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Journal articles on the topic 'Schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

Mandal, Ranjit Kumar. "Importance of School Management Committee in Managing Schools." Journal of Advanced Research in English & Education 03, no. 04 (January 19, 2019): 1–4. http://dx.doi.org/10.24321/2456.4370.201809.

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2

Verdugo, Richard R., and Jeffrey M. Schneider. "Quality Schools, Safe Schools." Education and Urban Society 31, no. 3 (May 1999): 286–308. http://dx.doi.org/10.1177/0013124599031003003.

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3

Haas, Michael. "Violent Schools—Unsafe Schools." Journal of Conflict Resolution 32, no. 4 (December 1988): 727–58. http://dx.doi.org/10.1177/0022002788032004006.

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4

Ali, Syed. "Good Schools, Bad Schools." Contexts 23, no. 1 (February 2024): 46–47. http://dx.doi.org/10.1177/15365042241229710.

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5

Mohamad, Joko Susilo, Junanah Junanah, and Hajar Dewantoro M. "Comparison of curriculum implementation between public and private schools based on Adiwiyata." Journal of Education and Learning (EduLearn) 15, no. 4 (November 1, 2021): 571–77. https://doi.org/10.11591/edulearn.v15i4.20361.

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The curriculum is the heart of education, whose job determines the life or death of a school. This study aimed to compare the implementation of Adiwiyata school curriculum between public and private school in junior high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data collection techniques by means of literature studies. Data analysis techniques were carried out with qualitative comparative analysis. The results showed that: public and private schools in junior high schools in Bantul Regency, had fulfilled the four main components of the Adiwiyata curriculum, in terms of objectives, content, methods, and evaluation. The implementation of Adiwiyata curriculum in each public and private school varies according to the characteristics and potential of each school.

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Mohamed, El Taher Osman Abdo Mohammed Al-Mekhlafi. "School Effectiveness And Students' Academic Achievement." Multicultural Education 9, no. 5 (May 26, 2023): 101. https://doi.org/10.5281/zenodo.7974852.

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<em>School Effectiveness Studies show that school effectiveness factors can also determine the academic performance and the academic achievement of students. Nyagosia et al. (2013) studied the relationship between school effectiveness factors and academic performance in Kenya, and tried to examine how the implementation of the correlates of effectiveness influenced the academic performance of students. They selected seven correlates formulated by Lezotte (2010 as cited in Nyagosia et al 2013: p.2) are ‘instructional leadership, focus on school mission, school safety and orderliness, expectations for success, home-school relations, monitoring students’ progress, and opportunity to learn’. Moreover, the findings of school effectiveness studies in Kenya by Nyagosia (2013: p.9) point out that ‘the data analysis showed that seven correlates are good predictors of academic performance in Kenyan schools and the results showed that, in comparison with low achieving schools, high performing schools were putting more emphasis on six of the seven correlates with only frequent monitoring of students’ progress returning no significant results’.</em>

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Poesen-Vandeputte, Mayke, and Ides Nicaise. "Rich schools, poor schools. Hidden resource inequalities between primary schools." Educational Research 57, no. 1 (December 24, 2014): 91–109. http://dx.doi.org/10.1080/00131881.2014.983722.

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8

Jacobson, S. R., and B. Monsor. "Schools." Social Work Research and Abstracts 21, no. 4 (December 1, 1985): 57–59. http://dx.doi.org/10.1093/swra/21.4.57.

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9

Rose, India D., and Daniela B. Friedman. "Schools." Journal of School Nursing 33, no. 2 (November 15, 2016): 109–15. http://dx.doi.org/10.1177/1059840516678910.

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Sexual and gender minority (SGM) youth are at disproportionate risk for HIV. Schools play an integral role in educating young people about sexual health in addition to providing sexual health services. This qualitative study examined SGM youths’ perception of school sexual health education and services. A total of 42 self-identified African American SGM males participated in focus groups or in an in-depth interview. Qualitative findings revealed that schools are missing the opportunity to educate SGM youth about sexual health. Youth participants noted several barriers to accessing sexual health education and services at schools including limited, targeted health information and school nurses not being knowledgeable of health issues that impact SGM youth. Participants noted that school sexual health services are not adequately marketed to students and sometimes do not include testing for HIV and other sexually transmitted diseases. Suggestions for future research and implications for school nurses and sexual health services are discussed.

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10

Hampel, Robert L. "Schools Historical Perspectives on Small Schools." Phi Delta Kappan 83, no. 5 (January 2002): 357–63. http://dx.doi.org/10.1177/003172170208300508.

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11

Wildeboer, Beverley. "Schools and pre-schools: working together." Practical Pre-School 1999, no. 17 (September 1999): 11–12. http://dx.doi.org/10.12968/prps.1999.1.17.41120.

