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Journal articles on the topic 'Approved schools'
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1
Makadzange, Azure Tariro, Patricia Gundidza, Charles Lau, et al. "Attitudes to Vaccine Mandates among Late Adopters of COVID-19 Vaccines in Zimbabwe." Vaccines 10, no. 7 (2022): 1090. http://dx.doi.org/10.3390/vaccines10071090.
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Despite sufficient supply, <25% of the population in sub-Saharan Africa has received at least one dose of COVID-19 vaccine. Vaccine mandates have previously been effective in increasing vaccine uptake. Attitudes to COVID-19 vaccine mandates and vaccines for children in African populations are not well understood. We surveyed late-adopters presenting for COVID-19 vaccination one year after program initiation in Zimbabwe. Logistic regression models were developed to evaluate factors associated with attitudes to mandates. In total, 1016 adults were enrolled; 690 (67.9%) approved of mandating vaccination for use of public spaces, 686 (67.5%) approved of employer mandates, and 796 (78.3%) approved of mandating COVID-19 vaccines for schools. Individuals of lower economic status were twice as likely as high-income individuals to approve of mandates. Further, 743 (73.1%) participants indicated that they were extremely/very likely to accept vaccines for children. Approval of vaccine mandates was strongly associated with perceptions of vaccine safety, effectiveness, and trust in regulatory processes that approved vaccines. Vaccine hesitancy is an important driver of low vaccine coverage in Africa and can be mitigated by vaccine mandates. Overall, participants favored vaccine mandates; however, attitudes to mandates were strongly associated with level of education and socioeconomic status.
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Goldberg, Steven S. "Reimbursing Parents for Unilateral Placements in Private Special Education Schools." Exceptional Children 52, no. 4 (1986): 390–94. http://dx.doi.org/10.1177/001440298605200412.
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When parents placed their child in a private special education program without school district approval, two legal questions arose: Does Public Law 94–142 prevent parents from taking unilateral action? May they he reimbursed for private programs? In Burlington, the U.S. Supreme Court held that the law does not bar parents from making unilateral placements, but they may be reimbursed only if the private educational program is eventually approved through the appeal procedures set forth in the law.
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Ross, Sharon, and Marcia Harding. "Regulating the Use of Support Personnel in Schools." Perspectives on School-Based Issues 11, no. 4 (2010): 149–55. http://dx.doi.org/10.1044/sbi11.4.149.
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Abstract Rules and regulations governing the use of support personnel in Arkansas were approved in 1996. These regulations allow school districts to employ support personnel, assistants or aides, to assist master's level speech-language pathologists (SLPs) with clerical and clinical tasks. School district personnel must develop proposals, receive approval, and participate in training before the support personnel can be used in the delivery of speech-language services. The supervising SLPs manage the caseload, provide direct services, and supervise the support personnel. This model of service delivery has been used effectively in Arkansas schools to enhance services provided by the SLPs. Support personnel are employed primarily in the rural parts of the state where there is a shortage of SLPs.
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Mubita, Jefferson Mubita, and S.O.C. Mwaba (PhD) Dr. "Parenting styles and juvenile delinquency in Zambia." International Journal of Current Science Research and Review 08, no. 05 (2025): 1959–77. https://doi.org/10.5281/zenodo.15385930.
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Abstract : This main objective of this study was to explore the relationship between maternal and paternal parenting styles and juvenile delinquency among juvenile offenders at Katombora, Nakambala and Insakwe approved schools in Zambia. Despite juvenile delinquency being a pervasive and serious societal menace and widely supported by literature as linked to parenting styles, no study has explored its relationship with parenting styles. It is against this backdrop that this study was conducted. This study was limited to the four mentioned parenting styles and juvenile offenders in approved schools. Most literature reviewed links authoritarian, neglectful and permissive parenting styles to juvenile delinquency and authoritative parenting to prosociality. This study was guided by six theories: The Baumrind parenting typology, the social control, the cognitive, the behavioral, the psychodynamic and the Bronfenbrenner’s ecological systems. It used the convergent-parallel mixed methods design, purposive sampling selected the research sites while convenience sampling selected participants for quantitative and qualitative data collection and analysis. A total of 132 questionnaires were administered and 25 semi-structured interviews conducted. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and the qualitative data via thematic data analysis. Contrary to the first objective of the study findings revealed the maternal authoritative parenting style as the most prevalent. Results revealed no significant relationships between maternal and paternal authoritative, authoritarian, permissive parenting styles and juvenile delinquency, a significant relationship between paternal neglectful parenting style and juvenile delinquency and indicated that female participants reported more of paternal parenting styles the same way male participants reported more of maternal parenting styles. It was recommended that parents adopt intensive parenting; that relevant authorities sensitize parents, policy makers and stakeholders on the link between paternal neglectful parenting, single parenting, divorce, juvenile association with delinquent peers and juvenile delinquency. It was also recommended that further research be conducted in this area.
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Nunoo, Francis Kofi Nimo, Eric Anane-Antwi, Duke Peprah Mensah, Irene Esi Nunoo, and Aba Brew-Hammond. "Readability Analyses of Integrated Science Textbooks for Junior High Schools in Ghana." African Journal of Educational Studies in Mathematics and Sciences 17, no. 2 (2022): 61–72. http://dx.doi.org/10.4314/ajesms.v17i2.6.
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This study investigated the readability levels of some integrated science textbooks approved for use in junior high schools (JHS) in Ghana. To assess the readability levels of the approved integrated science textbooks in order to ascertain their difficulty or ease, the researchers used the Flesch Readability Ease and Flesch-Kincaid Readability Formulas Cloze Test to determine the comprehension levels for a sample of students. A sample of 135 pupils, drawn from rural, peri-urban and urban JHS years 1 through 3 in the Ashanti region participated in the study. The outcome of the assessments revealed that the selected textbooks had a problematic level of comprehension for many of their intended readership except those who had additional resources for assistance. The study also revealed that these approved books employed long sentences and multi-syllabic words to deliver lessons and instructions, making them difficult for JHS pupils to understand.
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Mujumdar, Vilas, and Gary McGavin. "Field Act Public Schools … a Need for Safety Reviews." Earthquake Spectra 15, no. 3 (1999): 585–95. http://dx.doi.org/10.1193/1.1586060.
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The Field Act has enabled a higher design and construction requirement for California's public schools since 1933. Much has been learned of earthquake design and construction since the enactment of the Field Act. The design profession has found, from experience in actual earthquakes, that some types of construction and structural systems have less than desirable responses to earthquakes. Children and staff in some of these facilities may be at risk. This paper urges that some older Field Act-approved structures should be reviewed for seismic safety. Systems such as nonductile reinforced concrete frames and tilt-up concrete construction are at a high level of concern. Other concerns include deterioration of older school facilities, inappropriate modifications, and nonstructural items in schools built before modern codes addressed the potential for nonstructural damage. This paper reviews these issues and calls for statewide examination of older Field Act-approved public schools in order to determine the extent of public schools that might be at some level of seismic risk.
