Gotowe bibliografie tematyczne / Independent schools

Gotowa bibliografia na temat „Independent schools”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Independent schools"

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Frey, Donald E. "Independent schools, independent thinkers". Economics of Education Review 14, nr 1 (marzec 1995): 96–97. http://dx.doi.org/10.1016/0272-7757(95)90112-4.

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Beavis, Allan K. "The Governance of Independent Schools". International Journal of Learning: Annual Review 12, nr 7 (2007): 83–92. http://dx.doi.org/10.18848/1447-9494/cgp/v14i07/45394.

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Kane, Pearl R. "Independent Schools in American Education". Teachers College Record: The Voice of Scholarship in Education 92, nr 3 (marzec 1991): 396–408. http://dx.doi.org/10.1177/016146819109200309.

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McCormick, John, Kerry Barnett, Seyyed Babak Alavi i Geoffrey Newcombe. "Board governance of independent schools". Journal of Educational Administration 44, nr 5 (wrzesień 2006): 429–45. http://dx.doi.org/10.1108/09578230610683741.

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Spiller, David, i Gillian Shakeshaft. "Libraries in UK independent schools". New Review of Children's Literature and Librarianship 3, nr 1 (styczeń 1997): 75–92. http://dx.doi.org/10.1080/13614549709510592.

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West, Edwin G. "Public Aid to Ontario's Independent Schools". Canadian Public Policy / Analyse de Politiques 11, nr 4 (grudzień 1985): 701. http://dx.doi.org/10.2307/3550300.

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Esty, John C. "Independent Schools: What, Whither, and Why". Teachers College Record: The Voice of Scholarship in Education 92, nr 3 (marzec 1991): 485–90. http://dx.doi.org/10.1177/016146819109200308.

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Balossi, Matt, i Natalia R. Hernandez. "On Teacher Quality in Independent Schools". Peabody Journal of Education 91, nr 5 (22.08.2016): 672–90. http://dx.doi.org/10.1080/0161956x.2016.1227192.

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Bee, M., i P. J. Dalton. "EDUCATIONAL PRODUCTION IN INDEPENDENT SECONDARY SCHOOLS". Bulletin of Economic Research 37, nr 1 (styczeń 1985): 27–38. http://dx.doi.org/10.1111/j.1467-8586.1985.tb00180.x.

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Edmark, Karin. "Location choices of Swedish independent schools". Annals of Regional Science 63, nr 1 (sierpień 2019): 219–39. http://dx.doi.org/10.1007/s00168-019-00933-y.

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Rozprawy doktorskie na temat "Independent schools"

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Decoux, Bruce Vernon. "Leadership in independent schools in Alberta". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq22975.pdf.

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Roddy, Troy. "Frame Analysis of the Self-Perceived Leadership Orientations of Headmasters of the Independent Schools Association of the Southwest, Southern Association of Independent Schools, and the Association of Independent Schools of Greater Washington Member Schools". ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1217.

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This study examined the self-perceived leadership orientations of headmasters of independent schools. This research expanded the current body of work that supports Bolman and Deal's (2003) multi-frame explanation that leaders use different orientations (frames) to understand their roles, clarify organizational situations, and make decisions. Using the four-frame model (structural, human resource, political, and symbolic) by Bolman and Deal, this study sought to identify common leadership orientations employed by headmasters of Independent Schools Association of the Southwest (ISAS), Southern Association of Independent Schools (SAIS), and the Association of Independent Schools of Greater Washington (AISGW) member Schools. The study also identified how many frames headmasters use and to what extent the self-perceived orientations relate to the headmasters' self-perceived overall effectiveness as managers and leaders. The Leadership Orientations (Self) survey developed by Bolman and Deal (1990) was revised, validated, and reliability was established before being sent to 272 headmasters of member schools of ISAS, SAIS, and AISGW. Data were collected from 94 respondents. The ISAS, SAIS, and AISGW are non-profit, voluntary membership organizations of independent schools located mostly in the southeastern and southwestern United States, as well as the greater Washington, DC metro area. The ISAS, SAIS, and AISGW are also members of good standing of the National Association of Independent Schools (NAIS) Commission on Accreditation. An analysis of the data revealed, through descriptive statistics, that all four frames are used by the headmasters and most headmasters report using more than one frame. Data analysis suggests that specific relationships exist between the headmasters' self-reported frame use and their perceived effectiveness as managers and as leaders. In addition, differences were observed between frame usage and teacher certification and frame usage and years of administrative experience.
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Dettman, Pamela. "The accreditation model of whole-school evaluation in Australian independent schools". Thesis, Dettman, Pamela (1988) The accreditation model of whole-school evaluation in Australian independent schools. Masters by Research thesis, Murdoch University, 1988. https://researchrepository.murdoch.edu.au/id/eprint/40891/.

