Academic literature on the topic 'Students from public school'
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Journal articles on the topic "Students from public school"
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Egalite, Anna J., and Jonathan N. Mills. "Competitive Impacts of Means-Tested Vouchers on Public School Performance: Evidence from Louisiana." Education Finance and Policy 16, no. 1 (2021): 66–91. http://dx.doi.org/10.1162/edfp_a_00286.
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Given the significant growth rate and geographic expansion of private school choice programs over the past two decades, it is important to examine how traditional public schools respond to the sudden injection of competition for students and resources. Although prior studies of this nature have been limited to Florida and Milwaukee, using multiple analytic strategies this paper examines the competitive impacts of the Louisiana Scholarship Program (LSP) to determine its achievement impacts on students in affected public schools. Serving 4,954 students in its first year of statewide expansion, this targeted school voucher program provides public funds for low-income students in low-performing public schools to enroll in participating private schools across the state of Louisiana. Using (1) a school fixed effects approach and (2) a regression discontinuity framework to examine the achievement impacts of the LSP on students in affected public schools, this competitive effects analysis reveals neutral to positive impacts that are small in magnitude. Policy implications are discussed.
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Moreira, Rita De Cássia Rocha, Jackson Roberto Alves Costa, Regina Lúcia Mendonça Lopes, Maria Yaná Guimarães Silva Freitas, Ludmilla Oliveira Souza, and Manoela De Assis Silva Carvalho. "Pregnancy adolescent and school life: students' experiences from a public school." Revista de Enfermagem UFPE on line 4, no. 2 (2010): 524. http://dx.doi.org/10.5205/reuol.674-7355-1-le.0402201011.
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ABSTRACTObjective: to understand the experience of pregnancy for the girls who became pregnant in adolescence. Methodology: this is a study from qualitative approach, with students of the Integrated School of Education Assis Chateaubriand who become pregnant in adolescence and who were enrolled and attending classes in Module I, at night, in 2007. Data were collected through semi-structured, with the method of data analysis to content analysis. This study was approved by the number protocol 264/2007 of the Ethics’s Committee of the University Federal of Bahia. Results: the pregnancy in the adolescence causes a disproportion between the age and the education level, affecting the academic and professional upbringing, consequently causing an increase of the unemployment and underemployment rate. Conclusion: thus, family, school, and public authorities must recognize each ones' responsibilities, providing confidence, support and, security, besides useful information about this theme in an available language in order to the children and young people are able to understand them and take coherent decisions when they were exposed to other social contexts, favoring therefore a possible decreasing of the indicators of gestation in adolescence, illegal abortion, children and mother mortality and, low education level. Descriptors: adolescence; pregnancy adolescent; family; child; acontecimentos que mudam a vida; pregnancy, high-risk; mother-child relations. RESUMOObjetivo: compreender a experiência da gestação para as alunas que engravidaram na adolescência. Metodologia: trata-se de um estudo com abordagem qualitativa, com alunas da Escola Centro Integrado de Educação Assis Chateaubriand que engravidaram na adolescência, estavam frequentando as aulas no Módulo I, turno noturno, no ano de 2007. Os dados foram coletados por meio de entrevista semi-estruturada, e analisados pela técnica de análise de conteúdo, após ser aprovado pelo protocolo 264/2007 do Comitê de Ética da Universidade Federal da Bahia. Resultados: a gravidez na adolescência proporciona defasagem importante entre a idade e o nível de escolaridade, prejudicando a formação acadêmica e profissional, ocasionando consequentemente o desemprego ou o subemprego. Conclusão: a família, a escola e os poderes públicos devem reconhecer suas responsabilidades, proporcionando confiança, apoio e segurança, além de informações coerentes sobre o tema, com uma linguagem acessível para que as crianças e os adolescentes sejam capazes de processá-las, favorecendo assim, uma possível redução dos indicadores de gestação na adolescência, aborto ilegal, mortalidade materno-infantil e baixo nível de escolaridade. Descritores: adolescência; gravidez na adolescência; família; criança; acontecimentos que mudam a vida; gravidez de alto risco; relações mãe-filho. RESUMENObjetivo: comprender la experiencia de la gestación para las alumnas que se embarazan en la adolescencia. Metodologia: se trata de una investigación cualitativa con estudiantes de la Escuela Integral de Educación Assis Chateaubriand que quedan embarazadas en la adolescencia y que estaban asistiendo a clases en el Módulo I, turno de noche, en 2007. La técnica de recolección de datos fue la entrevista semiestructurada, con método de análisis de datos el análisis de contenido. El estudio fue aprobado por el protocolo 264/2 del Comité de Ética de la Universidad Federal de la Bahia. Resultados: el embarazo en la adolescencia proporciona defasaje importante entre la edad y o nivel de escolaridad, perjudicando la formación académica y profesional, ocasionando consecuentemente el desempleo o el subempleo. Conclusión: la familia, la escuela y los poderes públicos, distinguidamente, deben reconocer sus responsabilidades, proporcionando confianza, apoyo y seguridad, además de informaciones coherentes sobre el tema, con un lenguaje accesible para que los niños y los adolescentes sean capaces de procesarlas, favoreciendo así, una posible reducción de los indicadores del embarazo en la adolescencia, aborto ilegal, mortalidad materno-infantil y bajo nivel de escolaridad. Descriptores: adolescencia; embarazo en la adolescencia; familia; niño; acontecimientos que cambian la vida; embarazo de alto riesgo; relaciones madre-hijo.
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Qadach, Mowafaq, Chen Schechter, and Rima’a Da’as. "From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students’ Achievements." Educational Administration Quarterly 56, no. 5 (2020): 736–78. http://dx.doi.org/10.1177/0013161x20907133.
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Purpose: This study explored a theoretical model proposing direct and mediated effects for principals’ characteristics—principals’ information-processing mechanisms (PIPMs) and instructional leadership (IL)—with organizational learning mechanisms (OLMs), for schools’ OLMs with teachers’ characteristics—teachers’ affective commitment (TAC), collective teacher efficacy (CTE), and teachers’ job satisfaction (TJS)—and finally, for teachers’ characteristics with students’ achievements on national math and science tests. Design: Data were collected from a multisource survey of a random sample of 130 elementary school principals representing Israel’s full socioeconomic range, 1,700 teachers from those schools, as well as data on those schools retrieved from the Ministry of Education data set. Data were aggregated at the school level for structural equation modeling (SEM) analysis. Findings: Analysis from SEM confirmed that IL emerges as a prominent mediator between PIPMs and OLMs. OLMs emerged as a prominent mediator between IL and the three teachers’ characteristics. TAC and CTE were significantly directly related to students’ math and science achievements. Finally, OLMs promoted students’ math and science achievements only through CTE. Implications: The relationships found for both principal characteristics (PIPMs and IL) with OLMs in schools highlight principals’ potentially important role in promoting collective learning within schools through utilization of OLMs, which can predict critical teacher characteristics (TAC, CTE, TJS), which in turn can predict school effectiveness measures (i.e., students’ achievements).