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12

Green, Tonika Duren, Angela Stephens Mcintosh, Valerie J. Cook-Morales, and Carol Robinson-Zanartu. "From Old Schools to Tomorrow's Schools." Remedial and Special Education 26, no. 2 (March 2005): 82–92. http://dx.doi.org/10.1177/07419325050260020301.

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13

Putro, Baskoro Nugroho, Agus Kristiyanto, Mohammad Furqon Hidayatullah, I. Gusti Ayu Ketut Rachmi Handayani, Nur Ahmad Muharram, Rahayu Prasetiyo, Zakaria Wahyu Hidayat, Junian Cahyanto Wibawa, Novadri Ayubi, and Procopio B. Dafun Jr. "Differences in basic motor skills of students in public schools, religion-based schools, international schools, and nature schools." Fizjoterapia Polska 25, no. 2 (May 31, 2025): 111–19. https://doi.org/10.56984/8zg00e1tfcz.

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The research investigates the level of fundamental motor skills in elementary school students. The study also explores the variation in motor skill levels among different types of schools in Indonesia, providing valuable insights for optimizing physical education programs based on each school's unique characteristics and values. The study involved 68 grade 6 students from four types of schools, with an equal gender distribution. Motor skills were measured using the Motor Competence Assessment, comprising six tests. The assessment focused on balance, locomotor, and manipulative skills. Statistical analysis utilized one-way ANOVA with a significance level of 0.05, and normality was assessed using the Kolmogorov-Smirnov test. SPSS version 29 was employed for data analysis. The research reveals notable disparities in balance, locomotor, and manipulative skills among four school types. International schools exhibit challenges in shifting platforms (SP) as a balance test, suggesting targeted interventions. Public schools excel in lateral jumping (LJ) and shuttle running (SR), serving as a model for motor skill development. Nature schools lag in standing long jump (SLJ), indicating a need for targeted exercises. While manipulative skills show nuanced differences, nature schools excel in ball kicking velocity (BKV), suggesting a model for improvement in other schools. There is only one skill that does not significantly differ: ball throwing velocity (BTV). Overall, tailored interventions in physical education programs are crucial, with potential collaboration between public and religion-based schools for a more balanced motor skill approach. Sharing successful strategies is vital for a comprehensive and practical curriculum. The research underscores significant motor skill variations among schools, prompting targeted interventions in physical education. International schools need to improve their balance of skills, while public schools offer a model for effective strategies. Collaborative efforts in sharing successful practices can contribute to a more comprehensive and universally applicable framework for motor skill development.

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14

Meylani Aljeinie Tijow and Helen Try Juniasti. "Study of the Readiness of Specific Services for Senior High School’s Health Clinic in Jayapura." Journal of Educational Learning and Innovation (ELIa) 4, no. 1 (March 18, 2024): 108–19. http://dx.doi.org/10.46229/elia.v4i1.861.

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Senior High School (SMA) as an educational institution is responsible for ensuring the healthy environment that supports students' learning activities. However, in reality, the health of the school environment cannot be fully guaranteed. Various previous research studies have found various threats to the health of students originating from within the school environment, such as schools that are not yet free from cigarette smoke. The purpose of this study is to describe the current condition of the availability of School's Health Clinic facilities and infrastructure in high schools in Jayapura City and Jayapura District. The method used was descriptive quantitative approach with cross sectional design and Univariate Analysis. The research instruments refers to the minimum standard of Senior High School's health clinic according to the Regulation of the Minister of National Education of the Republic of Indonesia Number 24 Year 2007. The sample consisted of 32 public and private schools in Jayapura city and Jayapura district. The results showed that there was no extreme difference between the readiness of Senior High School's Health Clinic facilities and infrastructure in Jayapura City and District. However, public schools mostly have more adequate availability of Senior High School's Health Clinic facilities and infrastructure compared to private schools spread across the City and District areas.

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15

Kandekar, Shivakumar, and T. Vijayakumar. "Status of School Water Sanitation Hygiene Facilities in Primary Schools." International Journal of Science and Research (IJSR) 10, no. 10 (October 27, 2021): 427–31. https://doi.org/10.21275/sr21929224323.

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16

Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–815. http://dx.doi.org/10.55248/gengpi.4.1023.102825.

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17

Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–814. http://dx.doi.org/10.55248/gengpi.4.1023.102836.

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18

Dr., Jaap Dronkers, and Peter Robert Dr. "A comparative perspective on the effectiveness of public schools and private schools." International Journal of Indian Science and Research 2, no. 5 (May 24, 2023): 38–49. https://doi.org/10.5281/zenodo.7964946.

