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Relevant bibliographies by topics / Political aspects of Charter schools

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Academic literature on the topic 'Political aspects of Charter schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Political aspects of Charter schools"

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Nalle, Efraim Semuel, Andy Nabu Sogen, and Lenny Magdalena Tamunu. "The role of parents, schools and society in developing civil society in Senior High School." Masyarakat, Kebudayaan dan Politik 31, no. 2 (June 30, 2018): 218. http://dx.doi.org/10.20473/mkp.v31i22018.218-229.

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A qualitative research study using the phenomenology and cultural method was conducted in SMA Negeri 4, in Kupang. The data collection techniques were observation, interviews, and documentation. The data was obtained from the informants, and then processed and analysed by using interactive model analysis. The results of this study are 1) the lack of an optimal role from parents in building Civil Society; 2) schools embed the concept of society in their students but need to strengthen the students’ character; 3) the Civil Society concept in social life is not implemented properly, and 4) there are some obstacles which result in the absence of good civil society, such as the lack of character education, community high dependency on the government, a lack of facilities in relation to the children’s development at school, a lack of political education and political communication, and the practice of nepotism and interests in relation to social justice. The role of society in building a civil society community is still lacking. This is even though, in terms of tolerance and pluralism, parents and schools are already well implemented. However, the aspects of autonomy, democracy and social justice are not working properly, which turn out to be constraints when it comes to civil society formation.

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Kristiana, Maria Dita. "Politics of Law on School Days Policy: Legal Reform on Indonesian Education Policy." Journal of Law and Legal Reform 1, no. 1 (October 15, 2019): 5–24. http://dx.doi.org/10.15294/jllr.v1i1.35405.

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The research is aimed to identify, analyze, and examine concerning to: (1) what is Permendikbud Law No. 23 of 2017 on the political politics of School Days? And (2) how is the implementation of Permendikbud Number 23 of 2017 concerning School Days in Semarang City? The method of this research is qualitative with the type of sociological juridical legal research. The research explored some information through interviews and observation in some schools in Semarang as well as Education Unit in Semarang Government. The research highlighted that the law politics of School Day in Semarang City included the substance of Permendikbud Number 23 of 2017, namely the strengthening of character education at the high school level, provisions on school days and hours, and implementation of school day provisions. The philosophical reasons for five days of schooling are come up from Pancasila values and the opening of the 1945 Constitution to strengthen character or character as the spirit of the national spirit. Juridical purposes for the five-day school policy are sourced from laws and regulations that every child has the right to education, the provision of learning that is democratic and fair and non-discriminatory, as well as the fulfillment of the obligation to total teaching hours for teachers as employees of the state civil apparatus. The research concluded that the implementation of Minister of Education and Culture Regulation No. 23 of 2017 concerning School Days by State High Schools in the City of Semarang is supported by four aspects of communication, disposition, human resources, and bureaucracy.

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Arif, Firman Muhammad. "Nalar Maslahat Dalam Kebijakan Zonasi Dan Penguatan Pendidikan Karakter." IQRO: Journal of Islamic Education 2, no. 1 (October 8, 2019): 39–66. http://dx.doi.org/10.24256/iqro.v2i1.848.

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Zoning Policy and Character Education Strengthening are government policies in the education sector. Zoning policy aims at efforts to restore national education and strengthen character education aimed at developing religious values which then accelerate the strengthening of individual character so that they are able to control themselves and develop noble character in society and nationhood. Mass reasoning contained in the qawa'id fiqhiyyah and usul al-fiqh is used as an instrument to measure the weight of maslahat contained in government education policies. Zoning policies and strengthening character education are considered as media to achieve goals. The mass content contained in the zoning policy shows maximum weight than the mafsadah (something bad or potentially bad). National education arrangement that prioritizes citizenship character has triggered the government to issue a policy to strengthen character education with the maslahat (something good, potentially good) weight with consideration of the sociological, cultural and political aspects of the local government. The manifestation of strengthening character education is full day school allowing it to be applied in urban school areas and vice versa will increase the heavy burden of parents and students in various schools in rural areas so that full day school is not forced but chosen.

