994). Pakat Dayak: Sejarah Integrasi dan Jati Diri Masyarakat Dayak dan Daerah Kalimantan Tengah. Palangka Raya: Yayasan Dikbud Batang Garing. Winarno, B. (2002). Kebijakan Publik: Teori dan Proses. Yogyakarta: Media Pressindo.
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3

Wainer, Howard. "Academic Performance of New Jersey's Public Schools." education policy analysis archives 2 (July 11, 1994): 10. http://dx.doi.org/10.14507/epaa.v2n10.1994.

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Data from the 1992 National Assessment of Educational Progress are used to compare the performance of New Jersey public school children with those from other participating states. The comparisons are made with the raw means scores and after standardizing all state scores to a common (National U.S.) demographic mixture. It is argued that for most plausible questions about the performance of public schools the standardized scores are more useful. Also, it is shown that if New Jersey is viewed as an independent nation, its students finished sixth among all the nations participating in the 1991 International Mathematics Assessment.
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Phelan, Steven E., Ane T. Johnson, and Thorsten Semrau. "Entrepreneurial orientation in public schools: The view from new jersey." New England Journal of Entrepreneurship 16, no. 1 (March 1, 2013): 19–30. http://dx.doi.org/10.1108/neje-16-01-2013-b002.

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We utilize a sample of New Jersey schools to explore the relationship between entrepreneurial orientation (EO) and school performance. The results indicate a significant relationship between several dimensions of EO and performance after controlling for a number of relevant variables. Charter schools were found to have higher EO than traditional schools. The implications of these findings for education and entrepreneurship research are discussed.
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Shendell, Derek G., and Nimit Shah. "Initial evaluation of the sustainable Jersey for Schools Program and certifications achieved by new Jersey public schools, 2014–2018." Environmental Research 185 (June 2020): 109399. http://dx.doi.org/10.1016/j.envres.2020.109399.

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Morris, Wesley. "New Jersey’s Leave of Absence." Iris Journal of Scholarship 1 (May 12, 2019): 88–94. http://dx.doi.org/10.15695/iris.v1i0.4662.

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This past June, Governor Phil Murphy helped take a great stride in making sure that every day counts for the students within New Jersey’s Public Schools when he signed a new bill into law. This new policy will work to ensure that schools and districts understand the level to which chronic absenteeism occurs and guarantee that schools disproportionately afflicted have plans to help fight absenteeism. Specifically, the policy identifies schools who have a greater than 10% absentee rate and requires them to establish a plan for improving attendance. It also requires schools to report the percent of students who are absent more than ten percent of the time on their School Report Card. Attendance is one of the most important aspects in ensuring a successful education for students of all ages. The Governor and state legislature, alongside advocacy groups like Advocates for Children of New Jersey (ACNJ), have taken the first steps in fighting one of the largest issues within New Jersey schools. With that being said, it is still extremely important to consider how the state board of education, along with individual districts and schools, will interpret and comply with the law.
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Noulas, Athanasios G., and Kusum W. Ketkar. "Efficient utilization of resources in public schools: a case study of New Jersey." Applied Economics 30, no. 10 (October 1, 1998): 1299–306. http://dx.doi.org/10.1080/000368498324913.

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Andreopoulos, George, Giuliana Andreopoulos, Keith Hoyte, and Alexandros Panayides. "ECONOMIC AND SOCIAL INEQUALITY IN PUBLIC EDUCATION: THE CASE OF NEW JERSEY HIGH SCHOOLS." Journal of International Business and Economics 19, no. 1 (March 1, 2019): 47–56. http://dx.doi.org/10.18374/jibe-19-1.5.

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Gulosino, Charisse, and Chad DEntremont. "Circles of influence: An analysis of charter school location and racial patterns at varying geographic scales." education policy analysis archives 19 (March 20, 2011): 8. http://dx.doi.org/10.14507/epaa.v19n8.2011.

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This paper uses Geographic Information Systems (GIS) and dynamic mapping to examine student enrollments in New Jersey charter schools. Consistent with previous research, we find evidence of increased racial segregation. Greater percentages of African-Americans attend charter schools than reside in surrounding areas. We add to the existing charter school literature by more fully considering the importance of charter school supply and examining student enrollments across three geographic scales: school districts, census tracts and block groups. We demonstrate that racial segregation is most severe within charter schools’ immediate neighborhoods (i.e. block groups), suggesting that analyses comparing charter schools to larger school districts or nearby public schools may misrepresent student sorting. This finding appears to result from the tendency of charter schools in New Jersey to cluster just outside predominately African-American neighborhoods, encircling the residential locations of the students they are most likely to enroll.
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Min, Pyong Gap. "The movement to promote an ethnic language in American schools: The Korean community in the New York–New Jersey area." Ethnicities 18, no. 6 (February 13, 2018): 799–824. http://dx.doi.org/10.1177/1468796817754126.