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Marrapese, Bill, Jenny M. Gormley, and Kristen Deschene. "Reimagining School Nursing: Lessons Learned From a Virtual School Nurse." NASN School Nurse 36, no. 4 (2021): 218–25. http://dx.doi.org/10.1177/1942602x21996432.
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The COVID-19 pandemic has required thousands of public schools to quickly adapt to hybrid or fully remote models. These new models have presented unprecedented challenges for school nurses as they learn how to optimize their interactions with parents and students to provide ongoing support and monitoring of health. The growing reliance on virtual and hybrid public education is also placing new demands on school nurses to be versed in telehealth and school physicians to support their work. Greenfield Commonwealth Virtual School (GCVS) and other public virtual schools have been meeting these challenges for many years prior to the pandemic and have “lessons learned” to share with traditional “brick-and-mortar” nursing staff. GCVS students benefit from a climate that rewards collaboration between the health team, parents, teachers, and administrators, and this article will describe the role, job description, and other practices related to school nursing in a primarily virtual world.
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Giacomozzi, Andréia Isabel, Jane Laner Cardoso, Camila Detoni Sá de Figueiredo, et al. "Experiences of violence among students of public schools." Journal of Human Growth and Development 30, no. 2 (2020): 179–87. http://dx.doi.org/10.7322/jhgd.v30.10365.
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Introduction: School violence it’s a problem that involves a lot of bad consequences for the life’s students. So preventing and research about it are very important.
 Objective: The objective of this study was identify the experiences of violence of students from public schools participating in the PSE - School Health Program and SPE - Health and Prevention in the Schools of Florianópolis.
 Methods: Participants were 871 students from the 9th grade of elementary school to the 3rd year of high school with a mean age of 15 years and 6 months.
 Results: Regarding the experiences of violence, 81.6% stated that they had already witnessed scenes of violence, with 51.1% of these scenes occurring at school. Besides, 28% of the participants reported having already suffered prejudice at school. There was a statistically significant association between violent behavior and being a boy, having a habit of watching movies and playing video games with violent content, killing classes and having a regular to bad relationship with teachers.
 Conclusions: Violence is part of student’s daily activities, involving a broad context and it is pretty much related to school.
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Stinson, Susan W. "Voices from Schools—The Significance of Relationship to Public School Dance Students." Journal of Physical Education, Recreation & Dance 64, no. 5 (1993): 52–56. http://dx.doi.org/10.1080/07303084.1993.10609978.
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Schneider, Barbara, Kathryn S. Schiller, and James S. Coleman. "Public School Choice: Some Evidence From the National Education Longitudinal Study of 1988." Educational Evaluation and Policy Analysis 18, no. 1 (1996): 19–29. http://dx.doi.org/10.3102/01623737018001019.
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Programs to provide parents with opportunities to choose among public schools have increased to the point that more American high school students are enrolled in public “schools of choice” than private schools. Using indicators of students’ “exercise of choice “ and enrollment in a public school of choice from The National Education Longitudinal Study of 1988, this article explores certain groups’ propensities to take advantage of opportunities to choose in the public sector. Controlling on the availability of opportunities for choice in their schools, African Americans and Hispanics show a greater propensity to take advantage of those opportunities than Whites and Asian Americans. Students whose parents have lower levels of education are also more likely than those with more education to take advantage of opportunities to choose.
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DE OLIVEIRA, AMANDA LIMA, MARIA DE FÁTIMA RIBEIRO RODRIGUES, LUCAS MESSIAS RIBEIRO DA CUNHA, et al. "VISUAL ACUITY IN PUBLIC SCHOOL STUDENTS FROM MANAUS: AMAZONAS." Oral Surgery, Oral Medicine, Oral Pathology and Oral Radiology 129, no. 1 (2020): e158-e159. http://dx.doi.org/10.1016/j.oooo.2019.06.679.
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Hafeez, Fatima, Adnan Haider, and Naeem Uz Zafar . "Impact of Public-Private-Partnership Programmes on Students’ Learning Outcomes: Evidence from a Quasi-Experiment." Pakistan Development Review 55, no. 4I-II (2016): 955–1017. http://dx.doi.org/10.30541/v55i4i-iipp.955-1017.
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Learning outcomes refer to the performance of the students in academic tests pertaining to the respective grade level. In Pakistan, survey evidences from Annual Status of Education Report (ASER) show a significant dispersion in learning outcomes of public schools as compared with private sector counterpart. The perceived results of learning outcomes in private schools very clear but less evidence is found for educational outcome of schools run under public-private partnership programs. This becomes especially relevant when status of curricular, co-curricular, and extra-curricular activities is compared between public school, private schools, and schools run under public private partnership. In recent literature, it is found that schools taken up by public-private partnership have been providing a better learning environment—Infrastructure Rehabilitation and Development, Administrative changes, Academic Innovation and Planning, Teacher Reform and Student Affairs—is perceived to have a positive impact on learning outcomes. It is to investigate and document that the investments in these areas are justifiable. To promote this fact, we conduct a quasi-experiment to examine the profiles of students in a public-private partnership school at Karachi (running under Zindagi Trust program) and a public school (as counterfactual) in the same neighbourhood. We also recorded the household and socioeconomic characteristics to create a good set of control variables. The propensity-score results show that public-private school is performing better than that of comparison group in attaining learning outcomes thus showing positive effects of PPP. Finally, the study probed into household and parental covariates of student's educational outcomes to enhance internal validity of results. JEL Classification: I21, C21, L32. Keywords: Educational Learning Outcomes, Public-Private Partnership, Quasi-experiment.
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Casarin, Fabíola Schwengber, Cristina Elizabeth Izábal Wong, Maria Alice de Mattos Pimenta Parente, Jerusa Fumagalli de Salles, and Rochele Paz Fonseca. "Comparison of Neuropsychological Performance between Students from Public and Private Brazilian Schools." Spanish journal of psychology 15, no. 3 (2012): 942–51. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n3.39386.
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Neuropsychological assessment reveals that certain cognitive changes that take place during the neural development process may be associated with biopsychosocial issues. A substantial body of research has focused on cognitive development in children and adults, but few such studies have been carried out on adolescents. Therefore, research into the processing of neuropsychological functions in adolescents, taking into account the role of major socio-cultural factors such as school type (public vs. private), is highly relevant. The present study sought to assess whether differences in neuropsychological development exist between adolescent students of public (government-funded) and private schools. A total of 373 grade-matched students between the ages of 12 and 18, 190 from public schools and 183 from private schools, took part in the study. All subjects had no self-reported neurologic or psychiatric conditions and sensory disorders. The NEUPSILIN Brazilian Brief Neuropsychological Assessment Battery was administered to this sample. Comparison of mean scores (one-way ANCOVA with socioeconomic score and age as covariates) showed that adolescents attending private schools generally outperformed their public-school peers in tasks involving sustained attention, memory (working and visual), dictated writing, and constructional and reflective abilities. We conclude that school type should be taken into account during standardization of neuropsychological assessment instruments for adolescent and, probably, child populations.