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Abibullayeva, D. I. "FORMATION AND DEVELOPMENT OF MUSLIM CHARITABLE SOCIETIES IN THE CRIMEA (IN THE LATE XIX – EARLY XX CENTURY)." Scientific Notes of V.I. Vernadsky Crimean Federal University. Historical science 7 (73), no. 1 (2021): 3–18. http://dx.doi.org/10.37279/2413-1741-2021-7-1-3-18.

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The article is devoted to the formation and development of charitable organizations of the Crimean Tatar people, whose main tasks were to combat poverty and illiteracy among the Muslim population in the Crimea in the second half of the XIX – early XX centuries. The leading role of representatives of the Crimean Tatar intelligentsia in the development of charity is considered, with the help of which issues of an educational social and humanitarian nature, problems in the development of education and culture were solved. During the next meeting of the Tauride nobles in 1893, the well-known public and political figure Ismail Mufti-zade, the idea of the need for the Crimean Muslims to organize a charitable organization was presented. For this purpose, at the same time, 150 rubles were collected between the murzas, which served as the basis of capital. Ismail Mufti-zade drew up the «Charter of the Crimean Charitable Society in Simferopol for helping the Crimean Tatars in need», which was reviewed and signed at the Ministry of Internal Affairs on December 24, 1896. Crimean Charitable Society of Muslims in Moscow In Simferopol, «Dzhemiet Khayrie» was under the jurisdiction of the Ministry of Internal Affairs. Reports of the activities of the charity society after review and approval were sent to all the members of the society, and through the Taurida Governor and Trustee of the Odessa school district, was presented at the interior Ministry and the Ministry of national education. The charity society had its own seal and had the right to acquire and sell its own property on the grounds stipulated by law. According to the «Charter», the purpose of the society was to work in two main directions: social charity and charity education. In the first direction, the Society took care and helped the elderly and sick people from among the Crimean Tatars who were unable to work, and provided them with real material assistance. Russian Russian-Tatar schools, Russian classes at the existing mekteb and madrasahs, and placement of orphans and the poorest children in vocational schools were opened with the proper permission of the charity organization of the Crimean Tatars in the second direction. According to the «Charter», members of this society could be persons of both sexes, of all classes and ranks, except for underage students who were tainted by the court. The members of the society were divided into several categories: honorary members, full members of the society. The activities of the Muslim charity society in Simferopol are reflected in the reports of general meetings of different cities, which consider the positive aspects and shortcomings in the work of the society. At the beginning of the XX century. Charitable societies of Crimean Tatars were established in other cities of the Crimea: Yalta, Bakhchisarai, Kerch, Yevpatoria, Karasubazar, whose activities were aimed at solving social and humanitarian educational problems. With the beginning of the First World War, the financial situation of the Society deteriorated significantly, however, the needy Crimean Tatars continued to help receive financial assistance until 1920. With the establishment of Soviet power in the Crimea, charitable societies ceased to exist. The history of the creation and development of Muslim charitable societies in the Crimea is worthy of deep scientific research.

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Oliveira, Gilson de Sousa, Catarina Angélica Antunes da Silva, and Tânia Serra Azul Machado Bezerra. "EDUCAÇÃO PROFISSIONAL DE NÍVEL TÉCNICO INTEGRADA AO ENSINO MÉDIO: uma análise das escolas profissionalizantes do estado do Ceará." Revista Labor 1, no. 17 (July 31, 2017): 1. http://dx.doi.org/10.29148/labor.v1i17.11897.