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Talbot, Zoé, Alex Lee, and Sylvain Boet. "Hyperbaric medicine in Canadian undergraduate medical school curriculum." Diving and Hyperbaric Medicine Journal 53, no. 2 (2023): 138–41. http://dx.doi.org/10.28920/dhm53.2.138-141.
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Introduction: Hyperbaric oxygen treatment (HBOT) has fourteen approved indications in the management of acute and chronic diseases in various medical specialties. However, lack of physician knowledge and exposure to hyperbaric medicine may hinder the ability of patients to access this treatment option for approved indications. We aimed to determine the prevalence and nature of HBOT-related learning objectives in Canadian undergraduate medical education programs. Methods: Pre-clerkship and clerkship learning objectives from responding Canadian medical schools’ curricula were reviewed. These were acquired through the school websites or by emailing the faculties. Descriptive statistics were used to summarise the number of hyperbaric medicine objectives taught in Canadian medical schools, and within each institution. Results: Learning objectives from seven of the 17 Canadian medical schools were received and reviewed. From the curriculum of the responding schools, only one objective was found to be related to hyperbaric medicine. Hyperbaric medicine was absent from the other six schools’ objectives. Conclusions: Based on the responding Canadian medical schools, hyperbaric medicine objectives were mostly absent from undergraduate medical curricula. These findings illustrate a possible gap in HBOT education and the need for discussion regarding the design and implementation of HBOT educational initiatives in medical training.
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Jan, Saeed Ullah, and Zakria Qasmi. "Library and Information Science Curriculum in Pakistani Universities: A Comparison with Higher Education Commission Approved Curriculum." Journal of Education for Library and Information Science 63, no. 1 (2022): 80–93. http://dx.doi.org/10.3138/jelis-2020-0034.
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The main theme of this research article is to equate the library and information science curriculum taught at Bachelor of Studies (BS) level at the Pakistani schools of library and information science with curriculum designed by the Higher Education Commission of Pakistan. Efforts were made to dig out and download the required information from the websites of the Higher Education Commission (HEC) of Pakistan and schools of library and information science where the BS-LIS program is in functioning mode. In cases of non-availability of the desired information on the concerned university website, the authors consulted prospectuses and also approached the faculty/focal person of the concerned department for the requisite information. Seven out of fourteen LIS schools are offering BS-LIS programs in Pakistan. The majority of these schools follow the guidelines of the HEC in connection with BS-LIS programs in the country. Revision of LIS curriculum by the HEC is currently needed, as course revision has not taken place since 2014. The oldest schools of LIS are required to offer BS-LIS programs, as they have not yet initiated this program. This study is beneficial in designing a market-based curriculum for library science professionals in Pakistan. This attempt also helps the university authorities to make possible the compatibility of their BS-LIS program in line with the HEC curriculum. Uniformity in LIS curriculum at the national level is also a probable output of this study that can assist our professional bodies to achieve accreditation with international bodies.
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Issaka, Jacob, and Vera Esenam Fordjour Aidoo. "Assessing the readability of social studies textbooks for the Junior High schools in Ghana." Journal of Educational Development and Practice 3, no. 3 (2019): 61–81. http://dx.doi.org/10.47963/jedp.v3i.953.
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This study was designed to assess the readability level of Ghana Education Service (GES) approved Social Studies textbooks that are currently in use in Junior High Schools (JHS) in Ghana. The sample of the study consisted of the GES approved Social Studies textbooks for JHS 1-3 currently in use. Thirty different texts (ten from each textbook) were randomly selected for the readability test. The instrument used for data collection was textbook readability test. The data were analysed using free online readability test. The results of the findings showed that the GES approved Social Studies textbooks were difficult, compared to their grade level. The study recommended that Social Studies textbooks should be assessed to see their readability level before they are given to students. This is necessary because readable textbooks motivate students to read and learn better.
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Lau, Tracy. "State Formation and Education in Hong Kong." Asian Survey 53, no. 4 (2013): 728–53. http://dx.doi.org/10.1525/as.2013.53.4.728.
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This article examines the connection between pro-Beijing schools and national education, focusing on the shaping of national education in the history of Hong Kong. The study also illuminates the similarities in national educational practices between the government-approved post-1997 model and the traditions of these pro-Beijing schools.
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Nichol, Ray. "A Regional Survey of Primary Social Education." Australian and International Journal of Rural Education 3, no. 2 (1993): 21–26. http://dx.doi.org/10.47381/aijre.v3i2.376.
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This is a report of a primary social education survey which was sent in November, 1992, to all state primary schools in the Loddon-Campaspe-Mallee region. It was devised by Social Science Education staff at La Trobe U.C.N.V., approved by the Regional General Manager, trialled in three Bendigo schools and then sent to schools for response and comment. The results reveal significant gaps between policy and practice in many schools, huge differences in confidence concerning curriculum areas and a strong desire and need for support and inservicing in this field.
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Khan, M. M., and S. R. Saeed. "Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice?" Journal of Laryngology & Otology 126, no. 4 (2012): 340–44. http://dx.doi.org/10.1017/s0022215111003379.
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AbstractObjectives:Despite longstanding concern, provision of undergraduate ENT teaching has not improved in response to the aims of the UK General Medical Council's initiativeTomorrow's Doctors. Previous studies have demonstrated poor representation of ENT within the undergraduate curriculum. We aimed to identify current practice in order to establish undergraduate ENT experience across UK medical schools, a timely endeavour in light of the General Medical Council's new 2011–2013 education strategy.Method:Questionnaires were sent to ENT consultants, medical school deans and students. All schools with a clinical curriculum were anonymously represented. Our outcome measures were the provision of mandatory or optional ENT placements, and their duration and content.Results:A compulsory ENT placement was available to over half (53 per cent) of the students. Ten of the 26 participating schools did not offer an ENT attachment. The mean mandatory placement was 8 days. Overall, 38 per cent of students reported a satisfactory compulsory ENT placement. Most ENT consultants questioned considered that newly qualified doctors were not proficient in managing common ENT problems that did not require specialist referral.Conclusions:Little improvement in the provision of undergraduate ENT teaching was demonstrated. An increase in the proportion of students undertaking ENT training is necessary. Time and curriculum constraints on medical schools mean that optimisation of available resources is required.
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Wang, Dongqing, Leonard Kamanga Katalambula, Andrea R. Modest, et al. "Meals, Education, and Gardens for In-School Adolescents (MEGA): study protocol for a cluster randomised trial of an integrated adolescent nutrition intervention in Dodoma, Tanzania." BMJ Open 12, no. 7 (2022): e062085. http://dx.doi.org/10.1136/bmjopen-2022-062085.