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This article analyzes the effectiveness of public, private, government dependent and private independent schools in 19 OECD countries using PISA 2000 data, which shows the educational achievements of 15-year-old students in reading and math. In a multi-level approach, we check step by step for sociological and demographic characteristics of pupils and parents, behavioral and attitude characteristics of pupils and parents, school composition, teaching and learning conditions of schools and the school climate. Our analysis clearly shows that private government- dependent schools are more effective than comparable public schools with the same pupils, parents and social composition. The main explanation for this higher effectiveness is the better school climate in the first, compared to the second. The different learning and teaching conditions in private, government dependent and public schools do not explain the differences in effectiveness. Our analysis also shows that private independent schools are less effective than public schools with the same pupils, parents and social composition. The most important explanation for their initially higher effectiveness is the better social composition of these schools. These effects are more or less the same in these 19 OECD countries.

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19

Bana, Edward E., Runato A. Basanes, and Gerald T. Malabarbas. "Online Learning Readiness of Public Secondary Schools: The Perspective Between School Heads and Teachers." American Journal of Education and Technology 1, no. 2 (September 4, 2022): 36–45. https://doi.org/10.54536/ajet.v1i2.393.

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Globally, academic institutions have been impacted by COVID-19, and the majority have gone online. During the pandemic, online learning was most effective. This study aimed to determine the readiness of secondary schools for online learning in the Division of Antique as perceived by the school heads and teachers of the Division of Antique. A validated survey instrument was used to gather data from the respondents. Statistical tools used include frequency, percentage, standard deviation, and mean for the descriptive analysis, then One-way ANOVA and Kruskal-Wallis Test, Least Significant Difference (LSD), and Bonferroni for the inferential analysis. The study found that secondary schools in the Division of Antique were ready to adapt to the online learning platforms of curriculum delivery as perceived by school heads and teachers. Further, it was found that there exists a significant difference in the online learning readiness of school heads and teachers when categorized according to the school size. Despite the findings that the secondary schools were ready to implement online learning, it was proposed that the Schools Division of Antique should strategically plan for it to make sure that the readiness of school heads, teachers, and students, especially in terms of the availability of Information and Communication Technology (ICT) gadgets, digital technology skills, and availability of online learning home support is established to ensure the quality of implementation.

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20

Fedorova, Natalia V., Andrey A. Mekushkin, and Alexey V. Avdeev. "Parish Schools in the 1860-1880s: The Dynamics of the Number in Connection with Changes in Policy in the Field of Primary Public Education (On the Example of the Don and Novocherkassk Diocese)." IZVESTIYA VUZOV SEVERO-KAVKAZSKII REGION SOCIAL SCIENCE, no. 1 (213) (March 31, 2022): 72–81. http://dx.doi.org/10.18522/2687-0770-2022-1-72-81.

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The article reflects the results of the analysis of legislation and archive documents in the 1860-1880s, which made it possible to link the change in the number of “free schoolsˮ at churches (parish or parochial schools) of the Don diocese with certain changes in the national and regional policy, both directly aimed at the primary education system and indirectly affecting its development. A short-lived increase in the number of “free schoolsˮ at churches in the early 1860s coincides with the increasing administrative pressure on the clergy by the church authorities, who, following the secular authorities, obliged the clergy to organize schools for the children of parishioners. The reduction in the number of parochial schools from 1863 until their almost complete disappearance by the end of the 1870s was the result, first of all, of the activity of the Don Cossaсk Host, as well as the weakening of the requirements for the clergy from the church hierarchs regarding their participation in the organization of “free schoolsˮ. The clergy, burdened with numerous extra-liturgical duties and not receiving regular financial support, hardly carried out the organization of schools at churches. It is also shown that parish schools received impulses for development during the reign of Alexander III, and since 1884 the number of parish schools in the Don diocese began to grow again.

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21

Kayanda, A. M., and D. Machuve. "A Web-based Data Visualization Tool Regarding School Dropouts and User Asssesment." Engineering, Technology & Applied Science Research 10, no. 4 (August 16, 2020): 5967–73. https://doi.org/10.5281/zenodo.4016168.

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Data visualization is important for understanding the enormous amount of data generated daily. The education domain generates and owns huge amounts of data. Presentation of these data in a way that gives users quick and meaningful insights is very important. One of the biggest challenges in education is school dropouts, which is observed from basic education levels to colleges and universities. This paper presents a web-based data visualization tool for school dropouts in Tanzania targeting primary and secondary schools, together with the users’ feedback regarding the developed tool. We collected data from the United Republic of Tanzania Government Open Data Portal and the President’s Office - Regional Administration and Local Government (PO-RALG). Python was then used to preprocess the data, and finally, with JavaScript, a web-based tool was developed for data visualization. User acceptance testing was conducted and the majority agreed that data visualization is very helpful for quickly understanding data, reporting, and decision making. It was also noted that the developed tool could be useful not only in the education domain but it could also be adopted by other departments and organizations of the government.

