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Journal articles on the topic 'Public schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 June 2025

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1

Vincent, Jeffrey M. "Public Schools as Public Infrastructure." Journal of Planning Education and Research 25, no. 4 (June 2006): 433–37. http://dx.doi.org/10.1177/0739456x06288092.

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2

Sloan, Brian. "PUBLIC SCHOOLS FOR PUBLIC BENEFIT?" Cambridge Law Journal 71, no. 1 (March 2012): 45–47. http://dx.doi.org/10.1017/s0008197312000141.

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3

Fruchter, Norm, Kenneth L. Silvestri, and Herb Green. "Public Policy and Public Schools." Urban Education 20, no. 2 (July 1985): 199–203. http://dx.doi.org/10.1177/004208598502000206.

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4

Mackinnon, Donald. "Public Schools Today." British Journal of Sociology of Education 8, no. 3 (September 1987): 349–54. http://dx.doi.org/10.1080/0142569870080309.

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5

Walsh, Norman J. "Public Schools, Inc." Education and Urban Society 27, no. 2 (February 1995): 195–205. http://dx.doi.org/10.1177/0013124595027002007.

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6

Abowitz, Kathleen Knight. "ACHIEVING PUBLIC SCHOOLS." Educational Theory 61, no. 4 (August 2011): 467–89. http://dx.doi.org/10.1111/j.1741-5446.2011.00415.x.

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7

Martinez, Sylvia. "The Public School Advantage: Why Public Schools Outperform Private Schools." Contemporary Sociology: A Journal of Reviews 44, no. 4 (June 15, 2015): 530–32. http://dx.doi.org/10.1177/0094306115588487gg.

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8

Abowitz, Kathleen Knight, and Sarah M. Stitzlein. "Public schools, public goods, and public work." Phi Delta Kappan 100, no. 3 (October 22, 2018): 33–37. http://dx.doi.org/10.1177/0031721718808262.

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When determining whether public schools constitute a public good, it’s important to understand what we mean by a public good. An economic definition, common among school choice advocates, focuses on the individual benefits of getting a good education. Within such a definition, selecting a school may be compared to selecting a box of cereal at the supermarket. Kathleen Knight Abowitz and Sarah M. Stitzlein argue for a more civic-minded vision that focuses on how public schools both promote and benefit from a vision of shared liberties, shared governance, and a shared future. This vision requires looking beyond individual choices to highlight the many practices within schools that bear considerable social and political benefits.

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9

Alexander, Karl L. "Public Schools and the Public Good." Social Forces 76, no. 1 (September 1997): 1. http://dx.doi.org/10.2307/2580316.

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10

Alexander, K. L. "Public Schools and the Public Good." Social Forces 76, no. 1 (September 1, 1997): 1–30. http://dx.doi.org/10.1093/sf/76.1.1.

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11

Mohamad, Joko Susilo, Junanah Junanah, and Hajar Dewantoro M. "Comparison of curriculum implementation between public and private schools based on Adiwiyata." Journal of Education and Learning (EduLearn) 15, no. 4 (November 1, 2021): 571–77. https://doi.org/10.11591/edulearn.v15i4.20361.

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The curriculum is the heart of education, whose job determines the life or death of a school. This study aimed to compare the implementation of Adiwiyata school curriculum between public and private school in junior high schools, especially in Bantul Regency, Yogyakarta, Indonesia. Data collection techniques by means of literature studies. Data analysis techniques were carried out with qualitative comparative analysis. The results showed that: public and private schools in junior high schools in Bantul Regency, had fulfilled the four main components of the Adiwiyata curriculum, in terms of objectives, content, methods, and evaluation. The implementation of Adiwiyata curriculum in each public and private school varies according to the characteristics and potential of each school.

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12

Stitzlein, Sarah M. "Publics for Public Schools: Legitimacy, Democracy, and Leadership." Educational Theory 66, no. 3 (June 2016): 405–12. http://dx.doi.org/10.1111/edth.12174.

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13

Kaufman, Polly Welts, David Tyack, and Elisabeth Hansot. "Coeducation in Public Schools." Educational Researcher 20, no. 9 (December 1991): 22. http://dx.doi.org/10.2307/1176248.

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14

Rowan, Brian, and Neal E. Devins. "Public Values, Private Schools." Contemporary Sociology 19, no. 5 (September 1990): 753. http://dx.doi.org/10.2307/2072389.

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15

Jones-Wilson, Faustine C., Nancy L. Arnez, and Charles A. Asbury. "Why Not Public Schools?" Journal of Negro Education 61, no. 2 (1992): 125. http://dx.doi.org/10.2307/2295410.

