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Dissertations / Theses on the topic 'School closures'
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Jackson, Charlotte Rebecca. "The impact of school closures on the transmission dynamics of pathogens." Thesis, London School of Hygiene and Tropical Medicine (University of London), 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.558364.
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McGill, Eric Andrew. "Optimizing the closures development process using the design structure matrix." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/34858.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management; and, (S.M.)--Massachusetts Institute of Technology, Engineering Systems Division; in conjunction with the Leaders for Manufacturing Program at MIT, 2005.Includes bibliographical references (p. 132-133).
Product development processes are inherently complex sets of activities that involve a vast number of connections between participants. Engineers, designers, marketers, financial analysts, and manufacturers all have to receive information, process it, and distribute their decisions back into the system. These paths create information loops that are hidden from the participants on a long time scale and generate non-linear feedback. An analysis of the closures product and process development tasks at a major US automaker prompted the creation of new tools to optimize the ordering, identification of coupled blocks, prioritization of interactions, allocation of resources, and modeling of multiple projects. Ultimately, the analysis predicted a reduction in the average completion time of [approx.] 80%, a reduction in standard deviation of [approx.] 95%, and potential savings of -[approx.] $5B. Unfortunately, many of the suggestions from the analysis run headlong into the organization's structural, political, and cultural environment. Structurally, the automaker is a matrix organization split along functions and program lines, constantly attempting to balance between being a strong component designer and a quality assembler. However, the functional divisions create trouble in viewing and communicating across the entire system, whether that system is the vehicle to be designed or the organization itself. Politically, the atmosphere is dominated by a strong functional orientation, authoritative traditions, and a rigid hierarchy. Culturally, the people seem to be jaded and somewhat fatalistic about the company's future.
(cont.) Managing change in this environment requires effort from the top and bottom of the organization, and must draw on those people inside the organization that can provide an outsider's perspective when addressing both the macro and micro challenges that will appear. Success will require using the organization against itself in order to create the initial changes that will ultimately bring about a long-term turnaround.
by Eric Andrew McGill.
S.M.
M.B.A.
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Paul, Anne, and n/a. "Maintaining teacher morale in amalgamating schools : factors which have a positive effect on teacher morale & factors which have a negative effect on teacher morale." University of Canberra. Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20061031.143504.
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This study arose out of an experience with an amalgamation of two high
schools in the ACT in the early 1990s. The amalgamation process took two and
a half years from the time the decision was made to close one of the schools
until the new school was consolidated on one site. The change processes
impacted on many areas of teachers' work and this, combined with the
emotional aspects of being in a school which was closing, flagged teacher
morale as an issue requiring attention.
The study involved seeking responses to a questionnaire and interviewing
teachers involved in the amalgamation. The interview data was then grouped
by issue and the responses from teachers analysed and compared with related
research literature.
Research indicated that leadership style and effectiveness impacts most
heavily on the morale of teachers undergoing major change such as school
closure/amalgamation. This was substantiated by this study. The decision, by
the principal, to close both schools and create a new school, retaining aspects
of the culture of the original schools was clearly favoured over the alternative
suggestion, by the ACT Government, of the swift closure method and the
absorption of students into an existing school. The outward signs of a new
school; name; logo; uniform; the involvement of the community, the degree of
shared decision-making, the refurbishment of the buildings, the new curriculum
and associated policies and the management of resources were found to
contribute positively to teacher morale.
A lack of consultation prior to announcing the closure decision, a failure to
acknowledge the need of some teachers to grieve for the loss of their school
and a lack of activities to mark the final days of the schools involved have been
identified as having the greatest negative effect on teacher morale in this study.
Maintenance and effective use of the buildings vacated by a closing school has
also been raised as an issue affecting the morale of the teachers from that
school.
This study has implications for future school closures or amalgamations from
the points of view of maintaining of the morale of teachers, and also that of
students
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Genlott, Emma. "The effects of school closures due to Covid-19 on parental labor supply : evidence from the United States." Thesis, Uppsala universitet, Nationalekonomiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-447163.
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The spread of Covid-19 led to social restrictions of various kinds, of which closing schools was one. This paper studies the effect of school closures on parental labor supply. To this end, I use repeated cross-sectional data on households at the monthly level from the US Current Population Survey (CPS), and employ a difference-in-differences methodology where I compare the labor market outcomes for parents to school-aged children that require supervision with parents to slightly older children, before and after March 2020. The results show that there is a significant reduction in the labor supply of parents to younger children as a result of school closures, and that the effects are larger for mothers than for fathers.
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Schmitz, Madelene. "Den stora skoldöden : Om nedläggningar och omorganisation i Stenbrohults, Göteryds och Virestads kommuns skolor åren 1954–1970." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84507.
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This is a historical study of the political process connected to closures and reorganizations of schools in the rural municipalities Stenbrohult, Göteryd and Virestad in Sweden during the years 1954-1970.The main source material used in the study are protocols from meetings with the city councils and the local education committees. Articles from the newspaper Smålänningen are used as a complement to the protocols. The study shows that all three of the municipalities went through big changes when it comes to education and schools during the period. The number of schools were reduced from 20 in 1954 to 7 in 1970. The main reasons that the schools were reorganized was that old school buildings were in bad condition, the number of students in rural areas were diminishing and small schools with only a few students were too expensive. Urbanization and centralization seem to have been important factors that contributed to the closing of many schools.
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Smith, Kali. "Primary school closures in the Marion corridor : an analysis of the community consultation process and the impact on families and communities /." Title page, table of contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09AR/09ars653.pdf.
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Bathgate, Jeanne M. "School Closure – A Case Study." University of Sydney, 2005. http://hdl.handle.net/2123/1777.
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Doctor of EducationThis case study looks at the impact of closing an urban secondary school. It considers the experiences of the students, the staff and the parents. It does not argue with the decision to close the school but concentrates on the experience for those most closely involved. The thesis is guided by the main research question which is: “What is the impact of school closure on the various elements of a school community and is there a way to close a school and minimise this impact?” Supplementary questions seek to describe how the closure was undertaken and what factors can be identified which helped ease the transition for those involved. While seeking to develop theory grounded in the research the findings have also been informed by theory associated with grief, place attachment, emotion in the workplace and change. Unpublished primary documents such as transcripts of group interviews, responses to written questionnaires and minutes of meetings are the basic sources of data for this thesis. The researcher was an active participant in the closure and well known to all respondents. The thesis concludes that although keeping the school open for the final year was of benefit to the morale and adjustment of staff it was probably less beneficial for the students involved. It suggests that with proper counselling support and identification of the closure as a critical incident, a quick closure would help student learning outcomes and prevent teacher de-skilling. It also confirms the importance of a school, or probably any institution, in the emotional life of those associated with it. Note: The students in this study range in age from 13 to 18 years of age in Years 7 through to 12.
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Samson, Ward William. "School closure and consolidation in two small rural communities in Newfoundland." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25884.pdf.
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Delp, Cynthia Dawn. "Mount Rogers Combined School: The Experiences and Perspectives of Students and Staff When a Community School Closed." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73217.
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The purpose of the study was to document and examine the experiences and perspectives of students and staff who were affected by the closure of Mount Rogers Combined School in 2010. Mount Rogers Combined School was established in Grayson County, Virginia, by the concerted efforts of volunteers and community members who valued education and considered schooling a top priority for the area. The original four-room school was built of rocks and housed grades 1 through 11, taught by four teachers, one of whom also served as the principal (Grayson County School Board [GCSB], 1993). In 1990, it was the smallest school in the Commonwealth of Virginia (United States Department of Agriculture, 1990).
A review of early education in Virginia and early education in Grayson County is documented to place the study in historical context. A brief history of Grayson County is also included in this paper. The qualitative case study documents the experiences and perspectives of the students and staff who went through the school's closure. Both primary and secondary sources were used to complete the study including interviews of students and staff who worked at or attended the school, reviews of official records and documents found in archives, examination of personal manuscripts, inspection of artifacts, and study of general histories.
School divisions close and consolidate schools to improve instructional programs for students, offset student enrollment declines, provide adequate facilities for learning, and for economic savings. Communication, developing relationships, transportation, extracurricular activities and course offerings are variables that should be considered when planning a school closure. While transportation and changes in relationships are particular challenges, the overall benefits for former staff members include better access to more resources and professional development opportunities. Former students tend to adapt better than staff members when schools close due to more course offerings and access to a broader range of extracurricular activities. The findings are aligned with the literature that was reviewed for the study.Ed. D.