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The central aim of this thesis is to examine the usefulness of the archaeological and genealogical methods, as explicated by Michel Foucault, for exploring ecofeminism as a liberation movement and emerging field of academic inquiry. In particular, I will be using Foucault's concepts of "discursive formations", "discursive practices" and "power/knowledge relations" in order to investigate the factors which constrain and enable the circulation of ecofeminism as it enters the academy and appears in grass roots liberation movements. The purpose of studying ecofeminism in this way is to enable a bringing into play of the activist voices displaced by some philosophical commentaries. On a more implicit level, the inquiry is guided by Donna Haraway's concepts of "situated knowledges" and "cyborg politics". Together, the works of Foucault and Haraway will be employed to argue for a politics which aims at avoiding the use of essentialist and universalising frameworks. I am also arguing that it is, perhaps, a shared ethics and politics, rather than a unified epistemology, that gives rise to ecofeminist positions.
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Parker, Jeanne D. "The African-American student experience in the independent school /". Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11168262.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Pearl R. Kane. Dissertation Committee: Robert T. Carter. Includes bibliographical references (leaves 111-113).
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Patti, Frank Anthony. "Branding in Independent Schools| Identifying Important Aspects of the School Branding Process". Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608474.

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Branding in independent schools is a topic that has not been fully explored by researchers in the field of marketing and branding. Many factors have forced independent schools to begin to look at brand management as a way to respond to sudden enrollment issues. The recession of 2008, increasing quality of public schools, and the rising cost of an independent school education are three major factors that have prompted independent schools to think much more carefully about their images. Although there is some research on the ways that colleges and universities successfully apply branding strategies, K-12 independent schools have very little academic research on which to rely.

The purpose of this research project was to explore the branding process in K-12 independent schools through a case study of one independent school’s professionally led branding initiative. Research on college and university branding tells us that certain parts of the process are more important than others. The qualitative methods employed in this case study revealed that there are three aspects of the branding process that were particularly useful in the branding process of this independent school: understanding the social and political context of a school’s setting, engaging the faculty in the branding process, and developing clear and consistent brand messaging to the internal community. This study concludes by examining the implications of these findings for research and practice.

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Chun, Cindy P. "Best practices of affinity groups in independent schools". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10247015.

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Independent schools across the nation recognize the need to create inclusive communities for their students of color. Independent schools must embrace diversity and create communities in which students from all different cultures feel that they belong. The presence of diversity in the independent school environment is critical to the success of students of color. Many non-cognitive obstacles inhibit the success of students of color who attend predominantly white schools including institutional racism, oppositional identity, and internalized oppression (Fordham & Ogbu, 1986; Tatum, 2003). One of the many approaches that independent schools use to address inclusivity is the creation of affinity groups. The purpose of this study is to discover best practices of affinity groups in independent schools and how they are used to create a sense of belonging and inclusion for students of color. This qualitative study employs the Dynamic Narrative Approach to conduct interviews with diversity practitioners at independent schools that are members of the National Association of Independent Schools. Diversity practitioners were asked semi-structured interview questions through a password-protected wiki. A review of the literature and the findings from this study produced a list of best practices of affinity groups in independent schools, including possible downsides and how to overcome them. The findings of this study may be beneficial to independent school leaders and diversity practitioners who have not yet begun affinity group work at their schools. This study adds to the dearth of literature surrounding using affinity groups in independent schools to support students of color.