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O presente texto, de caráter bibliográfico e documental, traça um panorama geral da educação profissional brasileira e analisa, de modo especial, a perspectiva de educação integral, inaugurada com a promulgação do Decreto nº 5.154/04, que culminou na criação da rede de escolas profissionalizantes do estado do Ceará, a partir de 2008. Trata-se de uma investigação qualitativa, baseadas em documentos oficiais e em estudos que historiciza essa problemática, considerando, sobretudo os aspectos políticos, culturais e socioeconômicos envolvidos no processo, os quais adotam a epistemologia dialética. Identificou-se que, apesar da possibilidade de oferta de uma educação integral, do tipo politécnica e tecnológica inaugurada com este decreto, o ensino desenvolvido nestas unidades escolares tangencia esta perspectiva, priorizando, assim como no passado, as demandas do mercado de trabalho.PROFESSIONAL EDUCATION LEVEL TECHNICAL INTEGRATED TO HIGH SCHOOLThis text, bibliographic and documentary character, traces an overview of the Brazilian professional education and analyzes, in particular, the prospect of comprehensive education, inaugurated with the promulgation of Decree No. 5.154 / 04, which resulted in the creation of the network of schools professionalizing the state of Ceará, from 2008. this is a qualitative research, based on official documents and studies that historicizes this problem, considering especially the political, cultural and socio-economic aspects of the process, which adopt the epistemology dialectic. It was found that, despite the possibility of offering an integral education, polytechnic and technological type inaugurated with this decree, the school developed these school units tangency this perspective, priority, as in the past, the demands of the labor market. KEY - WORDS: Secondary - Vocational Education - Public Policy

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Nisar Ul Haq, Muhammad, Obaid Ullah, and Muhammad Nisar. "Impact of Corporal Punishment on the Students Drop Out at Primary Level." Global Regional Review IV, no. I (March 30, 2019): 473–79. http://dx.doi.org/10.31703/grr.2019(iv-i).51.

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The research is focused on students, covering aspects of social, cultural, educational, psychological, political and legal, and medical effects of corporal punishment implications. The research main goal was to find out the impact of corporal punishment on the primary dropout point of the students. The research population included all of the primary schools of Gilgit Baltistan. The average sample size of the students was 100. The study participants were interviewed by questionnaire and interview scheduled for students, teachers and parents. The data were analyzed by calculating the frequency and percentage, respectively. Corporal punishment was found as an obstacle for the development of a healthy teacher-student relationship: it affects student character, increases dropout rate, hinder the learning environment, create frustration for teachers, decrease interest in research and encourage students to do so.

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Föllmer, Moritz. "Suicide and Crisis in Weimar Berlin." Central European History 42, no. 2 (May 15, 2009): 195–221. http://dx.doi.org/10.1017/s0008938909000284.

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The linkage of suicide and crisis was a prominent feature of Weimar Germany's cultural landscape. In films as different as Bertolt Brecht and Slatan Dudow'sKuhle Wampeor Walter Ruttmann'sBerlin: Symphony of a Big City, suicide appears as a reaction to the darker aspects of urban modernity: an individual's answer to capitalist exploitation or personal drama in an otherwise smoothly functioning metropolis. In a number of contemporary novels the possibility of a suicide is disturbingly present. In Vicki Baum'sGrand Hotel, one character asks himself, “My God, does everyone now have his tea cup of veronal ready?” Tales of suicide also surfaced in the tabloid press which presented them as human interest stories. Partisan papers supported their respective stances by tying individual actions to political narratives, a strategy pursued by both Nazis and Communists as well as liberal reformers. Even schools' reports on pupils who had taken their own lives and farewell notes themselves echoed a general feeling that suicide was a sign of the times.

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Paino, Maria, Rebecca L. Boylan, and Linda A. Renzulli. "The Closing Door." Sociological Perspectives 60, no. 4 (October 26, 2016): 747–67. http://dx.doi.org/10.1177/0731121416674948.

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Charter schools are promoted by policy makers and advocates as a way to reduce educational inequality. Charter schools tend to enroll higher proportions of black students than do traditional public schools. However, the accountability function of charter schools means that these schools are also more likely to close than traditional public schools. A high incidence of closure can lead to educational instability with students moving in and out of charter schools and traditional schools. We use critical race theory to build on prior work, examining the factors that may promote or constrain charter school closure. Specifically, we ask, how do the racial demographics of a charter school affect its likelihood of closure? Our findings reveal that as the proportion of black students in a charter school increases, so too does its likelihood of closings. Our work suggests that the promotion of charter schools as avenues of racial equity may be misleading.