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Morton, Robert J. "School closure: Through the eyes of teachers." Diss., Wichita State University, 2009. http://hdl.handle.net/10057/2384.
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This phenomenological study examined eight teachers in Kansas, who experienced
school closing within the past three years. The results of this research indicated themes of death
and dying, organizational culture, change, and emotion. The research further identified five
distinct categories for each of the themes during interviews. The five categories were
communication, political, community, transition, and student.
Unlike traditional empirical research design, phenomenological research focused on
descriptions of experience as an expression of one’s unique meaningful experience rather than a
learned response to stimuli (Polkinghorne, 1989). Data were analyzed using the general
processes of Moustakas (1994) and van Kaam (1959, 1966). Analysis used an eight step
techniques to identify essential characteristics of the experience.
Teachers recommended that district leadership staff conduct clear communication with
school staff, implement an organized school closure process, and provide support for physical and emotional needs.Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership
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LeBlanc, Natalie Elizabeth. "In/visibility of the abandoned school : beyond representations of school closure." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/56189.
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This research is an artistic form of inquiry in which knowledge is generated from a closed school because it is a de-institutionalized and de-commissioned place that has not yet legally been re-zoned, re-sold, or repurposed. Much of the research on the topic of school closure suggests that its aftermath wreaks havoc on cities and neighborhoods. The abandoned school, marginalized and forgotten, enters into a process of neglect and decline (Chambers, 2007). This research demonstrates how acts of ‘re-territorialization’ (Smith, 2010) in the context of the socio-political state of the closed school, holds pedagogical possibility. To complete this project, I photographed multiple closed schools in cities across Canada and I spoke with principals, students, board directors, faculty, and community members about their experiences with school closure. For one of the final stages of my inquiry, I projected images of the inside of the decommissioned school onto the outside’s physical structure and invited the public, community members who experienced the closure of the school, to take part in an immersive experience in which they could project their own stories and imaginations onto the artwork. Encounters with the abandoned school are brought forward in five ‘concessions,’ articulated here as a virtual spatial practice that explores the abandoned school through photographic images and text, provoking readers/viewers to (re)imagine relationships between space, time, place, and memory. I articulate how this inquiry acts as an intervention — an experience that occurs because of art and because of the artist who is working as a catalyst within the context of the everyday. Drawing attention to the architecture of the closed school as an archive — a repository of memories (both individual and collective) that has been locked off from the community in which it exists, the abandoned school brings forth a possibility (however partial) to (re)construct, (re)store, and (re)present stories of the past with our own existing narratives. Conceptualized as a work of art, this exegesis challenges the more traditional dissertation structure. Rather than answering or advancing a hypothesis, it asks that you look at artistic inquiry in a new way, perhaps even provoking a shift in thought itself.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Cheung, Hoi-yan, and 張凱欣. "Effectiveness of school closure during an epidemic flu." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45171324.
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Ranganathan, Aruna. "Professionalization and market closure : the case of plumbing in India." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82270.
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Thesis (S.M. in Management Research)--Massachusetts Institute of Technology, Sloan School of Management, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 29-31).
While professionalization has long been understood as a process of establishing market closure and monopoly control over work, this paper presents a case where professionalization erodes rather than establishes occupational closure. Using the case of plumbing in India, I demonstrate how the Indian Plumbing Association (IPA), a newly formed organization of internationally-trained plumbing contractors and consultants, is using the rhetoric and structures of professionalization to threaten pre-existing ethnicity-based closure enjoyed by traditional plumbers from the eastern state of Orissa. By employing a discourse of professionalism and by instituting codes, training and certification programs, professionalization in this case is hurting Orissan plumbers by changing the basis of plumbing knowledge and opening entry to outsiders. This paper concludes by suggesting that professionalization is a modern trope that does not necessarily imply monopoly benefits and higher job quality for all the members of a given occupational group.
by Aruna Ranganathan.
S.M.in Management Research
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Glenda, Toneff-Cotner E. "Transformation or Tragedy?A Retrospective Phenomenological Study of School Closure." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1433316650.
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Nelson, Chad M. "Neoliberalism and the Rhetoric of School Closure in Latina/o Detroit." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1546444881229694.
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Porsö, Matilda. "Skolnedläggning i Uppsala : En fallstudie om Brantingsskolans nedläggningsprocess." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-217769.
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Yip, Fung-ming, and 葉鳳鳴. "Teacher stress and coping strategies during the closure of a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27723537.
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Oncescu, Jacquelyn. "The impact of a school's closure on rural community residents' lives." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24094.
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In this dissertation, I use a single qualitative case study methodology, participant observation, focus groups, and semi-structured interviews to explore how a rural school’s closure influenced the lives of residents in one rural farming community: Limerick, Saskatchewan, Canada. Three “stand alone” papers comprise this dissertation. In the first paper, I investigate the impacts of the school’s closure on rural families. In the second paper, I explore the ways Limerick School’s closure affected adults without school-aged children. In the final paper, I assess school closure’s impact on gendered volunteer roles. Using social ecological theory and socialist feminist theory, I argue that the school’s closure had far-reaching implications for community members and that these implications varied depending on stage of life, gender, and roles within the family and community contexts. Together, these papers not only make a contribution to filling the gap in existing literature pertaining to rural school closures, but they also strengthen our scholarly understanding of the school-community relationship in the rural context.
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Martinez, Dayna Lee. "Non-pharmaceutical Intervention Strategies for Pandemic Influenza Outbreaks." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4146.
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In case of a pandemic influenza outbreak, non-pharmaceutical interventions will likely be the only containment measure at the early stages of the pandemic when vaccines are not available. NPIs also oer an option for decreasing the probability of creating antiviral resistant viruses product of a mass prophylaxis campaign. In countries where there are not enough resources for vaccines and antivirals, NPIs may be the only mitigation actions available.
NPIs have been increasingly used in preparedness plans. We can see recommendations and guidelines regarding the use of NPIs in countries, health departments and universities. Also, researchers all around the world have study the impact of NPI's in pandemic
influenza outbreaks, most of them using simulation as their modeling tool. Our review of the aforementioned plans and literature shows that there is a lack of consensus in how to implement these interventions. They vary widely in the choice of key parameters such as intervention initiation threshold, duration and compliance. We believe that the lack of uniformity in NPI mitigation strategies arise from the uncertainty in the virus epidemiology and the current lack of scientic knowledge about the complex interactions between virus epidemiology with social behavioral factors and mitigation actions.
In this dissertation we addressed this problem by modeling pandemic influenza outbreaks using an agent-based simulation approach. The model incorporates detailed popu-
lation demographics and dynamics, variety of mixing groups and their contact processes, infection transmission process, and non-pharmaceutical interventions. Using a statistical experimental design approach we examine the influence of characteristic parameters of virus epidemiology, social behavior, and non-pharmaceutical interventions on various measures of
pandemic impact such as total number of infections, deaths and contacts. The experimental design approach also yields the knowledge of the extent of interactions among the above
parameters. Using this knowledge we develop eective NPI strategies and demonstrate the efficacy of these strategies on large-scale simulated outbreaks involving three dierent scenarios of virus transmissibility. The results show that signicant improvements in the NPI based pandemic mitigation approaches can be attained by the strategies derived from our methodology.
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Cedering, Magdalena. "Konsekvenser av skolnedläggningar : En studie av barns och barnfamiljers vardagsliv i samband med skolnedläggningar i Ydre kommun." Doctoral thesis, Uppsala universitet, Kulturgeografiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-269585.