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16

Fritz, Michael E. "PUBLIC VS. PRIVATE SCHOOLS." Journal of the American Dental Association 127, no. 12 (December 1996): 1704–6. http://dx.doi.org/10.14219/jada.archive.1996.0114.

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17

Musella, Donald. "Life in Public Schools." Journal of Educational Thought / Revue de la Pensée Educative 21, no. 1 (May 16, 2018): 59–60. http://dx.doi.org/10.55016/ojs/jet.v21i1.52831.

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18

COVALESKIE, JOHN F. "What Public? Whose Schools?" Educational Studies 42, no. 1 (August 23, 2007): 28–43. http://dx.doi.org/10.1080/00131940701399635.

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19

Rase, Cathryn. "PT in Public Schools." Pediatric Physical Therapy 7, no. 2 (1995): 92. http://dx.doi.org/10.1097/00001577-199500720-00021.

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20

Von Rydingsvard, Anna. "Art in Public Schools." Journal of Education 51, no. 19 (May 1990): 295. http://dx.doi.org/10.1177/002205749005101908.

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21

Von Rydingsvard, Anna. "Art is Public Schools." Journal of Education 52, no. 17 (November 1990): 278. http://dx.doi.org/10.1177/002205749005201708.

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22

Von Rydingsvard, A. M. "Art in Public Schools." Journal of Education 52, no. 19 (November 1990): 311. http://dx.doi.org/10.1177/002205749005201909.

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23

Von Hydingsvard, Anna. "Art in Public Schools." Journal of Education 52, no. 21 (November 1990): 340–41. http://dx.doi.org/10.1177/002205749005202104.

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24

Alberts, John. "Partnerships: Austin Public Schools." Gifted Child Today 44, no. 1 (December 28, 2020): 35–38. http://dx.doi.org/10.1177/1076217520964404.

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25

Alpert, William T. "Unions and public schools." Economics of Education Review 4, no. 4 (January 1985): 359–60. http://dx.doi.org/10.1016/0272-7757(85)90028-7.

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26

ASPY, DAVID N., and CHERYL B. ASPY. "Religion in Public Schools." Counseling and Values 36, no. 1 (October 1991): 55–57. http://dx.doi.org/10.1002/j.2161-007x.1991.tb00779.x.

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27

Fine, Michelle. "Silencing in Public Schools." Language Arts 64, no. 2 (February 1, 1987): 157–74. http://dx.doi.org/10.58680/la198725495.

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28

Aspy, David N., and Cheryl B. Aspy. "Religion in Public Schools." Counseling and Values 36, no. 1 (November 26, 1991): 55–57. https://doi.org/10.1163/2161007x-03601008.

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29

Arum, Richard. "Do Private Schools Force Public Schools to Compete?" American Sociological Review 61, no. 1 (February 1996): 29. http://dx.doi.org/10.2307/2096405.

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30

Driscoll, Mary Erina, and Jeffrey R. Henig. "Public Discourse, Public Schools, and School Choice." Educational Researcher 24, no. 1 (January 1995): 35. http://dx.doi.org/10.2307/1176121.

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31

Hashim, Azmir. "Collegial Supervisory Practice in Malaysian Public Schools: Evidence from Secondary School Teachers." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 2439–53. http://dx.doi.org/10.37200/ijpr/v24i5/pr201942.

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32

AYEDUN, Tosin Olusola (RN RPHN B.NSc M.Sc.), and BELLO Cecilia Bukola (RN PhD) Dr. "Assessment of The School Environment of Public and Private Primary Schools in Ekiti State." International Journal of Academic Research in Business, Arts & Science (IJARBAS) ® 4, no. 2 (February 18, 2022): 9–19. https://doi.org/10.5281/zenodo.6132627.

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The study assessed the school environment of public and private primary schools in Ekiti State<strong>. </strong>The study adopted cross sectional descriptive research design. The target population for this study comprises primary schools, both public and private in Ekiti State. The population comprised of 158 private primary schools and 457 public primary schools in all the 3 Senatorial Districts of Ekiti State. A Multi-stage sampling procedure was used in selecting 266 private and public primary schools for this study. A standardized observational checklist was adapted from the school health programme evaluation scale and a well-structured questionnaire was used. The face and content validity of the instruments were ensured. Internal consistency reliability method was used; Cronbach’s alpha statistics was used to test for the internal consistency of the instrument (questionnaire) which yielded reliability index of 0.806. Descriptive analysis and inferential analysis were used to analyze the data collected. Findings from the study showed that the physical environment of public and private primary schools were not in good condition. It was also concluded that a little above average number of teachers had good knowledge of physical school environment. It was recommended among others that an intensive and comprehensive educational initiative should be organized for the pupils and teachers on the importance of healthful school environment.   <strong>Keywords: </strong>Assessment, School Environment, Public, Private, Primary Schools,

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33

Dr., Jaap Dronkers, and Peter Robert Dr. "A comparative perspective on the effectiveness of public schools and private schools." International Journal of Indian Science and Research 2, no. 5 (May 24, 2023): 38–49. https://doi.org/10.5281/zenodo.7964946.