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Petrillo, Giovanna. "Promozione della salute e del benessere degli adolescenti nel contesto scolastico." PSICOLOGIA DELLA SALUTE, no. 3 (March 2009): 59–82. http://dx.doi.org/10.3280/pds2008-003006.

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- Health and well-being have been separated for a long time from other aspects of school life and only recently they have been considered as the main objectives of health promotion educational programmes. Even in Italy, the recommendations by international charters on human health and the stimulation coming mainly from other European countries and the United States have resulted in a flourishing of initiatives on Health Education, involving different type and level schools. This was made possible through a profound political and cultural change, which have initiated for a long time in our country. This change took the interest in the development of child and adolescent as a priority in education and considered these subjects as legitimate holders of the right and duty to health and active players in the process of personal and social growth. Approaching to health and well-being of adolescents in the perspective of Social Psychology and Community Psychology, by addressing issues crossing different realities, categories and social conditions, contributes greatly to develop a more general reflection on the challenges posed by health promotion in the structure of society. This approach has criticized a medical and sectoral vision, and has gradually become more integrated and complex, assuming a bio-psycho-social perspective which deems extremely important the interdependence between different levels of health, between the individual and social components of well-being, among different subjects, between different contexts objectively and subjectively significant in this regard. Key words: health promotion; psycho-social well-being; adolescence; school setting.

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Gleason, Philip M. "CHARTER SCHOOLS’ SYSTEMIC EFFECTS." Journal of Policy Analysis and Management 38, no. 4 (August 6, 2019): 1071–74. http://dx.doi.org/10.1002/pam.22164.

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Dissertations / Theses on the topic "Political aspects of Charter schools"

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Luke, Jeremy B. "Parental use of Geographical Aspects of Charter Schools as Heuristic Devices in the School Choice Process." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366364829.

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Von, Erlach Burkhart. "Public law aspects of lease, charter and interchange of aircraft in international operations." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59586.

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Lease, charter and interchange have become more and more important throughout the last decades. The International Civil Aviation Organization could not ignore that reality. In 1980 after a long preparatory work Article 83bis, an amendment to the Chicago Convention on International Civil Aviation was adopted by the 23rd Assembly without any negative votes. Yet, in 1990, this amendment, which enables the State of Registry, which is responsible for the operation of the aircraft even if flying with an operator of another state, to transfer its functions and duties to the State of the Operator.
This thesis takes a closer look on the history of that amendment. The reasons why Article 83bis is still not in force shall also be discussed. An attempt shall further be made to analyze the provisions of Article 83bis more thoroughly and to explain why states should no longer hesitate to ratify that amendment. Article 83bis has no controversial content and is very important for the safety of international air transportation, in establishing clearly who is responsible for a leased, chartered or interchanged aircraft.

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Gomaa, Nabila. "A Case Study of a Public Higher Education Institution’s Engagement in Authorizing Charter Schools." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1308696781.

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De, Kock Tarryn Gabi. "Linguistic identity and social cohesion in three Western Cape schools." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2501.

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Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.
Language is foundational to issues of belonging in contemporary South Africa. The country’s colonial and apartheid history facilitated the differential development and privileging of particular languages alongside the project of racial capitalism (Alexander, 1989). Educational arrangements were affected by these developments because of how black South Africans were economically and socially limited by rudimentary exposure to the primary languages of access (English and Afrikaans). This study argues that this history is what currently influences the movement of black South Africans into the schools they were historically excluded from in former coloured, Indian and white areas, and further that this movement is also encouraged by the promise of greater access to and development in the English language (Fataar, 2015). It suggests that the persisting status of English as lingua franca across state, educational and cultural communications and products requires teaching that is sensitive to the historical relationship of the language to the underdevelopment and undervaluation of local linguistic forms. Moreover, the subject English and its embedded values and norms (included in the compulsory texts and textbook) is a critical area of enquiry for thinking through issues of social cohesion and belonging. Through case studies of three Cape Town teachers, this study argues that a range of influences affect how language and meaning are constructed in English classrooms, and that learners experience these influences to their own identities in different and often conflicting ways.