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Many rural village schools have closed over the years, both in Sweden and internationally, because of urbanisation, centralisation and the quest for efficiency. This study shows the impact of two school closures in the rural area of Ydre, south-east Sweden, and describes the reactions of children and families concerned. The aim is to analyse what rural village schools mean for everyday life and how such meaning is based on time-spatial everyday stories. How the children and families view the school closures emerges in the time-geographic perspective, on their own terms, given their opportunity to demonstrate how they use different time-space components. This was studied by interviewing and sketching mental maps with 28 pupils of various ages, and by interviewing and drawing up weekly time schedules with 12 families. This also enabled the analyses to be extended, using the time-geographic conceptual framework, and in particular the interplay between structural changes and individuals’ day-to-day lives, and the interconnections between school and private life, to be clarified. One conclusion is that a school is no mere teaching venue. It is also a key meeting place for children, part of community life and a space for social networking and daily decision-making: a local community hub for the children and their parents alike. When a local school closes and the pupils need to travel further for schooling elsewhere, it affects their travel and activity patterns and social networks. Children’s drawings express their perceptions of place, time and distance. This study shows that the locations where children spend time and have their social networks, as well as how and how often they travel on particular routes, are crucial for their assessment of distance, both temporal and spatial. Describing the value of the closure-threatened school, parents express concern about their local village. They stress the importance of the village school, which they regard as excellent, unique and a resource for the family, but also for the community as a whole. Thereby, they highlight their hope that their community will be attractive to visitors, and also to themselves, the residents. The threats of closure upset them and provoke discussions on how to sustain a living countryside. Studies of children’s and families’ experience of school closures pinpoint the complexity of rural life and show it in a more human-centred, everyday light. Since children are absent from the municipal closure procedure, views of children’s participation are also discussed.
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Effiom, Claudius Bassey. "Principal Experiences In A School Consolidation." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5214.
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Abstract
Educational leaders must operate in a complex political world that places a premium on skills and strategies involving consensus building, negotiations, and reciprocity. This dissertation is about the leadership struggles and tensions inherent in a school consolidation process. The principals highlighted in this study represent the leader of a metropolitan school which is closed and consolidated with another school in the same school district. The school district employs a defined and planned process to address many issues inherent in a school consolidation like guaranteed placement of displaced teachers in schools of their choice.
I examined the experiences of three principals during the course of the school consolidation to determine if there are any advantages in using a pre-planned consolidation to ensure the success of the consolidation process. My experiences as a principal involved in a school consolidation experience without a defined and pre-negotiated consolidation protocols was used to draw contrasts when interview data was analyzed from the three school principals. To guide my data collection and analysis I used a conceptual framework based on the work of Mead (1934), Husserl (1965), Blumer (1969), Stryker (2002) and Merleau-Ponty (2004), Interpretivism with a case study paradigm based on the work of Hancock and Algozzine (2006), Creswell (2003), Yin (2003) and Miles and Huberman (1994) to guide my study which was aimed at understanding the experiences of school principals during a school consolidation.
The initial findings of my study indicated that the experiences for most stakeholders impacted by a consolidation were consistent with those found in the literature concerning other consolidation experiences. There was some minimal reduction in the perceived levels of uncertainty and anxiety of staff members concerning their employment status. The principals had certain assignments related to the logistical planning and management of resource security and allocation removed from their agenda, but leadership experiences remained fraught with uncertainty and a sense of trial and error in navigating through the processes required for a successful consolidation experience.
This study provided several insights that may be useful to school principals in managing and seeking appropriate assistance from district level leadership to improve the probability that the level of success in a school consolidation may affect various stakeholder groups impacted by the experience. The findings discuss several implications regarding how school principals and school districts may consider the overall impact of a school consolidation on their students and their stance regarding equity and social justice for all the school's communities. Finally, this study provides several recommendations for policy and educational practice.
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Cedering, Magdalena. "Skolnedläggningar på landsbygden : Konsekvenser för vardagsliv och lokalsamhälle." Licentiate thesis, Uppsala universitet, Kulturgeografiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-168996.
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Living in the countryside can be complex and is often a matter of daily movements in order to make all activities fit into one’s life. The structure of everyday life is also about the interplay between political decisions and physical structures. This thesis shows the consequences of change to the rural landscape for daily life. In this case, the change was brought about by the closure of two rural schools in Ydre, Sweden. The aim of this thesis is to analyse the meaning of rural schools in the development of local society and identity, and how such meaning is based on people’s time-spatial everyday stories. The study focuses on how households interpret change and the problems that arise from the closure of rural schools. Studying this is accomplished through interviews with twelve households with schoolchildren of varying ages and is based on a time-geographical perspec-tive. In the spring of 2009, qualitative interviews were carried out concerning rural life and the possible effect of closure-threatened schools on their daily lives. In the autumn of 2009, the schools were closed, and the same families were visited and the household studies fol-lowed up with further interviews. Thus, the study investigates local circumstances, how householders adapt to structural changes, how this creates patterns in their everyday lives and activities, and how schools and private life are connected. One conclusion here is that the householders are concerned about their local community. They highlight the importance of the rural school, which they consider exclusive and not just a resource for the children but the community as a whole. Thereby, they highlight their hope that their area is seen as attractive by visitors; by people looking for somewhere to settle down; and also by themselves, the inhabitants. A school is not just a place for teaching; it is also an important place where parents can meet; it is a part of social life; and it is a place where social networks are created and decisions about everyday life are made. Through stud-ies of the school closures and people’s everyday experiences, some of the complexities of countryside life and problems appear in a more human-centred and everyday perspective.
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Hartney, Karlene. "A critical ethnography : young people's perspectives on the effects of the impending closure of their school on their education." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15707/.
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…. the frank concession is that we live in troubled times, yet we are enabled with a sobering belief that a better way does exist (Rexhepi and Torres, 2011, p.683). Schools in England are in a constant state of change. This research is about change in one secondary school in particular. It is an investigation into what young people think and feel about the changes in their school as it moves towards closure in 2016 and the effects of this impending closure on their education. The research draws on the critical paradigm which examines the structure of education in England specifically at the secondary level of schooling, and how, in a bid to raise standards, these changes sometimes leave young people feeling anxious, disappointed and worried about their education and their future. The research recognises young people as individuals in their own right, deserving of spaces for their voices to be heard during times of change. The research champions ‘voices’ over ‘voice’ in recognition that young people experience change in different ways, and this should not be lumped together as ‘student/pupil voice’. Data gathering involved collaborating with ten young people from St Luke’s Church of England High School over 15 months, from April 2014 through to July 2015, through open-ended, group and individual interviews, surveys and observation, whilst scrutinizing progress and achievement data from 2011/2012 when they were in Year 7, until 2014/2015 (Year 10). Data analysis and presentation are guided by the interpretative framework of Clandinin and Connelly’s (2000) Three-Dimensional Narrative Inquiry Space, grouping themes and sub-themes to form 10 stories. The research concludes that the phased closure of St Luke’s had a profound impact on each of the young people. The phased closure proved challenging for all the participants in different ways and could, at some point, impact negatively on all their future aspirations. The main conclusion of the research study is that subject options were being reduced and thus the young people’s life chances were being curtailed in ways that they did not anticipate.
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Sandeman, Lauren K. "Racialised Discourses of Educational Opportunity: Neoliberal Education Reform and Community Resistance in Bronzeville, Chicago." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami161909471708297.
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Cavanaugh, Rodney A. "Comparative effects of verbal and response card reviews during lesson closure on the academic performance of high school students in a ninth-grade earth science course /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487775034178465.
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Schmitz, Micheli Tassiana. "Análise histórica do fechamento das escolas localizadas no campo nos municípios que compõem o Núcleo Regional de Educação de Dois Vizinhos: o caso das escolas da Comunidade Canoas município de Cruzeiro do Iguaçu - 1980 - 2014." Universidade Estadual do Oeste do Parana, 2015. http://tede.unioeste.br:8080/tede/handle/tede/981.
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Previous issue date: 2015-12-16Fundação Araucária
This study investigated the process of closing schools located in rural areas of the municipalities that make up the Regional Center of Education of DoisVizinhos in the Southwest region of Paraná. From the data presented in the opinion 1011/10, DUDE / SEED / PR, which indicated that between the years 1990-1999 there was the closure of 3,948 schools in the field in Parana, the need for an investigation felt to understand the factors who contributed in reaching that amount. To this end it was held data collection by the Regional Center of Dois Vizinhos Education, Education Departments of Municipalities and Schools, about the number of schools and students, differentiating them from urban and rural, starting from the year 1980 until 2014. It was taken as a case study the closure of schools in Canoas community in the city of Cruzeiro do Iguaçu, the State School Field Canoas - Elementary School and the Municipal Rural School Santa Terezinha - Kindergarten and Elementary School. To understand the closure of these schools held interviews with members of Canoas community, staff, students and officials who held public office in the school closure period, it sought to documents, protocols and photos that could illustrate the historical construction and the process closings of these schools. The historic building naturalized the idea of the countryside as a delay of place where not made / make school education is required. The laws legitimized a dual education, where the children of the elite have comprehensive training and the children of the working class were formed to work. The modernization of agriculture allied with agribusiness has meant that small producers were expropriated the match, and their land stay with great owners. Thus it happened the emptying of the countryside and consequently the schools it decreased the number of students and have been and are being closed, without taking into account the socio-cultural context that these schools represent the impacts on communities and families. There are currently laws that ensure that schools be closed only after consultation with the community, or that schools be organized in alternative ways that meet students with quality, but these laws are not always implemented and many schools located in field find themselves threatened with fear of closing, or end up being closed.
