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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.
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Nandeke, Erick, Sammy K. Chumba, and Catherine Kiprop. "Rethinking of Public Secondary Schools Discipline in Kenya." European Scientific Journal, ESJ 13, no. 19 (2017): 156. http://dx.doi.org/10.19044/esj.2017.v13n19p156.
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Student Council is a representative structure through which students in a secondary school become involved in school affairs. The study set out to investigate student council participation in the management of discipline in public secondary schools in Teso North Sub-County in Busia County, Kenya. The study sought to establish: the influence of student council participation in the formulation of rules and regulations on management of discipline, and the influence of student council involvement in formulating punishment on the management of discipline. The target population was 7379 students and 189 teachers and 27 principals from 27 schools. The research employed descriptive survey design using a random sample of 365 students, 18 teachers and 9 principals. This sample size was determined using Krejcie and Morgan’s table of sample determination and using coefficient variation of 30% and a standard error of 2% through stratified simple random sampling technique. The data was collected using a selfadministered questionnaire. The study established that schools involved students in designing punishment but students never took punishment positively and that common disciplinary problems experienced in schools was due to lack of students involvement. It was further established that students were haphazardly involved in the school management of students’ discipline. Thus the study recommends schools to empower students’ council in which students’ views and ideas are heard and discussed; Ministry of education to organize and offer seminars where school heads are well sensitized on involving students in school management.
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Deb, Sibnath, Aneesh Kumar, George W. Holden, and Lorelei Simpson Rowe. "School corporal punishment, family tension, and students’ internalizing problems: Evidence from India." School Psychology International 38, no. 1 (2016): 60–77. http://dx.doi.org/10.1177/0143034316681378.
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There is considerable evidence that parental corporal punishment (CP) is positively associated with children’s behavioral and mental health problems. However, there is very little evidence addressing whether CP perpetrated by teachers or school staff is similarly associated with problematic student functioning. To address this gap in the research literature, data were collected from students in a locale where school CP continues to be widely practiced. Participants were 519 adolescents attending public or private schools in Puducherry, a city in eastern India. Students completed surveys assessing school CP, internalizing problems, social support, and resilience. The results indicated that 62% of the students reported experiencing school CP in the past 12 months, with males and those attending public schools being significantly more likely to report school CP than females and those in private schools. Youth who reported school CP reported more anxiety and depression. That relation was more pronounced in youth who reported family tension. Social support and resilience did not moderate the relations. The findings add to the substantial evidence about negative associations regarding the use of CP but in a new venue—the school, and provide some evidence for the need to change how students are disciplined in schools in India and elsewhere.
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Buckley, Jack, and Mark Schneider. "Are Charter School Students Harder to Educate? Evidence From Washington, D.C." Educational Evaluation and Policy Analysis 27, no. 4 (2005): 365–80. http://dx.doi.org/10.3102/01623737027004365.
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One point of debate in the recent controversy in the media and among policy analysts over the academic achievement of charter school students is whether the charter students are in some way harder to educate than their counterparts enrolled in traditional public schools. This article examines this question using data from the 2002–2003 school year in Washington, D.C. It begins by examining a simple binomial model of the proportion of students in key demographic and programmatic categories linked to educability. It then turns to the estimation of a more theoretically appropriate mixture model that assumes two latent categories of charter schools. It concludes with an analysis that moves beyond simple demographic/programmatic factors to consider measures of educability using individual-level survey data from charter and traditional public school students. Overall, there is mixed evidence of differences in the educability of students in the two sectors.
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Muralidharan, Karthik, and Venkatesh Sundararaman. "The Aggregate Effect of School Choice: Evidence from a Two-Stage Experiment in India *." Quarterly Journal of Economics 130, no. 3 (2015): 1011–66. http://dx.doi.org/10.1093/qje/qjv013.
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Abstract We present experimental evidence on the impact of a school choice program in the Indian state of Andhra Pradesh that provided students with a voucher to finance attending a private school of their choice. The study design featured a unique two-stage lottery-based allocation of vouchers that created both student-level and market-level experiments, which allows us to study the individual and the aggregate effects of school choice (including spillovers). After two and four years of the program, we find no difference between test scores of lottery winners and losers on Telugu (native language), math, English, and science/social studies, suggesting that the large cross-sectional differences in test scores across public and private schools mostly reflect omitted variables. However, private schools also teach Hindi, which is not taught by the public schools, and lottery winners have much higher test scores in Hindi. Furthermore, the mean cost per student in the private schools in our sample was less than a third of the cost in public schools. Thus, private schools in this setting deliver slightly better test score gains than their public counterparts (better on Hindi and same in other subjects), and do so at a substantially lower cost per student. Finally, we find no evidence of spillovers on public school students who do not apply for the voucher, or on private school students, suggesting that the positive effects on voucher winners did not come at the expense of other students.
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Marcotte, Dave E., and Kari Dalane. "Socioeconomic Segregation and School Choice in American Public Schools." Educational Researcher 48, no. 8 (2019): 493–503. http://dx.doi.org/10.3102/0013189x19879714.