Dissertations / Theses on the topic "Students from public school"
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Bravo, Daniela. "Parents' perspectives of undocumented students' transition from high school." Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523275.
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<p> The focus of this qualitative study was to explore the parental experience of raising an undocumented child, particularly during the transition from high school. The sample consisted of 11 parents. Parents reported several negative feelings, including <i>impotencia</i>, guilt, fear, worry, and frustration. Many stated that their undocumented children's challenges increased as they entered high school. These challenges included school trips, driving without a license, and planning for further education. Coping methods for parents included hope, faith and spirituality, and seeking information about educational and immigration options. Parents spoke of instilling in their children a drive to not give up despite the barriers ahead of them. Several mentioned that their undocumented children's experiences inspired their other children to succeed. The results suggest that social workers should provide information and counseling to these families and should advocate for policy changes to help this vulnerable population.</p>
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LINARES, FABIANE DO NASCIMENTO PAIM. "NARRATIVE, LITERACY AND IDENTITY CONSTRUCTION IN THE PRODUCTION OF TEXTS OF ELEMENTARY SCHOOL STUDENTS FROM PUBLIC SCHOOLS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=17141@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>O foco do estudo é a produção de textos narrativos, escritos por alunos do
ensino fundamental de uma escola da rede pública do Estado do Rio de Janeiro.
Os objetivos consistem em investigar, no que tange a produção de textos na sala
de aula, a natureza da relação parafrástica que se estabelece entre o contexto da
tarefa e o texto-motivador e que identidades discursivas e sociais são construídas
nos textos dos alunos. A metodologia da pesquisa é de natureza qualitativa e
interpretativa, de cunho etnográfico, e o corpus foi gerado em aulas de língua
portuguesa, numa turma de nono ano. A sala de aula é concebida, por um lado, como
um contexto importante para a discussão das relações parafrásticas que o aluno
utiliza para produzir o texto, e, por outro lado, como um lugar especial para a
construção de identidades discursivas e sociais. O arcabouço teórico, no âmbito da
Lingüística Aplicada, articula-se com a Análise da Narrativa enquanto lócus de
construção de identidades, em interface com a Análise do Discurso e a
Lingüística textual, em especial, nas questões sobre interdiscursividade e
intertextualidade. A análise revela que, do ponto de vista das relações
parafrásticas, os alunos incorporam características do gênero narrativo motivador.
No entanto, em relação aos contextos sociais e às identidades, os alunos criam
suas próprias histórias, trazendo reflexões sobre família, religião, indicando,
sobretudo, trajetórias de superação. A pesquisa é relevante ao apontar que o
trabalho na sala de aula com textos-motivados não impede o processo criativo do
aluno na construção do texto e de suas identidades discursivas no contraponto
com as identidades sociais.<br>This research focusses on narrative texts produced by elementary students
from a public school in Rio de Janeiro, as part of an activity oftext production in
which a source text was given to students, read and discussed, as a way of motivating
their writing practice. The purpose of this work is to investigate the context of
production of texts written in the classroom; the nature ofthe relationship between the
text written by students and the source text given to motivate the production of the
narrative text; and, finally, to show what sort of identities are constructed in these
texts. The methodology of this research is qualitative and interpretative, based on
ethnographic data, and the corpus is made up of texts produced in Portuguese
Language classes, attended by 9th graders. The classroom is seen as an important
context for the discussion of paraphrastic relations established between the source
text and the text produced by students, but it is also seen as a special site for the
construction of identities and social discourses. The theoretical framework, within the
domain of Applied Linguistics, combines narrative theory (for the investigation of
processes of construction of identity) and textual linguistics, for the investigation of
paraphrastic relations in the students texts, particularly intertextual relations. From
the point of view of paraphrastic relations, analysis of the corpus suggests that
students incorporate, in their own texts, features of the source text. However, analysis
also indicates that, in relation to social contexts and identities, students create their
own stories, introducing ideas about the family, religion, apart from telling personal
stories of resilience in the face of material difficulties and disease. The main
contribution of this research is to suggest that work in the classroom with text driven
activities is not an obstacle to a student s creativity in the process of production of a
text; nor is it an obstacle to the creation of a particular discursive and social identity
for the student.
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Avalos, Deborah Anne. "Poverty and the public school system: Student persistence from elementary school to college graduation." Scholarly Commons, 2013. https://scholarlycommons.pacific.edu/uop_etds/18.
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Children living in poverty are at an elevated risk for academic, behavioral and emotional problems compared with children who are in the middle and upper classes (Kim-Cohen et al., 2004). Students living in poverty generally have fewer opportunities in schools as schools are less likely to offer rigorous curriculum or advanced classes for poor children (Burney & Belike, 2008). ). Education can be a sufficient route out of poverty for young people (2009). However, since the 1970's researchers found that family income is a major detriment to higher educational attainment (Jencks 1972; Kelly 1995; Mortimore & Whitty 1997; Bynner & Joshi 2002; Demie, Butler, & Taplin 2002; Bell 2003; UNICEF 2007). The purpose of this study was to better understand the phenomenon that is the process that at-risk youth employ to graduate from college. More specifically, this study described, analyzed, and interpreted the experiences of people who formerly lived in chronic poverty and graduated from college using resilience as a framework. Using a phenomenological approach, I interviewed nine adults who lived in chronic poverty as a child and later graduated from college. Sources of data included audio-recorded interview transcripts, notes and pictorials. Data analysis followed Moustakas' and van Manen's modifications of phenomenological methods. The analysis of the audio taped interviews led to the following emerged themes: Being the other in the family; Moving as a positive route; Helpful counselors and college-preparatory programs; Hiding and disassociating from the poverty identity; Education as utility; Rebelliousness against authority and; Not belonging to a social class. Findings of this study lead to a deeper understanding of the ways in which people who formerly lived in poverty and later graduated from college experiences and how these experiences have influenced their resilience. These findings offer researchers future research opportunities in various areas such as, how cultural and aspirational capital can lead to college graduation for children living in poverty.
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Gaillard, Nancy Baugh. "Balancing school safety and K-12 public school students' fourth and fifth amendment rights| Court cases from 2004 to 2015." Thesis, The University of Alabama, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10127908.
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<p> This study examines how the state and federal courts have made decisions regarding public school students’ Fourth and Fifth Amendment rights in 105 cases during the years 2004 to 2015 when school resource officers were involved. Since the Supreme Court’s decision in <i>New Jersey v. T.L.O.</i> (1985), the requirement of only reasonable suspicion, as opposed to the more stringent Constitutional standard of probable cause in school searches and seizures, has resulted in conflicting decisions how school resource officers should work with school officials. This research found that both state and federal courts tend to decide for the school rather than the student in these types of incidents except in cases of egregious violations of students’ rights and dignity. The number and the nature of court cases suggest the need for improved training and communication among students, school personnel and school resource officers.</p>
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Haygood, James L. "A study of the continuum of choral singing from secondary choral programs to selected higher education choral programs in Indiana." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897485.
