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Relevant bibliographies by topics / Public's schools

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Academic literature on the topic 'Public's schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Public's schools"

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Ahsin, Nurul. "PANDANGAN MASYARAKAT PERKOTAAN DALAM MEMILIH LEMBAGA PENDIDIKAN ISLAM: Studi Tentang Parental Choice in Education di SD Plus Rahmat Kota Kediri." Didaktika Religia 3, no. 1 (2015): 111–30. http://dx.doi.org/10.30762/didaktika.v3i1.153.

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The study aims at investigating how parents select the right school for their children, especially those living in urban areas. The research is field research conducted at SD plus Rahmat Kediri. The method used is descriptive qualitative. The data were collected by interviews, observation and documentation.The results reveal that generally public's views of Islamic educational institutions have experienced dynamics. Islamic schools are now assumed to be superior schools/favorites and become trend for urban communities and communities of upper middle class. The existence of Islamic schools/plus with full day school system is to meet the educational needs of urban communities who are busy and anxious with the religious education of their children.Key words: Islamic Education, Parental selection in Education, public's views

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HESS, FREDERICK. "Accountability without Angst? Public Opinion and No Child Left Behind." Harvard Educational Review 76, no. 4 (2006): 587–610. http://dx.doi.org/10.17763/haer.76.4.p245w24572592m62.

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In this article, Frederick Hess discusses public opinion trends related to educational issues from the enactment of the No Child Left Behind Act (NCLB) in 2002 through 2006. Using data from three separate public opinion polls, Hess analyzes the general public's and parents' opinions on several issues, including the proper use of large-scale assessments, the appropriateness of punitive action for failing schools, the place of school choice, and the responsibility for closing achievement gaps across groups. Among many important findings, the author determines that NCLB has had little effect on the public's general opinion of public schools; that there is little public support for the sanctioning of struggling schools; and that while the public feels that schools should not be blamed for existing achievement gaps, schools should be responsible for closing them. He concludes with a discussion of implications for policymakers and practitioners.

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Perlman, Andrew M. "The Public's Unmet Need for Legal Services & What Law Schools Can Do about It." Daedalus 148, no. 1 (2019): 75–81. http://dx.doi.org/10.1162/daed_a_00537.

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Civil legal services in the United States are increasingly unaffordable and inaccessible. Although the causes are complex, law schools can help in three ways beyond simply offering free legal clinics staffed by lawyers and students. Law schools can teach the next generation of lawyers more efficient and less expensive ways to deliver legal services, ensure that educational debt does not preclude lawyers from serving people of modest means, and conduct and disseminate research on alternative models for delivering legal services. These strategies will not solve all of the problems that exist, but they hold the promise of meaningfully improving the affordability and accessibility of civil legal services.

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Rose, Lowell C., and Alec M. Gallup. "The 33rd Annual Phi Delta Kappal Gallup of the Public's Attitudes toward the Public Schools." Phi Delta Kappan 83, no. 1 (2001): 41–58. http://dx.doi.org/10.1177/003172170108300111.

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Rose, Lowell C., and Alec M. Gallup. "The 35th Annual PHI Delta Kappa/Gallup Poll of the Public's Attitudes toward the Public Schools." Phi Delta Kappan 85, no. 1 (2003): 41–52. http://dx.doi.org/10.1177/003172170308500113.

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Rose, Lowell C., and Alec M. Gallup. "The 36th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes toward the Public Schools." Phi Delta Kappan 86, no. 1 (2004): 41–52. http://dx.doi.org/10.1177/003172170408600108.

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Rose, Lowell C., and Alec M. Gallup. "The 38th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes toward the Public Schools." Phi Delta Kappan 88, no. 1 (2006): 41–56. http://dx.doi.org/10.1177/003172170608800109.

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Rose, Lowell C., and Alec M. Gallup. "The 39th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes toward the Public Schools." Phi Delta Kappan 89, no. 1 (2007): 33–48. http://dx.doi.org/10.1177/003172170708900107.

