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Artículos de revistas sobre el tema "Schools"

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Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 30 de julio de 2024

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1

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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2

Ready, Douglas D., Valerie E. Lee y Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools". Teachers College Record: The Voice of Scholarship in Education 106, n.º 10 (octubre de 2004): 1989–2014. http://dx.doi.org/10.1177/016146810410601005.

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Consistent with the Williams v. California suit, our focus in this article is on educational equity, particularly the interface between equity and school organization. We concentrate on two structural issues, school size and school overcrowding, and one specific school structure, schools-within-schools. We organize the article as an interpretive summary of existing studies of these topics, concentrating on how these structural issues relate to social stratification in student outcomes, particularly academic achievement. Our evidence is drawn from both national studies and, when available and appropriate, from research that discusses the effects of school structure in California. We use this evidence to define which size high schools are best for all students (600–900 students), which responses to school overcrowding are appropriate (building more schools rather than adding portable classrooms or multitrack year-round schooling), and how creating smaller learning communities in high schools can work well for everyone by reducing the potential for internal stratification. California policies, however, have not promoted these responses. In many cases they have actually exacerbated inequality in educational outcomes and assisted the transformation of the social differences students bring to school into academic differences. We advocate reforms that are associated with high achievement and achievement that is equitably distributed by race, ethnicity, class, or family origin. Reforms that raise achievement of children at the lower end of the distribution without damaging those at the top are ones toward which we believe our nation should strive. By offering empirical evidence of practices that lead toward this important goal, we hope to inform the important debates surrounding the Williams case.
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3

Ready, Douglas D., Valerie E. Lee y Kevin G. Welner. "Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools". Teachers College Record 106, n.º 10 (octubre de 2004): 1989–2014. http://dx.doi.org/10.1111/j.1467-9620.2004.00424.x.

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4

Mandal, Ranjit Kumar. "Importance of School Management Committee in Managing Schools". Journal of Advanced Research in English & Education 03, n.º 04 (19 de enero de 2019): 1–4. http://dx.doi.org/10.24321/2456.4370.201809.

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5

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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6

Sumiyati, Sumiyati y Rahmat Mulyono. "School-Based Management in Creating Healthy Schools in Elementary Schools". Gema Wiralodra 14, n.º 3 (3 de octubre de 2023): 1096–105. http://dx.doi.org/10.31943/gw.v14i3.423.

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Ngunut Playen Gunungkidul State Elementary School is located near the Cemoro Jajar tourist attraction and is known for being beautiful, clean, and comfortable. Likewise, the surrounding environment, including Ngunut State Elementary School. This research aims to obtain a fact-based picture in the form of data and information regarding school-based management in creating healthy schools. The purposes of this research include: (1) To find out about school-based management at SDN Ngunut. (2) To find out the efforts of a healthy school at SDN Ngunut. (3) To determine the role of school-based management in healthy school efforts. This research uses qualitative research, where the techniques used are interviews, observation, and documentation.
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7

Jennings, Jennifer L. "School Choice or Schools’ Choice?" Sociology of Education 83, n.º 3 (julio de 2010): 227–47. http://dx.doi.org/10.1177/0038040710375688.

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Drawing on a year and a half of ethnographic research in three New York City small high schools, this study examines the role of the school in managing school choice and asks what social processes are associated with principals’ disparate approaches. Although district policy did not allow principals to select students based on their performance, two of the three schools in this study circumvented these rules to recruit and retain a population that would meet local accountability targets. This article brings together sensemaking and social network theories to offer a theoretical account of schools’ management of choice in an era of accountability. In doing so, the author demonstrates that principals’ sensemaking about the accountability and choice systems occurred within the interorganizational networks in which they were embedded and was strongly conditioned by their own professional biographies and worldviews. Principals’ networks offered access to resources that could be activated to make sense of the accountability and choice systems. How principals perceived accountability and choice policies influenced whether they activated their social networks for assistance in strategically managing the choice process, as well as how they made sense of advice available to them through these networks. Once activated, principals’ networks provided uneven access to instrumental and expressive resources. Taken together, these results suggest that schools respond to accountability and choice plans in varied ways that are not simply a function of their short-term incentives.
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8

Coverdale, Peter. "Extended Schools and School Nursing". British Journal of School Nursing 2, n.º 4 (julio de 2007): 153–55. http://dx.doi.org/10.12968/bjsn.2007.2.4.24119.