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The purpose of this study was to examine the continuum of choral singing from secondary choral organizations to choral organizations at selected higher education institutions in Indiana. Examined were two large state institutions and two private, liberal arts colleges. Two groups of college students who had high school choral experience were surveyed: 1. non-participants, and 2. participants. Participants in choral ensembles made up 1.33% of the total enrollments of the institutions studied. Thirty four percent of the selected students had high school choral experience. Choral ensemble participants' responses to a questionnaire were compared with non-participants' responses. The state institutions' student responses were compared to the liberal arts institutions' student responses.There do not appear to be universal reasons for students to continue or not continue singing in choral ensembles. The reasons appear to vary with the individual student and institution. However, there were trends observed. Students perceived themselves as being well enough prepared to participate in higher education choral ensembles. There is a discrepancy between the expectations of the college conductors and the students' evaluation of their preparedness. Literature appears to be a highly significant factor in the interest of all respondents. Students preferred to sing all types of music. Neither participants nor non-participants reported that classical literature was the focus of their high school choral programs. Participants perceive that the university is interested in them, while non-participants reported negative responses. Private respondents felt that the university was interested in their participation in choral ensembles more than public respondents. Many students decide before arriving on the higher education campus whether or not they will participate in college choral ensembles. The amount of credit given for singing in ensembles or academic loads seem to be a minor factor. It appears that parents do influence choral participation.Private institutions have a larger percentage of their populations participating in choral ensembles than do public institutions. The higher involvement of liberal arts college students in choral ensembles may be explained by the department's need for adequate manpower and the personalized recruiting policies. The personality of the conductor was important to the students surveyed.<br>School of Music
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Grinage, Adam L. "Character Education Programs and Student Suspension Rates from School: Do Character Education Programs Decrease Student Suspensions from Regular Instructional Public Elementary Schools in Texas?" Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4778/.
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The purpose of this study was to determine if character education programs impact the suspension rates of students from regular instructional public elementary schools in Texas. The data was also examined to determine if the number of years since a school's implementation of a character education program has an impact on the effectiveness of the programs as measured by the suspension rates of students from school. Finally, the study sought to determine if the socio-economic status of the schools has an impact on the effectiveness of character education programs as measured by the student suspension rates. A random sample of 135 regular instructional public elementary schools in Texas was collected. The principal of each school completed a questionnaire that was used to sort schools into three groups: schools with "direct" character education programs, schools with "indirect" character education programs, and schools that have implemented no type of character education program. A two-year history of suspensions was obtained for each school. The data was analyzed using one-way and two-way ANOVAs. The results of the analyses indicated that the implementation of character education programs, no matter what type, did not produce statistically significant differences in student suspension rates from school. Furthermore, the data revealed that neither the number of years since the implementation of the character education programs nor the socio-economic status of the schools had an impact on the effectiveness of the character education programs as measured by the student suspension rates from school.
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Curci, Juliet DiLeo. "Understanding student engagement: Insights from an all-girls urban neighborhood public high school." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/155573.
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Urban Education<br>Ph.D.<br>Students in a large mid-Atlantic city graduate from the public district high schools at an average annual rate of fifty-six percent. This low rate of high school completion predicts future financial and social instability for not only those individuals who drop out of school, but also for their surrounding community. The research on dropouts highlights the significance that students' low levels of academic and social engagement in school have on their decisions to leave school. Advocates for single-sex education argue that students engage and achieve at high levels when learning in this educational model. According to the current literature, students' success in single-sex schools is primarily a result of the proacademic choice that they and their guardians make when electing to attend a single-sex school. Through focus groups, interviews, and observations, this study explores what student engagement looks like at an all-girls urban neighborhood public high school that is non-selective and where the proacademic choice of students is not a factor. With new federal policy measures advocating innovation in public education, single-sex schools - historically inaccessible to minority students from low-income communities - are finding a foothold in urban public school systems across the country. This study aims to illuminate the extent to which a single-sex school serves as a "site of transformation" for young women of color from a low-income neighborhood. The realization of the school's mission, to interrupt the social reproduction of the neighborhood through the education of its young women, depends on its students' graduation from high school and their access to and success through college. Data related to various features of the school are analyzed to highlight how student engagement is promoted and inhibited at the school and ultimately results in transformative and/or reproductive educational experiences for students.<br>Temple University--Theses
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Christie, Nancy Gail. "Withdrawing from public urban high school: Explanations based on theories of college student departure." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185788.
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This study tested the usefulness of Tinto's (1975) and Hossler and Bean's (1990) models of college student departure in explaining dropout in public urban high schools. The "fit" of the models to high school data was tested using path analysis. The sample consisted of 2,625 high school students from the High School and Beyond Study. The findings showed that Tinto's model alone did not provide a good representation of high school data, but that adding causal paths from the constructs of organizational and environmental variables to other variables in Tinto's model, as proposed by Hossler and Bean (and as modified through the findings of this study), produced a model that was a good explanation of the processes leading to high school dropout. The implications of these findings for theory, policy, and future research concerning high school withdrawal are discussed.
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Bauchspies, Cynthia. "Teaching high school students the best choral repertoire from the great composers| Masterworks available for immediate, free access from the choral public domain library." Thesis, University of Maryland, College Park, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712082.
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<p> Studying the choral works of the great composers of the past is always a worthy endeavor. For those aspiring to create an excellent high school choral program, it is critical to a student's musical foundation and heritage. Choral educators who teach high school are often bombarded with the most recently published new choral works, when they have a trove of excellent pieces right at their fingertips through websites like the Choral Public Domain Library (CPDL), all available at no cost. This project will explore the pedagogical reasons why this canon of public domain choral music should be taught at the high school level. A thorough guide to CPDL and an anthology of 200 works available on CPDL will provide the conductor with resources for programming this music.</p><p> Though choral music in the public domain is free to all, publishers still publish this music and adhere copyright claims. This can create mistrust of legitimate editions on CPDL; why are they available at no cost when publishers are claiming copyright on similar editions? These issues will be thoroughly discussed in this project.</p><p> For any given work on CPDL, there may be multiple editions available on the site. Choosing the right edition requires knowledge about basic editorial principles, especially for works written during the Renaissance period. A detailed discussion of these principles will provide the conductor with the tools needed to choose the best edition for his or her ensemble.</p>
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Jones, Asia Roche'. "Practices and Procedures that Influence African-American Males to Drop Out from Public School." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26761.
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The African-American male national on-time graduation rate data are evidence that systemic changes must occur to address the academic failure they experience. A significant gap in achievement exists when compared to the on-time graduation rate of their White male peers. It is possible that some students do not graduate on-time due to retention that may occur after they have entered the ninth grade.
The African-American male students in this study failed to graduate on-time because they did not persist to successfully complete their twelfth grade year; instead, they dropped out. While factors associated with societal issues and familial dynamics contribute to this problem, factors associated with public school practices and procedures are the focus of this study.