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Bushaw, William J., and John A. McNee. "The 41st Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes toward the Public Schools." Phi Delta Kappan 91, no. 1 (2009): 8–23. http://dx.doi.org/10.1177/003172170909100103.

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Rose, Lowell C., and Alec M. Gallup. "The 32nd Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes toward the Public Schools." Phi Delta Kappan 82, no. 1 (2000): 41–58. http://dx.doi.org/10.1177/003172170008200113.

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Dissertations / Theses on the topic "Public's schools"

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Scott, James R. "Review, analysis, and recommendations of the 1990-99 Annual Phi Delta Kappa/Gallup Poll of the public's attitudes towards public schools top responses to the question "What do you think are the biggest problems facing public schools in your community?"." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1217415.

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Since their inception, public schools had been faced with inert problems. The purpose of this study was to discover what the American public believed were the biggest problems facing public schools from 1990-1999 and what education experts believed could be done to eliminate or lessen the problems. Data to discover what the public believed were the biggest problems facing public schools were derived from the Annual Phi Delta Kappa/Gallup Polls of the Public's Attitudes Toward Public Schools (Poll) for that 10-year period. Possible solutions to those problems were examined and discussed based on the latest literature on identified topics.Based on the Poll data the public identified 46 problems facing public schools for this 10-year period. A group of 35 individuals sorted the 46 public school problems into categories they believed were similar with each other and these groupings were factor analyzed to determine coherent problem categories.The results of the factor analysis provided a list 16 problem areas for the 10-year (1990-1999) period as being the most prevalent. Potential solutions to these 16 problems were offered from four different areas: the schools, government, community and individual homes of the students. Some solutions to a particular problem were also mentioned as potential solutions to many of the other problems facing public schools.Suggestions for further study include replicating this study at the local level, analyzing each problem more thoroughly, and conducting further study of the factor analysis.<br>Department of Educational Leadership

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Fernandes, Gicele Sucupira. "Entre uma sala e outra : uma experiência etnográfica a partir das salas de recursos para altas habilidades/superdotação em Porto Alegre, Rio Grande do Sul." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/49113.

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Apresento nessa dissertação uma pesquisa etnográfica realizada desde 2009 a partir da experência das salas de recursos para altas habilidades/superdotação em escolas públicas localizadas na cidade de Porto Alegre/RS. Às salas de recursos, assim como às altas habilidades/superdotação eram dados muitos significados, negociados pelos estudantes, familiares e professore/as, fazendo convergir diferentes linguagens (da economia, da religião, do direito, da biologia..). Tento mostrar como as professoras especialistas, com suas maneiras particulares e criativas de lidar com classificações legais e cientificas (superdotação, deficiência, hiperatividade...), problematizavam os próprios juízos e profecias professorais, bem como a medicalização e o diagnostico de transtornos, como hiperatividade, destinando, por fim, aos alunos apontados como problemas ou pobres um segundo olhar. Na salvação e canalização das habilidades da/os estudantes se apoiavam as professoras ao darem um viés democrático, de distribuição equitativa de oportunidades, às idéias de superdotação e de inteligência antes atreladas a argumentos eugênicos, racistas, elitistas e sexistas.<br>In this text I present an ethnographic research conducted since 2009 from the experience of the high ability/gifted's classrooms in public schools in Porto Alegre / RS. Where students, family and teachers negotiate the multiple meanings of classrooms, as well of the high ability / gifted. Different languages (economics, religion, law, biology ..) are combined. I illustrated how the specialists teachers, in a creative use of legal and scientific classifications (giftedness, disability, hyperactivity), contest the professorial judgments and predictions about the bad, the poor student and the diagnosis of disorders, such as hyperactivity. Teachers seem to give a democratic bias to the giftedness and intelligence, historically linked to eugenic, racist, sexist and elitist arguments, when intend an equitable distribution of opportunities, salvation and channeling student's ability.