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22

AYEDUN, Tosin Olusola (RN RPHN B.NSc M.Sc.), and BELLO Cecilia Bukola (RN PhD) Dr. "Assessment of The School Environment of Public and Private Primary Schools in Ekiti State." International Journal of Academic Research in Business, Arts & Science (IJARBAS) ® 4, no. 2 (February 18, 2022): 9–19. https://doi.org/10.5281/zenodo.6132627.

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The study assessed the school environment of public and private primary schools in Ekiti State<strong>. </strong>The study adopted cross sectional descriptive research design. The target population for this study comprises primary schools, both public and private in Ekiti State. The population comprised of 158 private primary schools and 457 public primary schools in all the 3 Senatorial Districts of Ekiti State. A Multi-stage sampling procedure was used in selecting 266 private and public primary schools for this study. A standardized observational checklist was adapted from the school health programme evaluation scale and a well-structured questionnaire was used. The face and content validity of the instruments were ensured. Internal consistency reliability method was used; Cronbach’s alpha statistics was used to test for the internal consistency of the instrument (questionnaire) which yielded reliability index of 0.806. Descriptive analysis and inferential analysis were used to analyze the data collected. Findings from the study showed that the physical environment of public and private primary schools were not in good condition. It was also concluded that a little above average number of teachers had good knowledge of physical school environment. It was recommended among others that an intensive and comprehensive educational initiative should be organized for the pupils and teachers on the importance of healthful school environment.   <strong>Keywords: </strong>Assessment, School Environment, Public, Private, Primary Schools,

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23

Makarewicz, Carrie. "Vouchers, Magnet Schools, Charter Schools, and Options." Transportation Research Record: Journal of the Transportation Research Board 2327, no. 1 (January 2013): 1–8. http://dx.doi.org/10.3141/2327-01.

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24

Moon, Alysoun. "Health promoting schools and healthy schools awards." Promotion & Education 9, no. 1_suppl (March 2002): 25–28. http://dx.doi.org/10.1177/10253823020090010113.

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25

Sulmasy, Daniel P. "Should medical schools be schools for virtue?" Journal of General Internal Medicine 15, no. 7 (July 2000): 514–16. http://dx.doi.org/10.1046/j.1525-1497.2000.05007.x.

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26

Amoran, OE. "Healthful School Environment: A Comparative Study of Public and Private Primary Schools in Ogun State, Nigeria." Archives of Community Medicine and Public Health 3, no. 2 (August 24, 2017): 062–70. https://doi.org/10.17352/2455-5479.000027.

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Introduction: A healthy school environment (physical, biological and socio-cultural) serves as a major determinant of health and greatly infl uences the individual’s level of intellectual growth and development. This study was therefore designed to assess the school environmental health services in both private and public primary schools in Ogun state Nigeria.  <strong>Methods: </strong>The study was a comparative cross-sectional survey of Private and Public Primary Schools in Ogun state, Nigeria conducted between February and May, 2014 in Ogun State, Nigeria using a ultistage sampling technique. Participants in the study were interviewed using a structured questionnaire, which was administered by a trained interviewer. Data collected was analyzed using the SPSS version 20.0. <strong>Results: </strong>A total of 360 head teachers served as respondents for the study. Dust bins and waste paper baskets were available in 58 (32.2%) Public Schools and 123 (68.3%) Private Schools (X2= 46.946,P= 0.001). About half, 90 (50.0%) and 97 (53.9%) in Public and Private Schools respectively use a bore hole or a mono pump as their source of water supply and 14 (7.8%) Public Schools and 30 (16.7%) Private Schools make use of well water (X2= 33, P= 0.001). A ratio of 1 toilet to greater than 90 pupils was owever observed in 58 (32.2%) and 29 (16.1%) Public and Private Schools respectively (X2= 39.283, P= 0.001). 81% of the Schools in this study practiced open dumping/ burning as their method of waste disposal with the Public Schools more than the Private Schools, 162 (90.0%) Public Schools and 128 (71.1%) Private Schools (X2= 46.22, P= 0.001). Ventilation was adequate in 81% of the schools and controllable in 71%. Students were sitting on the fl oor in 27% of the schools in the study population. 