The educational records of 125 African-American male high school dropouts were analyzed to identify school factors that may explain why they did not persist to graduate. These students dropped out from an urban school division in Virginia during the 2009 and 2010 school years. A mixed methods approach was used to answer the research questions posed in this study. The conceptual framework, a road map for the study, proposes discipline sanctions, curriculum programming, instructional experiences and school relationships as factors for review.
Quantitative research methods were used to analyze longitudinal data and qualitative methods were used to analyze survey data on student perception of teacher relationships. Findings from the study will enable school principals, counselors and teachers to make informed instructional decisions that may prevent African-American males from dropping out of one urban school division in Virginia. While not generalizable to all school settings, strategies associated with discipline sanctions, curriculum programming, instructional experiences and school relationships are provided.<br>Ed. D.
Books on the topic "Students from public school"
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Makhoul, Anne. Engaging students and communities: Voices from Nova Scotia. Caledon Institute of Social Policy, 2000.
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Emre, Erkut, ed. The benefits to taxpayers from increases in students' educational attainment. RAND, 2009.
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J, Carroll Stephen. The benefits to taxpayers from increases in students' educational attainment. RAND, 2009.
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J, Carroll Stephen, and Erkut Emre. The benefits to taxpayers from increases in students' educational attainment. RAND, 2009.
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Carroll, Stephen J. The benefits to taxpayers from increases in students' educational attainment. RAND, 2009.
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Gérin-Lajoie, Diane. Youth, language, and identity: Portraits of students from English-speaking high schools in the Montreal area. Canadian Scholars' Press, 2011.
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Massachusetts. Bureau of Student Development and Health. [Letter to Dr. Geraldine O'Donnell, Superintendent, Wilmington Public Schools from Dan French, Director, Bureau of Student Development and Health]. Commonwealth of Massachusetts, Dept. of Education, 1993.
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Schools, New Jersey Legislature Joint Committee on the Public. Committee meeting of Joint Committee on the Public Schools: Testimony from Mr. Al Koeppe, chairman of the New Jersey Schools Construction Board, plus public presentations : [October 3, 2005, Trenton, New Jersey]. The Unit, 2005.
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Hart, Doug. Attrition from French immersion programs in a northern Ontario city: "push" and "pull" factors in two area boards. Modern Language Centre, Ontario Institute for Studies in Education, 1994.
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Reddoch, Stephanie. Generosity in action: The Upper Canada District School Board speaks from the heart. Upper Canada District School Board, 2009.
Find full textBook chapters on the topic "Students from public school"
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Crawford, Robert. "Protecting Students from Racial Discrimination in Public Schools." In Advancing Responsible Adolescent Development. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41535-2_6.
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Uttl, Bob. "Lessons Learned from Research on Student Evaluation of Teaching in Higher Education." In Student Feedback on Teaching in Schools. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_15.
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AbstractIn higher education, anonymous student evaluation of teaching (SET) ratings are used to measure faculty’s teaching effectiveness and to make high-stakes decisions about hiring, firing, promotion, merit pay, and teaching awards. SET have many desirable properties: SET are quick and cheap to collect, SET means and standard deviations give aura of precision and scientific validity, and SET provide tangible seemingly objective numbers for both high-stake decisions and public accountability purposes. Unfortunately, SET as a measure of teaching effectiveness are fatally flawed. First, experts cannot agree what effective teaching is. They only agree that effective teaching ought to result in learning. Second, SET do not measure faculty’s teaching effectiveness as students do not learn more from more highly rated professors. Third, SET depend on many teaching effectiveness irrelevant factors (TEIFs) not attributable to the professor (e.g., students’ intelligence, students’ prior knowledge, class size, subject). Fourth, SET are influenced by student preference factors (SPFs) whose consideration violates human rights legislation (e.g., ethnicity, accent). Fifth, SET are easily manipulated by chocolates, course easiness, and other incentives. However, student ratings of professors can be used for very limited purposes such as formative feedback and raising alarm about ineffective teaching practices.
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Attila Papp, Z., and Eszter Neumann. "Education of Roma and Educational Resilience in Hungary." In Social and Economic Vulnerability of Roma People. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52588-0_6.
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AbstractOriginally, the concept of resilience refers to one’s capacity to cope with unexpected shocks and unpredictable situations. Originating from ecological theories, the approach has gained ground in social sciences. In the context of education, the concept has been applied to explain how disadvantaged students can overcome structural constraints and become educationally successful and socially mobile (Werner, E. E., Vulnerable but invincible: a longitudinal study of resilient children and youth. McGraw-Hill, New York, 1982; Masten A. S., American Psychologist 56: 227–238, 2001; Reid, R., Botterrill L. C., Australian Journal of Public Administration 72:31–40, 2013; Máté, D., Erdélyi Társadalom 13:43–55, 2015).This paper is based on the analysis of the Hungarian National Assessment of Basic Competences (NABC) database which has been conducted annually since 2001. We created a typology of school resilience based on the schools’ social and ethnic profile as well as their performance indicators. We defined those schools resilient which over perform others with similar social intake, and we also identified irresilient schools which underperform others with similar social intake. The school types were created by correlating the socio-economic status index (SES) and school performance.Since the NABC database provides us with data on the estimated rate of Roma students in each school, it is possible to take into account the schools’ ethnic intake in the analysis of resilience. We conducted statistical analyses to compare the performance of resilient and irresilient schools in the light of the ratio of Roma students. Finally, we seek answers to the question whether ethnic segregation correlates with school achievement in Hungary. We could identify some crucial institutional factors contributing to resilience (or school success) in the case of schools with relatively high proportion of Roma students.
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Galeotti, Glenda, and Gilda Esposito. "A Student Voice Approach in Work-Related Learning. From Lesson-Learned in Secondary School to Suggestions for Higher Education." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.25.
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This paper presents a research on work-related learning through School-work Alternance in Secondary Education that involved researchers of University of Florence, ten secondary Schools, public and private entities in the Province of Arezzo and La Spezia. From the analysis of three case studies, it elicits criteria for an educational model that integrates work-related learning with student voice perspective
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Otey, Katina W., Jodie L. Brinkmann, Carol S. Cash, and Carol A. Mullen. "Factors That Affect the Performance of Refugee Students in Public Schools: An Illustration from Virginia, USA." In Handbook of Social Justice Interventions in Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29553-0_100-1.
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Otey, Katina W., Jodie L. Brinkmann, Carol S. Cash, and Carol A. Mullen. "Factors That Affect the Performance of Refugee Students in Public Schools: An Illustration from Virginia, USA." In Handbook of Social Justice Interventions in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-35858-7_100.
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Hammel, Alice M., and Ryan M. Hourigan. "Public School Education within a Democracy." In Teaching Music to Students with Special Needs. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780195395402.003.0006.
