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Journal articles on the topic 'Public schools – Mauritius – Case studies'

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Published: 4 June 2021

Last updated: 16 February 2022

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1

Urwick, James. "The Public Costs of Primary Schools: case studies from Nigeria∗." Compare: A Journal of Comparative and International Education 23, no. 1 (1993): 71–84. http://dx.doi.org/10.1080/0305792930230109.

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Buchanan, Nina K., and Robert A. Fox. "Case Studies ofEmerging Ethnocentric Charter Schools in Hawai'i." education policy analysis archives 11 (February 23, 2003): 8. http://dx.doi.org/10.14507/epaa.v11n8.2003.

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The fast growing charter school movement may be impeded if charter schools are perceived as a vehicle for stratifying, segregating, and balkanizing an already ethnically, socio-economically divided population. This article defines ethnocentric schools and describes three Native Hawai'ian charter schools. While they are very different in curricula and in emphasis on the Hawai'ian language and other features, they all have strong community support and a high degree of parental involvement and have access to funds available only for Native Hawai'ian programs. It may be easy to support the expendi

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Franse, Stephen, and Adrienne Siegel. "A case for collaboratives: Turning around the Bronx public schools." Urban Review 19, no. 2 (1987): 129–35. http://dx.doi.org/10.1007/bf01121344.

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Revell, Lynn. "Spiritual Development in Public and Religious Schools: A Case Study." Religious Education 103, no. 1 (2008): 102–18. http://dx.doi.org/10.1080/00344080701807544.

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Mose, Peter. "Public libraries and public primary school literacy: a Kenyan case study." Library Management 41, no. 8/9 (2020): 689–701. http://dx.doi.org/10.1108/lm-04-2020-0068.

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PurposeThe purpose of this paper is to explain how public libraries have been instrumental in early child school literacy teaching and learning. Most African public schools do not usually afford enough core textbooks and supplementary readers.Design/methodology/approachThis was a qualitative case study in Western Kenya amongst public library staff members, public primary school teachers and parents of library children clients. The following questions were addressed: What is the book situation in public primary schools in the study site? What school-type literacy-related services are offered by

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Alsamamra, Husain, and Jawad Shoqeir. "Solar Photovoltaic Systems on Public Schools Buildings: A Case Study in Palestine." American Journal of Electrical Power and Energy Systems 10, no. 1 (2021): 1. http://dx.doi.org/10.11648/j.epes.20211001.11.

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Iqbal, Muhammad Zafar, Jahan Ara Shams, Tariq Javed, Uzma Rao, and Nighat Ara. "INVESTIGATING SECONDARY STUDENTS’ CRITICAL THINKING: A CASE OF PUBLIC SCHOOLS." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1278–87. http://dx.doi.org/10.18510/hssr.2021.93126.

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Purpose of the Study: The purpose of this research study was to measure and compare critical thinking among secondary school students in a district of Gilgit-Baltistan. Methodology: Quantitative research approach was applied to study critical thinking. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012). Descriptive and inferential statistics were used to analyze the data. Main Findings: Findings of the study revealed that female students, rural school students,

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Rompho, Nopadol. "The balanced scorecard for school management: case study of Thai public schools." Measuring Business Excellence 24, no. 3 (2020): 285–300. http://dx.doi.org/10.1108/mbe-02-2019-0012.

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Purpose This study aims to develop and empirically test the balanced scorecard for public schools in Thailand. Design/methodology/approach Data were obtained from 3,351 public schools in Thailand. Structural equation modelling was used as a statistical tool to analyse the data. Findings The results showed that there are cause-and-effect relationships between students, internal processes and learning and growth perspectives in the balanced scorecard. Nevertheless, a relationship with the resources perspective was not found. Research limitations/implications The sampled schools in this study mig

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Grant, John K. "For the Civic Good: The Liberal Case for Teaching Religion in the Public Schools." Religion & Education 46, no. 4 (2019): 500–501. http://dx.doi.org/10.1080/15507394.2019.1671144.

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ZAJĄC, EWELINA. "Communication and functioning of pupils with autism in public school three case studies." Interdyscyplinarne Konteksty Pedagogiki Specjalnej, no. 24 (March 15, 2019): 139–53. http://dx.doi.org/10.14746/ikps.2019.24.08.