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27

Hidayat, Asep Saepul Hidayat, and Ilma Sripa Nurmila. "Strategic Planning in Realizing Effective Schools in Vocational Schools." EDUKATIF : JURNAL ILMU PENDIDIKAN 6, no. 3 (July 19, 2024): 2895–907. http://dx.doi.org/10.31004/edukatif.v6i3.6704.

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The development of strategic planning in the education system is urgent in creating effective schools, namely schools that have work processes that are consistent with the planning context. Meanwhile, strategic planning is planning that focuses on achieving the school's vision, mission and goals. In an effort to optimize strategic planning, sensitivity to changes in strategy is needed, respect for work risks, having a solid work team, creative, proactive, responsive to changes and problems, creative and innovative, and having high dedication to achieving goals according to targets, hopes and needs, demands and ability adjustments. This research was conducted through a qualitative approach, using technical case studies at several vocational high schools and resulted in the conclusion that the strategic planning development process includes 5 components that must be considered in school management, namely: (a) Strategy for achieving vision, mission and goals; (b) Strength of Planning Consistency; (c) Strengthening team collaboration; (4) Risk Management; and (5) the effectiveness of monitoring and evaluating the achievement of goals and the realization of effective schools

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28

Bola, O. Oteri AJ Bawa S. Nkwogu L. Wagai J. Oladele A. Kariya S. Akinbajo A. Yenyi S. Dieng B. Nsubuga Pand Braka F. "The Role of School Engagement in Increasing Vaccination During Measles Mass Vaccination Campaign in Nigeria, 2018: The Lagos State Experience." J Biomed Res Environ Sci 3, no. 3 (March 21, 2022): 268–76. https://doi.org/10.37871/jbres1432.

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<strong>Background: </strong>Schools based vaccination provide opportunity for the delivery of routine vaccines, using the school as the venue of delivery. During the 2017/2018 measles vaccination campaign, the school system stakeholders were systematically engaged for buy-in to vaccinate 9-59 months old children in Lagos State, Nigeria. This paper is a report of how the Lagos state school authority were engaged for the 2018 measles vaccination campaign. It also highlights the contribution of the engagement in the overall performance of the state looking at the vaccination coverage data and comparing that with the previous campaign. <strong>Method: </strong>We reported on the role of engaging the school health system in improving coverage using a descriptive mixed-method study design. The stakeholders cutting across the government, education sector, public and private schools were identified and engaged through coordination meetings, dialogues, lobby and sensitization to support vaccination in schools. We summarized the outcome of the engagement activities, analyzed the administrative, post-campaign coverage data and compared it with the 2016 measles supplemental activities coverage. <strong>Results: </strong>A total of 12,903 schools were used as venues (vaccination posts), while 22 sensitization meetings were held with school associations. About 80% of all eligible children vaccinated in the Local Government Areas (LGAs) during the 2018 Measles Vaccination Campain (MVC), received the vaccine at schools. The lowest proportion of children vaccinated at school was 45.0% in Oshodi LGA. Surulere LGA had the highest proportion of children vaccinated in schools (95.0%). Overall, Lagos state had a weighted average coverage of 93.8% for the post-campaign coverage survey. <strong>Conclusion: </strong>The implementation of the school engagement process for supplemental immunization activities contributed to achieving high vaccination coverage as most of the children aged 9-59 months were vaccinated in schools.

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29

Kaugama, Haladu Haruna. "Assessment of the Impacts of School Feeding Programme on Pupils' Retention and Academic Performance in Nomadic schools of Jigawa State." International Journal of Research in Education and Sustainable Development 4, no. 5 (May 9, 2024): 39–50. https://doi.org/10.5281/zenodo.11160963.

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<em>The study examined the impacts of school feeding programme on pupils’ enrolment, rate of school completion or retention and academic performance in nomadic schools of Jigawa state. It was conducted using descriptive survey design using a structured questionnaire and pupils’ academic records from schools. The pupils from class three, class masters and head teachers participated in the study. The participants were drawn using random sampling process from the nomadic primary schools across the three senatorial district of Jigawa state. The study revealed an improvement in pupils' enrolment, attendance, school completion rate and academic performance following the introduction of the school feeding programme. It was recommended for government and other agencies to look for the possibility of sustaining the feeding programme in schools. Parents and pupils should also be enlightened about the benefits of nomadic education as well.</em>

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30

Pandey, Lakshmi, David L. Sjoquist, and Mary Beth Walker. "An Analysis of Private School Closings." Education Finance and Policy 4, no. 1 (January 2009): 34–59. http://dx.doi.org/10.1162/edfp.2009.4.1.34.

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We add to the small literature on private school supply by exploring exits of K–12 private schools. We find that the closure of private schools is not an infrequent event and use national survey data from the National Center for Education Statistics to study closures of private schools. We assume that the probability of an exit is a function of excess supply of private schools over demand as well as of the school's characteristics, such as age, size, and religious affiliation. Our empirical results generally support the implications of the model.