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Erickson, Brittany. "Democratic School Design: Reimagining School Turnaround in Denver Public Schools." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013332.

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After a decade of focused attention and millions of dollars, school turnaround remains one of the education sector's most pressing challenges. Research shows that tackling it requires the implementation of tried and true levers—high-quality instruction, effective school leadership, and family engagement—at the highest possible levels, and that it requires a sophisticated interrogation of broader structural challenges such as segregation, poverty, and racism. This capstone explores a novel approach to school turnaround in Denver Public Schools (DPS), the Year Zero Redesign cohort. This approach strives to equip principals with the mindsets, skills, and autonomy to build partnerships with families, redesign their schools, and effectively lead dramatic change efforts. Through this inquiry, I explore the unique role of principals in system-level transformation; the way trust affects schools and communities; and the quest to redesign schools in alignment with the needs and preferences of students and families. I also examine how DPS, a large and ambitious school district, might learn to support this work in a rapidly evolving policy environment. I argue that taking time for intentional school design and leadership development—not instructional leadership development alone, but community and creative leadership development as well—holds great potential for more consistent results in school turnaround and school redesign. I also suggest that this and other creative approaches to turnaround will become possible only when system-level incentives and accountability measures allow for it. This capstone offers lessons for DPS as it seeks to create an ecosystem of excellent and diverse school models, and for practitioners and policymakers across the sector seeking to realize transformative change through community mobilization and school design.

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Magruder, Jack G. Franklin David L. "A study of factors influencing public school district consolidation and reorganization." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608953.

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Thesis (Ed. D.)--Illinois State University, 1985.<br>Title from title page screen, viewed July 5, 2005. Dissertation Committee: David L. Franklin (chair), Ned B. Lovell, John R. McCarthy, Ronald S. Halinski, Dean P. Mack. Includes bibliographical references (leaves 139-141) and abstract. Also available in print.

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Bedden, Dana T. "Public School Law: Student Search and Seizure in K-12 Public Schools." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26409.

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School officials are constantly challenged to perform a myriad of duties in an extremely complex and demanding job with numerous responsibilities. They are expected to work with a variety of students, faculty and parents under difficult circumstances. â Faced with multiple needs, with the necessity of making fast decisions in an atmosphere of fragmented time, administrators are liable for everything they do.â School administrators need to understand the rights guaranteed to students by the Fourth Amendment and how it applies to the school setting. This document will provide an overview of student search and seizure in kindergarten to 12th grade (K-12) public schools in a non-traditional dissertation (non-experimental design) format by providing an historical review of the relevant case law. Specifically, based upon legal research, it will review relevant Supreme Court cases, post-New Jersey v. T.L.O. federal, Pennsylvania and other state court cases related to search and seizure in K-12 public schools. The conclusion and summary will provide answers to the guiding questions, provide a conceptual model, outline what is a reasonable search, and provide a short practical school law exercise to test the readerâ s understanding of search and seizure in public schools.<br>Ed. D.

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Dowell, Richard Marshall. "School Administrator Impact Upon Physical Restraints in Public Schools." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1403081916.

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Lowry, Daniel G. "Decentralized decision-making in Missouri public schools /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720556.

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Law, Kwai-sun Jeffrey. "School community in new town housing estate : integrating the public school into the community /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25948970.

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Kim, Patricia Costa. "Making music their own : school music, community, and standards of excellence in Seattle, 1960-75 /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/11294.

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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.

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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.

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Books on the topic "Public's schools"

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Gallup, Alec. The 17th annual Gallup poll of the public's attitudes toward the public schools. Phi Delta Kappa, 1985.

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Browne, Sheila. The public's schools in the 1990s: The sixth Leverhulme Memorial lecture delivered 25 March 1987 in the University of Liverpool. Liverpool University Press, 1988.