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Ewelina Zając, Communication and functioning of pupils with autism in public school – three case studies. Interdisciplinary Contexts of Special Pedagogy,no. 24, Poznań 2019. Pp. 139-153. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2019.24.08 The purpose of this article is to characterize the means of communication of three autistic pupils with their teachers and peers as well as their daily functioning in the community of one of the public schools located in the Wielkopolska region of Poland.

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Chancey, Mark A. "The Bible, the First Amendment, and the Public Schools in Odessa, Texas." Religion and American Culture: A Journal of Interpretation 19, no. 2 (2009): 169–205. http://dx.doi.org/10.1525/rac.2009.19.2.169.

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AbstractBible courses in public schools are receiving a level of attention not witnessed in decades, and their increased numbers create greater potential for local conflicts and lawsuits over whether they promote religion and violate the First Amendment. Such courses are relatively understudied, and their contents and the paths by which schools decide to offer them are largely unknown. One district that has experienced both conflict and lawsuit over its Bible course is Ector County Independent School District in Odessa, Texas, where a 2005–2008 dispute pitted townspeople and national organizat

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Metzger, Molly W., Patrick J. Fowler, and Todd Swanstrom. "Hypermobility and Educational Outcomes: The Case of St. Louis." Urban Education 53, no. 6 (2016): 774–805. http://dx.doi.org/10.1177/0042085916682571.

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The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of

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Hamlett, Jane. "“Rotten Effeminate Stuff”: Patriarchy, Domesticity, and Home in Victorian and Edwardian English Public Schools." Journal of British Studies 58, no. 1 (2019): 79–108. http://dx.doi.org/10.1017/jbr.2018.171.

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AbstractDuring the nineteenth century, British public schools became increasingly important, turning out thousands of elite young men. Historians have long recognized the centrality of these institutions to modern British history and to understandings of masculinity in this era. While studies of universities and clubs have revealed how fundamental the rituals and everyday life of institutions were to the creation of masculinity, public schools have not been subjected to the same scrutiny. Approaches to date have emphasized the schools’ roles in distancing boys from the world of the home, domes

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Yılmaz, Cengiz, and Muhammed Ziya Paköz. "The Differentiation of Parental Satisfaction with the Spatial Features of Public Primary Schools: The Case of Pendik, Istanbul." Iconarp International J. of Architecture and Planning 9, no. 1 (2021): 404–28. http://dx.doi.org/10.15320/iconarp.2021.165.

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Moore, Diane L. "For the Civic Good: The Liberal Case for Teaching Religion in the Public Schools." Journal of Church and State 58, no. 1 (2016): 172–74. http://dx.doi.org/10.1093/jcs/csv118.

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Lopes, Lígia, Carlos Aguiar, and Fernando Moreira da Silva. "Inclusive design in the implementation of projects for schools modernization in Portugal - case studies." Work 41 (2012): 5579–82. http://dx.doi.org/10.3233/wor-2012-0888-5579.

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Komayha, Lama, and Jihanne Tarhini. "Impact of Learning Content on Secondary Students’ Motivation to Learn English In Lebanese Public Schools: Three Case Studies." Middle Eastern Journal of Research in Education and Social Sciences 1, no. 2 (2020): 151–66. http://dx.doi.org/10.47631/mejress.v1i2.77.

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Purpose: The aim of this research is to investigate the effect of “the learning content” on “students’ motivation” in learning English as a foreign language. Approach/Methodology/Design: A mixed-method design was employed in this study to explore the correlation between the two variables from the perspective of teachers and students. The sample included three secondary public schools in the region of Mount Lebanon. Six classes were examined in each school. Qualitative data was obtained from the interview answers of 18 grade eleven English teachers and 18 one-session class observations in the t

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Amann, Wolfgang C., and Shiv K. Tripathi. "The Path Towards Becoming a Socially Responsible Business School—The Case of Canara Bank School of Management Studies India." South Asian Journal of Business and Management Cases 8, no. 3 (2019): 251–61. http://dx.doi.org/10.1177/2277977919860281.

