Relevant bibliographies by topics / School city

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School city'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "School city"

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MALAKhOV, S. A., E. A. REPINA, and Ya T. RYaBChENKO. "SCHOOL AS A CITY." Urban construction and architecture 1, no. 2 (July 15, 2011): 39–41. http://dx.doi.org/10.17673/vestnik.2011.02.10.

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The children`s environment have important role in their life. The main idea of school as an object is to create unique structure. Schools real situation in Russia. performance of new school as a second house, unique object and favorable environment. Foreign experience and examples of exceptional schools. presentation of school concept as a net structure. Application of this method in project with two districts in Samara city. A new approach in children life space forming as well as society is offered.
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Ray, Rashawn, Dana R. Fisher, and Carley Fisher-Maltese. "SCHOOL GARDENS IN THE CITY." Du Bois Review: Social Science Research on Race 13, no. 2 (2016): 379–95. http://dx.doi.org/10.1017/s1742058x16000229.

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AbstractW. E. B. Du Bois’s perspective on education was that the social and physical environments outside of schools matter to the learning that takes place inside schools. Existing research shows that due to environmental disparities in school and neighborhood contexts, Black and low-income children spend less time in activities that promote physical, cognitive, and social capabilities. These outside environmental factors influence the academic achievement gap. School gardens are noted as resources that capture the fluid environments between schools and neighborhoods. Little research, however, has quantitatively examined whether school gardens actually help to attenuate race and class inequality in academic achievement. We aim to determine how school gardens serve as gateways to help close the achievement gap. We analyze quantitative data on fifth graders’ math, reading, and science standardized test scores in Washington, DC with two main aims: (1) To compare differences between traditional schools and garden-based learning schools to determine whether students who have a school garden perform academically better than their counterparts; and (2) to examine whether the presence of a school garden plays a role in reducing race and social class disparities in academic achievement. We find that the presence of a school garden is associated with higher test scores and persists even when controlling for the race and class composition of students for reading and science. We conclude by discussing how school gardens can be used as a policy tool to create more environmental equity in urban areas.
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Permadi, Andes, Andika Prabowo, Septian Raibowo, Oddie Barnanda Rizky, Ari Sutisyana, and Jerome Angelitud Porto. "Developing Futsal as Extracurricular Achievement in Senior High School (The Analysis of Futsal Extracurricular in Senior High School of Bengkulu City)." Kinestetik : Jurnal Ilmiah Pendidikan Jasmani 7, no. 1 (March 31, 2023): 212–20. http://dx.doi.org/10.33369/jk.v7i1.25938.

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This research aims to study, explain or interpret as well as knowing the development of futsal extracurricular achievements at Bengkulu City Public High School. In this study, researchers and informants' perspectives are adjusted using a qualitative descriptive approach. The eleven Bengkulu City State Senior High Schools served as the study's subjects. The instruments utilized are observation, surveys, and documentation. Out of 11 schools, Bengkulu City 1 Public High School and Bengkulu City 2 Public High School were the only two that could be declared to meet the standards for futsal extracurricular achievement development based on the obtained data. The futsal extracurricular achievement development at the Bengkulu City High School level was categorized as still not good with a percentage of 54.54%. Bengkulu City 3 State Senior High School, Bengkulu City 6 State Senior High School, and Bengkulu City 7 State Senior High School are the three schools in Bengkulu. The recommendation from the research is that schools should pay more attention to and provide support for futsal extracurricular activities. efforts that can be made are providing a proper field, providing adequate infrastructure, providing competent human resources, and providing sufficient budget funds for extracurricular futsal in their respective schools.
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Hadi, Moh Badaruddin, Sri Tatminingsih, and Jarnawi Afghani Dahlan. "PROFIL PENERAPAN MANAJEMEN BERBASIS SEKOLAH DALAM MEWUJUDKAN MUTU PENDIDIKAN SEKOLAH DASAR ISLAM TERPADU DI KECAMATAN NONGSA KOTA BATAM." Jurnal Dedikasi Pendidikan 6, no. 2 (July 27, 2022): 303–20. http://dx.doi.org/10.30601/dedikasi.v6i2.2739.

