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Artículos de revistas sobre el tema "Public schools"

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Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2024

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1

Martinez, Sylvia. "The Public School Advantage: Why Public Schools Outperform Private Schools". Contemporary Sociology: A Journal of Reviews 44, n.º 4 (15 de junio de 2015): 530–32. http://dx.doi.org/10.1177/0094306115588487gg.

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2

Driscoll, Mary Erina y Jeffrey R. Henig. "Public Discourse, Public Schools, and School Choice". Educational Researcher 24, n.º 1 (enero de 1995): 35. http://dx.doi.org/10.2307/1176121.

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3

Bickel, Robert y Martha J. Chang. "Public schools, private schools, and the common school ideal". Urban Review 17, n.º 2 (1985): 75–97. http://dx.doi.org/10.1007/bf01108250.

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4

Sander, William. "Private Schools and Public School Achievement". Journal of Human Resources 34, n.º 4 (1999): 697. http://dx.doi.org/10.2307/146413.

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5

Gaskell, Jane. "The "Public" in Public Schools: A School Board Debate". Canadian Journal of Education / Revue canadienne de l'éducation 26, n.º 1 (2001): 19. http://dx.doi.org/10.2307/1602143.

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6

Driscoll, Mary Erina. "Book Reviews: Public Discourse, Public Schools, and School Choice". Educational Researcher 24, n.º 1 (enero de 1995): 35–37. http://dx.doi.org/10.3102/0013189x024001035.

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7

Houle, Judith C. "Engaging the Public in Public Schools Through School Choice". Journal of School Public Relations 23, n.º 2 (1 de abril de 2002): 148–58. http://dx.doi.org/10.3138/jspr.23.2.148.

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8

Abowitz, Kathleen Knight y Sarah M. Stitzlein. "Public schools, public goods, and public work". Phi Delta Kappan 100, n.º 3 (22 de octubre de 2018): 33–37. http://dx.doi.org/10.1177/0031721718808262.

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When determining whether public schools constitute a public good, it’s important to understand what we mean by a public good. An economic definition, common among school choice advocates, focuses on the individual benefits of getting a good education. Within such a definition, selecting a school may be compared to selecting a box of cereal at the supermarket. Kathleen Knight Abowitz and Sarah M. Stitzlein argue for a more civic-minded vision that focuses on how public schools both promote and benefit from a vision of shared liberties, shared governance, and a shared future. This vision requires looking beyond individual choices to highlight the many practices within schools that bear considerable social and political benefits.

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9

Harkness, Shelly Sheats. "Fight the Fight for Public Schools and Public School Teachers". School Science and Mathematics 114, n.º 7 (noviembre de 2014): 313–14. http://dx.doi.org/10.1111/ssm.12088.

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10

Vincent, Jeffrey M. "Public Schools as Public Infrastructure". Journal of Planning Education and Research 25, n.º 4 (junio de 2006): 433–37. http://dx.doi.org/10.1177/0739456x06288092.

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11

Sloan, Brian. "PUBLIC SCHOOLS FOR PUBLIC BENEFIT?" Cambridge Law Journal 71, n.º 1 (marzo de 2012): 45–47. http://dx.doi.org/10.1017/s0008197312000141.

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12

Fruchter, Norm, Kenneth L. Silvestri y Herb Green. "Public Policy and Public Schools". Urban Education 20, n.º 2 (julio de 1985): 199–203. http://dx.doi.org/10.1177/004208598502000206.

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13

Wrinkle, Robert D., Joseph Stewart y J. L. Polinard. "Public School Quality, Private Schools, and Race". American Journal of Political Science 43, n.º 4 (octubre de 1999): 1248. http://dx.doi.org/10.2307/2991826.

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14

Pham, Anh K. y Patrick Akos. "Professional School Counseling in Vietnam Public Schools". Journal of Asia Pacific Counseling 10, n.º 2 (31 de agosto de 2020): 37–49. http://dx.doi.org/10.18401/2020.10.2.6.

