Log in

Relevant bibliographies by topics / Experiences with school choice

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Academic literature on the topic 'Experiences with school choice'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Experiences with school choice.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Experiences with school choice"

1

Ellison, Scott, and Ariel M. Aloe. "Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice." Educational Policy 33, no. 7 (2018): 1135–70. http://dx.doi.org/10.1177/0895904818755470.

Full text

Abstract:

The economic logic of urban school reform holds that giving parents school choice options in an educational marketplace will lead to systemic improvements that will both resolve historical inequalities in American public schooling and will politically empower parents and urban communities. This article explores the economic logic of urban school reform policies that conceptualize parents as rational consumers of educational services and that seek normative justification for school choice as a mechanism to resolve educational inequalities and as a form of political empowerment. We do so through a qualitative research synthesis of five studies investigating the lived experiences of predominantly working-class parents of color as they navigate urban school choice. The findings from this synthesis suggest that the economic logic at work in the new politics of education obfuscates the complexity of the lived experiences of parents in urban communities. Parents hold nuanced views of urban school choice that reflect their positionality, report a limited or circumscribed form of empowerment, and express a preference for equitable learning opportunities in their locally zoned public schools.

APA, Harvard, Vancouver, ISO, and other styles

2

Potterton, Amanda U. "Leaders’ experiences in Arizona’s mature education market." Journal of Educational Administration 57, no. 1 (2019): 21–35. http://dx.doi.org/10.1108/jea-02-2018-0043.

Full text

Abstract:

Purpose In Arizona’s mature, market-based school system, we know little about how school leaders make meaning of school choice policies and programs on the ground. Using ethnographic methods, the author asked: How do school leaders in one Arizona district public school and in its surrounding community, which includes a growing number of high-profile and “high-performing” Education Management Organisation (EMO) charter schools, make meaning of school choice policies and programs? The paper aims to discuss these issues. Design/methodology/approach The author analysed 18 months of qualitative fieldnotes that the author collected during participant observations and six semi-structured school leader interviews from both traditional district public schools in the area (n=4) and leaders from EMO charter schools (n=2). Findings School leaders’ decision-making processes were influenced by competitive pressures. However, perceptions of these pressures and leadership actions varied widely and were complicated by inclusive and exclusive social capital influences from stakeholders. District public school leaders felt pressure to package and sell schools in the marketplace, and charter leaders enjoyed the notion of markets and competition. Practical implications As market-based policies and practices become increasingly popular in the USA and internationally, a study that examines leaders’ behaviours and actions in a long-standing school choice system is timely and relevant. Originality/value This study uniquely highlights school leaders’ perceptions and actions in a deeply embedded education market, and provides data about strategies and behaviours as they occurred.

APA, Harvard, Vancouver, ISO, and other styles

3

Sulz, Lauren, Sandra Gibbons, Patti-Jean Naylor, and Joan Wharf Higgins. "Complexity of choice: Teachers’ and students’ experiences implementing a choice-based Comprehensive School Health model." Health Education Journal 75, no. 8 (2016): 986–97. http://dx.doi.org/10.1177/0017896916645936.

Full text

Abstract:

Background: Comprehensive School Health models offer a promising strategy to elicit changes in student health behaviours. To maximise the effect of such models, the active involvement of teachers and students in the change process is recommended. Objective: The goal of this project was to gain insight into the experiences and motivations of teachers and students involved in a choice-based Comprehensive School Health model – Health Promoting Secondary Schools (HPSS). Setting: School communities in British Columbia, Canada. Design and methods: HPSS engaged teachers and students in the planning and implementation of a whole-school health model aimed at improving the physical activity and eating behaviours of high school students. The intervention components were specifically informed by self-determination theory. A total of 23 teachers and 34 school committee members participated in focus group interviews. The minutes of planning meetings were collected throughout the intervention process. Results: Analysis of the data revealed five themes associated with participants’ experiences and motivational processes: (a) lack of time for planning and preparation; (b) resources, workshops and collaboration; (c) teacher control impacts student engagement; (d) teacher job action inhibited implementation of HPSS action plans; and (e) choice-based design impacts participants’ experiences. Conclusion: Findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of school-based health promotion programmes and implementing choice-based educational change initiatives.

APA, Harvard, Vancouver, ISO, and other styles

4

Baruch, Adele. "Chapter 2." Narrative Works 9, no. 1 (2020): 31–42. http://dx.doi.org/10.7202/1068122ar.

Full text

Abstract:

Phase 2 of the Courage and Moral Choice Project (CMCP) involved a more structured and planned learning experience than had Phase 1. Two teachers at an alternative public high school collaborated with researchers and artist educators to develop an integrated, three-month learning experience around stories of helping. Students participated on a voluntary basis and focused on these stories through language arts, history, art, and service learning experiences. They were encouraged to tell their own stories of courageous moral choices, and their exchanges led to more general disclosure and trust in the learning environment. Artist educators were brought into the schools to encourage students to translate their experiences of moral choice into poetry, essays, art, and songs. Teachers and students reported a more cohesive sense of community as well as increased empathy and awareness of the help of others among participants.