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The purpose of this study is to describe the description of the application of school-based management in Integrated Islamic Elementary Schools in Nongsa District, Batam City and the quality of education of Integrated Islamic Elementary Schools in Nongsa District, Batam City. conducted in SDIT which is located in Nongsa sub-district, Batam City. The participants/informants of this research are; 1) Principal; 2) Teacher; 3) Employees 4) School Committee at Integrated Islamic Elementary School in Nongsa District, Batam City. Data collection through interviews, observation, and documentation. Data analysis includes data collection, data selection, data display, conclusion drawing and verification. School-based management at the Integrated Islamic Elementary School in Nongsa District, Batam City is quite optimal. SBM is implemented by implementing a school-based learning curriculum that refers to the Education Office and is combined with an integrated learning model that is typical of Islamic schools, school-based student management, school-based management of educators and education personnel, sapras management, school-based financing management, school relations management and education. school-based society. school-based cultural and environmental management, while the education quality of the Integrated Islamic Elementary School in Nongsa District, Batam City is adequate both in academic and non-academic aspects.
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Hood, David, Casey Scott, and PBS Video. "Roman City School Kit." History Teacher 28, no. 2 (February 1995): 273. http://dx.doi.org/10.2307/494492.

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Forsyth, Patrick B., and Marilyn Tallerico. "Accountabilityand City School Leadership." Education and Urban Society 30, no. 4 (August 1998): 546–55. http://dx.doi.org/10.1177/0013124598030004007.

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Vaidya, Varsha, Jayashree Gothankar, Prasad Pore, Reshma Patil, and Sujata Murarkar. "Green school audit of twenty two schools in Pune city." International Journal Of Community Medicine And Public Health 5, no. 2 (January 24, 2018): 620. http://dx.doi.org/10.18203/2394-6040.ijcmph20170239.

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Background: The Green school audit is a tool designed to help school communities to audit their use of natural resources. It provides schools with the methodology to become environmental managers by assessing themselves. Green school audit was part of green games initiatives of commonwealth youth games Pune 2008 with objective to carry out environmental audit of schools involving school children. Methods: The programme was carried out from March 2008 to October 2008 as a part of Green Games initiative of Commonwealth Youth Games. Twenty two schools voluntarily participated in this programme. Four medical students per school and one teacher from the Department of Community Medicine were posted per school to train one school teacher and twenty five school children about the audit. Each school was provided with a Green School manual; a do it yourself (DIY) guide that helped students to assess the five key elements that comprises their school’s environment namely air, water, land, energy and waste. Results: 15 schools were in green zone for air audit, 9 schools were in green zone for water audit, 11 schools were in green zone for land audit, 13 schools were in green zone for waste audit and 10 schools were in green zone for energy audit. Conclusions: This assessment helped each participating school to identify where it currently stood and where it should be with regard to the environmental standards prescribed in the manual. This is a learning programme for students helping them to develop environmentally conscious attitudes and ultimately a responsible behavior.
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Ilham, Muhammad, Iin Parlina, Arif Maulana, Ega Khairunnia Lubis, and Sufiana Indah Sari. "Sistem Pendukung Keputusan Pemilihan SMA Negeri Terfavorit Kota Pematangsiantar Menggunakan Metode MOORA." InfoTekJar (Jurnal Nasional Informatika dan Teknologi Jaringan) 3, no. 2 (February 8, 2019): 16–20. http://dx.doi.org/10.30743/infotekjar.v3i2.861.

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Decision Support System is a system that can be used in making decisions wisely. Pematangsiantar City has difficulties in determining the favorite public high school, because there are quite a number of public high schools in the city. This study aims to help determine the favorite public high school Pematangsiantar city. Elimination requires several criteria including School Accreditation, Student Graduation Level, Student Number, School Achievement and Educator Staff. The method used in building a decision support system for the selection of favorite public high schools is the Multi-Objective Optimization On The Basic Of Ratio Analyzer (MOORA) method. The final results obtained from this study are ranking of Pematangsiantar City Public High School.
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Ruijs, Nienke, and Hessel Oosterbeek. "School Choice in Amsterdam: Which Schools are Chosen When School Choice is Free?" Education Finance and Policy 14, no. 1 (January 2019): 1–30. http://dx.doi.org/10.1162/edfp_a_00237.