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Past two decades have witnessed significant increase in social responsibility mainstreaming in businesses. Consequently, business schools across the globe are increasingly adopting and mainstreaming social responsibility agenda in business education curriculum. Some of the business schools have brought interesting innovations in integrating social responsibility issues at different levels. The case explores and analyses the challenges and opportunities faced by one of the largest public university affiliated business schools in Bangalore with regard to properly integrating sustainability in ne

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Green, David L. "Vocational education and race in the Chicago public schools: Three historical case studies and implications for current reform." Urban Review 24, no. 1 (1992): 39–54. http://dx.doi.org/10.1007/bf01108263.

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Billingham, Chase M. "Within-District Racial Segregation and the Elusiveness of White Student Return to Urban Public Schools." Urban Education 54, no. 2 (2015): 151–81. http://dx.doi.org/10.1177/0042085915618713.

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Recent research has determined that racial segregation within school districts has decreased, on average, over the past two decades, even as segregation between school districts has persisted. Although case studies have documented White families’ return to urban public schools, with potential implications for segregation patterns, quantitative data on the scope of this trend are lacking. In this article, I examine enrollment and segregation within 97 urban districts from 1990 through 2010. The trend of White return to urban schools is quite limited; in most cities, White enrollment declines ha

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Jordan, Diedria H., and Camille M. Wilson. "Supporting African American Student Success Through Prophetic Activism." Urban Education 52, no. 1 (2016): 91–119. http://dx.doi.org/10.1177/0042085914566098.

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This article describes how African American students’ success can be improved via the increased support of Black churches and their partnerships with public schools. Findings and implications from a comparative case study of two North Carolina churches that strive to educationally assist African American public school students are detailed. Both churches have outreach programs in local schools, and their activities indicate the value of faith-based partnerships embodying “prophetic activism” that benefits broader communities and empowers African Americans overall. We draw upon the study’s find

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Ümarik, Meril, Krista Loogma, and Külliki Tafel-Viia. "Restructuring vocational schools as social innovation?" Journal of Educational Administration 52, no. 1 (2014): 97–115. http://dx.doi.org/10.1108/jea-08-2012-0100.

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Purpose – The purpose of this paper is to conceptualize the implementation of educational reform processes by applying the concept of social innovation. The paper proposes a model of social innovation and test its applicability in the context of Estonian vocational education reform using two case studies of the school re-organization as an example. Design/methodology/approach – A case study approach has been applied in the empirical study. Different data collection methods have been used including semi-structured interviews with the various change actors, observations and analysis of written d

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Wright-Costello, Beth, and Kate Phillippo. "Constrained Consumers: Middle-Class Parents’ Resistance of School Closure and Consolidation in Chicago." Education and Urban Society 52, no. 9 (2020): 1372–96. http://dx.doi.org/10.1177/0013124520908259.

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Many urban districts use a portfolio management model, hoping to promote school choice and improve school performance. This model requires school closure, which has predominantly impacted lower income families. In 2013, Chicago Public Schools relocated Granger Elementary into one of 48 schools it closed, placing its middle-class parents in the unusual position of resisting a school closure-related decision. Our case study explores parents’ resistance from a perspective of capital use and parental agency. Interview participants leveraged extensive capital in response to the proposed closure–rel

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Szeto, Elson, and Annie Yan Ni Cheng. "How do principals practise leadership for social justice in diverse school settings? A Hong Kong case study." Journal of Educational Administration 56, no. 1 (2018): 50–68. http://dx.doi.org/10.1108/jea-08-2016-0087.

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Purpose Empirical research on leadership for social justice is in progress in many parts of the world. The purpose of this paper is to explore principals’ school-leadership journeys in response to social-justice issues caused by specific contextual changes at times of uncertainty. It seeks to answer the following key questions: What social-justice issues do principals identify as arising from their schools’ transformation due to contextual changes? How do principals practise leadership for social justice in response to these contextual changes at different levels? Design/methodology/approach T

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Munjin, Munjin, and Zidni Rosyadi. "Implementation of Madrasah Supervisor: a Case Study at the Banyumas Public and Private Madrasah Schools." Al-Hayat: Journal of Islamic Education 5, no. 1 (2021): 12. http://dx.doi.org/10.35723/ajie.v5i1.155.