O presente estudo investigou o processo de fechamento de escolas localizadas na zona rural dos municípios que compõem o Núcleo Regional de Educação de Dois Vizinhos, na região Sudoeste do Paraná. A partir dos dados apresentados no parecer 1011/10, DUDE/SEED/PR, que indicou que entre os anos de 1990 a 1999 houve o fechamento de 3.948 escolas do campo no Paraná, sentiu-se a necessidade de uma investigação para compreender os fatores que contribuíram para que se chegasse a esse montante. Para tanto, foi realizado levantamento de dados junto ao Núcleo Regional de Educação de Dois Vizinhos, Secretarias de Educação dos Municípios e Escolas, sobre quantidade de escolas e alunos, diferenciando-os de urbanos e rurais, partindo do ano de 1980 até 2014. Foi tomado como estudo de caso o fechamento das escolas da comunidade Canoas, no município de Cruzeiro do Iguaçu: a Escola Estadual do Campo Canoas Ensino Fundamental e a Escola Rural Municipal Santa Terezinha Educação Infantil e Ensino Fundamental. Para compreender o fechamento dessas escolas realizou-se entrevistas com membros da comunidade Canoas, funcionários, alunos e autoridades que ocupavam cargos públicos no período do fechamento da escola, buscou-se documentos, atas e fotos, que pudessem ilustrar a construção histórica e o processo de fechamentos dessas escolas. A construção histórica naturalizou a ideia de zona rural como um local de atraso, onde não se fazia/faz necessária a instrução escolar. As legislações legitimaram um ensino dual, onde os filhos da elite teriam formação integral e os filhos da classe trabalhadora eram formados para o trabalho. A modernização da agricultura, aliada ao agronegócio, fez com que os pequenos produtores fossem expropriados do campo e suas terras ficassem com grandes proprietários. Desse modo aconteceu o esvaziamento do campo e, em consequência a isso, escolas diminuíram a quantidade de alunos e foram e estão sendo fechadas, sem se levar em conta o contexto sociocultural que estas escolas representam, os impactos nas comunidades e nas famílias. Atualmente há leis que garantem que escolas só sejam fechadas mediante consulta à comunidade, ou que as escolas sejam organizadas de modos alternativos, que atendam aos alunos com qualidade, porém essas leis nem sempre são implementadas e muitas escolas localizadas no campo se veem ameaçadas, com medo do fechamento, ou acabam sendo fechadas.
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Correia, Elis Santos. "O fechamento das escolas do campo em Sergipe : territórios em disputa (2007-2015)." Pós-Graduação em Educação, 2018. http://ri.ufs.br/jspui/handle/riufs/9208.
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This research approached the closures of rural schools in Sergipe state from 2007 to 2015 and
aimed to analyse the historical and social aspects that conducted this process. Our hypothesis
is that there is an unequal dispute of development models that caused profound contradictions
between the policies for rural development as a territory restricted to economic production and
the Social Movements struggle for the construction of a new territory for life production in
which education play a strategic role. In order to attain our objective, we sought to appropriate
the historical and dialectical materialism method in order to elicit - in its own concreteness of
this process - an analysis based on its totality in articulation with the singularity of the country
development model with its contradictions, and the specificity encompassed in the closure of
rural schools in Sergipe during period ranging. Our bibliographic study was accompanied by
documentary research, statistical data from School Census (INEP) and interviews conducted by
former municipal managers and leaders of peasant Social Movements in the state. Our results
demonstrate evident withdrawal of the State’s role in relation to its offer with the closure of 404
rural schools, of which 296 were extinct and 108 were considered paralysed over the years in
question. The closures were more evident in Sergipe’s High Sertão and Center South regions
and the justification presented were: empty classrooms, lack of adequate structure at schools,
pursuit for improvements in quality of education tied to the end of multigrades and a better
financial management for municipal teachers’ payment. However, the peasant social
movements’ analysis considers the closures as withdrawal of rights and as a way to empty the
countryside. Our historical analysis enabled us to conjecture about this reality and to understand
that economic policy on rural area are related to education policies and financing in it. In turn,
they are guided by the overlapping of economic rationality over social demands of peasant
population. Such comprehension enables us to assess that rural schools are territories in dispute
and their closure is due to a policy that promotes the country as a territory restricted to economic
production, opposed to the historical struggles for the construction of a counter-hegemonic
peasant territory, where Rural Education is born and defended.A presente pesquisa abordou o fechamento das escolas do campo no Estado de Sergipe entre os anos de 2007 a 2015 e objetivou analisar os aspectos históricos e sociais que conduzem este processo. Nossa hipótese foi a de que existe uma disputa desigual de modelos de desenvolvimento que provocam profundas contradições entre a política de promoção do campo como território apenas de produção econômica e a luta dos Movimentos Sociais pela construção de um novo território de produção da vida em que a educação tem um papel estratégico. Para alcançar nosso objetivo, procuramos nos apropriar do método do materialismo históricodialético, no intuito de trazer na própria concretude deste processo uma análise baseada na sua totalidade em articulação com a singularidade do modelo de desenvolvimento do campo com suas contradições, e a especificidade que se encerra no fechamento das escolas do campo em Sergipe no período estabelecido. Nosso estudo bibliográfico foi acompanhado de pesquisa documental, análise de dados estatísticos do Censo Escolar (INEP) e de entrevistas realizadas com ex-gestores municipais e lideranças de Movimentos Sociais camponeses do Estado. Nossos resultados demonstram a evidente retirada do papel do Estado em sua oferta com o fechamento de 404 escolas do campo, destas, 296 foram extintas e 108 se somaram ao status de paralisada ao longo dos nove anos em questão. Os fechamentos foram mais evidentes no Alto Sertão e no Centro Sul sergipano e as principais justificativas apresentadas foram: esvaziamento das turmas, falta de estrutura adequada nas escolas, a busca por melhorias na qualidade do ensino atrelada ao fim do multisseriado e a melhor gestão financeira para pagamentos dos professores municipais. A análise dos Movimentos Sociais camponeses entende os fechamentos como uma retirada de direitos e mais uma forma de esvaziar o campo. Nossa análise histórica nos permitiu estabelecer um olhar sobre esta realidade e compreender que a política econômica para o campo está em razão direta à condução das políticas e financiamento educacional para o mesmo. Estas, por sua vez, pautadas na sobreposição da racionalidade econômica às demandas sociais da população camponesa. Tal compreensão nos permite aferir que a escola do campo é um território em disputa e o seu fechamento se trata de um seguimento à política de promoção do campo como território apenas de produção econômica, oposta à histórica luta pela construção do território camponês contra-hegemônico, onde nasce e se defende a Educação do Campo.
São Cristóvão, SE
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Nogueira, Ariane Martins. "A relação homem – natureza no contexto do fechamento das escolas rurais em Ouvidor (GO)." Universidade Federal de Goiás, 2014. http://repositorio.bc.ufg.br/tede/handle/tede/4092.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This theme is associated with the emerging paradigm of capitalist society and its relationship with nature. And it arises from a crisis of humanity in all the segments contained therein, among which stands out the environmental crisis, which is directly associated with the survival of the human species. Faced with this complex reality and confrontational, print the necessity of transformations grounded in the reconfiguration of social roles and the redefinition of relations between individuals and those with nature. It is believed that the school as a space of socialization configure it as conducive to act in this direction. However, although education is a right constitutionally guaranteed, it is known that schooling in Brazil occurs unevenly when rural and urban settings are compared, according to data from the National Institute of Educational Studies and Research (INEP) between the years 2000 and 2012 more than 43 thousand rural schools were closed, which equates to about 3,587 schools per year. Closing a school is an attack on the survival of a community, because usually the representativeness of schools goes far beyond a teaching environment; they are spaces of social integration. From this context this research was undertaken in order to meet this dynamic, which deals with parameters of Education financial viability at the expense of cultural values and changing rural schools for transportation to schools in the urban network. This sets a historic setback amid the educational progress made in the legal framework to ensure the right to attend quality schools both in town and in the field. It is also considered in this sense the impacts related to the subjectivity of the students from the field that suffer prejudice and discrimination (albeit veiled) , before a dichotomy vision still rooted in the concepts adopted by much of society that places the field as inferior the city. Based on these assumptions, this research is developed, which has predominantly a qualitative essence, but is not disregarding the quantitative data that contribute to elucidate the approach. The place of the study is the county of Ouvidor (GO) that according to information collected in the field has no rural schools in its territory since 2005. So students who live in rural areas - 67 students aged 4-18 years (during the school year 2013) - are transported to schools in the urban network traversing paths ranging from 2 to 35 km. Structurally, this research is organized into three chapters , besides the introduction and conclusion. This organization seeks to articulate the relationships between society and nature in the historical context, demonstrating the importance of formal education as a restructuring charge of relations with the environment link. Although the study is facing the reality of the city of Ouvidor (GO), it is expected that the results obtained may provide elements that promote debate in the Southeast region of Goiás state and even in other Brazilian counties that deal with similar process to the reality studied.