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Card, David E. School competition and efficiency with publicly funded Catholic schools. National Bureau of Economic Research, 2008.

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Hanushek, Eric Alan. Publicly provided education. National Bureau of Economic Research, 2002.

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Employment and Training. Communications Division for Employee Relations Victoria. Department of Education. Victorian government schools: School staffing handbook. Communications Division for Employee Relations, Dept. of Education, Employment and Training, 2001.

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Council, Massachusetts Education Management Audit. School district examination report: Westfield public schools. Education Management Audit Council, 2003.

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Massachusetts. Education Management Audit Council. School district examination report: Attleboro public schools. Education Management Audit Council, 2002.

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Good schools: The Seattle public school system, 1901-1930. University of Washington Press, 1988.

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Clinchy, Evans. A consumer's guide to schools of choice: For parents and other educators. Institute for Responsive Education, 1987.

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Ontario Public School Boards' Association. A model: One publicly funded school system. OPSBA, 1996.

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Book chapters on the topic "Public's schools"

1

Sander, William. "Catholic Schools and Public School Achievement." In Catholic Schools. Springer US, 2001. http://dx.doi.org/10.1007/978-1-4757-3335-8_7.

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Rodríguez, Encarna. "Public Schools as Publicly Imagined." In Pedagogies and Curriculums to (Re)imagine Public Education. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-490-0_14.

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Merlo, Antonio. "Public schools." In Political Economy and Policy Analysis. Routledge, 2018. http://dx.doi.org/10.4324/9780429490309-10.

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Laverack, Glenn. "Schools." In A–Z of Public Health. Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-42617-8_62.

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Abonyi-Tóth, Andor, and Zsuzsa Pluhár. "Wandering Micro:bits in the Public Education of Hungary." In Informatics in Schools. New Ideas in School Informatics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33759-9_15.

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Thomas, Cornell. "Today’s Public Schools." In A Call for Engaged Leadership. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-113-9_9.

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Jowett, Paul, and Margaret Rothwell. "Secondary Schools." In Performance Indicators in the Public Sector. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08987-1_4.

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Fiore, Douglas J. "Embracing Your External Publics." In School–Community Relations, 5th ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003025993-6.

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Habeck, Corinna, Judith Schwarz, Sabine Gruehn, and Thomas Koinzer. "Public and Private School Choice in the German Primary Education Sector: An Empirical Analysis of Parental Reasons." In Private Schools and School Choice in Compulsory Education. Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_12.

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Forsberg, Håkan, and Mikael Palme. "Public schools’ market strategies." In Neoliberalism and Market Forces in Education. Routledge, 2019. http://dx.doi.org/10.4324/9780429470530-2.

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Conference papers on the topic "Public's schools"

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MALIŠOVÁ, Daniela, and Jana ŠTRANGFELDOVÁ. "Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools." In Current Trends in Public Sector Research. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.

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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.

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Mutiarini, Menik, and Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.

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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15

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Mahmood, Yazen, Saif Younis, and Tala Saeed. "Measuring the performance of educational institute by using standard of total quality (compare study between private and public schools)." In 3rd International Conference on Administrative & Financial Sciences. Cihan University - Erbil, 2021. http://dx.doi.org/10.24086/afs2020/paper.280.

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This research aims to Identify the Total Quality Management standards and the ability to implementation theses standards in educational institutes of Kurdistan region (KRG) in Public and Private schools by ask a question : what is the reality of implementation the standards of Total Quality Management (TQM) in educational institutes of (KRG). The study take 100 sample (Sava private school and AL-Khouwa public school) and use the excel program for analysis the data and the result showed there are difference in implementation the standards between the Public schools and Private schools. The study recommended the need of sharing and disseminating concepts of implementation the standards of (TQM) between the workers in the educational sector.

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Rahman, Md Mushfiqur, Mortahina Rashid, Lee Shanta Mondol, et al. "NUTRITIONAL STATUS OF PRIMARY SCHOOL CHILDREN WITH MID-DAY MEAL PROGRAM." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6104.