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31

Hickling‐Hudson, Anne. "Rich schools, poor schools, boys and girls: computer education in Australian secondary schools." Journal of Education Policy 7, no. 1 (January 1992): 1–21. http://dx.doi.org/10.1080/0268093920070101.

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32

Laosa, Luis M. "Segregation of Children Who Migrate to the U.S. From Puerto Rico." education policy analysis archives 9 (January 1, 2001): 1. http://dx.doi.org/10.14507/epaa.v9n1.2001.

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This study examined patterns of school segregation (ethnic/racial, linguistic, and socioeconomic) and other ecological characteristics of the schools that preadolescent children who migrate from Puerto Rico to the United States (New Jersey) attend in this country during the first two years following their arrival (N = 89 schools). The data show that Hispanics/Latinos are the majority of the student body in 43% of the schools; African Americans, in 30% of the schools; and European Americans, in 12% of the schools. Native speakers of Spanish are the majority of the student body in 29% of the schools. Approximately one half of the schools are in economically depressed, highly urbanized areas. Although the schools are on average large, 44% of them enroll above capacity. In most schools the majority of the student body is from economically impoverished families with low levels of parental education. There are, however, wide differences among the schools on each of these variables. Correlations show that the higher a student body's proportion of Hispanics/Latinos or native speakers of Spanish, the higher is the student body's proportion of pupils from economically impoverished households with low levels of parental education, and the higher the school's likelihood of being crowded and of being located in a poor inner-city area. Similarly, the higher a student body's proportion of African Americans, the higher is the student body's proportion of pupils from low-income families, and the higher the school's likelihood of being in a poor inner-city area. The findings are discussed with regard to implications for policy and hypotheses in need of research concerning possible consequences of school segregation for students' academic, linguistic, social, and emotional development. Also presented is a historical overview, to the present, and discussion of U.S. policies and judicial decisions concerning school segregation, with particular reference to segregation of Hispanics/Latinos.

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33

Loeb, Susanna, Demetra Kalogrides, and Tara Béteille. "Effective Schools: Teacher Hiring, Assignment, Development, and Retention." Education Finance and Policy 7, no. 3 (July 2012): 269–304. http://dx.doi.org/10.1162/edfp_a_00068.

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The literature on effective schools emphasizes the importance of a quality teaching force in improving educational outcomes for students. In this article we use value-added methods to examine the relationship between a school's effectiveness and the recruitment, assignment, development, and retention of its teachers. Our results reveal four key findings. First, we find that more effective schools are able to attract and hire more effective teachers from other schools when vacancies arise. Second, more effective schools assign novice teachers to students in a more equitable fashion. Third, teachers who work in schools that were more effective at raising achievement in a prior period improve more rapidly in a subsequent period than do those in less effective schools. Finally, we find that more effective schools are better able to retain higher-quality teachers. The results point to the importance of personnel and, perhaps, school personnel practices for improving student outcomes.

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Anderson, Patricia M., Kristin F. Butcher, and Diane Whitmore Schanzenbach. "Adequate (or Adipose?) Yearly Progress: Assessing the Effect of “No Child Left Behind” on Children's Obesity." Education Finance and Policy 12, no. 1 (January 2017): 54–76. http://dx.doi.org/10.1162/edfp_a_00201.

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This paper investigates how accountability pressures under No Child Left Behind (NCLB) may have affected students’ rate of overweight. Schools facing pressure to improve academic outcomes may reallocate their efforts in ways that have unintended consequences for children's health. To examine the impact of school accountability, we create a unique panel dataset containing school-level data on test scores and students’ weight outcomes from schools in Arkansas. We code schools as facing accountability pressures if they are on the margin of making Adequate Yearly Progress, measured by whether the school's minimum-scoring subgroup had a passing rate within 5 percentage points of the threshold. We find evidence of small effects of accountability pressures on the percent of students at a school who are overweight. This finding is little changed if we controlled for the school's lagged rate of overweight, or use alternative ways to identify schools facing NCLB pressure.

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Turdimurodov, Dilmurod Yuldashevich. "Testing Volitional Qualities For Students Of High Schools Of Secondary School." American Journal of Social Science and Education Innovations 03, no. 03 (March 31, 2021): 405–13. http://dx.doi.org/10.37547/tajssei/volume03issue03-62.