Essa temática está associada ao paradigma emergente da sociedade capitalista e suas relações com a natureza. E surge como consequência de uma crise da humanidade em todos os segmentos que a constituem, dentre as quais se destaca a crise ambiental, que está associada diretamente com a sobrevivência da espécie humana. Diante desta realidade complexa e conflituosa, imprimi-se a necessidade de transformações alicerçadas na reconfiguração das atribuições sociais e na ressignificação das relações entre indivíduos e destes com a natureza. Acredita-se que a escola enquanto espaço de socialização configure-se como propício para atuar neste sentido. No entanto, embora a Educação seja um direito garantido constitucionalmente, sabe-se que a escolarização no Brasil ocorre de maneira desigual quando são comparados os cenários rurais e urbanos, de acordo com dados do Instituto Nacional de Estudos e Pesquisas Educacionais (INEP) entre os anos 2000 e 2012 mais de 43 mil escolas rurais foram fechadas, o que equivale aproximadamente a 3.587 escolas por ano. Fechar uma escola é um atentado à sobrevivência de uma comunidade, pois geralmente a representatividade das escolas vai muito além de um ambiente de ensino, são espaços de integração social. A partir deste contexto empreendeu-se esta pesquisa com o objetivo de conhecer esta dinâmica, que trata a Educação com parâmetros de viabilidade financeira em detrimento dos valores culturais e troca escolas rurais pelo transporte para as escolas da rede urbana. Isto configura um retrocesso histórico em meio aos avanços educacionais alcançados no âmbito legal que asseguram o direito de frequentar escolas de qualidade tanto na cidade quanto no campo. Considera-se também neste sentido, os impactos referentes à subjetividade dos alunos do campo que sofrem preconceito e discriminação (ainda que velado), diante de uma visão dicotômica ainda enraizada nos conceitos adotados por grande parte da sociedade, que coloca o campo como sendo inferior a cidade. Parte-se então destes pressupostos para desenvolver esta pesquisa que tem caráter predominantemente qualitativo, mas não são desconsiderados os dados quantitativos que contribuem para elucidar a abordagem. Tem-se como lugar de estudo o município de Ouvidor (GO) que conforme informações coletadas em campo não possui escolas rurais em seu território desde o ano 2005. Assim os alunos que vivem nas áreas rurais - 67 alunos com faixa etária de 4 a 18 anos (durante o ano letivo de 2013) - são transportados para as escolas da rede urbana percorrendo trajetos de variam de 2 a 35 quilômetros. Estruturalmente, esta pesquisa está organizada em três capítulos, além da introdução e conclusão. Essa organização busca articular as relações entre sociedade e natureza no âmbito histórico, demonstrando a importância da educação formal como um elo responsável pela reestruturação das relações com o ambiente. Embora o estudo esteja voltado para a realidade do município de Ouvidor (GO), espera-se que os resultados obtidos possam trazer elementos que favoreçam o debate na região do Sudeste Goiano, no Estado de Goiás e até mesmo em outros municípios brasileiros que vivenciem processo semelhante à realidade pesquisada.
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GUIMAR?ES, F?bio de Oliveira. "Pol?ticas p?blicas e fechamento das escolas do campo no Brasil." Universidade Federal Rural do Rio de Janeiro, 2017. https://tede.ufrrj.br/jspui/handle/jspui/2434.
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The research studied the challenges of rural education: closure of rural schools in Brazil. One of the problems still experienced today in the countryside is the rural exodus and the terrible conditions of access and permanence in these spaces. Our main objective with this text is to evaluate the extremely high rates of closure of rural schools in Brazil in the last fifteen years. About 32,512 schools were closed, according to the source of the II PNERA - Report of the II National Survey on Education in Agrarian Reform. The Constitution of the Brazilian Federative Republic of 1988, the Law on the Guidelines and Bases of National Education and the following public policies: PRONERA - National Program for Education in Agrarian Reform, PROCAMPO - Support Program for Higher Education in Field Education and PRONACAMPO - National Program of Field Education are radically against the policy of closing schools. The course of this work was accomplished through the survey of sources, critical analysis of existing documentation, legislation, visits to universities, social movements of the field and libraries. As still partial results of the work we understand the culture in a very broad sense of educational formation of the subjects, bearers of references to the identity, action and memory of the different groups formed in the Brazilian society. In the Dissertation, we will defend an educational service specialized in the rural schools, including creating possibilities for individual and collective subjects in the field to have the same teaching conditions in capitals and urban centers. We will rescue the identities of gender, race and culture of the various localities of the peasants, contemplating the diversity of educators and learners in their formation. The closure of the rural schools, daycare centers, preschools, elementary and high schools, can be characterized as a crime against public administration and punished with all the rigor of the Law. If possible, they are treated as heinous crimes, adolescents at risk, leading to rural exodus, crime, disorderly growth, irregular land occupation, among other aspects. Denied basic elementary human rights to the subjects of the field, a chain reaction is generated. Individuals and camp collectives are assaulted and marginalized, deprived of the basic subsistence minimum. This debate is strengthened on March 27, 2014. Article 28 of the LDB was amended with the following text: "The closing of rural schools, indigenous and quilombolas will be preceded by a manifestation of the normative organ of the respective education system, which will consider the justification presented by the Secretary of Education, the analysis of the diagnosis of the impact of the action and the manifestation of the school community. " At this juncture, the social movements of the countryside are protagonists and denounce the daily lives of students who live in the countryside, however, to continue their studies, it is necessary to travel to the city.
A pesquisa estudou os desafios da educa??o do campo: fechamento das escolas do campo no Brasil, Um dos problemas vividos ainda hoje no campo ? o ?xodo rural e as p?ssimas condi??es de acesso e perman?ncia nesses espa?os. Nosso principal objetivo com esse texto ? avaliar os ?ndices alt?ssimos de fechamento das escolas do campo no Brasil nos ?ltimos quinze anos. Cerca de 32.512 escolas foram fechadas, segundo fonte do II PNERA ? Relat?rio da II Pesquisa nacional sobre educa??o na reforma Agr?ria. A Constitui??o da Rep?blica Federativa Brasileira de 1988, a Lei de Diretrizes e Bases da Educa??o Nacional e as seguintes pol?ticas p?blicas: PRONERA ? Programa Nacional de Educa??o na Reforma Agr?ria, PROCAMPO ? Programa de Apoio ? Forma??o Superior em Licenciatura em Educa??o do Campo e PRONACAMPO ? Programa Nacional de Educa??o do Campo s?o radicalmente contra a pol?tica de fechamento das escolas. O percurso desse trabalho se concretizou atrav?s do levantamento de fontes, an?lise cr?tica da documenta??o existente, legisla??o, visitas ?s universidades, movimentos sociais do campo e bibliotecas. Como resultados ainda parciais do trabalho compreendemos a cultura num sentido bem abrangente de forma??o educacional dos sujeitos, portadores de refer?ncias ? identidade, a??o e mem?ria dos diferentes grupos formados na sociedade brasileira. Na Disserta??o, defenderemos um atendimento educacional especializado nas escolas do campo, inclusive, criando possibilidades para que os sujeitos, individuais e coletivos, do campo, tenham as mesmas condi??es de ensino das capitais e centros urbanos. Resgataremos as identidades de g?nero, ra?a e cultura das diversas localidades camponesas, contemplando a diversidade de educadores e educandos, em sua forma??o. O fechamento das escolas do campo sejam elas, creche, pr?-escola, ensino fundamental e ensino m?dio, podem ser caracterizados como crime contra a administra??o p?blica e punidos com todo rigor da Lei. Se poss?vel, equiparados ? crimes hediondos, pois colocam crian?as e adolescentes em risco, propiciando o ?xodo rural, a criminalidade, o crescimento desordenado, a ocupa??o irregular do solo, entre outros aspectos. Negados os direitos humanos b?sicos elementares aos sujeitos do campo, uma rea??o em cadeia ? gerada. Indiv?duos e coletivos do campo s?o agredidos e marginalizados, destitu?dos do m?nimo b?sico de subsist?ncia. Esse debate ? fortalecido em 27 de mar?o de 2014. O Artigo 28 da LDB foi alterado, com o seguinte texto: ?O fechamento de escolas do campo, ind?genas e quilombolas ser? precedido de manifesta??o do ?rg?o normativo do respectivo sistema de ensino, que considerar? a justificativa apresentada pela Secretaria de Educa??o, a an?lise do diagn?stico do impacto da a??o e a manifesta??o da comunidade escolar?. Nessa conjuntura, os movimentos sociais do campo s?o protagonistas e denunciam o cotidiano de estudantes que residem no campo, no entanto, para continuarem seus estudos, se faz necess?rio o deslocamento para cidade.