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9

Aerts, Saskia, Mieke Van Houtte, Alexis Dewaele, Nele Cox y John Vincke. "School Motivation in Secondary Schools". Youth & Society 47, n.º 3 (12 de diciembre de 2012): 412–37. http://dx.doi.org/10.1177/0044118x12467657.

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10

Braden, Jennifer S., Eleanor DiMarino-Linnen y Thomas L. Good. "Schools, Society, and School Psychologists". Journal of School Psychology 39, n.º 2 (marzo de 2001): 203–19. http://dx.doi.org/10.1016/s0022-4405(01)00056-5.

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11

Frisby, Craig L. "Charter Schools and School Psychology". Contemporary School Psychology 24, n.º 4 (27 de febrero de 2019): 362–77. http://dx.doi.org/10.1007/s40688-019-00236-1.

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12

Pistilli, José Carlos Teixeira y Tamara Tania Cohen Egler. "SCHOOLS, DISCRIMINATION AND SCHOOL PERFORMANCE". International Journal of Human Sciences Research 3, n.º 26 (2 de agosto de 2023): 2–10. http://dx.doi.org/10.22533/at.ed.5583262301089.

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13

Picucci, Ali Callicoatte, Amanda Brownson, Rahel Kahlert y Andrew Sobel. "Middle School Concept Helps High-Poverty Schools Become High-Performing Schools". Middle School Journal 36, n.º 1 (septiembre de 2004): 4–11. http://dx.doi.org/10.1080/00940771.2004.11461458.

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14

Morales, Reggie R. y Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools". International Journal of Research Publication and Reviews 4, n.º 10 (16 de octubre de 2023): 2798–815. http://dx.doi.org/10.55248/gengpi.4.1023.102825.

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15

Morales, Reggie R. y Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools". International Journal of Research Publication and Reviews 4, n.º 10 (16 de octubre de 2023): 2798–814. http://dx.doi.org/10.55248/gengpi.4.1023.102836.

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16

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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17

Meylani Aljeinie Tijow y 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, n.º 1 (18 de marzo de 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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18

Kitchens, Karin y NaLette Brodnax. "Race, School Discipline, and Magnet Schools". AERA Open 7 (enero de 2021): 233285842110338. http://dx.doi.org/10.1177/23328584211033878.

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School environment plays an important role in student outcomes. Increasingly, research has also highlighted the role school environment plays in the White–Black suspension gap. We test whether magnet schools reduce the White–Black suspension gap using data from Tulsa Public Schools. Using student-level and incident-level data from Tulsa, Oklahoma, we explore whether Black students receive exclusionary discipline at lower rates in magnet schools than in traditional schools compared with White students. Using matching techniques to minimize selection bias, we find that magnet schools in Tulsa are associated with a reduction in the racial suspension gap. In magnet schools in Tulsa, we do not find a racial gap in severity of incident or days assigned.
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19

Goy-Blanquet, Dominique. "Schools of Law, School of Drama". Law and Humanities 5, n.º 1 (junio de 2011): 129–39. http://dx.doi.org/10.5235/175214811796219664.

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20

Amaliyah, Amaliyah. "ELITE SCHOOL POLICIES; SUPERIOR ISLAMIC SCHOOLS". Edukasi Islami: Jurnal Pendidikan Islam 9, n.º 02 (29 de agosto de 2020): 410. http://dx.doi.org/10.30868/ei.v9i02.907.