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The beginning of the school year is a time when situations similar to Mrs. Johnson’s first day occur. It is when these first lessons go awry that some music teachers first begin to think of their individual students, rather than the collective group. Who is the girl who moves slower than the rest and uses a walker? Who are the students in the small group who come late each day with a teacher to assist them? Who is the boy who bounds down the hall and begins to take down one of the brand new bulletin boards that have just been finished? The answer to the questions above is that they are all our students. They all have a place in our schools and they all deserve to have an education that includes music. As music teachers, we have both the right and responsibility to educate all the students in our schools. We are charged with studying each student who enters our classroom and with providing all students the music education they deserve. To do this, however, we must begin to plan for the inclusive education of all students before that first group heads down our hall on the first day of school. Unfortunately, until recently this was not the educational philosophy of public schools within the United States. This chapter will introduce the process we as a nation have experienced as we have come to the understanding of what an education for all students in the United States entails, including: challenges within families; the real-world realities of inclusion in practice; and a label-free approach to teaching music in the public school setting. This book is designed to facilitate the planning, implementation, and assessment of music education for students with special needs. It is written from a paradigm that advocates thoughtful inclusion and honors the teaching and learning relationship between music teachers and their students. It is hoped that this text will present a philosophy and a set of guiding principles for teaching students with special needs in a helpful and pragmatic manner.
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Simmons, Lizbet. "Public Schools in a Punitive Era." In Prison School. University of California Press, 2016. http://dx.doi.org/10.1525/california/9780520281455.003.0002.
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This chapter first charts the complex dynamics that have pushed students from school and pulled them toward the criminal justice system, setting up the terms of a black prison diaspora that are maintained throughout the book. It then argues that harsh school disciplinary policies, emerging from the punishing culture of the War on Crime era, curtail youth academic achievement and accelerate incarceration risk in the African American community. It describes how the concentrated effect of punishment has a destabilizing effect on the African American community and the American democratic project as a whole, while benefiting larger social, political, and economic strategies in a neoliberal and postindustrial context.
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Rosen, Jeffrey, Fred Stillwell, and Marion Usselman. "Promoting Diversity and Public School Success in Robotics Competitions." In K-12 STEM Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch003.
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The objective of robotics competitions, such as FIRST LEGO® League (FLL®), is to create a tournament that promotes high-level engineering and academic engagement in students by providing the most rewarding experience possible for the largest group of students. To increase the number of students age 9-14 successfully participating in FLL® from public schools, and to concurrently increase the diversity of the pool of student participants, the Georgia FLL® organizers have implemented a number of interventions. These interventions can be grouped into A) Centralized policy decisions that impact how the program is run at the state level; B) Outreach activities that provide low-income teams with training and supplies; C) Promotion of LEGO® Mindstorm use within the actual school curriculum; and D) Partnerships with school systems to promote after-school FLL® robotics clubs. This chapter reviews these efforts and their effect on tournament diversity.
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Sandahl, Johan. "Social Studies Education From the Socialisation, Qualification, and Subjectification Perspectives." In Advances in Public Policy and Administration. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3677-3.ch008.
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In most countries, social studies education is the assigned subject responsible for citizenship education, that is, developing students' attitudes, experiences, knowledge, abilities, and the skills that they need to be active participants in a democratic society. The role of social studies can be defined using Gert Biesta's three concepts of the domains of education: socialisation, qualification, and subjectification. First, schools have a role in socialising students into society, passing on values and knowledge. Second, the school system should contribute to students' qualification as citizens by helping them enhance their civic and critical literacy. Third, education should equip students with the necessary skills to allow them to develop their own political identity. Each of these domains gives rise to challenging questions related to educational outcomes. This chapter theoretically examines how Biesta's educational domains relate to social studies education in a synthetic understanding.
Conference papers on the topic "Students from public school"
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Mutiarini, Menik, and Rosmita Nuzuliana. "Experience of Students in the Menstrual Hygiene Management in Schools: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.15.
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Background: The implementation of menstrual hygiene management (MHM) for students in schools in the context of developing countries still faces many multifactorial obstacles. This scoping review aims to reveal various experiences of students related to the implementation of menstrual hygiene management in schools. Subjects and Method: This was a scoping review using the framework from Arksey and O’Malley. This review was conducted by searching for articles published from 2009 to 2019 from databases including PubMed, EBSCO, Science Direct, Willey and Google Scholar databases. The Inclusion criteria were articles in English, primary research and articles in peer review journals. The data were reported by PRISMA flow diagram. Results: There were 9 articles selected from 263 articles that went through the identification process. It was found that students’ experiences in implementing menstrual hygiene management in school to several important points, namely the lack of access to information about menstrual hygiene management in schools, poor implementation related to the lack of school sanitation infrastructure, social, economic, and cultural problems. Conclusion: Many challenges faced by students in fulfilling their menstrual health rights in schools have resulted in various bad experiences for school students in developing countries. Keywords: School Girls, School, Menstrual Hygiene Management, Developing Countries Correspondence: Menik Mutiarini. Aisyiyah University Yogyakarta. Jl. Siliwangi, Yogyakarta, Indonesia. Email: menik82mutiarini@gmail.com. Mobile: 082223019842 DOI: https://doi.org/10.26911/the7thicph.02.15
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Yusniawati, Yustina Ni Putu, and Putu Inge Ruth Suantika. "Analysis of Earthquake Preparedness Measures in Students at Elementary School, Denpasar, Bali." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.24.
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ABSTRACT Background: In addition to unsuccessful policies to prepare communities for disaster reduction, the high risk of earthquakes and their harmful consequences indicate that more consideration should be given to social factors in this regard. All community shelters are vulnerable to disasters, especially children, so efforts are needed to determine disaster preparedness factors for elementary school students in Denpasar City. This study aimed to analyzed of earthquake preparedness measures in students at elementary school, Denpasar, Bali. Subjects and Methods: This was a descriptive study conducted at an elementary school in Denpasar from January to September. A sample of 350 elementary school students in Denpasar whose schools have a disaster preparedness school (SSB) program selected by purposive sampling. The inclusion criteria were elementary school students grades 5 and 6 in Denpasar City, who can read fluently and are willing to be research respondents. The exclusion criteria were respondents who refused to be research subjects. The data were collected by 40 questions, where knowledge was 10 items, attitude was 10 items, facilities and infrastructure were 10 items, and IEC was 10 items. The data was analyzed by descriptively Results: The preparedness factors of elementary school students in facing earthquake disasters were still low. There were five earthquake preparedness factors for elementary students in Denpasar, namely (1) experience, (2) knowledge, (3) attitude, (4) facilities and (5) infrastructure, and IEC. The dominant knowledge variable of elementary school students is less than 233 (63.7%), the prevalent attitude variable is negative 244 (64%), the prevalent facilities and infrastructure variable are less than 215 (61.4%), and 300 (85.7%) dominant information and education communication. Conclusion: It is essential to be able to improve these preparedness factors with a variety of continuous education and training for elementary students, and health workers should work together with regional disaster management agency to establish disaster prepared schools in Denpasar City. Keywords: preparedness factors, students, and earthquake Correspondence: Yustina Ni Putu Yusniawati. Institute of Technology and Health, Bali. Jl. Tukad Balian no. 180 Renon Denpasar-Bali. Email: yustinaindrayana@gmail.com. Mobile: 087860000191 DOI: https://doi.org/10.26911/the7thicph.01.24
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Sari, Dewi Indah, Afni Yulianti, and Ninik Wahyuni. "Effectiveness of Cookies Produced From Moringa Oleifera Leaves on Haemoglobin Level in Students at Islamic Junior High School Miftahul Hayat, Serang, Banten." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.05.28.