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This study aims to describe and analyze the managerial supervision activities carried out by madrasah supervisors towards madrasah principals in the Banyumas district. This type of research is qualitative case studies, data collection administrative supervision using in-depth interviews, observation and documentation. The data sources used as informants were the head of the supervisory group, the supervisors of the madrasah tsanawiyah, the leaders of madrasahs and staff. Then, the data collected is analyzed using data reduction, data display, and conclusions as in Miles and Huberman's theory.

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Mirra, Nicole, and John Rogers. "The Overwhelming Need: How the Unequal Political Economy Shapes Urban Teachers’ Working Conditions." Urban Education 55, no. 7 (2016): 1045–75. http://dx.doi.org/10.1177/0042085916668952.

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Although the literature on teacher working conditions often cites student- and school-level factors as contributors to teacher turnover in high-poverty urban schools, the larger context of social and economic inequality within which these factors are situated is often overlooked. This mixed-methods study draws upon a survey of nearly 800 California public high school teachers and case studies of two high-poverty urban high schools to highlight the ways that inequality structures teacher time and student learning in these schools. We highlight efforts teachers make to meet student needs and exe

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Iqbal, Muhammad Zafar, Muhammad Jamal Khan, Tariq Javed, Uzma Rao, and Jahan Ara Shams. "RELATIONSHIP BETWEEN SECONDARY STUDENTS’ CRITICAL THINKING AND ACADEMIC ACHIEVEMENT: A CASE OF PUBLIC SCHOOLS." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1166–74. http://dx.doi.org/10.18510/hssr.2021.93115.

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Purpose of the Study: The purpose of this research study was to study the relationship between critical thinking (CT) and academic achievement among secondary school students in a district of Gilgit-Baltistan. Methodology: Correlation design was applied to study the relationship between critical thinking and academic achievement. A sample of 400 students was selected through a convenient sampling technique to collect the data. Critical thinking was measured by applying an adapted tool (Sarigoz, 2012) and students’ scores in annual examinations were taken as academic achievement (York, Gi

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Thornton, E. Nicole. "RACE, NATIVITY, AND MULTICULTURAL EXCLUSION." Du Bois Review: Social Science Research on Race 16, no. 2 (2019): 613–45. http://dx.doi.org/10.1017/s1742058x19000237.

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AbstractThis article examines the exclusion of Afro-Mauritians (or Creoles) in Mauritian multiculturalism. Although Creoles represent nearly thirty percent of the population, they are the only major group not officially recognized in the Mauritian Constitution (unlike Hindus, Muslims, and the Chinese) and they experience uniquely high levels of socioeconomic and political marginalization despite the country’s decades-long policy of official multiculturalism. While scholarship on multiculturalism and nation-building in plural societies might explain the exclusion of Creoles as a breakdown in th

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Caldwell, Brian John. "Impact of school autonomy on student achievement: cases from Australia." International Journal of Educational Management 30, no. 7 (2016): 1171–87. http://dx.doi.org/10.1108/ijem-10-2015-0144.

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Purpose The purpose of this paper is to report four case studies in Australia that respond to the question: “How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement”? Design/methodology/approach A conventional case study methodology was adopted, framed by a review of evidence in the international literature. The studies were conducted in the Australian Capital Territory, Queensland and Victoria. Senior leaders in systems of public edu

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Nielsen, Rikke Skovgaard, and Hans Thor Andersen. "Ethnic school segregation in Copenhagen: A step in the right direction?" Urban Studies 56, no. 15 (2019): 3234–50. http://dx.doi.org/10.1177/0042098019847625.

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The Danish school system is based on a general belief in the quality and merits of public schooling. Until 20 years ago, more than 90% of all children attended public school. However, this trend has recently seen a decline because of rising spatial inequalities; nowhere is this more visible than in the major cities, particularly Copenhagen. One visible change has been the rise in the number of children with non-Danish backgrounds in public schools in major cities. Previous studies of Copenhagen showed that, while the level of ethnic residential segregation was moderate, the level of school seg

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Mousa, Mohamed. "Responsible management education (RME) post COVID-19: what must change in public business schools?" Journal of Management Development 40, no. 2 (2021): 105–20. http://dx.doi.org/10.1108/jmd-10-2020-0316.