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The article discusses the features of the manifestation of volitional qualities in high school students when performing tasks in the form of test exercises of a different nature. Based on the analysis of scientific and research work on the formation and development of volitional qualities, studies of the mid-education school, studies have been conducted by studies to identify the level of evidence in the performance of test exercises in the lessons of physical education. As test exercises, the researcher took and carried out: holding a dumbbell in front of him (for a while) with an outstretched arm (static mode of operation), work with a dumbbell for biceps with a strong arm for the number of times (dynamic mode of operation), breath holding test (for time). Tables of measurements of volitional component indices were compiled for students with different levels of motor activity (LMA) when performing tasks of a different nature. Indicators of the level of manifestation of volitional qualities of senior pupils in the experiment were assessed by the method of E.P. Shcherbakov.

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Fikriye, Usul, and Kocabas Ibrahim. "Examining the Roles and Competencies of Principals of Project Schools in Terms of Accountability." Education Quarterly Reviews 4, no. 2 (April 12, 2021): 81–90. https://doi.org/10.31014/aior.1993.04.02.199.

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The aim of this research is to examine the roles and competencies of school principals working in project schools in terms of accountability, based on the views of school principals. This is a qualitative research which is based on the phenomenology design. The working group is chosen among the most well-known project schools in Istanbul using the maximum variation sampling method. Interviews were held with 12 school principals working at the Science High School, Anatolian High School, Social Sciences High School and Anatolian Religious High Schools in the 2019-2020 academic year. The data obtained from the interviews are coded using content analysis method and different 3 themes such as supervision, the functioning of education and integrity are obtained. In this context, it is indicated that project school principals felt themselves accountable most since they have a right to determine the managers and teachers they want to work with. It came to the conclusion that school principals cooperate with their internal and external stakeholders in all matters for the development of their schools.

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., Ranjeeta, and Anuradha Agnihotri. "A Comparative Study of Learning and Thinking Styles and Academic Achievement of Secondary School Students In Smart Schools and Govt. Schools." Issues and Ideas in Education 3, no. 2 (September 2, 2015): 117–26. http://dx.doi.org/10.15415/iie.2015.32009.

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Dernowska, Urszula. "Mission Statements as a Basis for Reflection on the Priorities of the General Secondary School." Seminare. Poszukiwania naukowe 2020(41), no. 4 (December 31, 2020): 113–23. http://dx.doi.org/10.21852/sem.2020.4.10.

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The article provides an analysis of general secondary school mission statements of 53 schools from the public sector in Warsaw. The purpose of the study was to gain a perspective on the school's priorities as defined by secondary schools themselves. The qualitative content analysis revealed that mission statements highlight the broad range of goals that the schools pursue. Some of these goals may be thought of in terms of educational results, while others may be seen as educational “inputs”. The obtained results show that schools share certain priorities, but there was also a range of “specific” objectives that the educational institutions pursue.

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Clark, Vicki L. Piano, Jessica A. West, Sam Stringfield, and Jacinda K. Dariotis. "Implementation of the International Studies Schools Network (ISSN) Reform Model." International Journal of Educational Reform 26, no. 3 (July 2017): 224–32. http://dx.doi.org/10.1177/105678791702600303.

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This case study examined the implementation of Asia Society's International Studies Schools Network (ISSN) model in two schools funded for three years (2011–2014) through the Ohio Network of Education Transformation. Documents, interviews, and observations were gathered over two years (2013–2015) for two schools. One year post-funding, the high school's implementation of the ISSN model was thriving and the middle school was struggling to maintain its implementation. Several dimensions emerged from the data analysis to help explain the differences between the schools’ ISSN implementation and to suggest lessons learned specific to the ISSN reform model.

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Boleslavsky, Raphael, and Christopher Cotton. "Grading Standards and Education Quality." American Economic Journal: Microeconomics 7, no. 2 (May 1, 2015): 248–79. http://dx.doi.org/10.1257/mic.20130080.

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We consider school competition in a Bayesian persuasion framework. Schools compete to place graduates by investing in education quality and by choosing grading policies. In equilibrium, schools strategically adopt grading policies that do not perfectly reveal graduate ability to evaluators. We compare outcomes when schools grade strategically to outcomes when evaluators perfectly observe graduate ability. With strategic grading, grades are less informative, and evaluators rely less on grades and more on a school's quality when assessing graduates. Consequently, under strategic grading, schools have greater incentive to invest in quality, and this can improve evaluator welfare. (JEL D82, I21, I23)

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Fredson, Ogbeche Uloko, and Emmanuel Ada James. "Safe School Practices and Education Administrators: A Review of Borno State Conflict Context." International Journal of Arts and Social Science 5, no. 6 (March 21, 2023): 85–97. https://doi.org/10.5281/zenodo.7754639.