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This paper examines a New York Korean immigrants’ movement to promote the Korean language in American schools. This movement includes the efforts of Korean community leaders to include the Korean language in the SAT II tests and to promote it to public schools as a foreign language in the New York–New Jersey area. This movement involves lobbying the College Board, school administrators and school board members, and collecting donations from Korean immigrants and the Korean government to cover expenses for the College Board’s creation of the Korean-language test and public schools’ adoption of the Korean language. Korean-language leaders have depended upon many different organizations and groups, such as Korean parents, Korean churches, Korean-language teachers, the Korean Cultural Center, Samsung, and Korean government agencies for the movement. This paper is significant because no previous study has shown a similar example of an immigrant group’s movement to promote its language in American public schools. It also contributes to transnational studies by documenting the emigrant state’s financial and technical support of its emigrants’ effort to promote the language and culture in a settlement country.
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Dissertations / Theses on the topic "Public schools – New Jersey – Englewood"

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Goodman, Nicole. "Academic Accountability between Charter and Public-School Principals in New Jersey." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7382.

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The purpose of this study was to explore school principals' accountability with student academic performance. Charter and public-school principals are responsible for the learning process and academic development. Previously published literature did not reveal a clear understanding of the policies and practices that contributed in obtaining the desired student academic outcomes. Parsons's theory of action served as the foundation for analyzing principals' decisions to achieve accountability and comply with the policies established by the regulating authorities. A snowball sampling of school principals included a public charter school principal and 5 traditional public-school principals in the state of New Jersey. A multiple case study approach with semi structured interviews and open-ended questions was used to collect data, which was then transcribed, coded, and processed in Dedoose software program. Gaining insight may prove beneficial to the accountability of principals' duties disposed by school policies and practices. The study findings helped identify accountability standards common for both types of educational establishments. The study found that academic accountability goes beyond school principals and that school principals spend the least amount of time as instructional leaders. Finding contributes to positive social change by highlighting the need for regulatory agencies to identify and set clear guidelines of accountability, implement effective monitoring and measuring tools of accountability, and hold all stakeholders accountable for promoting student academic performance and achievement.
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Divisek, Faith McCall. "Sexual harassment policy in public school districts in New Jersey : implications for educational administration /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11624619.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes table. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 185-188).
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McDonald, Dennis J. "Total quality management : a case study of the Cherry Hill public schools, Cherry Hill, New Jersey /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/12027182.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996.
Issued also on microfilm. Sponsor: Frank Smith. Dissertation committee: Jon Hughes. Dissertation Committee: John Hughes. Includes bibliographical references (leaves 221-231).
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Stanko, Char A. "Factors influencing school violence in the state of New Jersey /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11626938.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Includes tables and appendices. Typescript; issued also on microfilm. Sponsor: Frank L. Smith. Dissertation Committee: Jeannette E. Fleischner. Includes bibliographical references (leaves 173-181).
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Wells, Lauren Michelle. "At the front of the bus a community based perspective of the community, issues, and organizing efforts to improve public schooling in Newark, New Jersey /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1779835571&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Polhill, Loretta Somerville. "The implementation of an information system in a state-operated district : a case study of Paterson /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11714487.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.
Typescript; issued also on microfilm. Sponsor: Jonathan T. Hughes. Dissertation Committee: Frank L. Smith, Jr. Includes tables. Includes bibliographical references (leaves 114-116).
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Books on the topic "Public schools – New Jersey – Englewood"

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Choice, New Jersey Legislature Joint Committee on the Public Schools Subcommittee on Innovative Programs and School. Subcommittee meeting of Joint Committee on the Public Schools, Subcommittee on Innovative Programs and School Choice: Discussion about Interdistrict Public School Choice, charter schools, and other school choice initiatives : [July 16, 2008, Englewood, New Jersey]. Trenton, N.J: New Jersey Office of Legislative Services, Public Information Office, Hearing Unit, 2008.

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New Jersey. Department of Education. Office of Public Information. Public education in New Jersey. Trenton, N.J: Office of Public Information, New Jersey State Dept. of Education, 2001.

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New Jersey Occupational Therapy Association. A guide for providing occupational therapy services in New Jersey Schools: A publication of the New Jersey Occupational Therapy Association. [Summit, NJ]: New Jersey Occupational Therapy Association, 2007.

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New Jersey Occupational Therapy Association. A guide for providing occupational therapy services in New Jersey Schools: A publication of the New Jersey Occupational Therapy Association. [Summit, NJ]: New Jersey Occupational Therapy Association, 2007.

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Schools, New Jersey Legislature Joint Committee on the Public. Committee meeting of Joint Committee on the Public Schools. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2003.