APA, Harvard, Vancouver, ISO, and other styles

5

Pattillo, Mary. "EVERYDAY POLITICS OF SCHOOL CHOICE IN THE BLACK COMMUNITY." Du Bois Review: Social Science Research on Race 12, no. 1 (2015): 41–71. http://dx.doi.org/10.1017/s1742058x15000016.

Full text

Abstract:

AbstractSchool choice is promoted as one strategy to improve educational outcomes for African Americans. Key themes in Black school choice politics are empowerment, control, and agency. Using qualitative interviews with seventy-seven poor and working-class Black parents in Chicago, this article asks: How well do the themes of empowerment, agency, and control characterize the experiences of low-income African American parents tasked with putting their children in schools? Also, what kind of political positions emerge from parents’ everyday experiences given the ubiquitous language of school choice? I find that in their own recounting parents focused on finding a quality school while experiencing numerous barriers to accessing such schools; parents expressed experiential knowledge of being chosen, rather than choosing; and parents highlighted the opacity, uncertainty, and burden of choice, even when they participated in it quite heartily. I argue that their stories convey limited and weak empowerment, limited individual agency, and no control. Their perspectives conjure policy frameworks and political ideologies that require a discussion of entitlements and provision, rather than choice.

APA, Harvard, Vancouver, ISO, and other styles

6

Lundström, Ulf, and Karolina Parding. "Teachers' Experiences with School Choice: Clashing Logics in the Swedish Education System." Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/869852.

Full text

Abstract:

This paper explores the school choice reform in Sweden, a country where a drastic shift in education policy has taken place that includes fast expansion of market solutions and strong state support for competition. Although there are studies examining the school choice reform, few focus on the effects of this reform from a teacher perspective, especially so in the context of Sweden. To this end, this paper examines how Swedish upper secondary teachers in independent (private) and public schools experience their work in relation to school choice reform. This study uses qualitative interviews of 58 teachers from five municipal and three independent upper secondary schools. Its theoretical framework relies on Freidson's distinction between the logic of the profession, the bureaucracy, and the market. The findings indicate that the traditional position of teachers—a position that must negotiate the tension between the logic of the profession and the logic of the bureaucracy—is now in fact challenged by the logic of the market. This study argues that values linked to the logic of the market are imposed on the teachers, and these market values clash with the teachers' values, values based on the logic of the profession.

APA, Harvard, Vancouver, ISO, and other styles

7

Potterton, Amanda U. "Parental Accountability, School Choice, and the Invisible Hand of the Market." Educational Policy 34, no. 1 (2019): 166–92. http://dx.doi.org/10.1177/0895904819881155.

Full text

Abstract:

I introduce the concept of parental accountability by examining how parents understand and cope with what I characterize are pressures fostered by the long-standing public-school choice market in Arizona. Parental accountability refers to the sensemaking, experiences, and consequences that are related to decision-making in a school choice environment, wherein parents’ feelings about their child’s schooling may be intense, emotionally stressful, malleable, cyclical, and ongoing—not static. I argue that parental accountability is a necessary concept for understanding these reforms. The analysis, based on data collected from a study using ethnographic methods, reveals contradictions between parents’ perceptions of their responsibilities to public institutions and pressures to make private choices. Many parents acknowledged that socioeconomic and racial inequities may be exacerbated in some market-based, public-school choice systems. I show how school choice policies and programs can place unique pressure on parents that they experience as a distinct form of accountability.

APA, Harvard, Vancouver, ISO, and other styles

8

Haugen, Cecilie Rønning. "Teachers´ experiences of school choice from ´marginalised´ and ´privileged´ public schools in Oslo." Journal of Education Policy 35, no. 1 (2019): 68–94. http://dx.doi.org/10.1080/02680939.2019.1587519.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Hentges, Dr Julie, and Dr Doug D. Thomas. "University Involvement with Charter Schools: Unique Opportunities for Service and Support." Journal of Arts and Humanities 6, no. 6 (2017): 74. http://dx.doi.org/10.18533/journal.v6i6.1210.

Full text

Abstract:

<p>Charter schools are a controversial, but vibrant, component of the current educational landscape, now serving over 3.1 million students in approximately 6900 schools across the United States. A unique aspect of this movement has been the establishment of alternative authorizers, and specifically universities, to approve and provide oversight to these public schools. Campus leaders and policy makers must consider numerous variables regarding a university’s involvement with charter schools. What are the implications of school choice on university policies and practices? Should universities be “authorizers”, granting charters to schools in direct competition with the traditional public school system? Can universities provide the required “oversight” mandated by the charter school laws, as well as providing “support” for the schools? What opportunities for partnerships and practicum experiences exist? The article provides an overview of issues that arise with public charter schools authorized by universities. With 18 years of experiences as a public university on the forefront of enabling charter legislation and the “sponsorship” of inner-city public charter schools, the authors provide a historical perspective of the role of universities within the school choice movement, including oversight roles and supportive programs within the unique and growing phenomenon of school choice. </p>

APA, Harvard, Vancouver, ISO, and other styles

10

Moschetti, Mauro Carlos, and Antoni Verger. "Opting for Private Education: Public Subsidy Programs and School Choice in Disadvantaged Contexts." Educational Policy 34, no. 1 (2019): 65–90. http://dx.doi.org/10.1177/0895904819881151.