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Andres, Spencer John. "Connecting School Closures and Community Planning." Thesis, 2013. http://hdl.handle.net/10012/7458.
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A major challenge facing communities across the Province of Ontario is the provision of educational facilities for students while balancing community-planning objectives. In recent years, it has become clear that Provincial and local policies coupled with demographic and financial pressures are leading to more closures and the loss of the public resources that are local schools. In the last three years, 172 schools have been slated for closure. In addition, public outcry has grown in volume as the Accommodation Review process is cited as an unsatisfying exercise for all those involved. From a planning perspective, schools are an irreplaceable resource in a community, yet current policy structures have left planners with no power to protect public assets while school boards are limited in the ability to find creative alternative solutions to closure.
Therefore, to gain a broader understanding of the policies and processes governing Accommodation Reviews, this research was guided by these key questions:
• What roles do school board and provincial policies play in school closure process?
• How do these policies affect the pedagogical landscape?
• What is the impact of school closures on their respective communities?
• How do these educational governance methods compare to community planning policies?
• Can school board objectives be reconciled with community planning objectives?
These questions were addressed through qualitative surveys and interviews with School Board and Municipal officials and staff. The survey was completed with 39 responses across four communities in Southwest Ontario.
The survey and interviews discovered a major gap in the knowledge of local officials pertaining to the comprehensive impact of school closures. In addition, responses spurred further investigation into the policies governing school boards including funding formula and public consultation guidelines. When asked, key respondents pointed to the lack of flexibility and the poor structure of the Province’s Education funding formula as the main challenge for providing educational facilities. In addition, the lack of collaboration between local municipalities and school boards in conjunction with the lack of cohesiveness in Provincial policy mandates from the Ministry of Education and the Ministry of Municipal Affairs were found to ultimately compound the problems and the frustrations associated with the Accommodation Review process. Of the School Board officials surveyed and interviewed, very few saw the need for comprehensive collaboration with municipalities and local residents. However, nearly every planner surveyed or interviewed criticized this mindset as shortsighted and myopic.
This paper found that for the provision of public goods, such as education policies, there is a need to provide flexibility for the local context. Municipalities must have a role to play in the process and must collaborate with local School Boards. In addition, the Accommodation Review process is limited by outdated funding policies from the Province and lacks the public empowerment that leads to creative decision-making with involvement of the electorate.
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"Shellability of the Bruhat Order on Borel Orbit Closures." Tulane University, 2013.
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Involutions and fixed-point-free involutions arise naturally as representatives for certain Borel orbits in invertible matrices. Similarly, partial involutions and partial fixed-point-free involutions represent certain Borel orbits in matrices which are not necessarily invertible. Inclusion relations among Borel orbit closures induce a partial order on these discrete parameterizing sets. In this dissertation we investigate the associated order complex of these posets. In particular, we prove that the order complex of the Bruhat poset of Borel orbit closures is shellable in symmetric as well as skew-symmetric matrices.acase@tulane.edu
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Larsson, Taghizadeh Jonas. "Power from Below? : The Impact of Protests and Lobbying on School Closures in Sweden." Doctoral thesis, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-277700.
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In recent decades, there has been a considerable expansion of citizen participation in protests and voluntary advocacy groups. To analyze this development, the social movement literature and the interest group literature have emerged. Yet these two bodies of literature have not communicated with each other and have rarely incorporated knowledge from other fields in political science. As a result, critical questions remain unanswered regarding the political influence of advocacy groups. How do they affect politicians? To what degree do informal groups use lobbying tactics? Are socioeconomically advantaged groups more influential? This thesis endeavors to address the above shortcomings by bridging the literature on social movements, interest groups and political parties. The purpose of the thesis is to explain if and how advocacy groups affect public policy and to analyze which resources that are required to influence political decisions. The focus is on informal and loosely organized social movement organizations (informal SMOs): parental networks, staff networks, and village networks. To test my arguments, I use a unique database on protests and lobbying against school closures in Sweden. Closures of public schools have been one of the most important drivers of political activism in Sweden. The results are presented in three essays. Essay I tests new electoral mechanisms that could condition the political influence of advocacy groups. The results suggest that the political influence of informal SMOs on school closure decisions varies according to the type of voter they mobilize: swing voters or core voters. Essay II demonstrates how informal SMOs use lobbying tactics, such as presenting policy-relevant information, to influence politicians. Social movement scholars often focus on protests and ignore lobbying tactics. However, the results show that SMOs that present policy-relevant information are more likely to stop school closures than SMOs that mobilize large protests. Essay III analyzes which informal SMOs exchange policy-relevant information with politicians. Previous studies on the use of lobbying tactics have ignored activist resources. My results suggest that SMOs mobilizing high-income activists and activists with analytical and civic skills are more likely to present policy-relevant information. This is problematic given normative ideals of equal access to decision-making by all members of society.
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Silander, Megan Reilly. "School Closure in New York City." Thesis, 2012. https://doi.org/10.7916/D8PZ5GXP.
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School districts and states have increasingly abandoned traditional school reform efforts in favor of simply closing low-performing schools. This movement reflects growing frustration among policymakers with the disappointing effects of previous school improvement policies, and the view that some schools may simply lack the capacity to undertake meaningful improvements. This paper focuses on arguably the most aggressive school closure policies in the nation--those in New York City. Over the past decade, New York City has closed over 100 schools. Using a longitudinal database of students and schools, I explore the implementation and effects of closure and reconstitution of middle schools in New York City, and assess the links between school closure and student academic development and behavior. My descriptive findings indicate that schools selected for closure have significantly lower school-average state test score exams and lower attendance rates compared to other middle schools for several years prior to closure, and that students who attend these schools are almost exclusively Hispanic and Black, more likely to come from low-income families, and more mobile than other middle school students in the district. I also find that students enter these middle schools already at a significant academic disadvantage. I examine characteristics of the reconstituted schools that replace the closed schools, and find that in terms of demographics, reconstituted schools enroll students similar to those served by the closed schools that they replaced. However, the reconstituted schools serve higher performing students with fewer absences and tardies in the year prior to enrolling in middle school. To assess the impact of school closure on student academic outcomes, I use propensity-score matching within a difference-in-differences framework. I find a small, positive effect of school closure on student test scores and rates of absences. As a robustness check, I conduct a second set of analyses using student fixed-effects models that produced similar results: students learn slightly less at chronically underperforming schools, compared to what would have happened had they attended an alternate school. School closure appears to be a somewhat effective in improving student academic outcomes. It is not clear, however, whether the policy is efficient given the small effects and the considerable disruption associated with the policy. Future research should examine the fiscal costs associated with closure, compared to costs of other policies with similar effects.
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(8083220), Camille A. Poujaud. "The impact of natural disasters on school closure." Thesis, 2019.
