Relevant bibliographies by topics / Schooling

Academic literature on the topic 'Schooling'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 May 2024

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Journal articles on the topic "Schooling"

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Shahariar, Md Shaon. "Online Schooling versus Offline Schooling." Bangladesh Journal of Public Administration 30, no. 4 (December 23, 2022): 148–60. http://dx.doi.org/10.36609/bjpa.v30i4.389.

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The COVID 19situations became a worldwide health issue at the very beginning of the year 2020 and has formed a public health emergency of global concern. Thus online schooling has gained popularity and itspractice has increased amazingly. The coronavirus situation not only made online education more crucial and urgent, but also gave scope fora thorough discussion on the subject. The purpose of this study is to knowwhich one is more effective between online schooling and offlineschooling and also to learn the limitation of these two schooling systems. A total of 56 students of K.M.Latif Institutions, Mathbaria in class x(section “A”) were attending a mathematical class where 28 of them were in the classroom with the teacher and 28 of them were attended online using the Zoom apps facility at the same time as requested. After one hour of class, a test was held between two groups. According to the study's findings, both offline and online schooling methods are effective under different circumstances. The study has found that despite somelimitations online schooling method is preferable at least in pandemic or emergency situations. But both schooling systems have advantages and disadvantages of their own. And it is also predicted that in the age of 4th IR, we cannot deny the blessing of technology. Thus online schoolin method has become increasingly popular in recent days.
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Feldhusen, John F. "Schooling on Schooling." Contemporary Psychology: A Journal of Reviews 37, no. 8 (August 1992): 754–55. http://dx.doi.org/10.1037/032433.

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Higginson, J. H., and Sylvia Farnham-Diggory. "Schooling." British Journal of Educational Studies 39, no. 2 (May 1991): 215. http://dx.doi.org/10.2307/3120925.

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Carmody, Brendan. "Mental Health and Schooling." Journal of Quality in Health Care & Economics 5, no. 6 (2022): 1–2. http://dx.doi.org/10.23880/jqhe-16000305.

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A problem in much of today’s western schooling is that it pays little, if any, attention to personal care [1]. The primary concern tends to be success in examinations as an avenue to higher education or the job market [2]. While few would disagree that schooling needs to prepare people for the world of work. More is needed.
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Hayden, Matthew J., and William Gregory Harman. "Schooling's Relative Nonautonomy: Technocratically Subordinated Schooling and Desublimated Education." Educational Theory 71, no. 1 (February 2021): 75–94. http://dx.doi.org/10.1111/edth.12468.

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Kasinu, Akhmad. "Home Schooling Sebagai Pendidikan Alternatif." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 15, no. 3 (May 26, 2018): 360–71. http://dx.doi.org/10.24090/insania.v15i3.1549.

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Abstract: School s as an educational institution which most people regard as the main institution in educating children today begin to doubt. This institution is deemed not able to optimally to achieve these noble ideas. School educational institutions is felt most people only as an institution that targets only the curriculum, concerned with value and achievement as measured on the basis of ranking, are not concerned with the development potential of children, even more, school is considered as an institution that student creatiivity into it. So these days many parents begin to look to the concept of why home schooling began in great demand. This paper will examine why home schoolong should be used as an alternative model of education to answer the lack of success of the school institution in realizing the ideals of the above. Keywords: Home schooling, Educational Institution.
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Dimon, Carol. "Home schooling." Nursing Standard 19, no. 46 (July 27, 2005): 72. http://dx.doi.org/10.7748/ns.19.46.72.s55.

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Thompson, Jennifer, Sarah Fraser, Isabelle Archambault, Nancy Beauregard, Véronique Dupéré, and Katherine Frohlich. "Schooling, Interrupted." Journal of Teaching and Learning 15, no. 2 (August 16, 2021): 60–80. http://dx.doi.org/10.22329/jtl.v15i2.6722.

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Among the concerns about youth wellbeing during the COVID-19 pandemic, one well-documented impact is youth motivation, particularly in relation to schooling. Yet many questions remain: How are youth experiencing motivation? What factors affect their motivation? How are youth differentially experiencing motivation? This article addresses young people’s experiences of motivation during the first wave of the pandemic as explored through participatory visual research. In Spring 2020, the Quebec private and public secondary school systems responded very differently to school closures. Private schools pivoted to distance learning within about two weeks, whereas public schools took almost two months to provide formal instruction. Bringing youth’s accounts of motivation into conversation with youth’s concerns about the inequities across the private and public school systems offers a rich opportunity to revisit Self-Determination Theory as an established theory of motivation. Youth’s analyses urge us to revisit the conceptualization of “structure” within this theory and how structure might offer a junction for accounting for more macrostructural inequalities within motivation research.
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Morgan, Jenny, Tracy E. Leenman, and Jill Kison. "Home Schooling." Music Educators Journal 84, no. 2 (September 1997): 8. http://dx.doi.org/10.2307/3399061.