Full text

Abstract:

Sociological research on school choice has mostly been dominated by studies analyzing the experiences of middle-class families rather than marginalized or minority populations. Drawing on 8 months of ethnographic case study research, this article explores the school choice experiences of disadvantaged families accessing publicly subsidized low-fee private schools (S-LFPSs) in Buenos Aires. We built a bounded-rationality framework to understand how disadvantaged families deal with structural constraints and negotiate their preferences to produce different, but predominantly reflexive rationalities of school preferences. In detailing our findings, we intend to provide “a realistic look at the cognitive and social processes of choice making” while addressing the equity implications of these dynamics—that is, whether S-LFPSs increase educational opportunities for students in economically disadvantaged areas or not—and problematizing the gaps, ambiguities, and enforcement shortcomings of the public subsidy for private schools’ policy.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Experiences with school choice"

1

Martin, Stuart. "Choice of secondary school : the experiences of eight urban families." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261357.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Trolian, Teniell Leigh. "Considering the influence of high school experiences on students’ college aspirations." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5867.

Full text

Abstract:

This study considered whether participation in several out-of-class experiences during high school influenced the odds that a student will aspire to earn at least a Bachelor’s degree. Additionally, this study considered whether these experiences, considered together, had a cumulative effect on the odds that a student will aspire to earn at least a Bachelor’s degree, and whether the influence of these high school experiences on college aspirations was moderated by a student’s race/ethnicity or socioeconomic status. Results of the study revealed that several high school experiences, including participation in science-related school programs, participation in extracurricular activities, sitting in on or taking a college class, searching the Internet or reading college guides for college options, and talking to a school counselor about going to college, increased the odds that a student would aspire to earn at least a Bachelor’s degree. Additionally, results revealed that participation in four or more of the high school experiences examined in this study had a cumulative, positive influence on students’ eleventh grade college aspirations, and that the relationship between participation in these high school experiences and students’ aspirations to earn at least a Bachelor’s degree was not moderated by race/ethnicity or socioeconomic status.

APA, Harvard, Vancouver, ISO, and other styles

3

Masuelele, Oreeditse Patrick. "Social cohesion in school Choir competitions: the experiences of conductors and adjudicators." Thesis, University of Pretoria, 2020. http://hdl.handle.net/2263/80469.

Full text

Abstract:

In this qualitative study the researcher investigates how school choir competitions in South Africa contribute to creating platforms for social cohesion. The study examines the experiences of conductors and adjudicators in two main South African school choir competitions, namely the ATKV-Applous and ABC Motsepe (previously known as SASCE). This study was inspired by the contribution of the rising choral music platform in post-apartheid South Africa to national regeneration from tensions created by past disparities and how choral music contributes to social cohesion in society. Phenomenology is used to investigate the experiences of conductors and adjudicators and whether participation in choral competitions contributed to advancing social cohesion in a transforming South Africa. Data were collected through semi-structured face-to-face interviews, the review of documents and the analysis of journal notes taken during the study. The Transformative Learning Theory (TLT) was applied as framework to contextualise deliberate reflection involving increased social knowledge and openness among respondents. In this study, choir conductors and adjudicators reflected on their experiences in choir competitions and how cohesion could be achieved through choir competitions. From the study the researcher concluded that competitive platforms such as choir competitions provide an opportunity for role players to test their strength as individuals and as part of a team. The study found that, regardless of many challenges hindering social cohesion, choral music competitions offer an environment for bringing people closer and establishing harmonious collaboration. Learning from others, sharing and reciprocating experiences lead to new partnerships that promote social cohesion. However, the conditions set out in the rules and policy requirements of the competitions could inhibit social cohesion by exclusion and conditions that may hinder interest. Although many studies focus on the value of choral activities and its contribution to social cohesion, this study fills the gap of exploring the role of choir competitions in fostering social cohesion. Recommendations include the need to foster an awareness of the role of school choir activities, which includes the selection of music, in encouraging nation-building. Furthermore, school choir competition policy should include clearer guidelines on social cohesion. It is recommended that training opportunities for conductors and adjudicators should be expanded and implemented to include musical development, but also focus on fostering a sensitivity to the complexity of cultural diversity and the power of choral activities to enhance nation-building and social cohesion in South Africa.<br>Thesis (PhD)--University of Pretoria, 2020.<br>pt2021<br>Humanities Education<br>PhD<br>Unrestricted

APA, Harvard, Vancouver, ISO, and other styles

4

Duszka, Christopher Damian. "School Climate in the School Choice Era: A Comparative Analysis of District-Run Public Schools and Charter Schools." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3922.