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IntroductionSecondary schools have the transformative potential to advance adolescent nutrition and provide a unique entry point for nutrition interventions to reach adolescents and their families and communities. Integrated school nutrition interventions offer promising pathways towards improving adolescent nutrition status, food security and building sustainable skill sets.Methods and analysisThe Meals, Education, and Gardens for In-School Adolescents (MEGA) project aims to implement and evaluate an integrated, school-based nutrition intervention package among secondary schools in the Chamwino District of Dodoma, Tanzania. MEGA is a cluster-randomised controlled trial, including six public secondary schools assigned to three different arms. Two schools will receive the full intervention package, including school meals, school gardens, nutrition education and community workshops. Two schools will receive the partial intervention package, including the school garden, nutrition education and community workshops. Two schools will serve as the controls and will not receive any intervention. The intervention will be implemented for one academic year. Baseline and end-line quantitative data collection will include 750 adolescents and 750 parents. The domains of outcomes for adolescents will include haemoglobin concentrations, anthropometry, educational outcomes and knowledge, attitudes and practices regarding nutrition, agriculture and health. The domains of outcomes for parents will include knowledge, attitudes and practices of nutrition, agriculture and health. End-line focus group discussions will be conducted among selected adolescents, parents and teachers to assess the facilitators and barriers associated with the intervention.Ethics and disseminationThis study was approved by the Institutional Review Board at Harvard T.H. Chan School of Public Health (approval number: IRB20-1623), the Institutional Research Review Committee at the University of Dodoma (approval number: MA.84/261/02) and the Tanzania National Institute for Medical Research (approval number: NIMR/HO/R.8a/Vol. IX/3801). A manuscript with the research findings will be developed for publication. Local dissemination meetings will be held with key stakeholders.Trial registration numberNCT04788303.; ClinicalTrials.gov Identifier.
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Iwamasa, Dawn, and Austin C. Thorn. "Price of Attending Universities with AMTA-Approved Undergraduate Music Therapy Degree Programs." Dialogues in Music Therapy Education 2, no. 1 (2022): 1–27. http://dx.doi.org/10.18060/25405.
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The purpose of this study was to analyze tuition, student loan, and Pell Grant data from universities with AMTA-approved undergraduate music therapy degree programs. Data from the College Insight Tool was used to collect data on average tuition and fees, average loan debt of graduates, percentage of graduates with debt, and percentage of students who received a Pell Grant from four-year institutions offering an undergraduate music therapy degree during the 2016-2017 academic year. Results indicated that tuition and fees were slightly higher at public universities and slightly lower at private institutions than national averages. The data also suggested that students who attended schools with music therapy programs were more likely to have student loan debt. Percentages of Pell Grant recipients were similar to national averages, indicating similar representation of low- to middle-income students. Regional data suggested that the Southeast region was the least expensive area of the country for tuition and fees, and among the lowest for student loan debt. The inverse was found for schools in the Great Lakes region where student loan debt was among the highest. More research is needed to better understand the implications of student loan debt on the education, long-term financial security, and career choice for professional music therapists.
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VanGronigen, Bryan A., and Coby V. Meyers. "Buyer beware: Using external providers to improve schools." Phi Delta Kappan 102, no. 2 (2020): 26–31. http://dx.doi.org/10.1177/0031721720963226.
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Governments have injected billions of dollars into the massive school improvement industry, but little is known about the providers that offer services and whether their services actually improve schools. Bryan VanGronigen and Coby Meyers highlight their research the topic, which has found that few states monitor and evaluate provider performance and many state-approved or recommended providers offer services not based in or informed by research. They offer considerations for school, district, and state educational leaders about how to navigate some of the many challenges present within these murky waters.
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Swailes, Ruth. "Broad and balanced? A look at the impact of approved phonic schemes on the curriculum." Early Years Educator 23, no. 20 (2023): 29–33. http://dx.doi.org/10.12968/eyed.2023.23.20.29.
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The government announcement of a validation process for phonics schemes, in 2021, has had a substantial impact on schools. Implementing new schemes has affected budgets and curriculum delivery, Ruth Swailes explains.
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Simms, Judith. "Trends in Use of Institutional Repositories for Faculty Scholarship in ABA-approved Law Schools." Legal Reference Services Quarterly 38, no. 1-2 (2019): 64–76. http://dx.doi.org/10.1080/0270319x.2019.1614376.
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Kim, Robert. "Under The Law: Oklahoma!" Phi Delta Kappan 105, no. 2 (2023): 64–65. http://dx.doi.org/10.1177/00317217231205947.
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In June 2023, the Oklahoma Virtual Charter School Board approved the establishment of a charter school by the Catholic Archdiocese of Oklahoma City. This amounts to state funding of a religious school. Robert Kim discusses how this decision goes against Oklahoma’s constitutional and legislative history, why allowing religious charters is not the same as allowing vouchers for religious schools, and the potential implications of allowing direct state funding of religious schools.
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Katz, Elizabeth D., Kyle Rozema, and Sarath Sanga. "Women in U.S. Law Schools, 1948–2021." Journal of Legal Analysis 15, no. 1 (2023): 48–78. http://dx.doi.org/10.1093/jla/laad005.
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Abstract We study the progress of women’s representation and achievement in law schools. To do this, we assemble a new dataset on the number of women and men students, faculty, and deans at all ABA-approved U.S. law schools from 1948 to the present. These data enable us to study many unexplored features of women’s progress in law schools for the first time, including the process by which women initially gained access to each law school, the variance in women’s experiences across law schools, the relationship between women’s representation and student achievement, and the extent to which women disproportionally occupy interim and non-tenure track positions. We contextualize our findings by situating them within the vast qualitative literature on women’s experiences in law schools and the legal profession.
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Kodama, Yayoi. "ENVIRONMENTAL EDUCATION FOR SUSTAINABLE DEVELOPMENT OF UNESCO ASSOCIATED SCHOOLS PROJECT NETWORK IN JAPAN." Journal of Sustainable Development Education and Research 3, no. 1 (2019): 1. http://dx.doi.org/10.17509/jsder.v3i1.17168.
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Environmental education for sustainable development in Japanhas developed rapidly in recent years. Focusing on formaleducation, schools called “UNESCO School” play a leadingrole in environmental education for sustainable development.The school network approved by UNESCO was for promotinginternational understanding education, but it is currentlypositioned as an association of schools promoting ESD. Thispaper describes the establishment and development of theUNESCO School and focuses on the practices of the schoolswhich focuses on environmental education as ESD.
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Gomes, Pedro, and Matilde P. Machado. "LITERACY AND PRIMARY SCHOOL EXPANSION IN PORTUGAL: 1940-62." Revista de Historia Económica / Journal of Iberian and Latin American Economic History 38, no. 1 (2019): 111–45. http://dx.doi.org/10.1017/s0212610919000302.