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Gerber, Andrea. "Home Schooling." Music Educators Journal 84, no. 6 (May 1998): 10–11. http://dx.doi.org/10.2307/3399094.

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Dissertations / Theses on the topic "Schooling"

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Clay, G. Sandra. "Traveller children's schooling." Thesis, Cardiff University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288616.

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Selim, Suzanne. "Schooling for sale in Dubai : an analysis of schooling quality and price." Thesis, University of Bath, 2016. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.687370.

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The use of school inspections by educational authorities in the Arabian Gulf countries is rapidly becoming a chosen practice to ‘ensure’ good quality schooling in their private sector schools. Simultaneously, there is an emerging trend of linking inspection judgements with school fee increases. Advocates of this policy suggest that this form of ‘reward for good performance’ encourages poorer performing schools to improve, thus narrowing the gap in access to good quality schooling. In this context, where public schooling is exclusive to a minority of the population and the majority compulsorily choose from a spectrum of fee charging private schools offering different curricula, most parents are faced with the challenge of purchasing the best quality schooling for their children at prices they can afford. Additionally, policy makers are faced with the challenge of ensuring that market forces within the private sector do not widen access to good quality schooling. A premise of this model of market-provided schooling is that markets optimise the quality of schooling at a given price. This study focuses on the private schooling sector in Dubai as an example of a context in which school fee hikes are linked to school inspection outcomes. It examines the effects of different variables such as school fees and the curriculum offered on the quality of schooling provided. This study employed quantitative and qualitative techniques. Data on the quality of schooling, was obtained from inspection reports for the fifth year of inspections (2012/2013), in addition to data on fees charged which were obtained from official sources. The affordability of schools' fees was assumed to be an indicator of students’ socio-economic status. The findings of this study confirm the premise of the neo-liberal, market-provided approach to schooling. It suggests that students of a lower socio-economic status are more likely to receive an inferior quality of schooling than those of a higher socio-economic status when controlling for other factors. Thus, this study concludes by primarily suggesting that policy makers pursue alternative methods of both determining and rewarding good quality schooling.
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Strout, Richard Maurice. "Home schooling in the United States a legal review and analysis /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9321846.

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Reilich, Julia. "Return to schooling in Germany." Universität Potsdam, 2006. http://opus.kobv.de/ubp/volltexte/2007/1217/.

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This paper tries to apply common methods to estimate unbiased coefficients for the return to schooling in Germany for the year 2004. Based on the simple Mincer-type wage equation, the return to schooling is around 9.5% per year. There is no sheepskin effect. As expected the return in the private sector is higher than in the public sector. Females have a higher return than males, but there are no differences between East and West Germans. An Instrumental Variables and a 3-Stage-Least-Squares approach give very high returns. For correcting the sample selection, the Heckman Two Step Procedure and the Heckman Maximum Likelihood Approach are used. For both methods, the coefficients are very similar, but higher than without correcting for it.
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Nockles, David Peter. "Student perceptions of effective schooling." University of Sydney, 2009. http://hdl.handle.net/2123/5322.

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Doctor of Education (EdD)
Increasingly the Australian educational environment in which schools find themselves is one where schools are expected to achieve successes for their students and furthermore allow their successes or lack thereof to be compared with ‘transparency’ against the successes of other schools. The overriding principle expected from the politicians and society in general is one of providing parents with the best information possible on which they will be able to base their decision as to which school will be the best for their children. This notion is noble and honourable, one at which little criticism can be levelled. However, as researchers in the ‘Effective Schools’ and ‘Improving Schools’ research fields have discussed for decades, measuring the effectiveness of schools is not an easily achievable goal. It is far too easy to fall into the trap of using simplistic and narrow measures that supposedly allow easy comparisons. This study takes the view, as does most research to date, that univariable measures of school effectiveness are fatally flawed. The current trend in many western nations to simply compare the academic success of schools, however that might be measured, does little to measure the effectiveness of schools. What is most concerning is the growing trend of creating league tables of comparison and in some educational systems to use such tables to determine school funding. Equally disturbing is the amount of research that seeks to examine what students consider important in an effective school. There is a great deal of research on what characteristics parents, teachers, politicians and other key stakeholders consider an effective school to have but extraordinarily there is comparably very little research on what students consider important. This study seeks to somewhat address this inadequacy by measuring what students in their senior years of schooling in a single independent school in New South Wales, Australia perceive to be appropriate and useful measures of effective schooling. In so doing this research also examined if in the students’ minds their current school is effective and most significantly examines why students hold the views they have concerning effective schools. In order to achieve this aim, this study took a qualitative research approach to discover Student Perceptions of Effective Schooling. The theoretical orientation adopted was to both verify current theory of effective schooling as well as suggest possible developments, modifications and improvements to current theory in light of the students’ perceptions. As such both inductive and deductive analysis of the data took place. The data was collected using a range of methods from traditionally quantitative research tools, such as surveys, through to the qualitative research tool of focus groups. The results of this study demonstrated that while the current research has developed a good multivariable approach to measuring school effectiveness there were significant areas the students believed needed greater or lesser emphasis. The importance of technically good teachers, separate from the need for good and caring teachers, as well as the need for schools to be safe places were all important measures of effective schools. The ability of the school to engage students outside the classroom and provide a relevant and diverse academic curriculum was also considered essential for effective schooling.
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Cochran, Haley. "Schooling with a Chronic Illness." Wittenberg University Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1527671372323964.