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Using discrete choice models, this paper investigates the determinants of secondary school choice in the city of Amsterdam. In this city, there are many schools to choose from and school choice is virtually unrestricted (no catchment areas, low or no tuition fees, short distances). We find that school choice is related to exam grades and the quality of incoming students, but not to progression in lower grades, no delay in higher grades, and a composite measure of quality published by a national newspaper. Furthermore, students appear to prefer schools that are close to their home and schools that many of their former classmates in primary school attend.
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Lee, Dong Eun. "A Study on the Perception of Educational Officials and Experts on the Revitalization of the Original City School." Korean Association of NGO Studies (KANGOS) 18, no. 1 (April 30, 2023): 193–235. http://dx.doi.org/10.35225/kdps.2023.18.1.193.

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The purpose of this study is to analyze how school education subjects and related groups recognize the original city school and what its meaning is in relation to the original city school revitalization plan. In addition, it is to explore what factors can affect the revitalization of the original city center school. The opinions of school officials and experts were collected through a group interview format, and the results were examined based on the qualitative data analysis method. As a result of the study, the first problem facing the original downtown school in Happy City is that the phenomenon of ‘the poor and the poor’ is occurring by misclassifying the support area. The wrong regional classification also caused problems in granting additional points for promotion to teachers, making it difficult to secure excellent teachers in the original city center school. Second, another problem in the original downtown area of Happy City is that the educational environment is being damaged due to the revitalization of the tourism industry. In order to revitalize the original city school, the educational subjects in the school must first be able to voluntarily promote the project. In order to promote the school revitalization project, at least three teachers, including the principal, must be provided with conditions for continuous power. In addition, in the case of Happiness City, rural areas problem should be solved preferentially because these areas where promotion additional points are given are incorrectly selected. It is necessary to secure the conditions for devotional teachers to continue working in the original city school. Finally, in order for the original city school to be activated, it is necessary to be able to organize and implement effective programs suitable for the original city school. Considering that the proportion of students with poor family circumstances is high, education and welfare programs should be strengthened in original city schools than in other schools.
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Dissertations / Theses on the topic "School city"

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Melton, David Glenn. "A History of Manassas Park City Schools." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26230.

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The purpose of this study was to document the history of the development of the Manassas Park City School system. This study utilized historical research methods to preserve information that would otherwise be lost. This was a study of local school history. It looked at how and why the school division began and how it has changed over time. It provides an understanding of how the school division evolved into its present state. This study examined the political, social and economic history of Manassas Park City Schools and the forces which influenced and shaped the school division. The study concentrated on political leaders, the residents who lived and worked in the city, and the financial difficulties experienced by the school division. This study relied on historical research methods to document the history of the school division. Data for the study came from both primary and secondary source materials. Sources included letters, notebooks, memoranda, official papers and documents, reports, official minutes, newspaper articles, letters to the editor and editorials, and pamphlets. A major source for the study was interviews of the key individuals who had first hand information worth preserving.
Ed. D.
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Robinson, Willie. "The Importance of School Climate: How School Leaders in Inner City Middle Schools Shape Climate." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3757.

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Traditional educational reform efforts have relied on standardized testing as the primary indicator of student achievement. Current research is broadening the scope as the impact of shaping positive school climates to support the needs of students is examined (Reynolds, 2016). Positive behavior interventions and supports (PBIS) is an evidence-based system of school-wide reinforcement that provides the groundwork for supportive school climates. The purpose of this study was to determine elements of PBIS programs that facilitated positive school climates. Data collection strategies included focus individual interviews, observation, and document analysis. Triangulation was used to analyze the data. Three iterations were used to develop a process for understanding the elements that positively impact school climates. The first iteration categorized data by actions utilized by stakeholders. The second iteration grouped the actions by the school leader’s impact on school policy in relation to positive school climate. In this iteration, categories were combined from the first iteration based upon their impact on school climate. The third iteration established the role that key stakeholders must attain in order to establish a solid foundation for a positive school climate. The results revealed that in order for a school to maintain a positive school climate, key stakeholders to include the administrator, PBIS coach, community, students and teachers, must work in concert. Study participants identified facilitating teaching and learning expectations through role playing, shaping and maintaining a safe environment and establishing productive relationships as critical elements needed to shape a positive school climate. This was achieved by solidifying consistent rituals and routines grounded in the distinct needs of each site. The consensus across all three sites acknowledges the roles of the PBIS coaches and the building level administrator. As the PBIS coach and the building administrators worked together, they assumed the lead as PBIS work is facilitated, stakeholder support was strengthened. collaborative partnerships were formed to embrace a common vision and common goals
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Gubbels, Thomas Joseph. "A moral crime : school integration in the Kansas City school district /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924885.