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This study was conducted to determine the nutritional status of primary school children with the mid-day meal program. A cross-sectional study was conducted in 05 primary schools with the mid-day meal program of Sundarganj Upazila of Gaibandha district from January 01 to December 31, 2017. A total of 357 primary school children of class IV and class V were selected using a systematic sampling technique. A semi-structured questionnaire was used to collect data from the school children of mid-day meal program schools. The anthropometric measurements such as weight, height and MUAC were measured for each child individually. Then weight and height were used to calculate the Z score to interpret nutritional status. The mean age of children was 10.83±1.03 years. The mean weight and mean height of children were 32.40±7.21 kg and 141.22±8.52 cm respectively, and the mean MUAC was 19.65±2.31 cm. It was revealed that 91.3% of children were normal by Height for Age (HAZ) and 89.1% were normal by Weight for Age (WAZ), and the remaining children were stunted and underweight respectively. 78.8% of children used anthelminthic drugs regularly and among them, 74.3% were normal in Weight for Age Z score. Socioeconomic status, dietary habit, physical activity and anthelminthic use by the child were found to be determinants of their nutritional status. Keywords: Mid-day meal, Primary school children, Nutrition, Anthropometric, Stunted, Underweight, School Health

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Siregar, Kemal N. "MODELING OF ELECTRONIC STUDENT HEALTH RECORD FOR MONITORING STUDENT’S HEALTH BY COMMUNITY HEALTH CENTER, SCHOOL AND PARENTS IN INDONESIA." In International Conference on Public Health. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246735.2020.6107.

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Schools regularly collect student health data. School health is organized to improve the ability of students to live healthy so that students can learn, grow, and develop in harmony and become quality human resources. In Indonesia, school health priorities are included in the 3rd National MediumTerm Development Plan strategy. However, in Indonesia students, health data is underutilized because data documentation on paper causing some difficulties in terms of storage, use for monitoring and further analysis. The participation and involvement of parents, schools and community health centers in monitoring the health status of students today is still very limited due to the lack of information that can be accessed easily. Objectives: To design a student health record application model that can display student health examination results and connect the data to community health centers, schools and parents in real time. Method: Designing student health record application model with the context diagram, Entity Relationship Diagram (ERD), Table Relational Diagram (TRD), and user interface input and output. Results: The results of this study are a comprehensive student health record system model. The student health record will be applied in the form of mobile devices used by students and parents, which are connected to schools and community health centers by web-based platform. Conclusions: The student health record application model shows a systematic solution that is user friendly, immediately captures data, displays the dashboard in real time, directly connects to parents, schools and community health centers. All of this in the future if implemented properly can early detect student health problems and monitor the health status of students. Keywords: Student health record, real-time data, web-based application, dashboard, monitoring student’s health

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Badi’ah, Atik, Ni Ketut Mendri, Heru Santoso Wahito Nugroho, and Wawuri Handayani. "Effect of Trained Parenting on the Development of Autistic Children at Autism Schools in Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.83.