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Ding, Xiaojiong, and 丁笑炯. "Policy metamorphosis in China: a case study of minban education in Shanghai." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37392323.

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Ng, Kwok-keung Zachary, and 吳國強. "The construction of colonial subjectivity in the Chinese language and literature lessons in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31951168.

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Kakkar, Aananditaa. "How Many Barack Obamas Does it Take: An Analysis of the Effect of Charter Schools on Real Estate and Crime." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/723.

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This study looks at the relationship between charter school presence and neighborhood quality in Los Angeles. Using data from the Los Angeles Department of Education, Zillow Real Estate, and the Los Angeles Sheriff, this paper attempts to find whether changes in charter presence influence the price of surrounding real estate or the occurrence of serious and petty crimes. The results find that charter schools tend to be associated with a decrease in home sale prices. The results on crime imply that crime increases upon the opening of charter schools, however they are statistically insignificant.

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Quartermaine, Angela. "Pupils' perceptions of terrorism from a sample of secondary schools in Warwickshire." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/71324/.

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Concerns about terrorism, radicalisation and extremism are found within many of the discourses surrounding the safety of young people within modern British society. The current UK Counter-Terrorism Strategy, known as Prevent (2011), suggests that the education system should be responsive to these concerns and that schools in particular need to include certain counter-terrorism measures into their administrative and teaching procedures. However, despite the increased literature on these issues, very little has been done to investigate or incorporate pupils' views into the discussion. Most young people are not, nor have the desire to be, involved in terrorist activities, yet they are still witnesses to the discourses associated with the preventative measures expressed by the State and by the discourses from other sources, such as the media. Therefore, this exploratory study into their perceptions of terrorism provides a unique insight into how these discourses affect young people's views of others and of society-wide ideologies, such as religion. It does not provide suggestions for educationalists and policy makers, since it was conducted separate to State procedures, but rather provides young people with a voice in this ever-growing field of study. The research participants included pupils aged 13-15 years old, from a selection of six schools in Warwickshire, including four comprehensive and two grammar schools. The research drew on the theoretical foundations of Foucault and used Case Study Research methods to uncover the pupils' perceptions of terrorism. By exploring the pupils' language and those influential power-knowledge processes that contributed to the formulations and expressions of their knowledge, this study investigated the affects that external influences can have in the pupils' perceptions and, in doing so, it demonstrated how capable young people are of engaging with a variety of complex and sensitive issues associated with the topic of terrorism.

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Fok, On-ki Katherine, and 霍安琪. "The impact of the Beijing pro-democracy movement (1989) on political education of Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626056.

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Jones, Peter A. "Charter School Locations Across the U.S. and Their Influence on Public School District Revenues." UKnowledge, 2014. http://uknowledge.uky.edu/msppa_etds/13.

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Since Minnesota passed the first charter school law in 1991, charter schools have become one of the most prominent school reforms in the U.S. While charter schools educate a small portion of public school enrollments, their existence has prompted various responses from traditional public school districts. For example, districts may change expenditure patterns or work to increase test scores in an effort to retain enrollments. In this sense, a charter school’s most significant impact on public school students may work indirectly through the traditional public school reactions they invoke. This dissertation explores education finance implications for charter schools and their encompassing public school districts. Using a dataset comprised of U.S. public school districts over sixteen years, I examine the local school district’s revenue response to the establishment of a charter school. Following a description of the multi-level policy environment in which charter schools operate, this dissertation includes a summary of the literature examining student achievement and expenditure responses of public school districts to the presence of charter schools. Next, I develop a conceptual model outlining the reasons that a school district may experience a change in revenue when charter schools locate within or nearby. Before testing the public school district response to charter schools, I had to accurately measure charter school locations across the U.S. To do this, I used geographic information system (GIS) software to improve upon alternative charter location databases maintained by the federal government and national charter school organizations. With charter school locations accurately mapped, I estimated the traditional public school district revenue response to the various measures of charter school presence. Findings from this estimation suggest that, on average traditional public school districts experienced changes in per-pupil revenues when charter schools located closer to the district. Specifically, revenues from local sources decreased as charter schools moved nearer, but revenues from federal sources increased. This relationship changed over time, however. As charter schools were authorized in more districts and states, per-pupil revenues began increasing as charter schools moved closer to school districts.