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Naidoo, Gonasagarie Linda. "The management of teacher absenteeism in independent primary schools in Gauteng". Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62895.

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Teacher absenteeism is a huge concern both internationally and nationally. If it is not well-managed the resulting consequences can be disastrous for schools and most important, the students. While there have been many studies regarding the reasons teachers get absent and the impact this has on student achievement, there is very little information available on the actual management practises of teacher absenteeism, especially in independent, primary schools. Therefore my study will focus on how teacher absenteeism is managed in independent, primary schools in Midrand, Gauteng Province. The purpose of this study is to investigate and procure a basis for understanding how teacher absenteeism is managed in independent, primary schools in South Africa, and in doing so, deliver a perspective into the effective and gainful management thereof. My study made use of a qualitative, case study approach. Numerous data collection techniques like interviews, document analysis and observations were utilised to produce the following results: School managers play a pivotal role in managing teacher absenteeism. The climate and culture they create within the school environment is fundamental to the manner in which teacher absenteeism is managed. If school managers adopt a strong stance against offending teachers and the immediate penalties are opposed, as well as, rewarding the teachers who work in a committed manner and a key component of this is for teachers to attend school regularly and on time, then that specific school will experience low levels of teacher absenteeism. Independent schools in particular exert enormous pressure on their teachers to perform at their best due to parents paying a high amount in school fees and due to the fact that independent schools have direct control over their teachers’ salaries, the teachers feel compelled to fall in line with the schools’ expectations. As a result of my study, these strategies now become available to the schools that experience high rates of teacher absenteeism.
Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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Beauchamp, Pierre. "Teacher perceptions of the characteristics of effectiveness in Canadian independent schools". Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22401.

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This study analyzed the perceptions of 184 teachers in 38 member institutions of the Canadian Association of Independent Schools to determine the most important characteristics and indicators of school effectiveness. Review of the school effectiveness literature indicated eight characteristics of school effectiveness: leadership, expectations, mission, time on task, monitoring, basic skills, climate, and parent/community participation. In addition, research on school effectiveness has found certain procedures or activities that contribute to effective schooling, termed indicators for this study.
Of the eight characteristics, creating a positive learning climate was ranked highest, as was the case in a recent study of private schools in the United States. At the level of indicators, top rankings were given to student-oriented concerns: (1) care about students as people, (2) providing an enriched and all-round quality programme for students, (3) pride in the school's and students' successes, (4) listening to students, (5) providing an enjoyable environment, (6) care of students in a professional manner.
In conclusion, these findings indicate that a balance of school effectiveness characteristics and indicators are required to render an overall quality programme for the benefit of the students.
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Leatch, Michael J. H. "Inclusive education : attitudes of faculty in Canadian independent schools". Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437156.

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Rhodes, Deborah L. "Resource development in the libraries of independent Black schools". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/2507.

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This study examines the collection development policies and procedures of the independent Black schools that belong to the Council of Independent Black Institutions. The primary focus is on, 1) the types of sources used to select and acquire library materials pertaining to the Black experience, and 2) the extent to which the collections of the schools focus on materials documenting Black life and culture. Major findings include, that in the Black independent schools surveyed, 1) Black book stores are the major source of library materials concerning Black life and culture, and 2) in terms of abundance, materials concerning Black people are the most important part of the library collections. This report suggests the need for further research to explore dimensions of resource development in Black schools beyond the scope of the present investigation.
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Książki na temat "Independent schools"

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Rock, Kane Pearl, red. Independent schools, independent thinkers. San Francisco: Jossey-Bass, 1991.

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Democrats, Liberal. Independent schools. Dorchester: Liberal Democrat Publications, 1996.

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Keane, Frank. Independent schools of British Columbia. Surrey, B.C: Keane Publications, 1989.

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Independent schools yearbook, 2012-2013. London: A. & C. Black, 2013.

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F, Bassett Patrick, i Crosier Louis M, red. Looking ahead: Independent school issues & answers. Washington, D.C: Avocus, 1994.