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15

Carattini, Juliana F., Angela K. Dills, Sean E. Mulholland y Rachel B. Sederberg. "Catholic schools, competition, and public school quality". Economics Letters 117, n.º 1 (octubre de 2012): 334–36. http://dx.doi.org/10.1016/j.econlet.2012.05.042.

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16

Hashim, Azmir. "Collegial Supervisory Practice in Malaysian Public Schools: Evidence from Secondary School Teachers". International Journal of Psychosocial Rehabilitation 24, n.º 5 (20 de abril de 2020): 2439–53. http://dx.doi.org/10.37200/ijpr/v24i5/pr201942.

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17

Mackinnon, Donald. "Public Schools Today". British Journal of Sociology of Education 8, n.º 3 (septiembre de 1987): 349–54. http://dx.doi.org/10.1080/0142569870080309.

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18

Walsh, Norman J. "Public Schools, Inc." Education and Urban Society 27, n.º 2 (febrero de 1995): 195–205. http://dx.doi.org/10.1177/0013124595027002007.

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19

Abowitz, Kathleen Knight. "ACHIEVING PUBLIC SCHOOLS". Educational Theory 61, n.º 4 (agosto de 2011): 467–89. http://dx.doi.org/10.1111/j.1741-5446.2011.00415.x.

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20

Mcleod, Suzanne E. y Karen F. Osterman. "Leaving Public Schools for Home Schooling: Implications for School Public Relations". Journal of School Public Relations 24, n.º 3 (1 de julio de 2003): 170–86. http://dx.doi.org/10.3138/jspr.24.3.170.

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21

Preston, Courtney, Ellen Goldring, Mark Berends y Marisa Cannata. "School innovation in district context: Comparing traditional public schools and charter schools". Economics of Education Review 31, n.º 2 (abril de 2012): 318–30. http://dx.doi.org/10.1016/j.econedurev.2011.07.016.

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22

Alexander, Karl L. "Public Schools and the Public Good". Social Forces 76, n.º 1 (septiembre de 1997): 1. http://dx.doi.org/10.2307/2580316.

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23

Alexander, K. L. "Public Schools and the Public Good". Social Forces 76, n.º 1 (1 de septiembre de 1997): 1–30. http://dx.doi.org/10.1093/sf/76.1.1.

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24

Matos, Brenda Teresa Porto de. "Modeling School Uniforms for Public Schools of Blumenau". European Journal of Multidisciplinary Studies 5, n.º 1 (19 de mayo de 2017): 485. http://dx.doi.org/10.26417/ejms.v5i1.p485-485.

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This text aims to present one of the extension projects in development at the Federal University of Santa Catarina (UFSC), Center of Blumenau that is integrated with the Regional Development and Social Interaction Axis, which acts in the interface among the five courses of the center, specially engineering. This axis is responsible for proposing and organizing social interaction activities as well as encouraging cooperative relationships with social groups, economic and productive sectors as well as the community in general, as it is foreseen in the Pedagogical Projects of the Courses (PPCs). The intention of these practices is to build with students and teachers some activities and strategies of intervention in communities, institutions, associated developments or enterprises of the region that result in some knowledge/product for the involved groups, helping the future engineers to operate with a sociotechnical approach.This project in focus, entitled “Modeling school uniforms for public schools of Blumenau”, started in April 2016 and it is to be completed in April of this year, consists of a research and intervention experience in the school community, which is being carried out by two textile engineering fellows, under the guidance of professors from the areas of sociology and textile engineering. The aim is to propose new uniform models for the municipal public network, from the data collection performed through the application of questionnaires with the students of the nine schools that composed the sample group. This model proposal seeks to meet the demands formulated in a socially and ecologically committed way. The technical sheet and drawing results will be delivered to the Education Department of Blumenau, the project partner, and to the schools that are the object of the research and intervention. Therefore, this project expresses a materialization of the link of the "uniform artifact" to the sociotechnical network, giving visibility to the acronym STS (Science, Technology and Society) and bringing the field of social sciences closer to that of the exact sciences.