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Books on the topic "Political aspects of Charter schools"

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Spin cycle: How research is used in policy debates : the case of charter schools. New York: Russell Sage Foundation, 2007.

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School choice and the future of American democracy. Ann Arbor, Mich: University of Michigan Press, 2006.

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Stabile, Robert G. Powerhouse politics for schools. Westerville, Ohio: Ohio Center for School Levy and Bond Issue Research, 1996.

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Michelle, Fine, ed. Charter schools and the corporate makeover of public education: What's at stake? New York: Teachers College, 2012.

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1951-, Lynch Kathleen, ed. Schools and society in Ireland. Goldenbridge, Dublin: Gill & Macmillan, 1993.

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Ranson, Stewart. The politics of reorganizing schools. London: Unwin Hyman, 1990.

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Linda, Miller-Kahn, Heinecke Walter, and Jarvis Patricia F, eds. Political spectacle and the fate of American schools. New York, NY: RoutledgeFalmer, 2004.

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Revolution of forms: Cuba's forgotten art schools. New York: Princeton Architectural Press, 1999.

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The seduction of common sense: How the right has framed the debate on America's schools. New York: Teachers College Press, 2008.

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Boulay, Gérard. Du privé au public: Les écoles secondaires franco-ontariennes à la fin des années soixante. Sudbury, Ont: Société historique du Nouvel-Ontario, Université de Sudbury, 1987.

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Book chapters on the topic "Political aspects of Charter schools"

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Tell, Shawgi. "Political Economy of Charter Schools." In Encyclopedia of Educational Philosophy and Theory, 1–7. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-532-7_280-2.

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Tell, Shawgi. "Political Economy of Charter Schools." In Encyclopedia of Educational Philosophy and Theory, 1907–13. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-588-4_280.

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Tell, Shawgi. "The Political Economy of Charter Schools." In Encyclopedia of Educational Philosophy and Theory, 1–7. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-532-7_280-1.

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Boone, Verneshia (Necia). "Triumph Charter School Service Provider." In Advances in Marketing, Customer Relationship Management, and E-Services, 278–87. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4357-4.ch022.

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Charter schools are perhaps known to many people as community schools that are publicly funded. Educators and policy makers of the United States consider public schools in which tuition for primary and secondary students is free. A few community leaders and public officials have disclosed that selected charter school providers have too much flexibility in how they operate the schools. Perhaps their beliefs are such because most of the charter or community schools are operated under a contract in partnership with a sponsoring entity (Center for Education, 2008). According to educators and political leaders located in the Midwest region of the United States, charter schools were designed to address the current state of educational programs and to introduce an alternative model to traditional public education for economically disadvantaged students. For the last decade, research has shown that the goals and objectives of charter schools and charter school providers and leaders have been a contentious subject matter for United States educators and policy makers (Center for Education, 2008). The reason is perhaps linked to personal beliefs that charter school providers or leaders drain funding from local public school districts and do not offer disadvantaged students a better education. The case study provides an overview about Duke and Duchess Technology Centers as well as Triumph Management Company and their, products and services, competition, management structure, leadership styles, and recent challenges. Questions appear at the end of the case study for students to discuss and debate.

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Lawson, Stephanie. "3. Traditional Theories in Global Politics." In Global Politics, 49–75. Oxford University Press, 2021. http://dx.doi.org/10.1093/hepl/9780198844327.003.0003.

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This chapter examines traditional theories in global politics. Although much of the explicit theorizing about international politics did not begin until the twentieth century, both liberalism and realism have drawn on long-standing ideas in the history of political thought to address basic problems of international order. So too has the English School which, while encompassing aspects of both liberalism and realism, has focused much more attention on the social character of international or global relations, elaborating in particular the notion of international society and its normative underpinnings. While most theorizing has been carried out largely, but not exclusively, on the basis of Western philosophical ideas, a new Chinese school of moral realism draws from ancient Chinese thought. Ultimately, both liberalism and realism have been modified over the years with competing strands developing within them, so neither can be taken as a single body of theory.