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This article analyzes the effectiveness of public, private, government dependent and private independent schools in 19 OECD countries using PISA 2000 data, which shows the educational achievements of 15-year-old students in reading and math. In a multi-level approach, we check step by step for sociological and demographic characteristics of pupils and parents, behavioral and attitude characteristics of pupils and parents, school composition, teaching and learning conditions of schools and the school climate. Our analysis clearly shows that private government- dependent schools are more effective than comparable public schools with the same pupils, parents and social composition. The main explanation for this higher effectiveness is the better school climate in the first, compared to the second. The different learning and teaching conditions in private, government dependent and public schools do not explain the differences in effectiveness. Our analysis also shows that private independent schools are less effective than public schools with the same pupils, parents and social composition. The most important explanation for their initially higher effectiveness is the better social composition of these schools. These effects are more or less the same in these 19 OECD countries.

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34

Amoran, OE. "Healthful School Environment: A Comparative Study of Public and Private Primary Schools in Ogun State, Nigeria." Archives of Community Medicine and Public Health 3, no. 2 (August 24, 2017): 062–70. https://doi.org/10.17352/2455-5479.000027.

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Introduction: A healthy school environment (physical, biological and socio-cultural) serves as a major determinant of health and greatly infl uences the individual’s level of intellectual growth and development. This study was therefore designed to assess the school environmental health services in both private and public primary schools in Ogun state Nigeria.  <strong>Methods: </strong>The study was a comparative cross-sectional survey of Private and Public Primary Schools in Ogun state, Nigeria conducted between February and May, 2014 in Ogun State, Nigeria using a ultistage sampling technique. Participants in the study were interviewed using a structured questionnaire, which was administered by a trained interviewer. Data collected was analyzed using the SPSS version 20.0. <strong>Results: </strong>A total of 360 head teachers served as respondents for the study. Dust bins and waste paper baskets were available in 58 (32.2%) Public Schools and 123 (68.3%) Private Schools (X2= 46.946,P= 0.001). About half, 90 (50.0%) and 97 (53.9%) in Public and Private Schools respectively use a bore hole or a mono pump as their source of water supply and 14 (7.8%) Public Schools and 30 (16.7%) Private Schools make use of well water (X2= 33, P= 0.001). A ratio of 1 toilet to greater than 90 pupils was owever observed in 58 (32.2%) and 29 (16.1%) Public and Private Schools respectively (X2= 39.283, P= 0.001). 81% of the Schools in this study practiced open dumping/ burning as their method of waste disposal with the Public Schools more than the Private Schools, 162 (90.0%) Public Schools and 128 (71.1%) Private Schools (X2= 46.22, P= 0.001). Ventilation was adequate in 81% of the schools and controllable in 71%. Students were sitting on the fl oor in 27% of the schools in the study population. 

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35

Proehl, Rebecca, Heather Starnes, and Shirley Everett. "Catalyst Schools: The Catholic Ethos and Public Charter Schools." Journal of Catholic Education 18, no. 2 (March 30, 2015): 125–58. http://dx.doi.org/10.15365/joce.1802072015.

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36

O'Reilly, Robert R. "The Public Philosophy and Charter Schools: Alberta's Charter Schools." International Journal of Educational Reform 8, no. 4 (October 1999): 342–51. http://dx.doi.org/10.1177/105678799900800402.

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37

Bickel, Robert, and Martha J. Chang. "Public schools, private schools, and the common school ideal." Urban Review 17, no. 2 (1985): 75–97. http://dx.doi.org/10.1007/bf01108250.

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38

Herman, Jonathan. "A public schools/community schools project in the USA." International Journal of Music Education os-35, no. 1 (May 2000): 18. http://dx.doi.org/10.1177/025576140003500108.

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39

Ertas, Nevbahar. "Charter Schools and Student Compositions of Traditional Public Schools." SAGE Open 3, no. 2 (April 15, 2013): 215824401349420. http://dx.doi.org/10.1177/2158244013494207.

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40

Freudenberg, Nicholas, Susan Klitzman, Catherine Diamond, and Ayman El-Mohandes. "Keeping the “Public” in Schools of Public Health." American Journal of Public Health 105, S1 (March 2015): S119—S124. http://dx.doi.org/10.2105/ajph.2014.302534.