Full text

Abstract:

Comparative analyses of district-run public schools and charter schools are limited to performance outcomes. There is a dearth of research on how the school-types vary on factors consequential to performance such as school climate. Public-private distinctions, such as in organizational autonomy, value orientations, funding structures, and management practices, could result in school climate dissimilarities between district-run public schools and charter schools. The aim of this dissertation is to assess the influence organizational factors have on school climate and determine if school-type affects school climate. Student and staff school climate survey data from the Miami-Dade school district were utilized for this dissertation. Structural equation modeling was employed to test theoretical models of students’ and staffs’ perceptions of school climate using data from 2001-2002 through 2015-2016 academic years. Within-between effects panel regression was utilized to test the effect of school-type on school climate constructs over time using data from 2005-2006 through 2015-2016 academic years. The structural equation results demonstrate that milieu, ecology, culture, and organizational structure influence students’ and staffs’ perceptions of their schools’ climates. Ecology has the strongest association with students’ perceptions of school climate. Job satisfaction, a part of milieu and culture, has the strongest association with staffs’ perceptions of school climate. The results indicate that the theoretical models of school climate employed by this study are sound. The within-between effects panel regression results demonstrate that characteristics inherent to school-type have a plausible influence on students’ perceptions of school climate, but not for staff. Charter school students rated their school climates more favorably than traditional public schools, but when other factors are controlled, traditional public schools and magnet schools had more favorable ratings. Public-sector values, collective bargaining, and school district oversight may be beneficial to schools’ climates. This dissertation underscores the impact management and funding structures have on school climate. The author recommends that the school climate concept and evaluations of schools’ organizational practices be incorporated into school improvement policies. The milieu, culture, ecology, and organizational structures of schools should be reviewed when assessing school quality.

APA, Harvard, Vancouver, ISO, and other styles

5

Rashid, Lorenzo A. "African American Urban Public High School Graduates’ Experiences Concerning Mathematics." Cleveland State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=csu1485039549995587.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Mwipopo, Marko. "Secondary School Graduates’ Personal Experiences in the Context of English-only Language of Instruction Within and Outside the School Setting in Tanzania." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20498.

Full text

Abstract:

DISSERTATION ABSTRACT Marko J. Mwipopo Doctor of Philosophy Department of Education Studies June 2016 Title: Secondary School Graduates’ Personal Experiences in the Context of English-only Language of Instruction Within and Outside the School Setting in Tanzania This dissertation documents the experiences of secondary school graduates in Tanzania who were instructed primarily through the English language. The study specifically examines the extent to which the English language facilitated or impeded the participants’ learning. This issue is important because Tanzania’s main educational goal at the secondary level is to build an egalitarian nation under the Education for Self Reliance (ESR) philosophy, advocated by J. K. Nyerere in 1967. The study employs symbolic interactionism as its primary method and utilizes frameworks and ideas from such fields as indigenous education and bilingual education. Works of scholars such as Frantz Fanon guided my work. The main focus of the study was to determine how Tanzanians see the language of instruction policy as relating to opportunity among students in secondary schools, i.e., whether Tanzanians frame the Swahili language as a problem, a resource, a right, or some other way, and how these language issues influence the cultural, economic, and political life of Tanzanians. Do Tanzanians see the Swahili language as a source of unity or divisiveness, as a means to some particular goals, or as a cause that needs to be fought for? This dissertation consists of five chapters. Chapter I includes a brief description of the historical background of Tanzania and emphasizes ESR, the principle and core philosophy guiding Tanzanian education after independence. Chapter II is a literature review and an examination of the design of contemporary Tanzanian education and the problems and challenges faced by that system. Chapter III covers research methods used in my research, including an explanation of setting and context, analysis, and interpretation. Chapter IV presents findings of the study, including thematically grouped quotes and my interpretation of the quotes, grouped according to the three main views on Swahili and English languages. Chapter V bridges the research questions to the findings and reflects on the implications of the study and related literature for educational practice and policy in Tanzania.

APA, Harvard, Vancouver, ISO, and other styles

7

Behrendt, Marc E. "It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field Station." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1388769652.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Jensen, Strandberg Emelie. "Using Students’ Interests and Experiences in English Teaching : A Study of Teachers’ Approaches and Attitudes to the Choice of Content in English Language Learning." Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29882.

Full text

Abstract:

This study examines teachers’ approaches and attitudes towards their choice of content in English language teaching and learning. The study identifies if, and in what amount, teachers use students’ interests and experiences in English language learning. To examine this, interviews with teachers, material and lesson plan analysis and ethnographic observations focused on the teachers’ actions were conducted. The results reveal that some teachers attempt to use students’ interests and experiences when planning English lessons, but in diverse amounts. Because of the time constraints of the English subject in Swedish primary school, the aspect of using students’ interests and experiences is often set aside.

APA, Harvard, Vancouver, ISO, and other styles

9

Severe, LeTania. "Access to Better Education: The School Choice Experience of Families Served by Low-Performing Elementary Public Schools in Miami-Dade County." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1618.