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ABSTRACTIn 1940, the Portuguese government approved a massive primary school construction plan that projected a 60 per cent increase in the number of primary schools. Based on the collection of a new dataset, we describe literacy levels in Portugal prior to the plan as well as the plan's strategy regarding the location of schools. We then estimate the causal impact of the increase in the number of schools between 1940 and the early 60s on enrolment and literacy, all at the county level. We conclude the increase in the number of schools was responsible for 80 per cent of the increase in enrolment and 13 per cent of the increase in the literacy rate of the affected cohorts.
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Szoska, Maria. "Zapomniana karta. O inicjatywach wprowadzenia filmu do szkół." Jednak Książki. Gdańskie Czasopismo Humanistyczne, no. 10 (December 28, 2018): 103–15. http://dx.doi.org/10.26881/jk.2018.10.08.
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The article The forgotten page. On the introduction of film education to Polish schools raises a subject of film education in Polish schools. At the beginning of the article the author focuses on the groundbreaking school curriculum introduced to Polish schools in 2009. The teachers of Polish have had to include the elements of film education within their course since then. At the same time Polish Film Institute provided fourteen thousand schools with the packages of film materials. It was supposed to support film education in schools. The initiative was warmly approved by the press and various media. Nonetheless, it was not the first initiative of this kind in Poland as similar programme was introduced to schools in the 1930s by Film Institute of Polish Telegraphic Agency. The article is devoted to the description of this forgotten period of Polish education, which was terminated by the outbreak of World War II.
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Templeton, Toni. "Colorado." Journal of Education Human Resources 42, s1 (2024): 25–27. http://dx.doi.org/10.3138/jehr-2023-0090.
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In 2023, in lieu of overhauling the antiquated school funding formulas, the Colorado state legislature instead provided a historic increase to public education primarily through reduction of the Negative Factor (i.e., Budget Stabilization Factor), a mechanism put in place to reduce governmental spending across all sectors following the Great Recession. Traditional public schools, as well as charter schools and online and blended learning schools benefitted from the 2023 school finance changes. The legislature also sent a property tax relief bill to voters, which if approved, provides taxpayer relief from rising property values and offers support for teacher recruitment and retention with increased salaries and classroom support staff.
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Karaivanova- Dolchinkova, Bonka. "ANALYSIS OF GOOD PRACTICES IN STEM EDUCATION IN THE SCHOOLS OF THE VELIKO TARNOVO REGION IN THE SECOND YEAR OF THE NATIONAL PROGRAM." ENVIRONMENT. TECHNOLOGIES. RESOURCES. Proceedings of the International Scientific and Practical Conference 2 (June 22, 2024): 387–92. http://dx.doi.org/10.17770/etr2024vol2.8083.
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In the current National Program for the construction of STEM centres in the schools of Bulgaria, the basic parameters for the requirements for the construction of modern teaching laboratories, offices, etc. are laid down. 16 schools from the Veliko Tarnovo region have been approved for the various stages of the program and for the second year have successfully implemented training in the built STEM centres. The centres built in some of the schools, their orientation and their use in the education of the students are shown. In these schools, the newly built centres are already used by the teachers of the relevant subjects for training in modern conditions with the aim of increasing the success rate of the students and practical application of the acquired knowledge. Construction of such centres in other schools is also planned for the next academic year
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Miljanović, Ana, and Nikola Uskoković. "Perception and attitudes of teachers towards Violence against employees in elementary school." Glasnik javnog zdravlja 97, no. 2 (2023): 174–87. http://dx.doi.org/10.5937/serbjph2302174m.
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Violence in schools is a serious social and health problem that occurs in all forms of modern society. The main objective of the study is to investigate the incidence of violence against teachers in elementary schools in Šumadija district. The research is designed as a cross-sectional epidemiological analytical study. The research was conducted in 5 elementary schools in Kragujevac. After obtaining the approval of the Ethics Committee of the Faculty of Medical Sciences of the University of Kragujevac No. 01-15927 and the consent of the principal, the data collection was conducted in the second semester of the school year 2016/17. in the period from 01.05.2017 to 31.05.2017, by interviewing teachers and students. The data source was a questionnaire specially designed for this research. The general questionnaire on basic sociodemographic characteristics is part of an analytical epidemiological study entitled "Violence in schools: prevalence, forms and risk factors" and approved by the Ethics Committee of the Faculty of Medical Sciences of the University of Kragujevac (Decision No. 01-15927). One in three teachers (29.1%) reported exposure to some form of violence. Among those exposed to violence, the most common was multiple types of violence (17.3%), followed by physical violence (15.7%) and verbal violence (15%). Future research could examine in more detail the reasons why students use violence.
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Razali, Mohd Norlizam Mohd, Aida Hanim A. Hamid, and Bity Salwana Alias. "The validity and reliability of professional learning community instruments in small schools peninsular Malaysia." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1576. http://dx.doi.org/10.11591/ijere.v13i3.27178.
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A professional learning community (PLC) instrument was developed to determine the level of PLC practice in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument's reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All five constructs have high-reliability index values between 0.86–0.95. Next, the EFA analysis shows five dimensions in the PLC instrument with factor loadings ranging from 0.61–0.84. The findings also show that the variance explained in the data is 68.99% with an Eigenvalue greater than 1. This result indicates that all items are received with high approval. In addition, a very high-reliability coefficient value, α=0.96. The results prove that this PLC instrument has high validity and reliability and can measure the level of PLC implementation practices in small schools in Peninsular Malaysia.
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Bainbridge, Alan, Joanne Bartley, and Tom Troppe. "The impact of research evidence on education policy: How Members of Parliament respond to evidence in relation to secondary selective education." FORUM 63, no. 2 (2021): 161–68. http://dx.doi.org/10.3898/forum.2021.63.2.14.
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A detailed analysis of Hansard transcripts was undertaken to explore the dialogue used in parliamentary debates and committee meetings where reference was made to grammar schools between October 2015 to March 2019. During this period, the first new grammar school for fifty years had been approved, along with the establishment of the £50 million selective school expansion fund. Detailed qualitative analysis highlighted the widely disproportionate use of the term 'good' in relation to grammar schools. It is argued that 'good' instead of 'outstanding' or 'excellent' is chosen in relation to grammar schools as 'good' has moral overtones that go beyond reported educational standards. Proportionately, the number of comprehensive schools rated good or outstanding would need to be referred to in conjunction with 'good' 6698 times, not the forty-nine times this actually happened. Campaigners for comprehensive education need to reclaim the discourse of 'goodness' for all schools.
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Melnik, Valentin, and Aleksandr Vanin. "ABOUT INFLUENCE OF THE INDEX OF SOCIAL WELLBEING OF SCHOOLS ON EDUCATIONAL RESULTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 330. http://dx.doi.org/10.17770/sie2019vol2.3801.