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Burnett, J. F. Independent schools yearbook 1989: Boys' schools, co-educational schools and preparatory schools. London: A & C Black, 1989.

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An educator's guide to independent schools. Aurora, Ont: Aurora Professional Press, 1998.

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Service, Independent Schools Information. Independent Schools Information Service, Central England. Bewdley: ISIS, 1985.

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Private Independent Schools, 2000 (Private Independent Schools). Wyd. 5. BUNTING & LYON, 2000.

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Private Independent Schools 2001 (Private Independent Schools). Wyd. 5. Bunting and Lyon Inc, 2001.

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Części książek na temat "Independent schools"

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Carper, James C. "Independent Christian Day Schools". W Information, Computer and Application Engineering, 163–83. London: CRC Press, 2018. http://dx.doi.org/10.1201/9780429434617-12.

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Keene, John, i Graham S. Clarke. "Fairbairn and the Independent Tradition". W Underlying Assumptions in Psychoanalytic Schools, 46–56. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003027768-5.

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Tapper, Ted, i Brian Salter. "Images of Independent Schooling: Exploring the Perceptions of Parents and Politicians*". W British Public Schools, 179–207. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003282778-9.

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Skott, Pia, i Klaus Kasper Kofod. "Independent Schools in Different Nordic Contexts: Implications for School Leadership?" W Transnational Influences on Values and Practices in Nordic Educational Leadership, 89–111. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6226-8_7.

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Dangor, Suleman Essop. "Islamization and Muslim Independent Schools in South Africa". W International Handbook of Learning, Teaching and Leading in Faith-Based Schools, 367–87. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8972-1_21.

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Breen, Damian. "Manifesting Educational and Islamic Interests in Independent and State-Funded Contexts". W Muslim Schools, Communities and Critical Race Theory, 137–65. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-44397-7_8.

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Pike, Pamela D. "Leisure Adults in the Independent Studio, Community Schools, and Other Locations". W Dynamic Group-Piano Teaching, 91–109. New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315280370-8.

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Mohme, Gunnel. "Lessons the United States Can Learn From Sweden's Experience with Independent Schools". W The Wiley Handbook of School Choice, 267–74. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119082361.ch18.

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Pike, Pamela D. "Group Piano for Children in the Independent Studio and K–12 Schools". W Dynamic Group-Piano Teaching, 124–46. New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315280370-10.

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Breen, Damian. "British Muslim Schools: Institutional Isomorphism and the Transition from Independent to Voluntary-Aided Status". W Advancing Race and Ethnicity in Education, 32–46. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137274762_3.

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Streszczenia konferencji na temat "Independent schools"

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Hu, Haixia, John Bryson i Lauren Andres. "INTERNATIONALISATION OF ENGLAND INDEPENDENT SCHOOLS". W 50th International Academic Conference, Paris. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.050.018.

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Perumal, Juliet, i Andrea Dawson. "Racial Dynamics at an Independent South African Educational Institution". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002671.