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25

Wiley, David C., Gay James, Judy Jonas y E. Dee Crosman. "Comprehensive School Health Programs in Texas Public Schools". Journal of School Health 61, n.º 10 (diciembre de 1991): 421–25. http://dx.doi.org/10.1111/j.1746-1561.1991.tb05989.x.

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26

Geske, Terry G., Douglas R. Davis y Patricia L. Hingle. "Charter Schools: A Viable Public School Choice Option?" Economics of Education Review 16, n.º 1 (febrero de 1997): 15–23. http://dx.doi.org/10.1016/s0272-7757(96)00039-8.

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27

Stitzlein, Sarah M. "Publics for Public Schools: Legitimacy, Democracy, and Leadership". Educational Theory 66, n.º 3 (junio de 2016): 405–12. http://dx.doi.org/10.1111/edth.12174.

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28

Godwin, R. Kenneth, Suzanne M. Leland, Andrew D. Baxter y Stephanie Southworth. "Sinking Swann: Public School Choice and the Resegregation of Charlotte's Public Schools". Review of Policy Research 23, n.º 5 (septiembre de 2006): 983–97. http://dx.doi.org/10.1111/j.1541-1338.2006.00246.x.

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29

Gamoran, Adam. "Student Achievement in Public Magnet, Public Comprehensive, and Private City High Schools". Educational Evaluation and Policy Analysis 18, n.º 1 (marzo de 1996): 1–18. http://dx.doi.org/10.3102/01623737018001001.

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Problems with our public urban high schools are widely discussed, and many see magnet schools and private schools as the answer. But are those schools really better at increasing the academic skills of students? Using the National Educational Longitudinal Survey, I estimated the effect of attending a magnet school, Catholic school, or secular private school on the achievement of urban students in math, reading, science, and social studies. I then compared these estimates to the achievement of students who attend comprehensive public high schools. I found that magnet schools are more effective than regular schools at raising the proficiency of students in science, reading, and social studies; Catholic schools have a positive impact on math skills, while secular private schools do not offer any advantage, net of preexisting differences among students. Further analyses tested the sensitivity of the results to assumptions about independence and selectivity; these showed support for the magnet school advantages in reading and social studies, but raised doubts about the Catholic school effects in math and the magnet school effects in science.

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30

Kaufman, Polly Welts, David Tyack y Elisabeth Hansot. "Coeducation in Public Schools". Educational Researcher 20, n.º 9 (diciembre de 1991): 22. http://dx.doi.org/10.2307/1176248.

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31

Rowan, Brian y Neal E. Devins. "Public Values, Private Schools." Contemporary Sociology 19, n.º 5 (septiembre de 1990): 753. http://dx.doi.org/10.2307/2072389.

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32

Jones-Wilson, Faustine C., Nancy L. Arnez y Charles A. Asbury. "Why Not Public Schools?" Journal of Negro Education 61, n.º 2 (1992): 125. http://dx.doi.org/10.2307/2295410.

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33

Fritz, Michael E. "PUBLIC VS. PRIVATE SCHOOLS". Journal of the American Dental Association 127, n.º 12 (diciembre de 1996): 1704–6. http://dx.doi.org/10.14219/jada.archive.1996.0114.

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34

COVALESKIE, JOHN F. "What Public? Whose Schools?" Educational Studies 42, n.º 1 (23 de agosto de 2007): 28–43. http://dx.doi.org/10.1080/00131940701399635.

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35

Rase, Cathryn. "PT in Public Schools". Pediatric Physical Therapy 7, n.º 2 (1995): 92. http://dx.doi.org/10.1097/00001577-199500720-00021.

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36

Von Rydingsvard, Anna. "Art in Public Schools." Journal of Education 51, n.º 19 (mayo de 1990): 295. http://dx.doi.org/10.1177/002205749005101908.