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Ramey, Rachel A. "Designing School Community: Changing Inner-City Middle School Culture Through Interiors." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5474.

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While the knowledge of disrepair in inner-city schools is fairly common, the impact that school facilities are having on students and faculty is not as widely known. More recently, the closing of inner city schools has greatly increased across the United States; Reduction in public school enrollment from 2006-2013: Detroit -63%, Cleveland -32%, Indianapolis -27%, D.C. -23%, L.A. -23%,etc. (Journey For Justice Alliance,2014). Due to budget cuts, threat of school closings from poor facility conditions, large class size, and pressure to raise test scores, inner city schools struggle to keep teachers (Journey For Justice Alliance,2014). Poor teacher retention along with a lack in care for educational facilities has created a toxic environment for inner-city students. Although there are many reasons that inner-city schools suffer, negativity within school culture seems to be a common denominator within many of these problems. With larger population percentages of minority, economically disadvantaged and disabled students, difficulties arise in communicating student-to-student and teacher-to-student (Bellwether Education Partner, 2016). The question becomes, how does one design a space to provide comfort, safety and communication in order to foster healthy relationships? This research will inform the design of a middle school that focuses on community and communication. The goal will be to design a school where flexibility and team work is made easier through furniture and layout solutions in order to foster growth and respect for students and teachers.
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Cheung, Ting-kwok Kenneth. "Community-School in Shamshuipo : transactional relationship between School & Community /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953898.

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Mulligan, Graham Douglas. "The school-based team in an inner city school, a case study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37323.pdf.

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Stapleton, Rory Magdalene P. "A Study of the City Public Schools' Leadership Academy for Aspiring School Leaders." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29545.

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The purpose of this study is to determine whether the City Public Schools" Leadership Academy has met its primary goal of preparing public school administrators to serve the school division. This study is built on research that reveals that there are a number of principal preparation programs available for future school leaders that do not adequately prepare the applicants for leadership roles. Collaborative partnerships between school divisions and colleges and universities are being formed in order to prepare public school leaders for the administrative demands of today's public schools, challenged by the mandates of the No Child Left Behind legislation. In particular, school divisions are forming grow-your-own leadership academies in order to meet the need for filling positions that are being vacated by retiring administrators. This study utilizes mixed-methodologies comprised of quantitative and qualitative data. Eleven completers of the City Public Schools" Leadership Academy who obtained administrative positions in the division during the 2004-2006 school years were a part of the study. In addition, their supervisors participated in the study. The research highlights, in quantitative data, the survey responses of ten novice administrators who were completers of the City Public Schools" Leadership Academy. Seminars that the novice administrators experienced were based on the six Interstate School Leaders Licensure Consortium (ISLLC) standards. Thus, the survey and interview questions were adapted from the ISLLC standards. Adding richness to the study is the data that was generated in the form of in-depth interviews with the eight principals and five supervisors of the novice administrators. Findings revealed that the novice administrators had an overall perception that the City Public Schools" Leadership Academy prepared them to be school leaders. Although the supervisors felt, that the novice administrators were prepared, there were a few areas where they felt the program was in need of improvement. Additional findings gave school leaders a basis from which to make programmatic decisions that should result in a more effective leadership training program.
Ph. D.
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Buenrostro, Perdomo Mario R. (Mario Rafael). "Taxicab operations design for Mexico City." Thesis, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/37501.

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Bagley, Joseph Mark. "A meaningful reality the integration of the Opelika, Alabama, city school system, 1965-1972 /." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Spring%20Theses/BAGLEY_JOSEPH_10.pdf.

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Leung, Yiu-kuen Derek. "School, community improvement programme in Sai Ying Pun." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953497.

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Books on the topic "School city"

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Educational Resources Information Center (U.S.), ed. Saving city kids. [Oak Brook, Ill: North Central Regional Educational Laboratory, 1995.

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Giff, Patricia Reilly. Next stop, New York City! New York: Bantam Doubleday Dell Books for Young Readers, 1997.

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Ward, James G. City schools, rural schools. Normal, Ill: Center for the Study of Educational Finance, Illinois State University, 1988.

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Finance, Virginia Secretary of. School efficiency review: City of Richmond Public School Division. [Richmond, Va.]: Commonwealth of Virginia, 2004.

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Vall, Monique van de (Moniek) and Vos Gustaaf, eds. De school als stad: The School as City. Amsterdam: stichting Mosso producties, 2012.