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Genao, Soribel. "The Economic and Social Equity Challenges in Addressing Charter Schools in New York City." In Advances in Public Policy and Administration, 102–13. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4177-6.ch009.

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Given the recent change in administration in New York City, this chapter examines Mayor De Blasio's position on the charter school debate. Because charter schools are housed in public facilities, this issue reflects both political and market matters. This chapter will reveal the economic and social equity issues affecting the co-locations of charter and traditional schools. As public administrators, the New York City Department of Education and Mayor de Blasio are responsible for providing students with the opportunity for sound basic education under the New York State Constitution- both traditional and chartered. Examining the impact of the relationships between government and private stakeholders will draw attention on how two school systems co-exist with distinct governance: one publicly funded and governed and the other publicly funded and privately governed.

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Coulter, John Alfred. "Two Hundred and Twenty Years of American Military Schools." In Advances in Educational Marketing, Administration, and Leadership, 1–17. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch001.

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The purpose of this chapter is to provide an overview of the history of American military schools starting with the establishment of the United States Military Academy at West Point in 1802 through the expansion of the concept in purpose and educational level to 2020. The development of the military school model has its hero with Sylvanus Thayer of West Point. The expansion was led by Alden Partridge, Francis H. Smith, and Stephen B. Luce, who helped bring military schools to state higher education, maritime education, and private secondary education. The political, economic, and cultural challenges that faced military schools more than once caused significant numbers of schools to close, the most dramatically during and after the Vietnam War. However, since that time there has occurred a resurgence with advancements made into the field of charter schools, public education, and co-education. The chapter also illustrates examples of prominent political leaders and the military contributions in the Civil War, World War I, World War II, and the Gulf War.

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Lock, Tobias. "Title II Freedoms." In The EU Treaties and the Charter of Fundamental Rights. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198759393.003.525.

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Title II contains classical civil, political, educational, and cultural rights. These rights primarily impose negative obligations to not interfere with individual conduct, but they may also contain positive obligations. Most of the rights guaranteed in Title II directly correspond to rights in the ECHR. The notable exceptions are Articles 8, 13, 15, 16, 18, and 19 CFR. However, while these provisions may not have direct equivalents in the ECHR, certain aspects of the rights they include may nevertheless be covered by more general provisions of the ECHR as interpreted in the ECtHR’s case law.

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Lafer, Gordon. "The Destruction of Public Schooling." In The One Percent Solution. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501703065.003.0005.

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This chapter examines how a combination of interests—partisan politics, antiunionism, the drive to eliminate social entitlements, and unprecedented financial interests in privatization—come together around the issue of education reform. In particular, it considers corporate lobbies' proposals to replace public schools with privately run charters. It discusses legislation, backed by corporate lobbies, addressing issues such as cuts in school funding, class size, voucher programs, high-stakes testing, and charter schools. It also explores education reform as public policy, education technology and the replacement of in-person with digital instruction, and teacher training and certification requirements. Finally, it evaluates both the pedagogical evidence underlying corporate-backed legislative agenda and the political and economic interests driving it.

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Groff, Linda. "Holistic, Evolving Aspects of Nonviolence for Bringing About Needed Social-Political Change and Important Practitioners of Nonviolence." In Socio-Economic Development, 882–903. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7311-1.ch046.

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This article examines holistic, evolving aspects of nonviolence—as a goal and as the desired means for bringing about needed social-political change, whether in schools or society, along with important practitioners of nonviolence. It covers Gandhi's principled and spiritually-based nonviolence for collective social-political change (Part 1); a number of other nonviolence practitioners in the Gandhian tradition—from different countries and spiritual-religious traditions working for different goals in their respective countries (Part 2); strategic nonviolence of Gene Sharp and others (Part 3); and additional forms of working nonviolently within existing systems that have emerged since Gandhi's time (Part 4).