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41

Nakyeyune, Gorrettie Kyeyune, Venancio Tauringana, Joseph Mpeera Ntayi, and Stephen Korutaro Nkundabanyanga. "Public finance regulatory compliance among public secondary schools." International Journal of Social Economics 43, no. 11 (November 7, 2016): 1135–55. http://dx.doi.org/10.1108/ijse-12-2014-0254.

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Purpose The purpose of this paper is to investigate the relationship between deterrence measures, leadership support and public finance regulatory compliance among public secondary schools in Uganda. Design/methodology/approach A questionnaire survey of 257 Ugandan public secondary schools was undertaken. Ordinary least squares regression was used to determine whether, in addition to deterrence measures, leadership support also explains variances in public finance regulatory compliance. Findings Results based on a hierarchical regression analysis indicate that deterrence measures explain 17.4 per cent of variances in public finance regulatory compliance. In addition, leadership support explains a further 18.2 per cent of the variances in public finance regulatory compliance. Research limitations/implications The results imply that in addition to deterrence measures, secondary schools in Uganda should also emphasise leadership support in order to improve their public finance regulatory compliance. Originality/value Contrary to previous studies, the authors explain regulatory compliance using deterrence measures and leadership support in a single study while also focussing on institutions and not individuals as a unit of analysis. The authors also extend the predominantly financial institutions compliance studies to the education sector. Thus probably for the first time, the authors show that leadership support complements deterrence measures in explaining public finance regulatory compliance in the education sector. Even with strong deterrence measures, the lack of leadership support may lead to inadequate public finance regulatory compliance.

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42

Boschee, Floyd. "Public Attitudes Toward Public Schools: Local vs. National." NASSP Bulletin 71, no. 503 (December 1987): 115–21. http://dx.doi.org/10.1177/019263658707150323.

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43

Kagan, Richard L., and George Huppert. "Public Schools in Renaissance France." American Historical Review 90, no. 2 (April 1985): 422. http://dx.doi.org/10.2307/1852722.

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44

Hanushek, Eric A., John F. Kain, and Steven G. Rivkin. "Why Public Schools Lose Teachers." Journal of Human Resources XXXIX, no. 2 (2004): 326–54. http://dx.doi.org/10.3368/jhr.xxxix.2.326.

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45

Ismaili, Diturije, Elisabeta Bajrami Ollogu, and Xhelili Arta. "Public Schools in North Macedonia." European Journal of Social Science Education and Research 9, no. 2 (May 15, 2022): 38. http://dx.doi.org/10.26417/472bac41.

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The quality of an educational system is closely connected with the quality of its teachers. Thus, research into the elementary teachers’ motivation is of a high importance. The main purpose of this study is to describe and identify the level of teachers’ motivation, factors influencing teachers’ motivation and its impact on teachers’ job performance in public elementary schools in the municipality of Chair, Republic of North Macedonia. Furthermore, this study examines teachers’ work consumption and organizational engagement as they relate to teaching performance. Teachers’ motivation was examined through focus groups with the principles of 10 elementary schools and a questionnaire administered to the teachers of elementary education. A sample of 319 teachers participated in the survey. The questionnaire was developed based on literature review. The findings of the study revealed that teachers’ high motivation is closely related to their students’ result. The factors that influenced teachers’ motivation were their salary level, the working conditions related to infrastructure and the interpersonal relations and communication with the leaders of the institutions and/or colleagues. After analysis numerous recommendations were given to help educational institutions provide better support to teachers and improve their levels of motivation and their job performance, such as providing a satisfying work infrastructure, key resources, and professional development opportunities, increasing salaries and giving acknowledgments and recognitions to motivate teachers’ and thus increase their job performance and satisfaction.Keywords: teacher motivation, job performance, job satisfaction, Republic of North Macedonia

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46

Gelernter, David. "A World without Public Schools." Teachers College Record: The Voice of Scholarship in Education 110, no. 14 (November 2008): 177–80. http://dx.doi.org/10.1177/016146810811001455.

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47

Van Wyck-Smith, Kelly. "Supervision in Georgia Public Schools." Perspectives on Administration and Supervision 13, no. 2 (June 2003): 16–22. http://dx.doi.org/10.1044/aas13.2.16.

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48

Braine, Theresa. "Public health schools: six portraits." Bulletin of the World Health Organization 85, no. 12 (December 1, 2007): 907–9. http://dx.doi.org/10.2471/blt.07.021207.

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49

Esty, John C. "American Public Schools: A Definition." Kappa Delta Pi Record 23, no. 4 (July 1987): 111–13. http://dx.doi.org/10.1080/00228958.1987.10517814.

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50

Livingstone, D. W. "Public Rights and Private Schools." Canadian Journal of Education / Revue canadienne de l'éducation 13, no. 3 (1988): 445. http://dx.doi.org/10.2307/1494924.

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