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Schools, New Jersey Legislature Joint Committee on the Public. Committee meeting of Joint Committee on the Public Schools: Testimony from Mr. Al Koeppe, chairman of the New Jersey Schools Construction Board, plus public presentations : [October 3, 2005, Trenton, New Jersey]. Trenton, N.J: The Unit, 2005.

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New Jersey. Legislature. Joint Committee on the Public Schools. Subcommittee on School Facilities. Public hearing before Joint Committee on the Public Schools, School Facilities Subcommittee: [March 25, 2003, Newark, New Jersey]. Trenton, N.J: The Unit, 2003.

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Committee, New Jersey Legislature General Assembly Education. Commission meeting of Assembly Education Committee: Assembly bill no. 2643; establishes New Jersey Quality Single Accountability Continuum (NJQSAC), a new State monitoring system for public school districts [September 21, 2004, Paterson, New Jersey]. Trenton, N.J: The Unit, 2004.

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Holmes, Mark. Effective Demonstration Schools Grant Program, New Jersey State Department of Education: Final report of the external evaluator, parts I and II. Trenton, [N.J.]: The Dept, 1990.

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New Jersey. Legislature. Joint Committee on the Public Schools. Committee meeting of Joint Committee on the Public Schools: Presentations by Commissioner Librera, and John Spencer of the New Jersey Schools Construction Corporation. Trenton, N.J: The Unit, 2004.

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Book chapters on the topic "Public schools – New Jersey – Englewood"

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Hochschild, Jennifer L., and Nathan Scovronick. "Separation and Inclusion." In American Dream and Public Schools. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195152784.003.0010.

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IN LOS ANGELES HISPANIC PARENTS PICKET A SCHOOL, demanding that their children be taken out of bilingual education classes and put into regular, English-speaking classes; in Florida the state department of education officially chastises the schools in Orange County for not providing bilingual education classes. A mother hires attorneys and spends two years fighting to have her developmentally disabled teenage daughter placed in a full-time residential facility at public expense; another set of parents pays for neuropsychological testing for their five-year-old son with cerebral palsy so that they can do battle if the Wellesley, Massachusetts, school district tries to move him out of a regular kindergarten class. In Montclair, New Jersey, one parent opposes a plan to eliminate ability grouping in ninth-grade English because he “doesn’t want his daughter jeopardized by the possibility that the new plan isn’t going to work”; another supports the plan because “an end should be put to a [grouping] system that intentionally or unintentionally privileges a small minority and fails to do justice to the rest of the children.” It is extremely hard to figure out how best to educate children who are in some way distinctive in their physical, emotional, or academic capacity, or in their English language proficiency. These children may differ not only from the majority of students but also from those perceived to have the same characteristics. Their advocates sometimes disagree passionately about how the inclusion of students with distinctive characteristics affects their achievement and that of their peers. In addition, the placement of these students is often affected unfairly by the usual racial and class hierarchies. Everyone concurs that whether we help children with distinctive characteristics to achieve their dreams is an important test of our nation’s commitment to the American dream. But deep disagreements remain about how to do it. Most Americans believe, in principle, that interaction in the classroom and playground is the best way for children to learn to appreciate, or at least deal with, people different from themselves. Mixing in this way may even lead students to find new dreams, see new possibilities, invent new futures. This is the premise behind the view that the collective goals of education are best achieved when students are educated together regardless of variations in ethnicity or race, gender or religion, ability or disability, background or beliefs.
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Brown, Candy Gunther. "Transcendental Meditation." In Debating Yoga and Mindfulness in Public Schools, 39–50. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469648484.003.0003.

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Chapter 2 examines Malnak v. Yogi (1979), the first federal appellate case to scrutinize under the Establishment Clause meditation practices from a religion other than Christianity. Malnak found that a New Jersey elective high-school course in the Science of Creative Intelligence/Transcendental Meditation (SCI/TM) was “religious” despite being marketed as “science.” A concurring opinion by Judge Arlin Adams articulated criteria for identifying “religion.” Malnak analyzed the textbook written by Indian-born Hindu Maharishi Mahesh Yogi (c. 1918–2008) and chants used in the pūjā ceremony—which involves prayers for aid from deities, bowing, and offerings to the deified Guru Dev—where students received a secret Sanskrit mantra, identified by Maharishi as “mantras of personal gods.” Following Malnak, TM was rebranded as “TM/Quiet Time” and, although students still receive secret Sanskrit mantras in a pūjā, TM continues to be taught in public schools with funding from the David Lynch Foundation for Consciousness-Based Education and World Peace. Because Malnak identified “religion” through belief statements, subtracting the textbook and adding scientific studies deflected attention from how the practice of mantra meditation might encourage acceptance of metaphysical beliefs. The chapter argues that secularly framed programs may be more efficacious than overtly religious programs in promoting religion.
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Shepherd, Hana. "Cultures of Peer Harassment or Support in Schools." In The Sociology of Bullying, 188–219. NYU Press, 2022. http://dx.doi.org/10.18574/nyu/9781479803873.003.0011.