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PurposeThrough a multiple case study design, this article elaborates the chances of initiating and/or implementing responsible management education (RME) in Egyptian public business schools after the identification of COVID-19. In other words, this paper identifies the effect of COVID-19 on internalizing RME in the previously mentioned context.Design/methodology/approachThis is a qualitative study. The author focused on academics who work in four out of the 25 business schools in Egypt and employed a multiple-case study design (to collect his data.FindingsThe results showed that COVID-19 has n

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Birney, Lauren B., Joyce Kong, Brian R. Evans, Macey Danker, and Kathleen Grieser. "Microteaching: An Introspective Case Study with Middle School Teachers in New York City Public Schools." Journal of Curriculum and Teaching 6, no. 2 (2017): 1. http://dx.doi.org/10.5430/jct.v6n2p1.

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The purpose of this study was to investigate the potential impacts of microteaching on experienced teachersparticipating in the Community Enterprise for Restoration Science (CCERS) Teaching Fellowship at Pace Universityas part of a National Science Foundation-funded research project on the education model known as the Curriculum andCommunity Enterprise for Restoration Science (CCERS). The program builds a learning community of teachers in thefellowship program as they participated in monthly workshops in cohorts and continuously interact with each otherduring the two years of the program. Each

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Wilkinson, Jane, Christine Edwards-Groves, Peter Grootenboer, and Stephen Kemmis. "District offices fostering educational change through instructional leadership practices in Australian Catholic secondary schools." Journal of Educational Administration 57, no. 5 (2019): 501–18. http://dx.doi.org/10.1108/jea-09-2018-0179.

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PurposeThe purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.Design/methodology/approachThe paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.FindingsFindings suggest th

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Sweis, Rateb, Hannah Diab, Firas Izzat Mahmoud Saleh, Taghrid Suifan, and Samer Eid Dahiyat. "Assessing service quality in secondary schools: the case of Jordan." Benchmarking: An International Journal 23, no. 5 (2016): 1207–26. http://dx.doi.org/10.1108/bij-04-2015-0031.

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Purpose – Since conducting the literature review revealed that assessing quality in secondary schools has been an unexplored territory, and where most educational service quality research studies have mainly focussed on assessing quality from a student’s perspective in higher education, comes into play with a two-fold objective: first, to identify the quality dimensions most vital to students in a developing country such as Jordan, and then to develop a framework consisting of these dimensions; and second, to investigate the extent of satisfaction of students enrolled into international qualif

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Antón-Peset, Adriana, Maria-Angeles Fernandez-Zamudio, and Tatiana Pina. "Promoting Food Waste Reduction at Primary Schools. A Case Study." Sustainability 13, no. 2 (2021): 600. http://dx.doi.org/10.3390/su13020600.

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Food waste (FW) has recently attracted the interest of different institutions and has been the focus of many studies due to its important environmental, social and economic impact. This paper aims to analyze whether a didactic intervention, consisting of informing teachers and pupils and involving pupils in reducing FW, could bring about changes in the level of knowledge and attitude towards FW and in the amount of FW generated during the mid-morning break and lunch at schools. This study was conducted at a public Primary School in Valencia (Spain). Subtle changes in the level of knowledge and

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Antón-Peset, Adriana, Maria-Angeles Fernandez-Zamudio, and Tatiana Pina. "Promoting Food Waste Reduction at Primary Schools. A Case Study." Sustainability 13, no. 2 (2021): 600. http://dx.doi.org/10.3390/su13020600.

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Food waste (FW) has recently attracted the interest of different institutions and has been the focus of many studies due to its important environmental, social and economic impact. This paper aims to analyze whether a didactic intervention, consisting of informing teachers and pupils and involving pupils in reducing FW, could bring about changes in the level of knowledge and attitude towards FW and in the amount of FW generated during the mid-morning break and lunch at schools. This study was conducted at a public Primary School in Valencia (Spain). Subtle changes in the level of knowledge and

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Rich, Emma. "Exploring the Relationship Between Pedagogy and Physical Cultural Studies: The Case of New Health Imperatives in Schools." Sociology of Sport Journal 28, no. 1 (2011): 64–84. http://dx.doi.org/10.1123/ssj.28.1.64.