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The rising concerns of school safety in recent years across Nigeria is becoming alarming with Borno State being an epicentre following multiple attacks on schools and other related threats that impacted teaching and learning. This has continued to open fora for debate on the ways to address these concerns which necessitated this study aimed at exploring the roles of education administrators in ensuring school safety practices for effective teaching and learning in elementary schools in Borno state. The paper adopted a qualitative research approach which collected data from largely secondary sources through in-depth desk review and less of primary sources through key informant interviews with strategic education administrators in the state. The paper identifies the educational administration flows through different stages which involves policy formation, policy domestication, interpreting, implementation and monitoring. The study reveals that education administrators play a critical role in school safety and security such as development of policies and procedures, ensuring implementation and monitoring effectiveness of the policies and procedures in enhancing safety and security of schools. It is concluded that there is an important nexus between education administration and school safety which must be effectively utilized to improve the effectiveness of teaching and learning amidst the increasing concerns of insecurity, natural hazards and other school related safety concerns.

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Shiwakoti, Krishna Prasad. "Leading Schools for Innovation and Change: A Case Study of Successful Schools." Journal of TESON 3, no. 1 (December 31, 2022): 1–10. http://dx.doi.org/10.3126/jteson.v3i1.51765.

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This study explores the role and leadership management practices of head teachers in public schools. In schools, the leadership goals are for developing innovative and excellent student outcomes. The data were collected from interviews with five head teachers or principals of five schools. The findings showed that the innovative head teachers adopted several leadership strategies to enhance the school's success and quality enhancement. An innovative model for innovative leadership was developed that provided a road map of the influence for their leadership. This study makes clear that head teachers have experienced noticeable success in school’s quality enhancement through establishing innovative cultures. The findings of this study imply that leadership behavioral changes can lead to great positive impacts in improving school’s teaching and learning quality.

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Ernst-Milerska, Renata. "Protestanat schools in Germany. The school's religious profile as a subject of pedagogical discourse." Studia z Teorii Wychowania XV, no. 2 (47) (June 29, 2024): 21–34. http://dx.doi.org/10.5604/01.3001.0054.6571.

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Public schools maintain denominational neutrality. They are schools for all students regardless of their worldview. In democratic countries, there are also schools declaring links with a specific religious tradition. These are often schools with a high level of education. However, they differ in their understanding of the relationship between the declared religious profile and socio-cultural pluralism. In this article, I will analyze the identity of evangelical schools in Germany on the example of selected pedagogical discourses in this area.

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Setyariza, Nur Ayu, Intan Kusumawardani, Sri Erna Widayati, Yekti Handayani, and Mulyanto Abdullah Khoir. "MI Muhammadiyah Karanganyar sebagai Representasi Sekolah Unggulan di Karanganyar." TSAQOFAH 4, no. 1 (January 20, 2024): 883–94. http://dx.doi.org/10.58578/tsaqofah.v4i1.2617.

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Excellent Schools can be defined as schools that are developed to achieve excellence resulting from the education provided. This means that superior schools are developed and processed like other conventional schools that have developed so far by providing additional treatment to all students. The school's excellence lies in how the school designs the school as an organization. The school's excellence lies in how the school designs the school as an organization. What this means is how the organizational structure of the school is structured, how the school community participates, how each person has appropriate roles and responsibilities and how the delegation and delegation of authority occurs accompanied by responsibility. The presence of Madrasah Ibtidaiyah Muhammadiyah (MIM) Karanganyar has given a positive image to the development of Islamic education in Karanganyar Regency. Even without the additional label of a Superior School or something similar, this madrasah has been able to show its image as an Islamic educational institution that prioritizes.

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Perjés, István. "Joyless Schools?" Society and Economy 25, no. 1 (August 1, 2003): 57–68. http://dx.doi.org/10.1556/socec.25.2003.1.4.

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Roberts, Martin, and John Sayer. "Managing Schools." British Journal of Educational Studies 38, no. 4 (November 1990): 399. http://dx.doi.org/10.2307/3121041.

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Cashman, Michael. "Schools out." Nursing Standard 13, no. 6 (October 28, 1998): 18. http://dx.doi.org/10.7748/ns.13.6.18.s39.

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Biklen, Douglas P. "Redefining Schools." Teachers College Record: The Voice of Scholarship in Education 90, no. 6 (November 1989): 1–24. http://dx.doi.org/10.1177/016146818909000602.

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Dryfoos, Joy G. "Comprehensive Schools." Teachers College Record: The Voice of Scholarship in Education 105, no. 11 (November 2003): 140–63. http://dx.doi.org/10.1177/016146810310501107.

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Lobok, Alexander. "Two Schools." Journal of Russian & East European Psychology 50, no. 6 (November 2012): 9–33. http://dx.doi.org/10.2753/rpo1061-0405500602.

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