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Providing high quality education is one of the important priorities of the State educational policy in the Russian Federation. The main problem of inequality in education is currently associated with the breakdown of schools on educational outcomes. Along with the successful and wealthy schools elevated (gymnasium and lyceums) a whole group of schools with persistently low results students. In these schools concentrate children from disadvantaged families and families with low social status, children with deviant behavior. Accounting of contextual factors at assessment of educational results of pupils is an important task. Especially relevant it looks concerning group of schools which are in adverse social conditions. For identification of such schools it is offered to use an integrated indicator - the index of social wellbeing of school (ISWS). The purpose of work to investigate communication of the index of social wellbeing of schools with educational results. The described technique was approved in the Pskov region. Results of the analysis allowed to classify schools by four groups: high educational results – high ISWS; low educational results – low ISWS; low educational results – high ISWS; high educational results – low ISWS. According to the analysis there is possible a differentiated policy for different groups of schools.
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Garn, Gregg A. "Solving the Policy Implementation Problem." education policy analysis archives 7 (August 29, 1999): 26. http://dx.doi.org/10.14507/epaa.v7n26.1999.
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When Republican legislators in Arizona failed to approve educational vouchers in four consecutive legislative sessions, a charter school program was approved as a compromise. The charter school policy was written during a special summer session and within three years, over 30,000 students were enrolled in 260 charter schools across the state. Republican policy makers, who failed to enact voucher legislation, proclaimed the charter school program to be an overwhelming success and protected it from amendments by Democrats and potential actions of bureaucrats that could have altered the policy intent. Research on the implementation of policy indicates that state and local implementors frequently undermine or alter legislative intentions. However, when Arizona policy makers approved the charter school policy, they overcame this persistent implementation phenomenon and, in fact, succeeded in preserving the legislative intentions in the working program. This policy study analyzes how they were able to achieve this elusive result. Key policy makers attended to four significant features of policy implementation in creating the charter school policy: communication, financial resources, implementor attitudes, and bureaucratic structure. Manipulating these key variables allowed policy makers to reduce implementation slippage.
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Maxwell, Anayo Onanwa, and Azuka Chukwuma Victoria. "Principals' Leadership and Teachers' Collaboration Fin the Performance of Private Secondary Schools of South Eastern states of Nigeria." Journal of Applied Mathematics and Statistical Analysis 6, no. 1 (2025): 25–32. https://doi.org/10.5281/zenodo.14863438.
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<em>This study examined principals’ leadership styles and teachers’ collaboration in the performance of private secondary schools of South Eastern States of Nigeria. Two research questions and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted correlational survey design. The population of the study comprised 15,200 teachers in the 2,284 approved private secondary schools in the 21 education zones in the South East, Nigeria. The sample size was made up 3,000, comprising 2,500 approved teachers, 500 principal. The sample was chosen using cluster and purposive sampling techniques. Two instruments were used for this study, Principals Leadership Style in Schools (PLSS) and Teachers’ Collaboration in Private Schools (TCPS) with 40 items for principals and 10 items for teachers. The four specialists-two from the department of measurement and evaluation and two from the department of educational administration and planning. The reliability was ascertained using Cronbach alpha statistics which gave the indices as 0.79 for principal’s leadership styles and 0.81 for teacher’s collaboration. Research questions were answered using simple linear regression statistics while hypotheses were tested with t-test at 0.05 level of significance. The findings among others were that, there is a high relationship between principals leadership styles and performance of private secondary schools in the south eastern, Nigeria. The study found that too there is high relationship between principals’ support for teacher’s collaboration and performance of private secondary schools in south eastern states of Nigeria. The study found that too there is high relationship between principals’ support for teachers’ collaboration and performance of private secondary schools in south eastern states of Nigeria. Based on the findings, the study recommends that private secondary school principals and their management should endeavour to encourage teacher’s collaboration. There is also the need to give periodic orientation to both new and old teachers.</em>
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Mohd Razali, Mohd Norlizam, Aida Hanim A. Hamid, Bity Salwana Alias, and Azlin Norhaini Mansor. "Validity and reliability: instruments of teacher competency in the context of small schools in Peninsular Malaysia." Journal of Education and Learning (EduLearn) 19, no. 1 (2025): 487–94. http://dx.doi.org/10.11591/edulearn.v19i1.21574.
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A teacher competency instrument was developed to determine the level of teacher competency in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument's reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire's reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All four constructs have high-reliability index values between 0.82–0.92. Next, the EFA analysis shows four dimensions in the teacher competency instrument with factor loadings (FL) ranging from 0.60–0.88. The findings also show that the variance explained in the data is 58.46% with an Eigenvalue greater than 1. This result indicates that all items were received with high approval. In addition, a very high-reliability coefficient value, α=0.82. The results prove that this teacher competency instrument has high validity and reliability and can measure the level of teacher competency implementation practices in small schools in Peninsular Malaysia.
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Tabakova-Komsalova, Veneta, Todorka Glushkova, and Irina Krasteva. "SOME RESULTS AND ANALYZES FROM THE TEACHING OF ARTIFICIAL INTELLIGENCE IN HIGH SCHOOL." Education and Technologies Journal 12, no. 1 (2021): 197–202. http://dx.doi.org/10.26883/2010.211.3206.
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In the last few years, various schools in Bulgaria have introduced the study of elements of artificial intelligence as an innovation in specialized, professional and innovative classes, as well as in schools and clubs of interest. During this school year in Plovdiv district two schools introduced the study of artificial intelligence as an optional module in the profiled preparation of the profile „Software and Hardware Sciences“: High School „St. St. Cyril and Methodius „- Asenovgrad and High School“ Prof. Dr. Asen Zlatarov “- town of Parvomay. The training in these schools is conducted according to the curriculum approved by the Ministry of Education and Science, using the developed textbooks on the first topic „Solving problems through search“. The article presents some results and makes an analysis of the conducted training and the conducted test and survey. Conclusions and approaches for improving training are proposed.
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Koomson, A. K., A. K. Akyeampong, and Dominc Kwaku Fobih. "Management.of instructional time in some Ghanaian public primary schools." Journal of Educational Management 2 (November 1, 1999): 30–41. http://dx.doi.org/10.47963/jem.v2i.365.
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Providing all the instructional inputs that teachers need for effective teaching in theclassroom, undoubtedly, is one of the major pre-requisites for instructional success, but how the instructional time is managed with all those inputs for the attainment of set instructional goals,certainly, "is of paramount importance. The study was designed to examine how teachers in twenty"four semi-urban and rural primary schools, which were randomly selected from five out of the ten regions in Ghana, use the official instructional time approved by the Ministry of Education in their respective classrooms. The emergent picture was that about 50% of the instructional time on the average in the schools studied is mismanaged due to a host of factorsincluding: late starting of schools; teacher-lateness to class; and teaching only few subjects on the time table.