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37

Von Rydingsvard, Anna. "Art is Public Schools." Journal of Education 52, n.º 17 (noviembre de 1990): 278. http://dx.doi.org/10.1177/002205749005201708.

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38

Von Rydingsvard, A. M. "Art in Public Schools." Journal of Education 52, n.º 19 (noviembre de 1990): 311. http://dx.doi.org/10.1177/002205749005201909.

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39

Von Hydingsvard, Anna. "Art in Public Schools." Journal of Education 52, n.º 21 (noviembre de 1990): 340–41. http://dx.doi.org/10.1177/002205749005202104.

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40

Alberts, John. "Partnerships: Austin Public Schools". Gifted Child Today 44, n.º 1 (28 de diciembre de 2020): 35–38. http://dx.doi.org/10.1177/1076217520964404.

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41

Alpert, William T. "Unions and public schools". Economics of Education Review 4, n.º 4 (enero de 1985): 359–60. http://dx.doi.org/10.1016/0272-7757(85)90028-7.

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42

ASPY, DAVID N. y CHERYL B. ASPY. "Religion in Public Schools". Counseling and Values 36, n.º 1 (octubre de 1991): 55–57. http://dx.doi.org/10.1002/j.2161-007x.1991.tb00779.x.

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43

Fine, Michelle. "Silencing in Public Schools". Language Arts 64, n.º 2 (1 de febrero de 1987): 157–74. http://dx.doi.org/10.58680/la198725495.

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44

Greene, Paula K. "Complexities of Small Schools Reform:Small Schools: Public School Reform Meets the Ownership Society". Educational Forum 74, n.º 1 (18 de diciembre de 2009): 84–85. http://dx.doi.org/10.1080/00131720903404130.

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45

Turner, Lindsey, Jamie F. Chriqui y Frank J. Chaloupka. "Walking School Bus Programs in U.S. Public Elementary Schools". Journal of Physical Activity and Health 10, n.º 5 (julio de 2013): 641–45. http://dx.doi.org/10.1123/jpah.10.5.641.

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Background:Active transportation to school provides an important way for children to meet physical activity recommendations. The “walking school bus” (WSB) is a strategy whereby adults walk with a group of children to and from school along a fixed route. This study assessed whether school-organized WSB programs varied by school characteristics, district policies, and state laws.Methods:School data were gathered by mail-back surveys in nationally representative samples of U.S. public elementary schools during the 2008−2009 and 2009−2010 school years (n = 632 and 666, respectively). Corresponding district policies and state laws were obtained.Results:Nationwide, 4.2% of schools organized a WSB program during 2008−2009, increasing to 6.2% by 2009−2010. Controlling for demographic covariates, schools were more likely to organize a WSB program where there was a strong district policy pertaining to safe active routes to school (OR = 2.14, P < .05), or a state law requiring crossing guards around schools (OR = 2.72, P < .05).Conclusions:WSB programs are not common but district policies and state laws are associated with an increased likelihood of elementary schools organizing these programs. Policymaking efforts may encourage schools to promote active transportation.

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46

Sahin, Alpaslan, Victor Willson y Robert M. Capraro. "Charter School Achievements in Texas: Public versus Charter Schools". International Journal of Educational Reform 27, n.º 1 (enero de 2018): 46–62. http://dx.doi.org/10.1177/105678791802700103.

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This study aimed to investigate the performance of a charter school network, Harmony Public Schools (HPS), in a 3-year longitudinal student-level research study of high school mathematics, reading, and science performance using 2009–2011 Texas Assessment of Knowledge and Skill student data. Propensity-score-matched public (N = 19) and Harmony (N = 11) schools' performances were compared. We conducted a two-level multivariate analysis of covariance on binary outcomes (pass–no pass) for grades 9–11. HPS performed significantly better at grade 9 and worse at grade 11, with no statistical differences at grade 10 in mathematics. Type of school was not significant at either grade 9 or 10 for reading. For science performances, Harmony charter schools performed better at 10th grade and significantly better at 11th grade. Implications of the findings were discussed as to whether charter schools keep their promises of providing quality education.