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Conference papers on the topic "Political aspects of Charter schools"

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Anifowose, Titilayo. "Significance of cultural heritage assets in the definition of urban morphology. A case of Egba-Ake in South-West Nigeria." In Post-Oil City Planning for Urban Green Deals Virtual Congress. ISOCARP, 2020. http://dx.doi.org/10.47472/fxzs7229.

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This study defined morphological importance of cultural heritage assets and formation of Egba-Ake town. Cultural heritages include man’s physical imaginative products which can be touched and seen include buildings, crafts, tools, ivory, cowries, paintings, textiles, pestles, mortars, food, wooden objects, tombs & grave goods, temples, dresses, pottery & potsherd pavements, monuments, books and artifacts. Morphology are factors that influence city/community formation which are determined by synthetic and natural determinants. Cultural heritage assets are whatever is valued by people today that was also cherished by former generations. This research explored the importance of cultural heritage assets in relation to urban fabrics formation of Egba-Ake. Qualitative method was adopted in this study, in-depth interviews and personal observation was used for data collection while Nvivo words tree and satellite imagery was used to analyze collected data. Ake’s palace and Itoku market is located at the center around which the Egba-Ake evolved. Ake’s Palace (political and cultural hub of the town) and Itoku market (the economic heritage of the town) was used to preserve various aspects of Egba-Ake cultural heritage. Ela festival (new yam festival) is annually celebrated cultural activity in Egba-Ake. This finding is relevant to policy makers as it allows the support of potential common structures for heritage administration in Egba-Ake. Effect of heritage in EgbaAke morphology is the new palace of Alake (the cultural ruler) of Egba-Ake were renovated and new once built a few years ago with modern architectural designs, furniture and fittings. This has made the Alake’s Palace to meet ‘international standards’. Social amenities and infrastructures like electricity supply, water systems, hospitals, good roads, administrative offices, schools; communication networks, etc. are now a major feature in Egba-Ake town. Further studies will enhance the implementation issues which may arise from the creation of a framework for cultural heritage management, with emphasis on risk management and risk reduction of cultural heritage.

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Reports on the topic "Political aspects of Charter schools"

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Prysyazhna-Gapchenko, Julia. VOLODYMYR LENYK AS A JOURNALIST AND EDITOR IN THE ENVIRONMENT OF UKRAINIAN EMIGRATION. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11094.

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In this article considered Journalistic and editorial activity of Volodymyr Lenika (14.06.1922–02.11.2005) – one of the leading figures of Ukrainian emigration in Germany. First outlined basic landmarks of his life and creation. Journalistic and editorial activity of Volodymyr Lenik was during to forty years out of Ukraine. In the conditions of emigration politically zaangazhovani Ukrainians counted on temporality of the stay abroad and prepared to transference of the created charts and instituciy on native lands. It was or by not main part of conception of liberation revolution of elaborate OUN under the direction of Stepan Banderi, and successfully incarnated in post-war years. Volodymyr Lenik, executing responsible commissions Organization, proved on a few directions of activity, which were organically combined with his journalistic and editorial work. As an editor he was promotorom of creation and realization of models of magazines «Avangard», «Krylati», «Znannia», «Freie Presse Korespondenz», newspapers «Shliakh peremogy». As a journalist Volodymyr Lenik left ponderable work, considerable part of which entered in two-volume edition «Ukrainians on strange land, or reporting, from long journeys». Subject of him newspaper-magazine publications directed on illumination of school, youth, student, cultural, scientific problems, organization and activity of emigrant structures, political fight of emigration, to dethronement of the antiukrainskikh Moscow diversions and provocations. Such variety of problematic of works of V. Lenika was directed in the river-bed of retaining of revolutionary temperament in the environment of diaspore, to bringing in of it to activity in public and political life. Problematic of him is systematized publicism and journalistic appearances, which was inferior realization of a few important tasks, namely to the fight for Ukrainian independence in new terms, cherishing and maintainance of national identity, counteraction hostile soviet propaganda. On an example headed Volodymyr Lenikom a magazine «Knowledge» some aspects are exposed him editorial trade.

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