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ABSTRACT Background: Anemia is very common in developing countries and is one of the most common complications of serious diseases. Based on the results of screening the Hb levels student at islamic junior high school Miftahul Hayat in 2018, it was found that 37 students had anemia. This study aimed to determine the effectiveness of cookies produced from moringa oleifera leaves on haemoglobin level in students at Islamic Junior High school Miftahul Hayat, Serang, Banten. Subjects and Method: This was a quasi-experimental. A sample of 37 students of MTS Miftahul Hayat, Serang, Banten and randomly allocated into two groups: intervention and control groups. The dependent variable was an increase in hemoglobin value. The independent variable was anemic student. The data were collected from checklist and analyzed using paired t- test. Results: The results of this study were obtained by respondents as many as 33 people because during the research process 4 people did not consume cookies produced from Moringa Oleifera leaves routinely for 14 days because they were sick so they were excluded from the study sample. Hb level before consume consume cookies produced from Moringa Oleifera leaves (Mean = 10.5 gr/ dl; SD= 0.56; p< 0.001). Hb level after consume cookies produced from Moringa Oleifera leaves (Mean= 13 gr/ dl; SD= 0.85). The difference in Hb levels (Mean = 2.5; SD = 0.88; p <0.001), and it was statically significant (p< 0.001) Conclusion: Consume cookies produced from Moringa Oleifera leaves is effective to improve haemoglobin levels in adolescent. Keywords: anemia, teenager, moringa oleifera leaves cookies Correspondence: Dewi Indah Sari. School of Health Polytechnics, Banten. Jl.Dr.Sitanala Kec.Neglasari Kota Tangerang. Email: dewi.indah@poltekkesbanten.ac.id Mobile:+6281906061400 DOI: https://doi.org/10.26911/the7thicph.05.28
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Oliveira, Artur Gomes de, Lívine de Lima, Lucas Matheus Muniz, and Odéssia Fernanda Assis. "The School and the Teacher from Public and Private School: their influences on students’ attendance." In The 4th Virtual Multidisciplinary Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/quaesti.2016.4.1.294.
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Widiyanto, Aris, Bhisma Murti, and RB Soemanto. "Does School Environment Affect the Risk of Overweight in High School Students? A New Evidence from Karanganyar, Central Java, Indonesia." In Mid-International Conference on Public Health 2018. Masters Program in Public Health, Universitas Sebelas Maret, 2018. http://dx.doi.org/10.26911/mid.icph.2018.01.12.
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Hadiwiardjo, Yanti Harjono, Sri Wahyuningsih, and Pritha Maya Savitri. "The Effectiveness of Health Promotion on Increasing the Knowledge of Covid-19 among Islamic High School Students in Depok, West Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.04.
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Background: After undergoing a large-scale social distancing period of 5 months, and considering learning needs, the Ministry of Education and Culture decided to carry out face-to-face learning for schools in the green and yellow zones by implementing strict health protocols. Students, teachers, administrative staff, and workers need to have knowledge about Covid-19. The purpose of this study was to determine the level of knowledge of Dian Didaktika Islamic high school students regarding Covid-19 before and after being given health promotion in preparation for face-to-face learning. Subjects and Method: This was a cross-sectional study conducted at Dian Didaktika Islamic high school, Jakarta. All high school students of class X, XI and XII totaling 164 people were enrolled in this study. The independent variable was health promotion using powerpoints and the dependent variable in this study was the level of knowledge. The level of knowledge was measured using questionnaire and analyzed using Wilcoxon test. Results: The majority of students were 16 years old (47.0%), male. (54.9%), and from class X students (58.5%). The level of knowledge on Covid-19 was increased after being given health education (Mean= 77.48) than before being given education (Mean= 72.88), and they were statistically significant (p = 0.001). Conclusion: Health promotion can increase knowledge about Covid-19 among high school students. Keywords: Covid-19, students, knowledge, health promotion Correspondence: Yanti Harjono Hadiwiardjo. Department of Community Medicine, Faculty of Medicine, Universitas Pembangunan Nasional “Veteran” Jakarta. Email: yantiharjono@upnvj.ac.id. Telp: 082124018795 DOI: https://doi.org/10.26911/the7thicph.02.04
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Indriani, Frida, Pawito Pawito, and Eti Poncorini Pamungkasari. "Factors Affecting Healthy Behavior among Primary School Children: Application of Health Belief Model." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.63.
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Background: Schools can be an effective institution for developing healthy practices in children. Children in primary schooling age can learn and get used to specific healthy behaviors, such as washing hands, brushing teeth, eating vegetables, etc. This study aimed to determine factors affecting healthy behavior among primary school children using Helth Belief Model. Subjects and Method: A cross-sectional study was conducted at 25 primary schools in Nganjuk, East Java, from August to December 2019. A sample of 200 primary school students aged 6-12 years was selected by stratified random sampling. The dependent variable was healthy behavior. The independent variables were perceived susceptibility, perceived seriousness, perceived benefit, cues to action, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple linear regression run on Stata 13. Results: Healthy behavior in primary school students was improved by high perceived susceptibility (b= 1.11; 95% CI= 0.36 to 1.85; p= 0.004), high perceived seriousness (b= 0.66; 95% CI= -0.06 to 1.38; p= 0.075), strong perceived benefit (b= 0.64; 95% CI= -0.86 to 1.36; p= 0.084), cues to action (b= 0.98; 95% CI= 0.26 to 1.71; p= 0.008), and strong self-efficacy (b= 1.4; 95% CI= 0.74 to 2.20; p<0.001). Conclusion: Healthy behavior in primary school students is improved by high perceived susceptibility, high perceived seriousness, strong perceived benefit, cues to action, and strong self-efficacy. Keywords: clean and healthy behavior, health belief model Correspondence: Frida Indriani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: nersfrida15@gmail.com. Mobile: 082226327646 DOI: https://doi.org/10.26911/the7thicph.02.63
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Djuria, Rachmawati Felani. "Factors Relating to Knowledge about Gastritical Swamedcation among Students at Pondok Hidayatussalikin Pangkalpinang." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.05.