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Inspectorate, Great Britain Department for Education Her Majesty's. City School, Sheffield: A report. London: DFE, 1992.

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Raúl, Rispa, Pérez de Arce Antoncic, Rodrigo, 1948-, and Pérez Oyarzún Fernando 1950-, eds. Valparaíso School: Open city group. Montreal: McGill-Queen's University Press, 2003.

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Arce, Rodrigo Pérez de. Valparaíso School: Open City group. Montreal: McGill-Queen's University Press, 2003.

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Arce, Rodrigo Pérez de. Valparaíso School: Open City group. Montreal: McGill-Queen's University Press, 2003.

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B, Forsyth Patrick, and Tallerico Marilyn, eds. City schools: Leading the way. Newbury Park, Calif: Corwin Press, 1993.

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Book chapters on the topic "School city"

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Facer, Keri, and Magdalena Buchczyk. "Walking the city." In Learning Beyond the School, 97–117. Abingdon, Oxon; New York, NY: Routledge, [2018] |: Routledge, 2018. http://dx.doi.org/10.4324/9781315110318-7.

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Flynn, Peter. "An Inner-City School." In Translating in the Local Community, 115–39. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003363811-9.

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Ng, Thomas. "Teaching in the City." In The Charter School Experience, 3–15. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-690-3_1.

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Xiaoming, Luo. "Taking part in the city." In Learning Beyond the School, 118–32. Abingdon, Oxon; New York, NY: Routledge, [2018] |: Routledge, 2018. http://dx.doi.org/10.4324/9781315110318-8.

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Little, David. "5. Languages at School: A Challenge for Multilingual Cities." In TheMultilingual City, edited by Lid King and Lorna Carson, 149–78. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783094783-009.

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Damiani, Roberto. "The School and the City." In Histories of Architecture Education in the United States, 226–38. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003272052-22.

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Maeroff, Gene I. "Lifting the City." In Reforming a School System, Reviving a City, 157–71. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137344472_13.

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Marchi, Leonardo Zuccaro. "CIAM Summer School in Venice." In The Heart of the City, 98–148. New York : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315557298-4.

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Cookson, Peter W., and Charlotte S. Lucks. "School Choice in New York City." In Restructuring Schools, 99–110. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1094-3_6.

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Makris, Molly Vollman. "A City Divided?" In Public Housing and School Choice in a Gentrified City, 1–26. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137412386_1.

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Conference papers on the topic "School city"

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Afon, A. O., S. A. Okanlawon, F. O. Adigun, and O. O. Odunola. "Evolving sustainable environmental sanitation behaviour among secondary school students: home and school as correlated in Ogbomoso, Nigeria." In SUSTAINABLE CITY 2008. Southampton, UK: WIT Press, 2008. http://dx.doi.org/10.2495/sc080581.

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Hellman, S., P. Cajal, P. Martinez, S. Kuusisto, and T. Tuhkanen. "PCB-contamination in a school building indoors." In THE SUSTAINABLE CITY 2010. Southampton, UK: WIT Press, 2010. http://dx.doi.org/10.2495/sc100521.

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Indawati, Kurnia. "The Human Rights City Award: Sociolegal Study." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007548306270631.

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Pennisi, S., G. Scaccianoce, and V. Vaccaro. "Indoor comfort in school buildings: a case study, Palermo, Italy." In SUSTAINABLE CITY 2014. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/sc141432.

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Burns, Joseph. "Ocean City High School Observatory Project." In AIAA SPACE 2007 Conference & Exposition. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2007. http://dx.doi.org/10.2514/6.2007-6039.

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Budi, Dio Praseto. "Arrangement and Implementation of Pekanbaru City Spatial Control." In 2nd International Conference Postgraduate School. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007551808050809.

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Moncada Lo Giudice, G., F. Fraticelli, F. Fornari, and C. Calice. "Analysis of energy performance of school building stock in Rome." In THE SUSTAINABLE CITY 2013. Southampton, UK: WIT Press, 2013. http://dx.doi.org/10.2495/sc130101.

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Jagiełło-Kowalczyk, Magdalena. "Social group as a factor activating the city." In Virtual City and Territory. Barcelona: Centre de Política de Sòl i Valoracions, 2016. http://dx.doi.org/10.5821/ctv.8069.