Full text

Abstract:

Public school choice education policy attempts to create an education marketplace. Although school choice research has focused on the parent role in the school choice process, little is known about parents served by low-performing schools. Following market theory, students attending low-performing schools should be the primary students attempting to use school choice policy to access high performing schools rather than moving to a better school. However, students remain in these low-performing schools. This study took place in Miami-Dade County, which offers a wide variety of school choice options through charter schools, magnet schools, and open-choice schools. This dissertation utilized a mixed-methods design to examine the decision-making process and school choice options utilized by the parents of students served by low-performing elementary schools in Miami-Dade County. Twenty-two semi-structured interviews were conducted with the parents of students served by low-performing schools. Binary logistic regression models were fitted to the data to compare the demographic characteristics, academic achievement and distance from alternative schooling options between transfers and non-transfers. Multinomial logistic regression models were fitted to the data to evaluate how demographic characteristics, distance to transfer school, and transfer school grade influenced the type of school a transfer student chose. A geographic analysis was conducted to determine how many miles students lived from alternative schooling options and the miles transfer students lived away from their transfer school. The findings of the interview data illustrated that parents’ perceived needs are not being adequately addressed by state policy and county programs. The statistical analysis found that students from higher socioeconomic social groups were not more likely to transfer than students from lower socioeconomic social groups. Additionally, students who did transfer were not likely to end up at a high achieving school. The findings of the binary logistic regression demonstrated that transfer students were significantly more likely to live near alternative school options.

APA, Harvard, Vancouver, ISO, and other styles

10

Mamoe, Ati Henry. "The Impact of Marketisation on Pacific Islands Secondary School Students: A Christchurch Experience." Thesis, University of Canterbury. Pacific Studies, 1999. http://hdl.handle.net/10092/998.

Full text

Abstract:

This research examines the impact of marketisation on Pacific Islands students in Christchurch high schools. Specifically, this study targeted the Tomorrow's Schools policy released in 1990 with particular interest in the changes in zoning laws. These changes theoretically allowed the consumers of education (the parents and students) equal access to all secondary schools by breaking down the zones and creating a free market where 'choice' and competition reigned supreme. However, this study along with others found that in actual fact it was the 'popular' schools with enrolment schemes who had the power to choose what students they preferred. Schools were left to compete for those students deemed' undesirable' by popular schools. This study found that a dis-empowerment of the schools' enrolment schemes needs to occur in Christchurch. Obviously, on the other hand, an empowerment of Pacific Islands parents and students through the increase of information also needs to occur. Although the government has made small steps toward making the problem more visible, more definitive work needs to be done in this area. This study also examined the achievement of Pacific Islands students at a national and at a sample level and discovered that has been very little improvement in this area over the time the Tomorrow's Schools policy has been in operation. Therefore, this study ventures into an analysis of this problem and suggests possible remedies. Again, this study argues that students must be actively empowered by teachers, schools, the government, and by their own people, in order to break down the physical, mental and even spiritual battles that Pacific Islands students face in the New Zealand education system.

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Experiences with school choice"

1

Cookson, Peter W. Recent experience with urban school choice plans. ERIC Clearinghouse on Urban Education, 1997.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

2

Makris, Molly Vollman. Public housing and school choice in a gentrified city: Youth experiences of uneven opportunity. Palgrave Macmillan, 2015.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Sweeney, Mary Ellen. Planning a charter school: One Colorado group's experience. Angel Press, 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

1972-, Dickman Anneliese, ed. School choice and the question of accountability: The Milwaukee experience. Yale University Press, 2003.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

McGroarty, Daniel. Trinnietta gets a chance: Six families and their school choice experience. Heritage Foundation, 2001.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Massachusetts. Dept. of Education. School choice. Commonwealth of Massachusetts, Dept. of Education, 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Walker, Anne C. Public school choice. Missouri House of Representatives, 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

School choice and school improvement. Harvard Education Press, 2011.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Herbst, Jurgen. School Choice and School Governance. Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9780312376222.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Macdonald, C. A. School-based learning experiences. Human Sciences Research Council, 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Experiences with school choice"

1

Xu, Tianxi, Juan Tang, Yuan Zhou, and Wenwei Ouyang. "Choices and Transition from School to Adult Life: Experiences in China." In Choice, Preference, and Disability. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35683-5_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Stewart, Thomas, and Patrick J. Wolf. "What Major Challenges Did Families Experience Using Private School Vouchers?" In The School Choice Journey. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137442666_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Windle, Joel A. "Socially Exposed Schooling: The Majority Experience." In Making Sense of School Choice. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137483539_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Thomas, Sue, and Jill Ryan. "Pathways and Choice: Transitions at Sunny Beach College." In Experience of School Transitions. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4198-0_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Fusarelli, Lance D. "Organizational Learning Dynamics: The Utility of Experience?" In The Political Dynamics of School Choice. Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403973740_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Sapelli, Claudio. "Lessons the United States Can Learn From Chile's Experience with School Vouchers." In The Wiley Handbook of School Choice. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119082361.ch22.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Van Pelt, Deani, and Lynn Bosetti. "What the United States Can Learn from Canada's Experience with Home Schooling." In The Wiley Handbook of School Choice. John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119082361.ch26.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Miller, David. "School Experiences." In Encyclopedia of Quality of Life and Well-Being Research. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_351.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Miller, David N. "School Experiences." In Encyclopedia of Quality of Life and Well-Being Research. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_351-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Experiences with school choice"

1

Cysneiros Filho, Gilberto Amado de Azevedo, Neiton Carvalho da Silva, and Barbara Silva Morais. "A REVIEW OF PAPERS ABOUT BLOCK PROGRAMMING FROM THE WORKSHOP ON COMPUTING AT SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end024.