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Background: Gastritis was one of the diseases that could be self-treatment handling. Usually gastritis was found middle age in many of student. This is because the student choose a task that many lectures and activites on school, not yet eat. One of the school in Pangkalpinang is Pondok Pesantren Hidayatussalikin. The purposes of this study is to know the factors that related to knowledge about self-treatment gastritis at Pondok Pesantren Hidayatussalikin Pangkalpinang. Subjects and Method: This was a cross-sectional study conducted at Pondok Pesantren Hidayatussalikin Pangkalpinang. A total of 130 students were enrolled in this study. The dependent variable was knowledge about self-treatment gastritis. The independen variables were interest, experience, and information resources. Results: 125 students had knowledge about self-treatment gastritis self-treatment gastritis (96.3%), 95 students (73.6%) had gastritis, and 69 students (53.6%) got information about self-treatment gastritis from one dan two media. 88 respondents (67.7%) had good level of knowledge about self-treatment gastritis. There was no statistically significant relationship between interest, experience, and information resources on the level of knowledge about self-treatment gastritis Conclusion: Knowledge about self-treatment gastritis is not associate by interest, experience, and information resources. Keywords: self-treatment gastritis, knowledge, interest, experience, information resource Correspondence: Rachmawati Felani Djuria. School of Health Polytechnics, Ministry of Health, Pangkalpinang. Jl. Telaga Biru I, Desa Padang Baru, Kecamatan Pangkalan Baru, Bangka Tengah, Bangka Belitung Province. Email: felanDJ87@gmail.com. Mobile: 081995596959. DOI: https://doi.org/10.26911/the7thicph.02.05
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MALIŠOVÁ, Daniela, and Jana ŠTRANGFELDOVÁ. "Economical Evaluation of Public and Foreign Finances of Selected Secondary Schools." In Current Trends in Public Sector Research. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9646-2020-8.
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The present situation of education in Slovakia is affected by various negative factors, like decrease of students for demographical reasons, discrepancy between kind and number of secondary schools and disregard to reactions of labor market. But, the main reason is an underfinancing across the education. Allocation of public finance by means of normative funding is inadequate. Normative funding forced secondary schools to accept students with low study score to gain more public finance. In the result it is wrong that school must find another foreign or external financial resource like grants and projects of the European Union. The aim of this paper is to assess the economy of selected secondary schools. Ten Business academies, with pupils aged 15-19 years old, established in Banská Bystrica and Žilina self-governing regions were examined. We used panel data gathered in school year 2013/2014 – 2017/2018 from valuable and verifiable sources like Annual reports of education and financial statements of schools. In paper we use qualitative method of semi-structured interviews with professionals in field to find out which indicators are suitable for economy measuring. Based on qualitative method we determined quantitative and financial indicators, like rate of public and external finance. We´re editing data by part of multi-criteria analyze, in the concrete standardized method. We get the economy result of selected secondary schools by integral indicator of applied mathematical method. In the conclusion of paper, we create economy ranking of schools and we suggest the economical solutions for schools with under average results. Our finding is designed by hands of Business academies for comparison with competition, founders of secondary school and resort of education.
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Kusumawati, Yeny, and Fresty Africia. "Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.01.
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ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: yenykusumawati.sbn.ngk@gmail.com. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01
Reports on the topic "Students from public school"
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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.
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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Boda, Phillip, and Steven McGee. Supporting Teachers for Computer Science Reform: Lessons from over 20,000 Students in Chicago. The Learning Partnership, 2021. http://dx.doi.org/10.51420/brief.2021.1.
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As K12 computer science education is expanding nationwide, school districts are challenged to find qualified computer science teachers. It will take many years for schools of education to produce a sufficient number of certified computer science teachers to meet the demand. In the interim courses like Exploring Computer Science (ECS) can fill the gap. ECS is designed to provide a robust introduction to computer science and the accompanying professional development is structured such that a college level understanding of computer science is not required. This brief summarizes research with 20,000 Chicago Public Schools high school students and their teachers to test the claim that the ECS professional development can provide an adequate preparation for teaching ECS. The results provide strong evidence that full completion of the ECS professional development program by teachers from any discipline leads to much higher student outcomes, independent of whether a teacher is certified in computer science.
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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.
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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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McGee, Steven, Ronald I. Greenberg, Lucia Dettori, et al. An Examination of Factors Correlating with Course Failure in a High School Computer Science Course. The Learning Partnership, 2018. http://dx.doi.org/10.51420/report.2018.1.
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Across the United States, enrollment in high school computer science (CS) courses is increasing. These increases, however, are not spread evenly across race and gender. CS remains largely an elective class, and fewer than three-fourths of the states allow it to count towards graduation. The Chicago Public Schools has sought to ensure access for all students by recently enacting computer science as a high school graduation requirement. The primary class that fulfills the graduation requirement is Exploring Computer Science (ECS), a high school introductory course and professional development program designed to foster deep engagement through equitable inquiry around CS concepts. The number of students taking CS in the district increased significantly and these increases are distributed equitably across demographic characteristics. With ECS serving as a core class, it becomes critical to ensure success for all students independent of demographic characteristics, as success in the course directly affects a student’s ability to graduate from high school. In this paper, we examine the factors that correlate with student failure in the course. At the student level, attendance and prior general academic performance correlate with passing the class. After controlling for student characteristics, whether or not teachers participated in the professional development program associated with ECS correlates with student success in passing the course. These results provide evidence for the importance of engaging teachers in professional development, in conjunction with requiring a course specifically designed to provide an equitable computer science experience, in order to broaden participation in computing.
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Denaro, Desirée. How Do Disruptive Innovators Prepare Today's Students to Be Tomorrow's Workforce?: Scholas' Approach to Engage Youth. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0002899.
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The lack of motivation and sense of community within schools have proven to be the two most relevant factors behind the decision to drop out. Despite the notable progress made in school access in countries in Latin America and the Caribbean, dropping out of school has still been a problem. This paper explores Scholas Occurrentes pedagogical approach to address these dropouts. Scholas focuses on the voice of students. It seeks to act positively on their motivation by listening to them, creating spaces for discussion, and strengthening soft skills and civic engagement. Scholas aims to enhance the sense of community within schools by gathering students from different social and economic backgrounds and involving teachers, families, and societal actors. This will break down the walls between schools and the whole community. This paper presents Scholas work with three examples from Paraguay, Haiti, and Argentina. It analyzes the positive impacts that Scholas' intervention had on the participants. Then, it focuses on future challenges regarding the scalability and involvement of the institutions in the formulation of new public policies. The approach highlights the participatory nature of education and the importance of all actors engagement.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.
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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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Figlio, David, Cassandra M. D. Hart, and Krzysztof Karbownik. Effects of Scaling Up Private School Choice Programs on Public School Students. National Bureau of Economic Research, 2020. http://dx.doi.org/10.3386/w26758.
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Fryer, Roland. Teacher Incentives and Student Achievement: Evidence from New York City Public Schools. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16850.
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Moilanen, Carolyn. Students in alternative public high schools: educational histories prior to alternative school entry. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.484.
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Dee, Thomas, Elizabeth Huffaker, Cheryl Phillips, and Eric Sagara. The Revealed Preferences for School Reopening: Evidence from Public-School Disenrollment. National Bureau of Economic Research, 2021. http://dx.doi.org/10.3386/w29156.
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