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47

Davalos, Laura y Darin Stockdill. "Educational Equity Issues in Chicago Public School Selective Enrollment Schools". Undergraduate Journal of Service Learning & Community-Based Research 13, n.º 1 (11 de mayo de 2022): 15–32. http://dx.doi.org/10.56421/ujslcbr.v13i1.411.

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On the surface, the Chicago Public Schools (CPS) selective enrollment system seems to provide students with many opportunities and offers students access to a quality education at high-performing schools. Recently, however, both students and teachers have been speaking up about discrimination at these schools. This paper will evaluate the different types of discrimination that students experience within the top five selective enrollment schools and discuss possible solutions to ending discrimination. This paper specifically examines the question: How do students with marginalized identities actually experience educational equity, or the lack of equity, in selective enrollment schools, in particular in Chicago Public Schools? Qualitative methods were used to analyze the student experience at these schools. We collected data from instagram posts from BIPOC Instagram pages from four of the five schools that were studied. Teacher interviews and local school council meetings were also used to gather information on the student experience at these schools. From these sources we found that racism and other forms of discrimination from teachers and staff members often can make students feel as if they are not wanted or do not belong at their high school. This paper also explores possible solutions for these issues of discrimination, which include anti-racist staff training, minority teacher recruitment/retention, listening to student input, anti-racist curriculum and creating an anti-racist culture at schools.

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48

Berumen, Britteny, Misty Boatman y Mark W. Bland. "Public vs. Private". American Biology Teacher 86, n.º 2 (1 de febrero de 2024): 87–93. http://dx.doi.org/10.1525/abt.2024.86.2.87.

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Evolutionary theory is fundamental to biology, yet evolution instruction in high schools has often been unsatisfactory. How or whether high school biology teachers teach evolution is influenced by their own acceptance or rejection of evolutionary theory, parents’ and community members’ views, and in the case of some private schools, their religious affiliations. Studies documenting how evolution is taught in public high schools have been conducted, yet private schools remain underresearched. Arkansas high school biology teachers employed by public and private schools were invited to complete a survey composed of the Measure of Acceptance of the Theory of Evolution (MATE) and other items designed to allow comparison of their treatment of topics within evolutionary theory. Specifically, we sought to compare public and private teachers’ acceptance of evolution, how they teach it in their classrooms, and how their acceptance of the validity of evolution compares with four other widely accepted scientific theories (cell, gene, germ, and atomic). Results suggest that public school teachers have higher levels of acceptance of evolution than private school teachers. However, teachers in both public and private schools reported lower acceptance of the validity of evolutionary theory compared with the other four scientific theories. Across topics within evolution, natural selection was given the most treatment while human evolution was given the least.

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49

Arum, Richard. "Do Private Schools Force Public Schools to Compete?" American Sociological Review 61, n.º 1 (febrero de 1996): 29. http://dx.doi.org/10.2307/2096405.

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50

Davis, Tomeka M. "Charter School Competition, Organization, and Achievement in Traditional Public Schools". education policy analysis archives 21 (8 de diciembre de 2013): 88. http://dx.doi.org/10.14507/epaa.v21n88.2013.

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Market models of education reform predict that the growth of charter schools will infuse competition into the public school sector, forcing traditional public schools to improve the practices they engage in to educate students. Some scholars have criticized these models, arguing that competition from charter schools is unlikely to produce significant change among public schools. Using data from the Early Childhood Longitudinal Study – Kindergarten Class, I attempt to identify potential mechanisms linking charter competition to achievement in traditional public schools. The results provide little support for the market model. Competition from charter schools is not associated with reading or math scores, and is only associated with three of ten organizational measures. There is some support for an indirect relationship between math achievement and competition through reductions in teacher absenteeism, but these results fall short of meeting conventional thresholds for statistical significance.

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