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Carran, Deborah T., and Millicent H. Kellner. "Characteristics of Bullies and Victims among Students with Emotional Disturbance Attending Approved Private Special Education Schools." Behavioral Disorders 34, no. 3 (2009): 151–63. http://dx.doi.org/10.1177/019874290903400304.
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The goal of this study was to describe rates and types of bullying and victimization among 407 students with emotional disturbance (ED) in grades 6 through 10 attending private approved special education schools in New Jersey. These students anonymously completed the Olweus Bullying Questionnaire. Results indicated that compared with a general U.S. population of typical students, fewer students in this sample with ED engaged in bullying behavior and did so at lower intensity, and boys and girls with ED engaged in similar levels of bullying behavior. In contrast to a general U.S. population, more female students with ED in this subpopulation sample were victims compared with boys and, for both sexes, the types of victimization tended to be direct verbal or indirect. Students with ED in this sample responded to bullying by reporting to authority figures. Limitations and recommendations for future research are addressed.
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Kritzinger, Elmarie. "Improving Cybersafety Maturity of South African Schools." Information 11, no. 10 (2020): 471. http://dx.doi.org/10.3390/info11100471.
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This research investigated the current maturity levels of cybersafety in South African schools. The maturity level indicates if schools are prepared to assist relevant role players (teachers and learners) in establishing a cybersafety culture within the school environment. The research study measured the maturity levels of cybersafety in 24 South African schools by evaluating the four main elements that are needed to improve cybersafety within schools. These elements are (1) leadership and policies, (2) infrastructure, (3) education, and (4) standards and inspection. The study used a UK-approved measurement tool (360safe) to measure the cybersafety maturity of schools within South Africa, using five levels of compliance (Level 1: full compliance, to Level 5: no compliance). The data analysis clearly indicated that all the schools that participated in the study had a significantly low level of cybersafety maturity and compliance. Schools are starting to adopt technology as part of their educational and social approach to prepare learners for the future, but there is a clear lack of supporting cybersafety awareness, policies, practices and procedures within South African schools. The research proposed a step-by-step approach involving a ten-phase cybersafety plan to empower schools to create and grow their own cybersafety culture.
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Löffler, Winfried. "Secular Reasons for Confessional Religious Education in Public Schools." Daedalus 149, no. 3 (2020): 119–34. http://dx.doi.org/10.1162/daed_a_01807.
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The cultural importance of religion and its ambiguous potential effects on the stability of liberal democracy and the rule of law recommend including information about religions in public school curricula. In certain contexts, there are even good secular reasons to have this done by teachers approved by the religious communities for their respective groups of pupils, as is being practiced in various European states (with a possibility of opting out, with ethics as a substitute subject in some schools). Is this practice compatible with the religious neutrality of states? An illustrative analysis shows how suitable criteria for the admission of religious groups to offering religious education can block the objection of undue preference. Like any solution in this field, it is not immune to theoretical and practical problems.
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Razali, Mohd Norlizam Mohd, Aida Hanim A. Hamid, and Bity Salwana Alias. "The validity and reliability of professional learning community instruments in small schools peninsular Malaysia." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (2024): 1576–82. https://doi.org/10.11591/ijere.v13i3.27178.
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A professional learning community (PLC) instrument was developed to determine the level of PLC practice in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument's reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All five constructs have high-reliability index values between 0.86–0.95. Next, the EFA analysis shows five dimensions in the PLC instrument with factor loadings ranging from 0.61–0.84. The findings also show that the variance explained in the data is 68.99% with an Eigenvalue greater than 1. This result indicates that all items are received with high approval. In addition, a very high-reliability coefficient value, α=0.96. The results prove that this PLC instrument has high validity and reliability and can measure the level of PLC implementation practices in small schools in Peninsular Malaysia.
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Huy, Nguyen Hoang Doan, Nguyen Ngoc Quynh Anh, and Bui Thanh Dieu. "Action Research in Vietnamese Schools as a Tool for Teacher Professional Development." International Research in Education 6, no. 2 (2018): 15. http://dx.doi.org/10.5296/ire.v6i2.13037.
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Educational research skill which is considered as a component of professional development competence of Vietnamese teachers, is an indicator of the Vietnamese teacher professional competences standards approved by the Ministry of Education and Training. Many activities have been organizing to enhance the teacher research skills in Vietnamese schools. The article deals with the possibilities of the incorporation of action research – a form of educational research – into teacher professional development; shows a relative status of Vietnamese teachers’ competence on action research; and thus, proposes some orientations on promoting teacher professional development through developing action research skills in Vietnamese schools.
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Louis, Clint Jean, Carlos Beaumont, Nikole Velilla, Robert Greif, Javier Fernandez, and Diego Reyero. "The “ABC SAVES LIVES”: A Schoolteacher-Led Basic Life Support Program in Navarra, Spain." SAGE Open 12, no. 3 (2022): 215824402211244. http://dx.doi.org/10.1177/21582440221124478.
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To implement a teacher-led basic life education program in schools. Design thinking methodology was used to develop a comprehensive program to make teachers competent and confident in the delivery of Basic Life Support (BLS), and then to independently implement teaching programs in their school’s community. Specific teaching material and training manikins were provided by the “ABC Save Lives association.” Training was open to all but focused on physical education teachers at all schools in the region. Between 2011 and 2019, 1,726 teachers from 208 schools [35% preschool-primary, 28% secondary, 28% private schools partly funded by public funds; 9% vocational] participated in the program. Sixty percent (619) were physical education teachers, who trained 59465 students. All schools have progressively been supplied with at least five BLS manikins each. In 2014, the regional government of Navarra approved mandatory BLS education in physical education in primary and secondary schools. With adequate education and proper support, physical education teachers can independently implement a Basic Life Support program in their schools aiming to increase bystander cardio-pulmonary resuscitation competencies. Furthermore, the Basic Life Support education increases students’ confidence of social responsibilities and awareness of cardiac arrest as a public health problem.
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Mohd Razali, Mohd Norlizam, Aida Hanim A. Hamid, Bity Salwana Alias, and Azlin Norhaini Mansor. "The validity and reliability of culturally responsive leadership practice instruments in small schools peninsular Malaysia." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (2024): 1. http://dx.doi.org/10.11591/ijere.v13i1.26274.
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A culturally responsive leadership instrument was developed to determine the level of culturally responsive leadership practice of headmasters in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument’s reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All four constructs have high-reliability index values between 0.88–0.93. Next, the EFA analysis shows four dimensions in the culturally responsive leadership instrument with factor loadings ranging from 0.62–0.88. The findings also show that the variance explained in the data is 65.16% with an eigenvalue greater than 1. This result showed that all items are received with high approval. In addition, the reliability coefficient α=0.93 is very high. The results prove that this culturally responsive leadership instrument has high validity and reliability and can measure the level of culturally responsive leadership implementation practices in small schools in Peninsular Malaysia.