Find full textAbstract:
Despite the fact that natural disasters have always existed, the number and intensity of natural disasters have increased. Progress has been made in preparing for natural disasters, but the consequences are still severe. This study takes on the task of identifying the features that make schools more vulnerable to natural disasters. Using a simple OLS (N=387). The study analyses the effect of natural disasters on school closures. Using six different disasters as our study area, we capture different demographic and socioeconomic features of a school impacted by natural disaster at different geographic levels: the individual school, the school district, and the Public Use Microdata Area (PUMA). The regression results show that factors such as increased disaster severity, higher levels of poverty, and larger numbers of at-risk individuals within a puma have significant positive associations with an increase in the number of days a school closes. At a practical level, understanding the impact of a disaster on school closure can depend on multiple factors and is important for local, state and federal governments. Policies must be implemented by local communities throughout the nation to increase community resilience. By understanding vulnerability factors adequately, their impact on school closure can be mitigated by increasing appropriate preparedness, efficient recovery strategies, evacuation strategies, and interpersonal awareness. Climate change and its effects, present and future, is a major concern for the whole world. Our efforts to understand and seek solutions to prevent and limit the damages rendered by natural disasters are critical to an effort to reduce the impacts of climate change in the U.S. and other affected countries.
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Patel, Ruksana. "Manifestations of social closure in integrating state secondary schools." Thesis, 1993. http://hdl.handle.net/10413/3757.
Full textAbstract:
This study considers the manifestations of social closure attitudes by pupils in the open white and Indian state secondary schools in the Durban and greater Durban areas. This study is contextualised with reference to the state's move towards semi-privatisation of the white state schools in South Africa, thus indicating a gradual shift from race to class subjectivities. Therefore, an argument is offered for the use of Parkin's social closure model which explains both race and class phenomena within the same explanatory framework. A multiple research strategy was used, with questionnaires being administered to 240 pupils, while interviews were held with 40 pupils. The viewpoints of both principals and teachers were also considered. Analyses of the results indicated that pupils of all three race groups (Africans, Indians and whites) displayed exclusionary attitudes. Furthermore, the admissions criteria used by the open schools were found to be operating under racist effects and served as an exclusionary device. The African pupils in this study formed part of a larger subordinate majority grouping and as such, displayed usurpationary attitudes, in terms of their aspirations and goals. "Speaking English" was found to be a salient category and served as a credential to gain access to advantages, and was also used as a justificatory basis for excluding other African pupils. This indicates evidence of dual closure. Finally, the middle class background of most of the African pupils within these open schools indicates that the open schools are catering for a very small sector of the African population. This will result in a small social category of "eligibles", while the majority of the African population will form part of the "ineligibles" or "outsiders", thus widening class inequalities within South African society.Thesis (M.Soc.Sc.)-University of Natal, 1993.
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Chen, Chin-Feng, and 陳金逢. "A Study of the Closure Mechanism for Incompetent Elementary and Middle School Teachers in Taiwan." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/94862493527867121434.
Full textAbstract:
碩士國立暨南國際大學
公共行政與政策學系
100
The purpose of this study is to explore the closure mechanism for incompetent elementary and middle school teachers, and propose concrete suggestions based on research results. The findings can serve as a reference for education administration authorities, elementary and middle schools, and teachers. The focus of education is students, and dealing with incompetent teachers should focus on maintaining the educational rights of students, only if the students’ educational rights are maintained can teachers realize their professionalism, can schools become sites for educational functions and all students receive good educational quality. The existence of incompetent teachers in schools has produced many negative influences on the work morale of teaching peers at the school, students’ educational rights, school atmosphere, school management authority, and social perceptions of schools. However, the current closure mechanism for incompetent teachers still has many problems. Thus, this study evaluated the items under Clause 14.1 of the Teacher’s Act. The parts in item 7 and item 9 about uncertain legal concepts are organized through the decisions of the Executive Yuan and complaint evaluations of Taiwan Provincial Teacher Grievances Committee, to categorize “inappropriate behavior damaging to the way of teachers,” make it abstract, so that the determination based on uncertain legal concepts can be concretized, in order to ensure the three determination standards for incompetent teachers; “poor instruction or inability to carry out one’s work” which evaluates the referential standards of the Ministry of Education to establish the types for the item and to concretize it. The types of incompetent teachers and concretized referential standards are established so that the evaluation criteria of the teacher review and evaluation committee on incompetent teachers can be objective to avoid different evaluation values due to personal values. With a good closure mechanism for incompetent teachers, it is possible to maintain student rights and enhance the work morale of qualified teachers. The teacher evaluation for professional development should be connected to the closure mechanism of incompetent teachers, so that the professional performance of teachers can involve feedback and reflection, self-evaluation, with positive functions in encouragement, rewards, and assistance in teacher development in their professional performance, providing benefit to students. This would allow schools to sense whether a teacher would need counseling or assistance, and remove incompetent teachers from the realm of education, encourage teachers to continue elevating their professional abilities, while also ensuring the learning rights of students.
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"Exploring the effect of school closure in mitigating transmission of pandemic (H1N1) 2009 in Hong Kong." 2012. http://library.cuhk.edu.hk/record=b5549097.
Full textAbstract:
學校停課在世界各國的流感大流行應對方案中常被列為一項社區緩疫措施，而這項措施亦在2009年H1N1流感大流行中被廣泛地使用。然而，這項緩疫措施經常被質疑是否恰當，原因是因為停課會對教育構成重大的影響，而且過往的流行病學硏究亦表示這項緩疫措施不一定有效。本論文硏究學校停課對2009年H1N1流感大流行在香港首5個月疫情中降低大流行流感傳播的效能。在香港，在該大流行流感病毒於2009年4月在美國被發現後，香港政府實施了控疫措施(containment phase measures)，並開始對該流感大流行進行監測。為了判定大流行是否已在香港內蔓延，衛生防護中心設定了一個報告準則來讓本地醫生報告疑似大流行流感感染個案，並為每個懷疑個案作確診測試及為每個確診個案追溯感染源頭。當大流行流感在6月開始在香港內蔓延時，香港政府實施了緩疫措施(mitigation phase measures)。在緩疫措施底下，帶有流感病症的病人求診於指定流感診所和公共醫院急症室會被測試是否感染大流行流感，而停課措施亦在此時開始實行去減低大流行流感的傳播。停課措施一直維持至7月直至暑假開始，並經修改後於9月開學時繼續實行。在9月，鑑於已不再需要對流感大流行進行監測，對懷疑感染個案進行確診測試的政策止於該月下旬。確診個案中記錄了的病人資料，與及由學校停課和暑假所引起的學期變化，為這課題提供了一個理想硏究的機會。
在2009年的5月至9月，一共確診了27,687宗大流行流感個案。在確診個案中，所有個案都記錄了確診者的年歲和確診日期，而88%確診者提供了一個可定位的住宅地址。為了觀察學校停課的緩疫效果，本硏究定義了5個社會經濟年齡級別(socio-economic age classes) (當中包括有小學生和中學生)，並繪製了年齡級別與地域特定的疫情曲線(age-class-and-district-specific epidemic curves)。所有的疫情曲線在大流行流感在6月開始在香港蔓延後均穩步上升，而在屬於小學生和中學生的疫情曲線中能看到一個不尋常的上升出現在9月新學年開始時，意味著中小學生在學校的活動提升了大流行流感在他們之間的傳播。
先前，學校停課對減低2009年H1N1流感大流行在香港的傳播已被Wu et. al (2010a)進行了調查。透過使用一個具年齡結構的SIR模型(age-structured SIR model)來分析收集至8月27日的監測數據，該硏究表示流感大流行的傳播在暑假開始時減低了25%。在這研究中，我應用了Wu et. al (2010a)的方法來分析整個監測期間所收集的數據。在發現到該數學模型不能準確地擬合附加的監測數據後，我在該模型添加了兩個傳播特徵(當中包含兒童和成人之間的傳染在學校停課期間增加)去更準確地代表現實中的疫情。我的硏究顯示，學校停課雖然降低了兒童的感染率，但卻增加了成年人的感染率，令整體傳播在暑假開始時只減低了7.6%。這硏究結果表示，在將來的流感大流行中，封閉學校不大可能延遲流感大流行疫情至一個可令疫苗產生作用的程度，而且封閉學校可能會增加成人的感染率，從而有可能導致社會運作出現更混亂的情況。
School closure is often included in national pandemic influenza response plans as a community mitigation measure and it was widely applied in Pandemic (H1N1) 2009. However, the appropriateness of this intervention is often questioned, as school closure causes major disruption to the education system and past epidemiological studies reveal this intervention is not necessarily effective. The present thesis evaluates the effect of school closure in mitigating transmission of Pandemic (H1N1) 2009 in Hong Kong in the initial 5 months of the pandemic.