Full text

Abstract:

This paper describes a survey to identify how Block Programming is being used in Brazilian schools. The motivation of this research is to provide us with data and insights to support the research project on Block Programming and Computational Thinking in Schools whose goal is to investigate and create a proposal for how Block Programming can be inserted into the school curriculum. The relevance of this research is that the school should prepare the students for the skills (creativity, programming, problem solving, abstraction and innovation) demanded by the job market and for further education (e.g. university courses and qualification courses). In particular, in Brazil the curriculum of schools is governed by a normative document called the Common National Curricular Base (Base Nacional Comum Curricular - BNCC). The BNCC defines that the school curriculum should enable the student to have the following competencies: (1) knowledge; (2) scientific, critical, and creative thinking; (3) cultural repertoire; (4) communication; (5) digital culture; (6) work and life project; (7) argumentation; (8) self-knowledge and self-care; (9) empathy and cooperation; and (10) responsibility and citizenship. Some of these skills can be achieved by learning Block Programming aligned with Computational Thinking instruction. The importance of learning programming in school is justified by the increased use of technology in modern society and the need to be prepared to create and use technological solutions that involve programming and computing. The BNCC highlights that the skills developed by students should be organized by offering different curricular arrangements, according to the relevance to the local context and the possibilities of the education systems. This can be applied in a multidisciplinary way through block programming based on computational thinking in basic education. A literature review was conducted of papers published in the area of block programming at the Workshop on Informatics at School (WIE) between the years 2016 to 2019. The choice of this event is due to the fact that it has been standing out over the years as a forum for discussions where works in the area of digital technologies of information and communication (TDIC) in formal and non-formal spaces of education have been disseminated. During this period we identified papers that describe the use of several environments of Block Programming (e.g. Scratch) and several experiences and proposals of how to insert Block Programming in the students' education.

APA, Harvard, Vancouver, ISO, and other styles

2

Bikse, Veronika, Inese Lūsēna - Ezera, Una Libkovska, and Baiba Rivža. "Comparative analysis of career choices by students in Latvia and the UK." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8202.

Full text

Abstract:

The purpose of this research study is to examine theoretical findings and, based on them, to identify the career choice factors that affect Latvian and UK secondary school students’ occupational interests. The research was based on the theoretical concepts of the occupational interests, and the data gained from a survey of Latvian and UK secondary school students. The results of the research indicate that the most essential factors that help individuals to choose a career is to understand their own interests and explore their own capabilities. Also, learning experience and parents' advice is important for them. The occupational interests of the students, who were interviewed, are not harmonized with the demand in the economy.

APA, Harvard, Vancouver, ISO, and other styles

3

Brasili, Simone, and Riccardo Piergallini. "A QUESTIONNAIRE FOR EVALUATING PUPILS’ COGNITIVE PATH ABOUT SYMMETRY AT PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end103.

Full text

Abstract:

The fundamental role of symmetry has to be more closely enhanced in the interplay between mathematics and physics to foster the teaching of the Nature of Science. In our presentation, we explore the positive effect of introducing the modern concept of symmetry viewed as “sameness within change”. A teaching-learning sequence (TLS) was conducted to test the challenges of an interdisciplinary approach based on symmetry and invariance in the educational context, namely at the primary school level. In the design of this sequence, solving the game of closing special cardboard boxes provides a fundamental role. The study evaluates how the specific teaching action makes the modern concept of symmetry in principle appropriate for primary school students through manipulative games. We investigate the students’ cognitive paths about symmetry during the sequence by analysing pre- and post-sequence questionnaires. The questionnaire comprises four questions with dichotomous choice, items text, narrative text, and open justification. It is structured mainly in three domains devoted to cognitive, affective, and psychomotor dimensions. The analysis is composed of a mixed method approach. The investigations incorporate qualitative data with Text Analytics and Natural Language Processing (NLP) statistics to identify and extract information from pupils’ written reflections. Our study also explores whether the emotion experienced by students plays a role in the TLS. Results show that educational activities induce the increasing knowledge and skills of students. In particular, most students interpreted the lessons as experiences rich in stimuli and insights on symmetry and mathematics in general. The findings also bring important suggestions and contents of reflection that teachers can consider for exploiting the potential learning path on symmetry and invariance.

APA, Harvard, Vancouver, ISO, and other styles

4

Barana, Alice, Alessandro Bogino, Michele Fioravera, Francesco Floris, and Marina Marchisio. "Realignment Course in Mathematics: design of an online valuable experience for students." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8226.