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Razali, Mohd Norlizam Mohd, Aida Hanim A. Hamid, Bity Salwana Alias, and Azlin Norhaini Mansor. "The validity and reliability of culturally responsive leadership practice instruments in small schools peninsular Malaysia." International Journal of Evaluation and Research in Education (IJERE) 13, no. 1 (2024): 1–8. https://doi.org/10.11591/ijere.v13i1.26274.
Full textAbstract:
A culturally responsive leadership instrument was developed to determine the level of culturally responsive leadership practice of headmasters in small schools in Peninsular Malaysia. This study was conducted in Perak and Negeri Sembilan to determine the instrument’s reliability and validity. Exploratory factor analysis (EFA) and item reliability analysis were used to determine the questionnaire’s reliability and validity. Next, the average congruence percentage (ACP) is used to determine the reliability test between expert assessors. Experts approved the validity and reliability of the instrument before the EFA test was conducted. All four constructs have high-reliability index values between 0.88–0.93. Next, the EFA analysis shows four dimensions in the culturally responsive leadership instrument with factor loadings ranging from 0.62–0.88. The findings also show that the variance explained in the data is 65.16% with an eigenvalue greater than 1. This result showed that all items are received with high approval. In addition, the reliability coefficient α=0.93 is very high. The results prove that this culturally responsive leadership instrument has high validity and reliability and can measure the level of culturally responsive leadership implementation practices in small schools in Peninsular Malaysia.
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Adamu, Ibrahim Ghide, Abdulrahim Aminu, and Adam Shaaba Ahmed. "Attitude of Parents towards Public and Private Secondary Schools: A Case Study of Parents in Maiduguri (MMC) of Borno State." Journal of Education and Social Studies 3, no. 2 (2022): 60–72. http://dx.doi.org/10.52223/jess.20223202.
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This survey study sought to examine the attitude of the parent towards public and private secondary schools in Maiduguri and Jere metropolis. The population consisted of all the parents and guardians of children in public and government-approved private secondary schools: Purposive random sampling was used to select 180 parents from various schools in the study area. Researchers made a questionnaire for data collection. The instrument was validated and has a reliability coefficient of 0.88 determined through the Cronbach alpha method. The data collected was analyzed using mean and standard deviation in answering the four research questions posed. The findings revealed some factors such as teacher quality and quantity, school environment, facilities, effective curriculum implementation, and stability of academic activities as responsible concepts for parents' perception on their preference in choice of secondary schools. The study also reveals that some parents are less interested in quality and standard in training their wards. This has given proprietors of schools the opportunity to establish more schools, some of which are not even registered. It was recommended among others that government should set the standard and regulate the existing private schools, close down those that are not up to standard and improve teaching and teaming facilities in the public schools to make them more attractive.
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Morgan, Lindee, Joseph Wenke, and Kristina Dandy. "A Psychometric Review of Universal Reading Screeners Approved by the State Board of Education." Georgia Journal of Literacy 46, no. 1 (2024): 4–19. http://dx.doi.org/10.56887/galiteracy.133.
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In 2023, the Georgia Legislature passed the Georgia Early Literacy Act (HB 538), representing a sweeping reform effort to improve the quality of early reading instruction in the state. HB 538 requires schools to screen children in kindergarten through third grade three times yearly. Related to this requirement, HB 538 requires that the State Board of Education approve a list of 16 universal reading screeners that can: 1) provide relevant information to target instruction, 2) measure foundational literacy skills, 3) identify students who are struggling to acquire reading skills, and 4) be used to monitor progress. The purpose of this review is to provide a supplement to the SBOE’s approved list so that Local Education Agencies (LEAs) can assess the relative psychometric strength of each screener as they select the most appropriate screener for the students they serve. We compiled information regarding each screener's reliability, validity, sensitivity, and specificity to create an exposition of their strengths and weaknesses. We found that GaDOE's approved list contains numerous tools with acceptable psychometric properties; however, large variability in the amount of psychometric data available for each screener is problematic. LEAs are recommended to consider psychometric strength as a critical factor when selecting an early literacy screener.
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Abdolhosseinzadeh, Mohammad, and Mahdi Abdolhamid. "Presentation of a school of government model through a comparative study of selected schools." Kybernetes 49, no. 12 (2020): 2947–76. http://dx.doi.org/10.1108/k-05-2019-0328.
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Purpose The purpose of this paper is to promote governance quality by presenting a school of government model. Design/methodology/approach To this end, seven schools were selected from among 25 outstanding existing schools of government by purposive sampling. Subsequently, these schools were carefully examined and categorized into primary and support processes through a comparative study and the categorical content analysis approach. Findings The resulting four primary processes of education, research and agenda-setting, discourse-making and networking, and training and cadre-building, and the five sub-systems of schools of government were extracted. The outputs of the school of government model were classified into the three categories of training cadres experienced in public policy and administration, discourse-making and influencing the environment and theorizing. Finally, the extracted categories were approved by the relevant experts through the fuzzy Delphi method. Originality/value This paper can contribute to the training of policymakers and policy researchers, as well as to the establishment, and more effective management, of schools of government.
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IORNENGE, Williams Aondofa, Yunusa Anate ADEJIMOH, and Joshua Abah ABAH. "Comparative Review of Mathematics Textbooks used in Junior Secondary Schools in Makurdi Local Government Area of Benue State, Nigeria." VillageMath Educational Review (VER) 3, no. 1 (2022): 156–79. https://doi.org/10.5281/zenodo.5821514.
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This study carried out a comparative review of the Mathematics Textbooks used in Junior Secondary Schools in Makurdi Local Government Area of Benue State, Nigeria. The study adopted a descriptive survey design. Four research questions and three hypothesis were raised to guide the study. The population of the study consist of the mathematics textbooks used in JSS3 in government approved secondary schools in Makurdi Local Government Area, Benue State, Nigeria. The sample size of this study consist of 3 Mathematics Textbooks used across 22 Government approved schools selected via stratified sampling in Makurdi Local Government Area of Benue State, Nigeria. The researcher-made checklist titled Mathematics Textbooks Review Checklist (MTRC) was used as the main instrument for data collection. The instrument was validated by two experts in Mathematics Education, two experts in Test and Measurement and two Mathematics teachers. Data collected were analyzed using descriptive statistics of frequency, means and standard deviation to answer the research questions, while Analysis of variance was used to test the hypotheses at 0.05 level of significance The result revealed that <em>MAN Mathematics</em>, <em>New General Mathematics</em> and <em>New Concept Mathematics</em> are the major Mathematics textbooks used in Junior Secondary Schools in Makurdi LGA of Benue State, Nigeria. The Mathematics textbooks align with the mathematics curriculum, and measured up in terms of content and appearance. It was recommended that the textbooks’ authors and publishers should be trained to follow a given standard. The government should set up the standard and the pattern that every textbook authors and publishers should follow. Workbooks and teachers’ guide should also be written to accompany all recommended Mathematics textbook.