In Hong Kong, following identification of the pandemic virus in US in April 2009, the government implemented containment phase measures and began surveillance on the pandemic. The Centre for Health Protection established a reporting criteria for doctors to report suspected cases of pandemic infection for laboratory confirmation, and the source of infection of confirmed cases was traced to determine if the pandemic was spreading locally. When local transmission of the pandemic began in June, the government began mitigation phase measures, in which patients with influenza-like- illness seeking treatment at designated flu clinics and public hospital emergency departments were tested for pandemic infection, and school closure was implemented for pandemic mitigation. The school closure policy lasted until summer holiday commenced in July, and was revised and continued in September when the new school season started. At the end of September, in view of pandemic surveillance was no longer useful, laboratory testing for suspected pandemic cases was halted. Patient demographic data collected from confirmed pandemic cases, together with temporal changes in school session induced by school closure and summer holiday, provided an ideal opportunity for investigation.
From May through September 2009, a total of 27,687 pandemic cases were confirmed, in which the age and confirmation date were recorded in all cases, and 88% provided a locatable residential address. To visualise the mitigative effect of school closure, 5 socio-economic age classes (which include primary and secondary school-aged children) were defined, and age-class-and-district-specific epidemic curves were constructed. All epidemic curves rose steadily after local transmission began in June, and an unusual upsurge in the epidemic curve of primary and secondary school-aged children is observed when schools resumed session in September, suggesting school session facilitated transmission amongst them.
Previously, the effect of school closure in mitigating Pandemic (H1N1) 2009 transmission in Hong Kong was investigated in Wu et al. (2010a). By analysing surveillance data collected as of 27 August with an age-structured susceptible- infectious-recovered (SIR) model, the study reported transmission was reduced by 25% when summer holiday commenced. In this study, I adapted the methodology in Wu et al. (2010a) to analyse data collected in the entire surveillance period. Upon observing the model fitted poorly to the additional data, I added 2 transmission features to the model (which include increased transmission between children and adults during school closure) to better represent the epidemic in reality. My analysis revealed that while school closure reduced incidence in children, it increased incidence in adults, leading to a reduction in overall transmission by only 7.6% when summer holiday started. The findings of this study suggest that school closure in a future influenza pandemic is unlikely to be able to delay the pandemic for vaccine to arrive in time, and that implementing this intervention may increase incidence in adults, which may lead to causing more disruption on the functioning of society.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Chau, Kwan Long.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 148-154).
Abstracts also in Chinese.
Chapter Chapter 1 --- Introduction --- p.1
Chapter 1.1 --- Influenza --- p.2
Chapter 1.2 --- Public health response to pandemic influenza & School closure --- p.8
Chapter 1.3 --- Pandemic (H1N1) 2009 --- p.13
Chapter 1.4 --- Hong Kongs response to Pandemic (H1N1) 2009 --- p.17
Chapter 1.5 --- Data and Research Objective --- p.24
Chapter Chapter 2 --- Descriptive and Exploratory Analysis of Surveillance Data --- p.31
Chapter 2.1 --- Introduction --- p.31
Chapter 2.2 --- Methodology --- p.36
Chapter 2.3 --- Results --- p.40
Chapter 2.4 --- Discussion --- p.57
Chapter Chapter 3 --- Evaluating the effect of School Closure by Modelling --- p.62
Chapter 3.1 --- Introduction --- p.62
Chapter 3.2 --- Methodology --- p.90
Chapter 3.3 --- Results --- p.98
Chapter 3.4 --- Discussion --- p.105
Chapter Chapter 4 --- Discussion --- p.108
Chapter 4.1 --- Study Findings --- p.108
Chapter 4.2 --- Study Limitations --- p.109
Chapter 4.3 --- Comments on using school closure in future influenza pandemics --- p.111
Appendices --- p.116
Bibliography --- p.148
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Davidson, Elizabeth Kate. "Were Children Left Behind? Essays on the Impact of No Child Left Behind on State Policy and School Closure." Thesis, 2016. https://doi.org/10.7916/D8JW8F5M.
Full textAbstract:
Since 2002, the rules and regulations of the No Child Left Behind (NCLB) Act have dictated state and local education policy, influenced state and local reform efforts, and led to significant investments in building the capacity of state and local education agencies to meet its mandates. Using a nationally comprehensive data set on school- and student subgroup-level NCLB outcomes, these three studies are the first national studies exploring the ways in which state officials’ interpretations of NCLB policy led to significant cross-state variation in school and subgroup outcomes across the country. I also investigate the extent to which NCLB accountability pressures and incentive structures led state and local officials to use school closure as a remedy for schools’ persistence poor performance. I conduct the latter analysis for all U.S. public schools and separately for a subset of U.S. public schools, all U.S. charters schools, in order to account for the idiosyncrasies of charter school governance and oversight. I find that significant cross-state variation in the share of schools identified as “failing” according to NCLB rules can largely be explained by variation in states’ NCLB implementation decisions, and that schools determined to have “failed” according to NCLB rules are more likely to close than schools that never “failed.” For all public schools and for charter schools only, a school determined to have “failed” according to NCLB rules is significantly more likely to close than a school determined to have never “failed.” Combined, these studies provide insight into the ways in which states’ NCLB implementation decisions had significant and lasting impact on school outcomes and state and local reforms.
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Chen, Jin-Pin, and 陳金品. "A Case Study of Closure &;Transformation Mechanisim of Private Vocational High Schools When Facing Declining Birthrate in Taiwan." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/72561401035436840004.
Full textAbstract:
碩士國立東華大學
教育行政與管理學系
103
This study was designed to investigate the history of the case due to the declining birthrate phenomenon schools closed down and changed to apply for a form of decision-making, the problem is in the process of implementation of the plan to close down and changed to the face in the process and how to solve? This study collected qualitative research to private Higher Xiaoguang as a case study and delve into the case failure of the school and changed to the implementation plan, the process by document analysis, interviews and other methods to collect data, to record all the information on the analysis of the reformer than to answer research questions. The results in the process of closure of the process to implement the process, facing difficulties, difficulties coping strategies to handle the three-oriented analysis and process changes do face problems and difficulties discussed. Further, the above findings summarized in the following five conclusions: First, the interests of the students and staff of the right to an education first priority; Second, the new law should make good reading and understanding of the relevant laws and regulations; Third, plan the application becomes final report; four, The new legal interpretation of different people to review the conclusions failed to unify the whole exchange; V. transfer system should be established and implemented it. Recommendations for government education authorities, in the future the Board would like to sponsor this project, school administrators and future researchers for reference.
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""Life is What You Make It": African American Students' Self-Practices in Negotiating the Curriculum of a Majority-White High School." Doctoral diss., 2016. http://hdl.handle.net/2286/R.I.38581.
Full textAbstract:
abstract: This study enters on the heels of a trend of public school closures across the United States. Using qualitative methods, the study concerns the curriculum experiences of six African American students attending a majority-white high school in a white, middle-class community in the Midwest, one year after the closure of their predominantly Black high school in their hometown.
The study draws from Michel Foucault’s philosophy on care of the self as an analytical tool to look at students’ care of the ‘racialized’ self, or more specifically, how African American students are forming a ‘self’ in a majority-white school in relation to the ways they are being racialized. Background of the schools and a description of the conditions under which the school change occurred are provided for context. Data collection involved conducting life history interviews with students, observing students in their classes, and shadowing students throughout their school day.
Findings show that African American student-participants are contending with what they describe as a “them”/“us” racial, cultural, and class divide that is operationalized through the curriculum. Students are in a struggle to negotiate how they are perceived and categorized as ‘racialized’ bodies through the curriculum, and, their own perceptions of these racializations. In this struggle, students enact self-practices to make maneuvers within curriculum spaces. A student can accept how the curriculum attempts to constitute her/him as a subject, resist this subjectification, or perform any combination of both accepting and resisting. In this way, a curriculum, with its distinctive and potentially polarizing boundaries, becomes a negotiated and contested space. And, because this curricular space is internally contradictory, a student, in relation to it, may practice versions of a ‘self’ (multiple ‘selves’) that are contradictory. Findings illuminate that in this complex process of self-making, African American students are producing a curriculum of self-formation that teaches others how they want to be perceived.Dissertation/Thesis
Doctoral Dissertation Curriculum and Instruction 2016