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Angelis, Kristine L. "Home schooling are partnerships possible? /." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8061.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Education Policy and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Kim, Won-Kyung. "Schooling for educationally disadvantaged children." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/2191.

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This research is aimed educationally disadvantaged at examining children and the characteristics of providing some helpful proposals for them. I am particularly interested in how tracking affects their self-concept and behavior, covertly as well as overtly, and what teachers can do to help enhance their self-esteem in the classroom. My basic argument is that by building the students' self-concept, teachers will help students become motivated to succeed not only in school, but also in their daily lives.
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Neri, Frank. "Schooling quality and economic growth." Title page, contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phn445.pdf.

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Bibliography: leaves 148-155. This thesis investigates whether cross-country variations in schooling quality (the productivity of the time spent studying) affect the empirical results in studies of economic growth based on an augmented method of Solow. It was found that schooling quality is positively and statistically significantly associated with mean economic growth rates in regressions which control for physical capital investment rates, population growth rates and secondary school enrolment rates. Education levels of parents, hours of homework and the non-teaching duties of teachers were also significant determinants.
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Graham, Linda Jayne. "Schooling attention deficit hyperactivity disorders." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16529/1/Linda_Jayne_Graham_Thesis.pdf.

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This thesis effects a (dis)ordered look as a disordered construct. A Thesis by Publication format has been employed, where instead of a traditional linear argument: A + B = Conclusion, this work follows a cartographical route - instead of traditional thesis chapters, there are scholarly journal articles. Whilst related, these papers each concentrate on different threads of the problem that we currently call "Attention Deficit Hyperactivity Disorder". Connected by short linking summaries, they constitute a cartographic survey utilising Foucault's (1977; 2003b) notion of a discursive/technological grid to examine "ADHD" as a discursive formation and schooling as a system of formation of "disorderly" objects.
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Books on the topic "Schooling"

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Farnham-Diggory, Sylvia. Schooling. Cambridge, Mass: Harvard University Press, 1990.

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Schooling. London: Faber, 2002.

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Schooling. New York: Doubleday, 2001.

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Schooling. Rockland, MA: Wheeler, 2001.

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1939-, Johnson Richard, ed. Schooling sexualities. Buckingham [England]: Open University Press, 1998.

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Hargreaves, David H. Beyond Schooling. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429198229.

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Villegas, Francisco J., and Janelle Brady, eds. Critical Schooling. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-00716-4.

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Greenwalt, Kyle. Home/Schooling. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-474-9.

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Watson, Vajra M. Transformative Schooling. New York, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315101309.

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Wayne, Sawyer, Munns Geoff, Zammit Katina, Attard Catherine, Vass Eva, and Hatton Caroline. Engaging Schooling. Abingdon, Oxon ; New York, NY : Routledge, [2018]: Routledge, 2017. http://dx.doi.org/10.4324/9781315561905.

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Book chapters on the topic "Schooling"

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Laguerre, Michel S. "Schooling." In Diasporic Citizenship, 142–56. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26755-2_8.

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Rothery, Mark, and Henry French. "Schooling." In Making Men: The Formation of Elite Male Identities in England, c.1660–1900, 15–51. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00281-5_2.

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Wills, W. David. "Schooling." In The Barns Experiment, 99–106. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003356028-10.

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Lesgold, Alan M. "Schooling." In Learning for the Age of Artificial Intelligence, 36–64. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429399664-5.

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Winnifrith, Tom, and Edward Chitham. "Schooling." In Charlotte and Emily Brontë, 40–52. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-19777-4_4.

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Gaviria, Pilar Rojas. "Schooling." In Contemporary Consumer Culture Theory, 289. 1 Edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315563947-18.

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Levesque, Roger J. R. "Home Schooling." In Encyclopedia of Adolescence, 1308–9. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_432.

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Hickey-Moody, Anna. "Schooling Masculinity." In Deleuze and Masculinity, 63–100. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-01749-1_3.

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Laguerre, Michel S. "Transnational Schooling." In The Postdiaspora Condition, 67–100. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52261-6_4.