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This chapter examines student-driven cultures relevant to peer harassment, how these cultures develop, and how they can change. It provides an account of group culture grounded in the focus within the sociology of culture on shared meaning. The author argues for the value of a dynamic, interactionist approach—what she refers to as an interactionist norm account of culture—to understanding student cultures in schools. The author uses empirical evidence from a dataset of fifty-six public middle schools in New Jersey to illustrate a set of measures of student culture and demonstrate what thinking about these measures together can do to illuminate student culture. Finally, the author briefly reviews recent intervention programs that take this type of view of student culture.
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Burkholder, Zoë. "An Armageddon of Righteousness." In An African American Dilemma, 167–202. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0006.

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Chapter 5 documents a new and transformative vision of school integration that blended Black nationalist ideals of self-determination with the goal of racially diverse and inclusive schools. Black educational activists maintained that for all of its challenges, integration was the single most effective way to guarantee equal school financing, qualified teachers, advanced courses, and adequate facilities for Black students. This chapter considers two districts where Black educational activists successfully fought for and won integrated schools: the suburban town of Montclair, New Jersey, and the city of Hartford, Connecticut. It also locates strong support for separatism in the form of Afrocentric public schools, which became popular again in the early 1990s. The struggle for northern school integration remains in flux and unresolved—but many Black educational activists continue to advocate for schools that are racially diverse and committed to nurturing and affirming Black identities in institutions with explicit restorative justice frameworks.
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An, Heejung, Sandra Alon, and David Fuentes. "iPad Implementation Approaches in K-12 School Environments." In Tablets in K-12 Education, 22–33. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6300-8.ch002.

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This exploratory case study reports on the ways in which iPads are currently being used in New Jersey public schools, with a focus on the effectiveness of three different implementation approaches: 1) “ubiquitous approach,” 2) “classroom approach,” and 3) “sign-out approach.” This study also examines how K-12 teachers and students perceived of iPads as teaching and learning tools. Findings indicate that the teachers and students viewed iPads as valuable tools for teaching and learning, yet there were also several perceived challenges. The results of this study have implications for practitioners involved in the implementation of iPad initiatives.
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Burkholder, Zoë. "Conflict in the Community." In An African American Dilemma, 129–66. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190605131.003.0005.

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Chapter 4 charts the most contested phase of Black educational activism in the North as support for Black-controlled schools expanded alongside the Black Power movement, concurrent with the growth of court-ordered school desegregation across the urban North. “Community-control” activists, like those in New York City and Newark, New Jersey, saw separation as a rational response to what they viewed as the dismal failure of school integration. They called for community control over administration, curriculum, pedagogy, and hiring in majority Black schools and called for desegregation plans to be halted. Student activists demanded Black history courses, fairer discipline and dress code policies, and more respect for Black culture. Not everyone agreed with this renewed vision of autonomous Black institution-building, especially an older generation of civil rights warriors. Although briefly appealing, community control and Afrocentric curricula did not successfully equalize public education and receded in the early 1970s.
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Slotoroff, Cristofer G., and Ashley Gibson. "Critical Dialogue at the Intersections of Race, Education, and COVID-19." In Self-Care and Stress Management for Academic Well-Being, 39–49. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-2334-9.ch003.

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In this chapter, two public school teachers and recent doctoral graduates recount and reflect upon the ways in which their critical dialogues inform their rendering of the stressors weighing on educators since the onset of the COVID-19 pandemic in early 2020. The teachers—one, a Black woman in Texas, the other a White man in New Jersey—explore how their shared, liberatory, educational goals are compromised by institutional pressures, economic uncertainties, uneven enforcement of localized curricular policies, and ongoing resistance to healthcare initiatives instituted to combat the spread of COVID-19. To accomplish this, the authors highlight how race, identity, and pedagogy are disparately addressed in their respective workplaces. The authors conclude by suggesting that increased space for continued critical dialogue may help other educators to make sense of what are often tumultuous, hasty changes made since COVID-19 first affected American schools.
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"Chapter IX from “Racial Integration in the Public Schools of New Jersey.” In “Next Steps in Racial Desegregation in Education.” Special issue, Journal of Negro Education 23, no. 3 (Summer 1954): 282–289." In The Marion Thompson Wright Reader, 315–22. Rutgers University Press, 2021. http://dx.doi.org/10.36019/9781978805408-005.

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Conference papers on the topic "Public schools – New Jersey – Englewood"

1

Schlegel, B., and R. Hague. "186. Accident Statistics for New Jersey Public Schools." In AIHce 2001. AIHA, 2001. http://dx.doi.org/10.3320/1.2765704.

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