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Bican-Brișan, Nicoleta, Gabriel-Cristian Dobrei, Bety-Denissa Burghele, and Alexandra-Laura Cucoș (Dinu). "First Steps towards a National Approach for Radon Survey in Romanian Schools." Atmosphere 13, no. 1 (2021): 59. http://dx.doi.org/10.3390/atmos13010059.
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Schools are a category of public buildings with a high radon exposure risk, due to their high occupancy factor. In Romania, the elaboration of a methodology for radon measurements in schools is a necessity imposed both by the European legislation and by the relatively high percentage (about 10%) of the mapped territory with a potential increased risk of exposure to the action of ionizing radiation emitted by radon. In order to optimize the design of a national survey aimed to evaluate radon exposure of children in Romanian schools, we conducted a pilot study in two schools in Cluj-Napoca, following the screening measurements carried out in 109 schools and kindergartens from five counties. The specific steps that must be followed were described, taking into account the international protocols and particularities of Romanian territory. The proposed approach could act as a guide for other large buildings and is implicit for the implementation of National Radon Action Plan, approved by HG no. 526/12 July 2018 in accordance with Council Directive 2013/59/EURATOM. The obtained results indicate that a high probability of annual radon concentration above the national reference level is to be expected in schools.
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Lochmiller, Chad R., and Colleen E. Chesnut. "Preparing turnaround leaders for high needs urban schools." Journal of Educational Administration 55, no. 1 (2017): 85–102. http://dx.doi.org/10.1108/jea-11-2015-0099.
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Purpose The purpose of this paper is to describe the program structure and design considerations of a 25-day, full-time apprenticeship in a university-based principal preparation program. Design/methodology/approach The study used a qualitative case study design that drew upon interviews and focus groups with program participants as well as program-related documents. Qualitative data analysis was completed using ATLAS.ti. Findings The analysis suggests that the apprenticeship had three specific design features that were intended to support the apprentice’s development for turnaround leadership. These included locating the apprenticeship experience in a turnaround school setting; focusing the apprenticeship on district structures and procedures; and situating the apprentice’s work within the district’s approved improvement process. Research limitations/implications The study was limited in that recurring, on-site observations of apprenticeship activities were not possible. The study has implications for principal preparation programs related to the design of fieldwork experiences, as well as for educational scholars seeking to study the impact of fieldwork on principal efficacy. Originality/value The study contributes to the broader discussion of effective fieldwork experiences for aspiring school leaders, particularly when specific conceptions of leadership are infused within program designs.
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CB, Ahumaraeze. "Comparative Analysis of the Status of Implementation of School Health Services in Public and Primary Schools in Owerri Municipal, Imo State, Nigeria." IDOSR JOURNAL OF BIOLOGY, CHEMISTRY AND PHARMACY 8, no. 2 (2023): 92–101. http://dx.doi.org/10.59298/idosr/jbcp/23/10.127.
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Effective school health service helps to reduce ill health, increase school attendance, academic performance, decrease school dropout rates, and additionally plays a role in identifying children with emotional, behavioural, and mental health problems for proper assessment and appropriate interventions. To assess the status of the school health services in selected public and private primary schools within Owerri Municipal Local Government Area, Imo State. A cross sectional descriptive study was carried out from March to April 2017. Out of the 48 government approved primary schools, 36 (12 public and 24 private) schools within Owerri Municipal LGA were assessed. Relevant data was obtained from school head teachers and direct observation was done where applicable. The responses were scored using a validated School Health Programme evaluation scale. The overall mean score for School Health Services in Owerri Municipal LGA was 13.14 with the mean scores of 14.42 for private and 10.58 for public schools which were significantly lower than the minimum acceptable score of 19. The private schools performed better than public schools in practice of School Health Services and their mean difference was statistically significant (p=0.012). School health personnel were available in fourteen (38.9%) schools, out of which one (8.3%) public school had health personnel. All (100%) schools had first aid boxes, but none of the schools had the boxes completely stocked. School health clinics were available in one (8.3%) public school and 5 (20.8%) private schools. School meals were served in six (25%) private but none in public schools. The overall status of school health services in primary schools within Owerri Municipal LGA is poor. The private schools performed comparatively better than public schools. These findings therefore portray the need for implementation of the National School Health Policy by the State Ministries of Education and Health. Keywords: Implementation, School Health Services, Public and Primary Schools.
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LARIONOVA, MARINA, and TATIANA ZAGLODINA. "APPEARANCE AS AN ATTRIBUTE OF THE SOCIO-CULTURAL PORTRAIT OF STUDENTS OF THE STATE LABOR RESERVES (1940S)." Культурный код, no. 2023-4 (2023): 136–47. http://dx.doi.org/10.36945/2658-3852-2023-4-136-147.
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The article presents the appearance of students of the state labor reserves system as a marker of their socio-cultural portrait and characteristic of this particular social group. On the basis of the documents, the uniforms approved by the state are shown, the insignia on it for students of handicraft, railway schools, factory training schools, as well as the problems of providing working youth with uniforms, including for practical training, especially during the Great Patriotic War. Following and observing the accepted requirements for the appearance of students formed such personal qualities as: discipline, patience, responsibility, neatness, which formed the basis of their socio-cultural appearance and were set by the ideological attitudes of the Soviet state.
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Megan DeVoss. "Models of Instruction for Multilingual Learners: Facets of the ESOL Co-Teacher Role." Georgia Journal of Literacy 45, no. 2 (2023): 4–14. http://dx.doi.org/10.56887/galiteracy.107.
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With nearly five million multilingual learners in U.S. schools, research is warranted for effective instruction that permits equal access to content standards through language diversification. Multilingual learners (MLs), students learning English who benefit from linguistic support to attain academic achievement, are served through models in U.S. schools that vary according to student needs and staffing capability, with English for Speakers of Other Languages (ESOL) as the dominantly implemented format. ESOL is a federally and locally funded program that provides structured academic and linguistic support and accountability for MLs across all grade levels. The purpose of this literature review is to compare the utility and effectiveness of the four program models approved by the U.S. Department of Education to effectively teach content and language to MLs in public schools: (a) structured English immersion, (b) bilingual education, (c) dual language or two-way immersion programs, and (d) English for Speakers of Other Languages (U.S. Department of Education & U.S. Department of Justice, 2015). Furthermore, this article is intended to examine the overarching model of ESOL—the most employed model in the U.S.—and the prominent delivery format of co-teaching. Each of the models mentioned above is discussed in this paper, followed by a delineation of state and federally-approved formats of ESOL: pull-out, push-in, resource labs, sheltered classes, innovative delivery models, and co-teaching. This article concludes with an examination of co-teaching, a subset of ESOL in which a general education educator and an ESOL teacher co-plan, co-instruct, and co-assess an integrated classroom of MLs and non-MLs.