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Historically, education in South Africa has been beset by inequality. Over the last few decades, however, the landscape of South African government schooling has evolved considerably since its distinctive, racially-defined origins. This is largely due to reforms in the education sector, which played a key role in attempting to redress the injustices of the Apartheid system. Since its inception in 1929, the Independent Schools Association of Southern Africa (ISASA) has envisioned a value-based and quality education for all learners, irrespective of race, creed or culture. Thus, the media exposure in 2020, which revealed the prevalence of racist practices in approximately 26 prominent independent schools in South Africa was startling, as these discriminatory acts contradicted the vision of ISASA. One such school, which came into the spotlight was Excel College* (pseudonym), an independent school in Gauteng Province, South Africa. In response to the accusations, the school management launched an immediate investigation to address the allegations of racial discrimination against its students of colour. A whole-school Racial Intervention Programme (referred to as RDI – Respect, Diversity and Inclusivity) was designed and implemented early in 2021. This qualitative study, which comprised eight student leaders, sought to investigate how these student leaders experienced the intervention programme. The study sought to explore student leaders’ perceptions of the rationale behind the implementation of the Racial Intervention Programme (RIP), and of the racial climate in their school, and how they felt about the allegations of racism levelled against their school. The study further sought to investigate the extent to which student leaders felt their experience of the RIP had sensitised them to the need to promote racial inclusivity in their school. Data for the study were collected by conducting individual, online semi-structured interviews, using participants’ diaries, and holding a Focus Group session. The study drew on the tenets of the Critical Race Theory (De La Garza & Ono, 2016; Delgado & Stefançic, 2000; Dixon & Rousseau, 2006; Gillborn, 2015) and Paulo Freire’s conception of Critical Consciousness (1970). Proponents of the Critical Race Theory argue that race is neither a naturally nor biologically grounded feature of human beings; but rather, a socially constructed and culturally invented category that is used to oppress and exploit people of colour. Freire’s Critical Consciousness involves identifying contradictions in the experiences of others, through dialogue to contribute to change. The study confirmed that there were allegations of racism at the school, and that many of the students had been victims of – or had witnessed – an act of racial discrimination. Despite overwhelming support for RIP, the initiative was criticised for moving slowly, being teacher-centric and syllabus-driven; and that initially, it did not appreciate students’ contribution. However, during the seven weeks of the programme (which this study reports on), participants reported grasping the purpose of the programme – which was to encourage courageous conversations about inclusion, exclusion, racism and diversity.
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Fernandes, Venesser. "How Can Data-Informed Decision Making Improve Continuous School Improvement Processes in Australian Independent Schools?" W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442283.

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Chaaban, Youmen, i Maha Ellili-Cherif. "TECHNOLOGY INTEGRATION IN EFL CLASSROOMS: A STUDY OF QATARI INDEPENDENT SCHOOLS". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0392.

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Jayaneththi, D. N. D., i I. G. P. Rajapaksha. "Inclusive schools for children with autistic spectrum disorder: an appraisal on built environmental challenges of existing schools". W Independence and interdependence of sustainable spaces. Faculty of Architecture Research Unit, 2022. http://dx.doi.org/10.31705/faru.2022.9.

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Majority of the school-aged children with Autistic Spectrum Disorder (ASD) are excluded from education, globally. And those who are engaged in education, are being educated separately confronting social segregation. Education is a fundamental human right that highlights the importance of promoting inclusive schools, enabling education for differently abled children in typical schools. This study investigates the appropriateness of the built environment and available facilities of existing local schools imposed on students with ASD. Thus, four schools were evaluated; two with autistic students and two without them. A photographic survey was conducted as the methodology to evaluate the presence of the relevant spaces and their qualities. Five types of spaces were identified of which 12 spatial qualities were examined in each school. The results of the study demonstrate that the built environment of both existing special and mainstream schools consist a significant level of required spatial availability in three of the identified spatial categories while the availability of relaxing and treatment spaces to facilitate students with ASD are considerably low. Thus, the findings insist on the necessity of improvements in local school environments focusing on crucial space categories to educate students with ASD by making the schools inclusive.
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Giataganas, Dimitrios. "Stochastic Motion of Heavy Quarks in Holography: A Theory-Independent Treatment". W Corfu Summer Institute 2017 "Schools and Workshops on Elementary Particle Physics and Gravity". Trieste, Italy: Sissa Medialab, 2018. http://dx.doi.org/10.22323/1.318.0032.

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Jacobs, Charlotte. "Experiences of Hypervisibility and Invisibility for Girls of Color in Elite Independent Schools". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1684598.

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Amin, Muhammad, Muhammad Isnaini i Joni Rambey. "Implementation of the Independent Learning Curriculum in Schools Through a Synergistic Partnership Model". W Proceedings of the 3rd International Conference on Innovation in Education, Science and Culture, ICIESC 2021, 31 August 2021, Medan, North Sumatera Province, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.31-8-2021.2313803.

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Louw, Jaysveree M. "CHALLENGES WITH THE IMPLEMENTATION OF THE ADMISSION POLICY FOR GRADES R AND 1 IN THE MOTHEO DISTRICT IN THE FREE STATE PROVINCE OF SOUTH AFRICA". W International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end082.