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ABSTRACT Background: Autistic children are unique individuals who have different abilities and characteristics, so that they have different ways of interacting with themselves and the environment. The development of interest in children with autism can be hampered. Parenting in children with autism includes parents of autistic children who provide emotional, social, informational and practical support to develop children’s interests with autism. Based on the results of a preliminary study conducted by the author at 8 Special Schools (SLB) in Yogyakarta and Ponorogo, East Java, most parents (93%) thought that enrolling autistic children in special schools (SLB) meant that their efforts had been said. enough. The purpose of this study was to analyze the effect of parenting on the development of interest in autistic children in autistic schools. Subject and Method: This was a quasi-experiment pretest-posttest design with control group design conducted at the seven autism schools in Yogyakarta and one autism school in Ponorogo, East Java. A sample of autistic children selected by purposive sampling with the criteria of a pair of parents with autistic children aged 6-12 years. The dependent variable was development of interest in children with autism. The independent variable was parenting. The first observation was to determine the development of interest in children with autism before being given parenting and the second observation after being given parenting. Data was analyzed by bivariate analysis by Wilcoxon Rank Test. Results: The development of interest in autistic children was higher after the intervention with trained parenting than before, and it was statistically significant (p <0.001). Conclusion: Giving trained parenting is effective in increasing the development of interest in children with autism in Autism Schools in Yogyakarta and Ponorogo, East Java. Keywords: Parenting, interest development, autistic children Correspondence: Atik Badi’ah. School of Health Sciences, Yogyakarta. Email: atik.cahyo@yahoo.com. Mobile: +628164267407. DOI: https://doi.org/10.26911/the7thicph.03.83

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

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

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Yusniawati, Yustina Ni Putu, and Putu Inge Ruth Suantika. "Analysis of Earthquake Preparedness Measures in Students at Elementary School, Denpasar, Bali." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.24.

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ABSTRACT Background: In addition to unsuccessful policies to prepare communities for disaster reduction, the high risk of earthquakes and their harmful consequences indicate that more consideration should be given to social factors in this regard. All community shelters are vulnerable to disasters, especially children, so efforts are needed to determine disaster preparedness factors for elementary school students in Denpasar City. This study aimed to analyzed of earthquake preparedness measures in students at elementary school, Denpasar, Bali. Subjects and Methods: This was a descriptive study conducted at an elementary school in Denpasar from January to September. A sample of 350 elementary school students in Denpasar whose schools have a disaster preparedness school (SSB) program selected by purposive sampling. The inclusion criteria were elementary school students grades 5 and 6 in Denpasar City, who can read fluently and are willing to be research respondents. The exclusion criteria were respondents who refused to be research subjects. The data were collected by 40 questions, where knowledge was 10 items, attitude was 10 items, facilities and infrastructure were 10 items, and IEC was 10 items. The data was analyzed by descriptively Results: The preparedness factors of elementary school students in facing earthquake disasters were still low. There were five earthquake preparedness factors for elementary students in Denpasar, namely (1) experience, (2) knowledge, (3) attitude, (4) facilities and (5) infrastructure, and IEC. The dominant knowledge variable of elementary school students is less than 233 (63.7%), the prevalent attitude variable is negative 244 (64%), the prevalent facilities and infrastructure variable are less than 215 (61.4%), and 300 (85.7%) dominant information and education communication. Conclusion: It is essential to be able to improve these preparedness factors with a variety of continuous education and training for elementary students, and health workers should work together with regional disaster management agency to establish disaster prepared schools in Denpasar City. Keywords: preparedness factors, students, and earthquake Correspondence: Yustina Ni Putu Yusniawati. Institute of Technology and Health, Bali. Jl. Tukad Balian no. 180 Renon Denpasar-Bali. Email: yustinaindrayana@gmail.com. Mobile: 087860000191 DOI: https://doi.org/10.26911/the7thicph.01.24

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Indriani, Frida, Pawito Pawito, and Eti Poncorini Pamungkasari. "Factors Affecting Healthy Behavior among Primary School Children: Application of Health Belief Model." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.63.