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This study aims to examine the policies of leading schools/madrasas in Indonesia, which have elitist tendencies and become reproductive forces rather than productive forces. This picture is evident from the community's view on identifying rich and poor schools, and even becoming a socioeconomic measure for the community. Furthermore, elite schools are seen as excellent schools that meet the quality standards of their graduates. The emergence of elite Islamic schools is at least motivated by several factors, including factors, ideology, social, historical, and psychology, as a response to problems in Islamic education that are always discussed by the world of education, where the tendency only functions in the spiritual. There are two formulations of this study's problem, namely, how does elitism emerge in leading schools/madrasas? Then, how to reconstruct the leading school/madrasa to guarantee access to education that is equitable for all children of the nation from all walks of life, especially among the poor? The results of this study, first, the elite schools get special treatment from the government by receiving block-grant subsidies and being given the freedom to collect school fees from parents/guardians of students. Second, reconstruction steps are needed to improve the education of the excellent schools/madrasas to be enjoyed equally by the entire community and educate all the nation's children.
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21

Maranto, Robert y M. Danish Shakeel. "Family Change, Schools, and School Choice". Journal of School Choice 15, n.º 1 (2 de enero de 2021): 7–9. http://dx.doi.org/10.1080/15582159.2021.1883902.

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22

Pallas, Aaron M. "School Climate in American High Schools". Teachers College Record: The Voice of Scholarship in Education 89, n.º 4 (junio de 1988): 541–54. http://dx.doi.org/10.1177/016146818808900405.

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23

Covell, Katherine. "School engagement and rights‐respecting schools". Cambridge Journal of Education 40, n.º 1 (marzo de 2010): 39–51. http://dx.doi.org/10.1080/03057640903567021.

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24

Willms, J. Douglas y Peter Cuttance. "School Effects in Scottish Secondary Schools". British Journal of Sociology of Education 6, n.º 3 (octubre de 1985): 289–306. http://dx.doi.org/10.1080/0142569850060303.

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25

Mitchell, Coral y Larry Sackney. "School improvement in high-capacity schools". Educational Management Administration & Leadership 44, n.º 5 (9 de julio de 2016): 853–68. http://dx.doi.org/10.1177/1741143214564772.

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26

Crespi, Tony D. "Training School Psychologists in Prison Schools". Special Services in the Schools 18, n.º 1-2 (septiembre de 2002): 151–63. http://dx.doi.org/10.1300/j008v18n01_10.

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27

Chen, Greg. "Communities, Students, Schools, and School Crime". Urban Education 43, n.º 3 (4 de marzo de 2008): 301–18. http://dx.doi.org/10.1177/0042085907311791.

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28

Akos, Patrick, Heidi Schuldt y Meg Walendin. "School Counselor Assignment in Secondary Schools". Professional School Counseling 13, n.º 1 (octubre de 2009): 23–29. http://dx.doi.org/10.5330/psc.n.2010-13.23.

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29

McLeskey, James y Nancy L. Waldron. "Comprehensive School Reform and Inclusive Schools". Theory Into Practice 45, n.º 3 (julio de 2006): 269–78. http://dx.doi.org/10.1207/s15430421tip4503_9.

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30

Willower, Donald J. "School Reform and Schools as Organizations". Journal of School Leadership 1, n.º 4 (julio de 1991): 305–15. http://dx.doi.org/10.1177/105268469100100403.

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31

Moos, Lejf, John Krejsler, Klaus Kasper Kofod y Bent Brandt Jensen. "Successful school principalship in Danish schools". Journal of Educational Administration 43, n.º 6 (diciembre de 2005): 563–72. http://dx.doi.org/10.1108/09578230510625665.

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32

Ewington, John, Bill Mulford, Diana Kendall, Bill Edmunds, Lawrie Kendall y Halia Silins. "Successful school principalship in small schools". Journal of Educational Administration 46, n.º 5 (15 de agosto de 2008): 545–61. http://dx.doi.org/10.1108/09578230810895483.

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33

Knight, Siân. "Medical schools allocate state school places". BMJ 321, Suppl S1 (1 de julio de 2000): 0007223a. http://dx.doi.org/10.1136/sbmj.0007223a.

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34

Gotts, Edward E. y Richard F. Purnell. "School-Family Relations and Effective Schools". Education and Urban Society 19, n.º 2 (febrero de 1987): 115–18. http://dx.doi.org/10.1177/0013124587019002001.