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This paper explores how we might better engage with pedagogy as a feature of the growing field of Physical Cultural Studies (Andrews, 2006). It is promulgated that pedagogy and physical culture, as disciplines, may benefit from a much stronger dialogical engagement. In progressing these discussions, the paper draws on the case of the current interest in what is putatively described as a childhood obesity epidemic, to illustrate how physical cultural practices relating to “health” produce public pedagogy which speaks to a complex interplay of political, social and technological relationships.

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Lee, Daphnee Hui Lin, and Chi Shing Chiu. "“School banding”." Journal of Educational Administration 55, no. 6 (2017): 686–701. http://dx.doi.org/10.1108/jea-02-2017-0018.

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Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websit

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Weber, Rachel, Stephanie Farmer, and Mary Donoghue. "Predicting School Closures in an Era of Austerity: The Case of Chicago." Urban Affairs Review 56, no. 2 (2018): 415–50. http://dx.doi.org/10.1177/1078087418802359.

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What factors do administrators consider when (dis)investing in public facilities? We model school closure decisions in Chicago from 2003 to 2013 with multinomial logit models that estimate the decision to close or “turnaround” schools as a function of building, student, geographic, political, and neighborhood factors during two mayoral administrations. The results from our specifications validate the “official” rationale for closures and turnarounds: Low test scores are associated with closures and turnarounds under Mayor Daley, and underutilization is associated with closures under Mayor Eman

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Segrott, Jeremy, Jo Holliday, Simon Murphy, et al. "Implementation of a Cooking Bus intervention to support cooking in schools in Wales, UK." Health Education 117, no. 3 (2017): 234–51. http://dx.doi.org/10.1108/he-06-2014-0073.

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Purpose The teaching of cooking is an important aspect of school-based efforts to promote healthy diets among children, and is frequently done by external agencies. Within a limited evidence base relating to cooking interventions in schools, there are important questions about how interventions are integrated within school settings. The purpose of this paper is to examine how a mobile classroom (Cooking Bus) sought to strengthen connections between schools and cooking, and drawing on the concept of the sociotechnical network, theorise the interactions between the Bus and school contexts. Desig

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Bolaji, M. H. A. "Secularism and State Neutrality: The 2015 Muslim Protest of Discrimination in the Public Schools in Ghana." Journal of Religion in Africa 48, no. 1-2 (2018): 65–104. http://dx.doi.org/10.1163/15700666-12340123.

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AbstractPluralism is a discernible feature of many modern states. However, among the variants of pluralism, religious pluralism appears to be the most intractable in many modern states because faiths and values underpin the conflicts that are associated with it. As one of the legacies of the Enlightenment, secularism is a normative prescription for managing religious pluralism. Nevertheless, while many African states profess to be secular, more often than not there are no concrete strategies to objectify the secular arrangement thereby provoking questions on the status quo. Such was the case w

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Daehoon Jho. "Three Narratives of High Stakes Testing: A Qualitative Case Study of Social Studies Teachers in New York City Public Schools." Theory and Research in Citizenship Education 43, no. 4 (2011): 117–52. http://dx.doi.org/10.35557/trce.43.4.201112.005.

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Smith, Roy, and Rachel Welton. "Islands in the energy stream: regional cooperation in the Indian Ocean tourism sector." Central European Review of Economics and Management 4, no. 1 (2020): 27–52. http://dx.doi.org/10.29015/cerem.831.

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Aim: This article considers the need to move away from a dependency on fossil fuels towards more sustainable renewable sources of energy production. The focus is on the tourism sector in two Indian Ocean destinations, Mauritius and the Seychelles. The broader aim, however, is to highlight the interconnectedness between public and private stakeholders and how lessons learned from these case studies could have broader applicability elsewhere.  Design/research methods: A case study approach has been taken drawing on data supplied by both the private tourism sector in the destinations

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Beadie, Nancy. "Tuition Funding for Common Schools." Social Science History 32, no. 1 (2008): 107–33. http://dx.doi.org/10.1017/s0145553200013948.