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At the beginning of every year thousands of learners report for Grade R and Grade 1 across schools in South Africa. Unfortunately, many learners are refused admission to these grades when parents apply. The national policy that guides and governs admission of learners to public schools is the South African Schools Act (SASA) 84 of 1996. This policy stipulates that the admission age of a learner to a public or independent school for Grade R is age four, turning five by 30 June in the year of admission. For a learner to be admitted to Grade 1, the learner has to be five, turning six by 30 June in the year of admission (SASA 1996 Section 5a-6; Ramadiro and Vally 2005:1). But SASA (1996: Section 3(1) also states that attendance is compulsory in the year in which a learner turns seven. According to the National Education Policy Act (NEPA) 27 of 1996 and SASA (1996: Section 5) the Admission Policy of a public school is determined by the School Governing Body (SGB). However, according to the findings of the research there is no uniformity and consistency in schools as far as admission to Grades R and 1 is concerned. In addition, the study reveals that many parents are unaware of the age requirements for Grades R and 1. Although SASA does stipulate the admission age to Grade R and Grade 1, it also states that schools, in the form of the SGB, can determine their own Admission Policy. Hence some schools admit learners according to SASA, while others ignore the requirements stipulated in SASA and determine their own Admission Policies. The study aims to determine what the challenges are with the implementation of the policy. A qualitative research method in the form of interviews was conducted to collect data from teachers, parents, SGBs, school principals and departmental officials. Based on the findings recommendations were made, one of which is that there should be uniformity amongst schools as far as policy implementation is concerned. The theoretical framework that guides this study is document phenomenology.
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Clayton, Kaylene. "Information Quality: The Relationship to Recruitment in Pre-Tertiary IT Education". W InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2742.

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Iivari and Ervasti’s (1994) Construct for User Information Satisfaction is used within a case study to examine information quality and the satisfaction of the students, teachers and guidance officers with curriculum and career guidance information. It was found that there are curriculum quality differences and dissimilar levels of IT resources available between schools. Independent school students had access to additional IT subjects and information, which enabled them to make a more informed decision about studying IT in higher classes or tertiary institutions. Independent school students were also better equipped to enter elective IT subjects in Years 11 and 12, having gained the foundations of the knowledge in earlier years. Finally, there was general dissatisfaction amongst the students with the educational experience and problems with the ability of teachers and guidance officers being able to remain current about new technologies and the changes in job descriptions in the IT industry.
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Raporty organizacyjne na temat "Independent schools"

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Lemos, Renata, Karthik Muralidharan i Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), luty 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Roschelle, Jeremy, i Nicola M. Hodkowski. Using Research on Homework to Improve Remote and Hybrid Learning. Digital Promise, grudzień 2020. http://dx.doi.org/10.51388/20.500.12265/107.

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Due to the COVID-19 pandemic, many students are learning remotely or in a hybrid of remote and in-school learning. As a result, most teachers and students are in learning situations where more independent work is assigned to students. There is no research that directly speaks to this unprecedented situation. There is, however, a considerable body of established research to draw on about assigning independent work to students to do at home: research on homework. Further, technology to support homework is becoming more available and research supports its effectiveness. In this article, we review some of the major points of this established research and suggest how schools, teachers, and parents and guardians can apply this research and related technology now, during the pandemic.
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Boda, Phillip, i Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, luty 2021. http://dx.doi.org/10.51420/brief.2021.1.

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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Souch, Catherine, i Steve Brace. Geography of geography: the evidence base. Royal Geographical Society (with IBG), listopad 2020. http://dx.doi.org/10.55203/xqlb9264.

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The Society, along with the wider geographical community, has known for a long time that geography attracts a disproportionately low number of young people from disadvantaged and Black and ethnic minority backgrounds to study the subject. We knew national participation trends but had little benchmark data at regional and school levels. And it is only by knowing more about who is choosing geography at school and university (and, importantly, who doesn’t), and how the rates of uptake and progression vary that we will be able to develop effective interventions to address the inequalities and ensure that geography is a vibrant discipline. The Society therefore commissioned a significant piece of independent research using the Department for Education’s National Pupil Database and linked HESA data (information on students at university) to answer our questions. Given the source of the schools data, the results are for England only for the period from 2009/10 to 2017/18.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, Andrew M. Rasmussen, Randi Mcgee-Tekula, Jennifer Duck i Erica Wheeler. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, sierpień 2018. http://dx.doi.org/10.51420/report.2018.1.