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35

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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36

Gurr, David, Lawrie Drysdale y Donald M. Walkley. "School—Parent Relations in Victorian Schools". Journal of School Public Relations 33, n.º 3 (1 de julio de 2012): 172–98. http://dx.doi.org/10.3138/jspr.33.3.172.

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37

Cookson, Peter W. "School Choice: Meaningless without Good Schools". Brookings Review 14, n.º 4 (1996): 2. http://dx.doi.org/10.2307/20080676.

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38

Astor, R. A. y L. Gutierrez. "Gender, Schools, and School Social Workers". Children & Schools 21, n.º 4 (1 de octubre de 1999): 195–200. http://dx.doi.org/10.1093/cs/21.4.195.

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39

Bronstein, Laura R., Elizabeth Mellin, Youjung Lee y Elizabeth Anderson. "School-Linked Services and Community Schools". Children & Schools 41, n.º 2 (23 de febrero de 2019): 67–68. http://dx.doi.org/10.1093/cs/cdz004.

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40

Furtwengler, Willis J. y Beth Farley. "Effective School Retreats Improve Secondary Schools". NASSP Bulletin 71, n.º 500 (septiembre de 1987): 118–22. http://dx.doi.org/10.1177/019263658707150019.

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41

Whelan, Amanda, Alison Smith y Christopher Smith. "School meals contracts in Welsh schools". Journal of Human Nutrition and Dietetics 8, n.º 3 (junio de 1995): 177–85. http://dx.doi.org/10.1111/j.1365-277x.1995.tb00310.x.

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42

Goodlad, John I. "School-University Partnerships and Partner Schools". Educational Policy 7, n.º 1 (marzo de 1993): 24–39. http://dx.doi.org/10.1177/0895904893007001003.

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43

Hare, Isadora. "School Social Work and Effective Schools". Urban Education 22, n.º 4 (enero de 1988): 413–28. http://dx.doi.org/10.1177/004208598802200403.

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44

Hyun-jung, Lim, Lee Young-chu y Jo Gyudong. "After School of Korean Elementary Schools". Hungarian Educational Research Journal 6, n.º 4 (15 de mayo de 2016): 9–21. http://dx.doi.org/10.14413/herj.2016.04.02.

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45

Akos, Patrick, Heidi Schuldt y Meg Walendin. "School Counselor Assignment in Secondary Schools". Professional School Counseling 13, n.º 1 (octubre de 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300101.

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Research has not yet begun to investigate the practice or impact of school counselor assignment. A preliminary study sought to explore the nature and consequences of school counselor assignment practices in secondary schools. Secondary school counselors from one large Southeastern school district were asked to complete a questionnaire created for the purpose of this study. The results suggest a significant difference between school counselor assignment at the middle and high school levels. Middle schools predominantly utilized grade-level assignment while high schools used alphabetical assignment. Distinct advantages and challenges were indicated by school counselors from each assignment type. Implications for professional school counselors and future research directions are provided.
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46

Fedorova, Natalia V., Andrey A. Mekushkin y 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, n.º 1 (213) (31 de marzo de 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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47

Turdimurodov, Dilmurod Yuldashevich. "Testing Volitional Qualities For Students Of High Schools Of Secondary School". American Journal of Social Science and Education Innovations 03, n.º 03 (31 de marzo de 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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48

Tanabe, Yoshimi, Junko Kurita, Natsuki Nagasu, Tamie Sugawara y Yasushi Ohkusa. "Infection Control in Nursery Schools and Schools Using a School Absenteeism Surveillance System". Tohoku Journal of Experimental Medicine 247, n.º 3 (2019): 173–78. http://dx.doi.org/10.1620/tjem.247.173.

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49

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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50

Makris, Molly Vollman y Elizabeth Brown. "School development in urban gentrifying spaces: Developers supporting schools or schools supporting developers?" Journal of Urban Affairs 42, n.º 4 (30 de octubre de 2017): 571–94. http://dx.doi.org/10.1080/07352166.2017.1360735.

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