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Background: One of the social groups that influence the activation of the city to the greatest extent are young people, including students. Social spaces dedicated to this group are to embellish the city, have a positive effect on its image, but they are also to be useful. Methods: This paper has been written on the basis of the Author’s study devoted to finding an answer to the question how much a social group that uses a specific space influences the activation of this space. The examined social group were young people, students from two cities: Toronto and Cracow. The spaces used in the study are places separated from school and university buildings, intended for individual study for high school and university students. Results: The results of the study indicate that one of the important factors that according to young people studying in the cities improve the quality of the social space is the existence of legibly marked places intended for individual study, that is places where students can study and spend time after their classes and lectures. Such places animate and activate the space connected with them. Conclusion: The social group of young people who still attend schools and universities constitutes a very important factor of the activation of cities. Providing young people with an attractive offer connected with their individual education has an invigorating effect on the city.
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Trianto, Agus, and Ria Ariesta. "Program Evaluation of School Literacy Movement at Primary Schools in Bengkulu City." In International Conference on Educational Sciences and Teacher Profession (ICETeP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210227.005.

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"S3C 2017 Kansas City Case Study." In 2017 IEEE First Summer School on Smart Cities (S3C). IEEE, 2017. http://dx.doi.org/10.1109/s3c.2017.8501357.

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Reports on the topic "School city"

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Rodriguez, Irvin, Sarah K. Bruch, Rhea Burns, and Tessa Heeren. Iowa City Community School District Multi-Stakeholder School Climate Task Force. Iowa City, Iowa: University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/ud4o-97kg.

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Shanks, Rachel, and Nneoma Dike. School clothing grant and school uniform policies in Aberdeen. University of Aberdeen, April 2024. http://dx.doi.org/10.57064/2164/23369.

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In this short report we provide results from Aberdeen City schools and the local authority, covering the level of school clothing grant, eligibility criteria, automatic payment, rollover, application process, information provided to families about school clothing grant and more.
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Bruch, Sarah K., Harper Haynes, Tessa Heeren, Sana Naqvi, and Ha Young Jeong. Assessing student experiences of school in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, April 2016. http://dx.doi.org/10.17077/ir23-w2bx.

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Mumah, Joyce. Strengthening school health programming in Nairobi City County. Population Council, 2015. http://dx.doi.org/10.31899/rh4.1080.

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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, Rachel Maller, Meredith McCaffrey, Nicole Nucaro, and Irvin Rodriguez. Student Experiences of School Climate in the Iowa City Community School District 2017. Iowa City, Iowa: University of Iowa Public Policy Center, May 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, Qianyi Shi, Lindsey Meza, Rachel Maller, Kaelynn Heiberg, and Paul Goetzmann. Student Experiences of School Climate in the Iowa City Community School District 2018. Iowa City, Iowa: University of Iowa Public Policy Center, April 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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Elmore, Richard F., and Deanna Burney. Continuous Improvement in Community District #2, New York City. Inter-American Development Bank, April 2002. http://dx.doi.org/10.18235/0011020.

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Community School District #2, in New York City, has been engaged in a long-term process of system-wide instructional improvement, now in its eleventh year. This process involves, among other things, heavy investments in professional development for teachers and principals that are focused on introducing and supporting specific instructional practices in literacy and mathematics, coupled with system-level and school-level accountability processes designed to assure high quality instruction in all schools and classrooms.
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Boustan, Leah Platt. School Desegregation and Urban Change: Evidence from City Boundaries. Cambridge, MA: National Bureau of Economic Research, October 2010. http://dx.doi.org/10.3386/w16434.

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Elacqua, Gregory, and Leonardo Rosa. Teacher transfers and the disruption of Teacher Staffing in the City of Sao Paulo. Inter-American Development Bank, February 2023. http://dx.doi.org/10.18235/0004737.

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This paper analyzes preferences for certain school attributes among in-service teachers. We explore a centralized matching process in the city of Sao Paulo that teachers must use when transferring schools. Because teachers have to list and rank their preferences for schools, we can estimate the desirability of school attributes using a rank-ordered logit model. We show that the schools distance from the teachers home, school average test scores, and teacher composition play a central role in teacher preferences. Furthermore, we show that preferences vary according to teacher characteristics, such as gender, race, age, and academic subject.
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Bruch, Sarah K., Austin Adams, Sean M. Finn, and Tessa Heeren. LGBTQ Student Experiences in the Iowa City Community School District. Iowa City, Iowa: University of Iowa Public Policy Center, July 2017. http://dx.doi.org/10.17077/h26q-oc79.

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