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Funding for schools of all kinds was largely market-based until the Civil War. Parents in New York and other northern states continued to pay tuition, or rate bills, in addition to taxes to support common schools. Previous research relied on aggregate state-level data to estimate the amount of funding from public and nonpublic sources for common schools, while existing case studies of local school practices focus exclusively on Massachusetts or on urban locations and thus on exceptions to the rule. This study looks at local practices of school funding for multiple types of schools in one unexc

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Whatman, Susan, Roberta Thompson, and Katherine Main. "The recontextualisation of youth wellbeing in Australian schools." Health Education 119, no. 5/6 (2019): 321–40. http://dx.doi.org/10.1108/he-01-2019-0003.

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Purpose The purpose of this paper is to suggest how well-being messages are recontextualized into school-based contexts from an analysis of national policy and state curricular approaches to health education as reported in the findings of two selected case studies as well as community concerns about young people’s well-being. Design/methodology/approach A cross-sectional review of Australian federal and state-level student well-being policy documents was undertaken. Using two case examples of school-based in-curricular well-being programs, the paper explores how discourses from these well-bein

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Ferman, Barbara. "Preserving Education as a Public Good: Lessons from the Grassroots." Urban Affairs Review 56, no. 3 (2019): 921–29. http://dx.doi.org/10.1177/1078087419867160.

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The article provides an overview of my book, The Fight for America’s Schools: Grassroots Activism in Education. The book examines how grassroots activists in Pennsylvania and New Jersey challenged various neoliberal reforms in education such as high stakes testing, school closures, state takeovers of local school districts, and charter school expansion. The four case studies focus on who the activists were, how they became involved, the challenges they faced, and the prospects for coalition building across different constituent groups. The comparative analysis reveals the role of political, or

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Fawns, Rod, and David Nance. "Teacher Knowledge, Education Studies and Advanced Skills Credentials." Australian Journal of Education 37, no. 3 (1993): 248–58. http://dx.doi.org/10.1177/000494419303700303.

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It is argued that appraisal of advanced skills in teaching should be based on the pedagogical content knowledge which good teachers, in biology for instance, could be expected to possess and which a well-trained biologist would not. Public acceptance of this claim is the key element in any argued case for a career restructuring which rewards the development of teaching expertise in schools and universities. Several initial schemes employed in Victoria for appraisal of Advanced Skills Teacher 1 are critically examined. An alternative to the competency-based approaches is presented, founded on r

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TOSI, Maria Chiara, Margherita E. TURVANI, and Stefano MUNA RIN. "PUBLIC REALM AS CITY WELFARE & CITIZENS WELLBEING: THE CASE OF CAO YANG – SHANGHAI." JOURNAL OF ARCHITECTURE AND URBANISM 41, no. 2 (2017): 101–9. http://dx.doi.org/10.3846/20297955.2017.1295676.

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This paper discusses how the improvement of the quality of collective and public spaces can positively affect the wellbeing of the citizens and the welfare of the city, using as a demonstration site Cao Yang New Village, one of the first planned urban development for workers in Shanghai, China, designed and built during the Fifties of the past century, just few years later Mao Zedong proclaimed the establishment of the People’s Republic of China, on October 1, 1949. The paper shows how, by careful design interventions, the enhancement of the connectivity and of the porosity in the neighbourhoo

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Miles, Karen Hawley, and Linda Darling-Hammond. "Rethinking the Allocation of Teaching Resources: Some Lessons From High-Performing Schools." Educational Evaluation and Policy Analysis 20, no. 1 (1998): 9–29. http://dx.doi.org/10.3102/01623737020001009.

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Although a great deal of debate surrounds the level and allocation of resources to public schools, very little research addresses how schools might organize teaching resources more effectively at the school level. This article describes case studies of five high-performing public schools that have organized professional resources in innovative ways. The study sought to detail alternative ways of deploying instructional resources in order to provide concrete alternatives to traditional organization of teachers and to quantify objectively the ways in which these schools use resources differently

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DeMatthews, David E., and Elena Izquierdo. "Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School." Urban Education 55, no. 3 (2018): 362–93. http://dx.doi.org/10.1177/0042085918756715.

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Mexican American students constitute the largest group of Latina/os in the United States and have been subjected to a number of educational and social injustices, particularly with relation to how their cultural and linguistic assets are viewed within public schools. This qualitative case study considers culturally responsive leadership in a Mexican American immigrant community and examines two primary research questions: (a) What principal actions support creating a culturally responsive school partly through dual language education; and (b) What leadership challenges arise in the development

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