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Background: Schools can be an effective institution for developing healthy practices in children. Children in primary schooling age can learn and get used to specific healthy behaviors, such as washing hands, brushing teeth, eating vegetables, etc. This study aimed to determine factors affecting healthy behavior among primary school children using Helth Belief Model. Subjects and Method: A cross-sectional study was conducted at 25 primary schools in Nganjuk, East Java, from August to December 2019. A sample of 200 primary school students aged 6-12 years was selected by stratified random sampling. The dependent variable was healthy behavior. The independent variables were perceived susceptibility, perceived seriousness, perceived benefit, cues to action, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple linear regression run on Stata 13. Results: Healthy behavior in primary school students was improved by high perceived susceptibility (b= 1.11; 95% CI= 0.36 to 1.85; p= 0.004), high perceived seriousness (b= 0.66; 95% CI= -0.06 to 1.38; p= 0.075), strong perceived benefit (b= 0.64; 95% CI= -0.86 to 1.36; p= 0.084), cues to action (b= 0.98; 95% CI= 0.26 to 1.71; p= 0.008), and strong self-efficacy (b= 1.4; 95% CI= 0.74 to 2.20; p<0.001). Conclusion: Healthy behavior in primary school students is improved by high perceived susceptibility, high perceived seriousness, strong perceived benefit, cues to action, and strong self-efficacy. Keywords: clean and healthy behavior, health belief model Correspondence: Frida Indriani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: nersfrida15@gmail.com. Mobile: 082226327646 DOI: https://doi.org/10.26911/the7thicph.02.63

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Safitri, Lina Eta. "Evaluation the Implementation of Trias of School Health Center Program at Giwangan Elementary School, Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.52.

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ABSTRACT Background: After families, school plays an important role in taking account of children’s health at elementary school. This is because students spend a lot of time at schools and often encountered various health problems. Studies have shown that School Health Based Centre are particularly suited to meet the children needs for proper health services. This study aimed to evaluate the implementation of trias of school health center program (UKS) at Giwangan elementary school, Yogyakarta. Subjects and Method: This was a qualitative study with case study approach. The study was conducted at Giwangan elementary school, Yogyakarta, Indonesia, in May 2018. The key informants were supervisor and head of UKS. The informants were selected by purposive sampling. The data were collected by in-depth interview, observation, and study document. Results: Input evaluation showed that facilities and infrastructure in the school health center were not optimally available. Evaluation process found that there were some obstacles faced by school health center in providing health education in students. Output evaluation showed that there was lack of personnel to implement school health center service. There has never been a little doctor training for students. Conclusion: There is a need to improve facilities and number of personnel in school health center. Keywords: school health center program, evaluation Correspondence: Lina Eta Safitri. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email:linaetasafitri_96@student.uns.ac.id DOI: https://doi.org/10.26911/the7thicph.04.52

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Reports on the topic "Public's schools"

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Card, David, Martin Dooley, and Abigail Payne. School Competition and Efficiency with Publicly Funded Catholic Schools. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w14176.

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Moilanen, Carolyn. Students in alternative public high schools: educational histories prior to alternative school entry. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.484.

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Fryer, Roland. Injecting Successful Charter School Strategies into Traditional Public Schools: A Field Experiment in Houston. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w17494.

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Hoxby, Caroline Minter. Do Private Schools Provide Competition for Public Schools? National Bureau of Economic Research, 1994. http://dx.doi.org/10.3386/w4978.

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Cullen, Julie Berry, Brian Jacob, and Steven Levitt. The Impact of School Choice on Student Outcomes: An Analysis of the Chicago Public Schools. National Bureau of Economic Research, 2000. http://dx.doi.org/10.3386/w7888.

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Hanushek, Eric, John Kain, and Steven Rivkin. Why Public Schools Lose Teachers. National Bureau of Economic Research, 2001. http://dx.doi.org/10.3386/w8599.

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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002899.

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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.

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Card, David, and Alan Krueger. Does School Quality Matter? Returns to Education and the Characteristics of Public Schools in the United States. National Bureau of Economic Research, 1990. http://dx.doi.org/10.3386/w3358.

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Palmer, Michele A., and Mujahid D. Powell. Buffalo Public School #305 McKinley High School. Landscape Architecture Foundation, 2014. http://dx.doi.org/10.31353/cs0850.

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Corcoran, Tom, and Gail Gerry. Science Instruction in Newark Public Schools. Consortium for Policy Research in Education, 2011. http://dx.doi.org/10.12698/cpre.2011.rr71.

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