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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Dix, Katherine, Syeda Kashfee Ahmed, Toby Carslake i Shani Sniedze-Gregory. Evidence of impact underpinning Life Education Programs. Life Education Australia, wrzesień 2021. http://dx.doi.org/10.37517/978-1-74286-643-7.

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This rapid evaluation of core Life Education programs conducted by the Australian Council for Educational Research (ACER) in June 2021 is an independent investigation that demonstrates the evidence base underpinning Life Education programs in primary schools Australia-wide. It presents a national snapshot by drawing upon existing Life Education-specific evaluation data, existing ACER student wellbeing data, and accepted best practice in the field of student health and wellbeing education. The project addressed the key evaluation questions: How are core Life Education programs underpinned by evidence-based best practice, and how are core Life Education programs impacting primary-aged student wellbeing outcomes that align to the health and physical education Australian and State Curriculums?
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Alcaíno, Manuel, Analia Jaimovich, Carolina Méndez i Diana Vásquez. Open configuration options Government fragmentation and educational outcomes: evidence on the creation of municipalities in Chile. Inter-American Development Bank, styczeń 2022. http://dx.doi.org/10.18235/0003977.

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We explore how government fragmentation affects public education provision by examining the case of Chile, which created 11 municipalities between 1994 and 2004. Using territories that sought, but failed to, achieve independence as controls, we find that schools in newly created municipalities, on average, experienced a standard deviation decline of 0.2 in elementary school mathematics performance. In addition, fragmentation led to a high turnover and increased job insecurity of classroom teachers and school management teams in newly created municipalities. In contrast, we found that reducing the size of the original municipalities school networks does not impact student outcomes or school personnel. Overall, our findings point to specific unintended educational effects of policies that seek to enhance horizontal decentralization.
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Beuermann, Diether, Andrea Ramos Bonilla i Marco Stampini. Interactions between Conditional Cash Transfers and Preferred Secondary Schools in Jamaica. Inter-American Development Bank, grudzień 2021. http://dx.doi.org/10.18235/0003862.

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We explore whether the academic benefit from attending a preferred secondary school differs between beneficiaries and non-beneficiaries of the Jamaican Conditional Cash Transfer Program, Programme of Advancement through Health and Education (PATH). The academic outcomes assessed include end of secondary and post-secondary high-stakes examinations independently administered by the Caribbean Examinations Council. Among girls, receiving PATH benefits before secondary school enrollment does not influence the academic gains from attending a more selective school. However, boys who received PATH benefits prior to secondary school enrollment benefit significantly less from subsequently attending a more selective school with respect to comparable peers who did not receive PATH benefits. These results suggest negative dynamic interactions between PATH and selective secondary schools among boys.
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Arbreton, Amy J. A. Arbreton, Molly Bradshaw Bradshaw, Julie Goldsmith Goldsmith, Linda Jucovy Jucovy, Sarah Pepper Pepper i Jessica Sheldon Sheldon. Advancing Achievement: Findings from an Independent Evaluation of a Major After-School Initiative. Philadelphia, PA United States: Public/Private Ventures, luty 2008. http://dx.doi.org/10.15868/socialsector.813.

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Nefodov, Dmytro. Local Studies in the System of School Historical Education. Intellectual Archive, grudzień 2022. http://dx.doi.org/10.32370/ia_2022_12_8.

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The aim of the article is to comprehensively study the place and role of historical local studies in the system of historical education of general educational institutions in Ukraine. Being a component of national education, historical local studies contributes to the revival of regional traditions and nation’s consolidation. Nowadays historical local studies in Ukraine has become a powerful means of the Ukrainians’ national self-awareness awakening, their national-historical memory, without which the process of establishing independent Ukrainian statehood would be impossible.
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