Full text

Abstract:

Supporting students in the transition from secondary school to university is an important action to be taken in order to increase the number of people with tertiary education degrees; it has positive consequences on the citizens’ working perspective and on the national economic growth. To this purpose, in the academic year 2014/2015 the University of Turin started the Project Orient@mente, a platform of self-paced open online courses aimed to guide students in the choice of a scientific university program. This paper focuses on the design of the Realignment Course in Mathematics, provided by the platform and aimed at the self-paced review and integration of knowledge that students are required to acquire during secondary school. Materials are created and structured according to the User Experience Design for Learning, with the aim of providing a valuable learning experience to students. Contents are delivered through an accessible learning management system integrated with an advanced computing environment and an automatic assessment system. Data from the usage of the activities and from the results of the online tests are analyzed in order to validate the design choices and the coherent structure of the course.

APA, Harvard, Vancouver, ISO, and other styles

5

"Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4201.

Full text

Abstract:

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

APA, Harvard, Vancouver, ISO, and other styles

6

Smith, Warren F., Michael Myers, and Brenton Dansie. "F1 in Schools: An Australian Perspective." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86240.

Full text

Abstract:

The Australian Government and industry groups have been discussing the projected “skills shortage” for a number of years. This concern for the future is mirrored in many countries including the USA and the UK where the risk is not having sufficient skilled people to realise the projects being proposed. Growing tertiary qualified practicing engineers takes time and commitment but without the excitement of the possibility of such a career being seeded in the youth of the world, school leavers won’t be attracted to engineering in sufficient numbers. In response, one successful model for exciting school children about engineering and science careers is the international F1inSchools Technology Challenge which was created in the UK in 2002 and implemented in Australia in 2003. It is now run in over 300 Australian Schools and 33 countries. In the Australian context, the program is managed and promoted by the Reengineering Australia Foundation. It is supported and fostered through a range of regional hubs, individual schools and some exceptional teachers. Presented in this paper are some perspectives drawn particularly from the Australian experience with the program over 10 years — which by any measure has been outstanding. The F1inSchools model has been designed specifically through its association with Formula One racing to attract the intrinsic interests of students. It is based on the fundamentals of action learning. Role models and industry involvement are utilised as motivation modifiers in students from Years 5 to 12. While immersing children in project based learning, the program explicitly encourages them to engage with practicing mentors taking them on a journey outside their normal classroom experience. In this program, students have the opportunity to use the design and analysis tools that are implemented in high technology industries. Their experience is one of reaching into industry and creative exploration rather than industry reaching down to them to play in a constrained and artificial school based environment. Anecdotally F1inSchools has been very successful in positively influencing career choices. With the aim of objectively assessing the impact of the program, doctoral research has been completed. Some key findings from this work are summarized and reported in this paper. The children involved truly become excited as they utilise a vehicle for integration of learning outcomes across a range of educational disciplines with a creative design focus. This enthusiasm flows to reflective thought and informed action in their career choice. As a result of F1inSchools, students are electing to follow engineering pathways and they will shape tomorrow’s world.

APA, Harvard, Vancouver, ISO, and other styles

7

Seredenciuc, Nadia-Laura. "Certainty and Uncertainty in Education - A Contemporary Challenge for Teachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/31.

Full text

Abstract:

This study is a reflection on educational reality based on certainty and uncertainty coordinates. Exploring the significance of the binomial reality, generated by the different degrees of certainty, perceived by the actors involved in teaching, the article proposes a few acting options, in order to develop an appropriate orientation of the teacher training process, in a contemporary society marked by the “certainty of uncertainty”. Embracing the unknown, coping with unfamiliar situations, reflecting constructively on one’s own mistakes, as part of a teacher daily activity, are generated by a genuine positioning towards uncertainty in education, raising it from the status of a problem to the hypostasis of an opportunity. Mapping uncertainty through resilience, building confidence in experiencing doubt, reshaping learning by daring to approach dilemmas and stepping out of inaction can be viewed as valid alternatives in developing a professional self in a changing environment. That claims a rethinking of teacher training in terms of developing abilities for sustaining appropriate responses and a proper understanding of the relationship between certainty and uncertainty in education, having the intention of building quality learning experiences. The concepts of choice and change are about to conquer the ideas of standards and stability in educational context as proofs of a renewed approach in order to delineate core drivers of human development in contemporaneity. That is why rethinking teacher training needs to focus on articulating the reflective practicing with experiencing a constant change, integrating the multiplicity of opportunities in a supportive learning environment for developing a global competence, in order to respond effectively to the contemporary challenges.

APA, Harvard, Vancouver, ISO, and other styles

8

Ali, Ruba, Jolly Bhadra, Nitha Siby, and Noora Al-Thani. "From Sports To Science: Designing Sports Products to Experience Science and Engineering." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0268.

Full text

Abstract:

Sports can have a substantial impact on fostering cognitive and non-cognitive skills in youth leading to higher productivity. Its potential to integrate within diverse academic subjects makes it an ideal choice to attract high school students to grasp the emphasis of STEM fields and careers. In the midst of gradual educational reformations in Qatar, a novel sports driven STEM program was launched to derive the competencies in the secondary students and enhance their STEM literacy and aspirations. Sports, being an intrinsic motivator favored by the Qatari students, instigating active participation and inspiration, is integrated to the innovative learning approach, thereby acknowledging the relevance of science to real world applications. The 248 participants from 15 secondary schools actively engaged in the program comprising sports product based scientific workshops and an engineering design challenge, bridging the gap between science and sports. Results implicating the active involvement of the students, manifesting the quintessential 21st century skills in engineering products, were drawn out from mixed methods. Quantitative statistical analysis of pre-post surveys, review of sports products and the substantiating observations of the facilitators successfully validate the application of diverse dispositions in the program. Student attitudes towards STEM fields and careers apparently augmented by virtue of the program outcomes is also interpreted from the analysis.