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Fineman, Martha Albertson. "Home Schooling." In The Wiley Handbook of School Choice, 362–75. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119082361.ch25.

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Conference papers on the topic "Schooling"

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Sommers, Joel, Nolan Rudolph, and Ramakrishnan Durairajan. "Schooling NOOBs with eBPF." In eBPF '23: 1st Workshop on eBPF and Kernel Extensions. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3609021.3609302.

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Sumarkova, Anna Gennadyevna, and Olga Valeryevna Kokharchuk. "Psychological readiness for schooling." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2017. http://dx.doi.org/10.21661/r-463268.

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Hrolenok, Brian, and Tucker Balch. "Learning Schooling Behavior from Observation." In European Conference on Artificial Life 2013. MIT Press, 2013. http://dx.doi.org/10.7551/978-0-262-31709-2-ch098.

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Vered, Karen Orr. "Schooling in the digital domain." In CHI98: ACM Conference on Human Factors and Computing Systems. New York, NY, USA: ACM, 1998. http://dx.doi.org/10.1145/286498.286535.

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Hrolenok, Brian, and Tucker Balch. "Learning Schooling Behavior from Observation." In European Conference on Artificial Life 2013. MIT Press, 2013. http://dx.doi.org/10.1162/978-0-262-31709-2-ch098.

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Guimarães, Ana, Maria Silva, and Fernanda Rebelo. "SCHOOLING IN A PRISON ENVIRONMENT." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0694.

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Abdelaziz, Tamer, and Aquinas Hobor. "Schooling to Exploit Foolish Contracts." In 2023 Fifth International Conference on Blockchain Computing and Applications (BCCA). IEEE, 2023. http://dx.doi.org/10.1109/bcca58897.2023.10338924.

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Lillard, Angeline. "Childhood Schooling and Adult Well-Being." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690253.

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Suero Montero, Calkin, Artur Baranowski, and Jan Gejel. "OPEN SCIENCE SCHOOLING – RETHINKING SCIENCE LEARNING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2263.

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Winingsih, Evi, and Frida Putri Wardhani. "Why Does He Choose Home Schooling?" In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.41.

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Reports on the topic "Schooling"

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Kane, Thomas, Cecilia Elena Rouse, and Douglas Staiger. Estimating Returns to Schooling When Schooling is Misreported. Cambridge, MA: National Bureau of Economic Research, July 1999. http://dx.doi.org/10.3386/w7235.

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Pritchett, Lant, and Justin Sandefur. Girls’ Schooling and Women’s Literacy: Schooling Targets Alone Won’t Reach Learning Goals. Research on Improving Systems of Education (RISE), February 2017. http://dx.doi.org/10.35489/bsg-rise-wp_2017/011.

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Behrman, Jere R., Nancy Birdsall, and Miguel Székely. Intergenerational Schooling Mobility and Macro Conditions and Schooling Policies in Latin America. Inter-American Development Bank, September 1998. http://dx.doi.org/10.18235/0011557.

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The effects of market and policy reforms on poverty and inequality in Latin America have been of considerable concern. The region continues to have relatively great income inequalities. Two different societies with the same income distribution may have different levels of social welfare because they have different degrees of social mobility. To date little attention has been paid to measuring social mobility in the region. Schooling is thought to be a major mechanism through which intergenerational social mobility is affected. This paper explores the strength of the association of family background with child schooling and whether the strength of this association is related to some major macro and aggregate school policy variables.
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Card, David. Earnings, Schooling, and Ability Revisited. Cambridge, MA: National Bureau of Economic Research, August 1994. http://dx.doi.org/10.3386/w4832.

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Charles, Kerwin Kofi, and Ming-Ching Luoh. Gender Differences in Completed Schooling. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w9028.

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Margo, Robert. Schooling and the Great Migration. Cambridge, MA: National Bureau of Economic Research, September 1988. http://dx.doi.org/10.3386/w2697.

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Bils, Mark, Bariş Kaymak, and Kai-Jie Wu. Labor Substitutability among Schooling Groups. Cambridge, MA: National Bureau of Economic Research, March 2022. http://dx.doi.org/10.3386/w29895.

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Goldin, Claudia, and Lawrence Katz. Mass Secondary Schooling and the State. Cambridge, MA: National Bureau of Economic Research, November 2003. http://dx.doi.org/10.3386/w10075.

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Behrman, Jere, Olivia Mitchell, Cindy Soo, and David Bravo. Financial Literacy, Schooling, and Wealth Accumulation. Cambridge, MA: National Bureau of Economic Research, October 2010. http://dx.doi.org/10.3386/w16452.

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Sibieta, Luke, and Chris Ryan. Private schooling in the UK and Australia. Institute for Fiscal Studies, June 2010. http://dx.doi.org/10.1920/bn.ifs.2010.00106.

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