APA, Harvard, Vancouver, ISO, and other styles

9

Kofinas, Alexander Kyriakos, Yongmei Bentley, Cathy Minett-Smith, and Guangming Cao. "Block Teaching as the Basis for an Innovative Redesign of the PG Suite of Programmes in University of Bedfordshire Business School." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5379.

Full text

Abstract:

This paper aims to provide a first evaluation of the University of Bedfordshire Business School’s innovative attempt to develop a new suite of Masters Programmes that delivers in terms of academic rigor and employability requirements while providing a rich student learning experience. The new delivery is based on a block delivery model that rationalises the previous offerings by providing a smaller range of standardized large units which are more tightly integrated to each other and are part of courses with particular characteristics such as a four-tier induction system (with inductions being progressively more employability-focused as students’ progress from one unit to the next) and the final capstone unit where students have a choice between a traditional dissertation and an experiential final project. That common architecture is coupled with a flipped classroom delivery style, utilization of blended learning and rich peer-to-peer learning opportunities with multiple entry points providing additional students into the cohorts for each unit. Preliminary data is provided here as an early evaluation of the approach’s effectiveness and efficiency in terms of the delivery experience, the assessment strategies, the levels of student engagement and performance, as well as the experience of staff and students.

APA, Harvard, Vancouver, ISO, and other styles

10

Fertig, Jan, and Subha Kumpaty. "STEMpathy Study on Persistence in Mechanical Engineering." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23679.

Full text

Abstract:

Abstract Despite widespread targeted efforts at the pre-college level to recruit greater numbers of females and minorities for careers in science, technology, engineering and mathematics (STEM), fewer than 9% of today’s mechanical engineers are female and underrepresented minorities remain under 10%. There is a disproportionately high attrition rate of females and minorities from engineering programs and professions. Female and underrepresented minority mechanical engineering students are discouraged by factors involving: 1) Wider cultural norms and biases (societally pervasive ideas and often discriminatory practices); 2) Social-structural factors that result in differential engineering college preparedness; and 3) Organizational norms and biases within mechanical engineering. At the intersection of these forces is an individual who enters a career to make a difference, but whose fundamental social responsibility goals and leanings are frustrated. This culture alienates many students at a time when prominent engineering organizations like ABET call for greater diversity, empathy and social responsibility. Undergraduates in ten engineering programs at the Milwaukee School of Engineering completed a survey consisting of developed measures of “STEMpathy” (empathy in STEM); equitable treatment across commonly known bases for discrimination; a measure of personal empathy based on Baron-Cohen’s systemizing-empathizing dichotomy; a developed instrument to measure likelihood of persistence; and qualitative questions on reasons for career choice and discriminatory experiences in college. Multiple linear regression analysis supported the hypothesis that persistence likelihood is a function of program STEMpathy and departmental fairness (lack of discrimination) and showed a moderating effect of empathy on program fairness/discrimination. Mechanical engineering was distinguished by low STEMpathy and unique challenges surrounding student persistence.

APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Experiences with school choice"

1

Holmes, George, Jeff DeSimone, and Nicholas Rupp. Does School Choice Increase School Quality? National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w9683.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Deming, David, Justine Hastings, Thomas Kane, and Douglas Staiger. School Choice, School Quality and Postsecondary Attainment. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w17438.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Hoxby, Caroline. School Choice and School Productivity (or Could School Choice be a Tide that Lifts All Boats?). National Bureau of Economic Research, 2002. http://dx.doi.org/10.3386/w8873.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Hastings, Justine, Richard Van Weelden, and Jeffrey Weinstein. Preferences, Information, and Parental Choice Behavior in Public School Choice. National Bureau of Economic Research, 2007. http://dx.doi.org/10.3386/w12995.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Barseghyan, Levon, Damon Clark, and Stephen Coate. Public School Choice: An Economic Analysis. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w20701.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Kapor, Adam, Christopher Neilson, and Seth Zimmerman. Heterogeneous Beliefs and School Choice Mechanisms. National Bureau of Economic Research, 2018. http://dx.doi.org/10.3386/w25096.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Abdulkadiroglu, Atila, Parag Pathak, Alvin Roth, and Tayfun Sonmez. Changing the Boston School Choice Mechanism. National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w11965.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Deming, David. Using School Choice Lotteries to Test Measures of School Effectiveness. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w19803.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Hanushek, Eric, John Kain, Steven Rivkin, and Gregory Branch. Charter School Quality and Parental Decision Making With School Choice. National Bureau of Economic Research, 2005. http://dx.doi.org/10.3386/w11252.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Hoxby, Caroline. Would School Choice Change the Teaching Profession? National Bureau of Economic Research, 2000. http://dx.doi.org/10.3386/w7866.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!