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We examine the effect of the expansion of charter schools on socioeconomic segregation in American public education. Using a district-level panel data set from 1998 to 2015, we describe and model changes in within-district segregation of low-income students, proxied by free-lunch eligibility (FLE). We show that the segregation of FLE students from non-FLE students increased by about 15% in large school districts and find that charter school penetration and growth played a role in increasing socioeconomic segregation within districts. We estimate that a one standard deviation increase in charter enrollment rates increases the dissimilarity index in a district by 6% of a standard deviation. Although this impact is modest, we do find that segregation is more pervasive in the charter sector. So, continued growth of charter schools could exacerbate socioeconomic segregation.
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Ledwith, Valerie. "Open Enrolment and Student Sorting in Public Schools: Evidence from Los Angeles County." Environment and Planning A: Economy and Space 41, no. 5 (2009): 1109–28. http://dx.doi.org/10.1068/a4128.
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I examine the relationship between student mobility associated with open enrolment and student sorting in public schools in Los Angeles County and find that open enrolment provides Latino students who attend outside their neighbourhoods access to higher quality, more integrated, schools than those who remain enroled in their neighbourhood schools. However, attendance at majority-white schools continues to be highly segregated. Therefore, while open enrolment may provide some minority students with the opportunity to avoid attending a majority-minority school, it does not undo the mechanisms through which white students remain socially and spatially segregated from their minority counterparts. The lack of meaningful interracial and cross-cultural exchange during the school-age years is a worrying trend that could lead to increased polarization and social exclusion in Los Angeles and other multiethnic cities and communities.
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Santos, Maria Aparecida Gonçalves dos, and Simone Rocha de Vasconcellos Hage. "Textual production of children without learning difficulties." CoDAS 27, no. 4 (2015): 350–58. http://dx.doi.org/10.1590/2317-1782/20152014037.
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PURPOSE: To characterize the writing skills of students, to compare the performance of students in public and private schools, and to identify enhancements in the course of the school year.METHODS: Three texts (narrative, game rules description, and a note or letter) written by 160 students from public and private schools were analyzed based on a specific protocol. Descriptive statistical analysis was performed. To compare the overall performance by the protocol between school grades, the Kruskal-Wallis and Miller tests were used, and to compare results as to schools (private and public), Mann-Whitney test was used.RESULTS: Median values of aesthetic aspects, coherence, clarity, and concision for game rules description among public school students remained one point below the top score. Students from private schools achieved the highest score at medians. When comparing schools, private institutions had students with better performances, with significant difference. As to grades, statistical difference was found between the fourth and sixth grades of public schools and between the fourth and fifth grades of private schools.CONCLUSION: Most of the private school children showed consolidation of skills assessed in the different grades. However, public school children had this consolidation only at the sixth grade. Students from private schools had better performances compared to those from public schools. There is tendency to evolution from the fourth to sixth grades in public schools. However, the overall performance is similar in all grades in private schools.
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Liang, Laura E., Alexandra Zivkovic, and Marian R. Passannante. "A Public Health Summer Experience for High School Students." Pedagogy in Health Promotion 7, no. 3 (2021): 257–64. http://dx.doi.org/10.1177/23733799211017561.
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Prior to the COVID-19 pandemic, many high school students were unaware of careers in public health—that there are many options available for those interested in improving health and preventing disease beyond being a doctor or a nurse. The Rutgers School of Public Health (R-SPH) developed PHocus (Public Health: Outbreaks, Communities, and Urban Studies) to introduce high school students to the interdisciplinary field of public health as well as to promote population and individual health. The PHocus Summer Experience was designed for high school students to explore population health and learn about the fundamentals of epidemiology, the breadth of topics addressed by public health, and public health careers. R-SPH hosted PHocus as 1-week sessions in Summer 2018 and 2019, available at both the School’s Piscataway, New Jersey, and Newark, New Jersey, locations. The Newark sessions targeted recruitment from high schools with underserved, minority, and/or economically disadvantaged students, and tuition for these students was supported through external funding. Across 2018 and 2019 PHocus Summer Experiences, 130 students participated, representing 63 high schools, in four 1-week sessions. The experience was rated very highly by participants; on a 4-point scale (1 = strongly disagree to 4 = strongly agree), the median score for the program being a worthwhile experience was 4.0. R-SPH faculty, staff, and students, as well as external stakeholders, eagerly volunteered to be part of the program, suggesting that this educational program can be reproduced at other schools and programs of public health.
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Allensworth, Elaine M., Paul T. Moore, Lauren Sartain, and Marisa de la Torre. "The Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago High Schools." Educational Evaluation and Policy Analysis 39, no. 2 (2016): 175–97. http://dx.doi.org/10.3102/0162373716672039.
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Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school’s performance level. At elite public schools with admission criteria, there are no academic benefits—test scores are not better, grades are lower—but students report better environments. In contrast, forgoing a very low-performing school for a nonselective school with high test scores and graduation rates improves a range of academic and nonacademic outcomes.
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Berends, Mark, and R. Joseph Waddington. "School Choice in Indianapolis: Effects of Charter, Magnet, Private, and Traditional Public Schools." Education Finance and Policy 13, no. 2 (2018): 227–55. http://dx.doi.org/10.1162/edfp_a_00225.
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School choice researchers are often limited to comparing one type of choice with another (e.g., charter schools vs. traditional public schools). One area researchers have not examined is the effects of different school types within the same urban region. We fill this gap by analyzing longitudinal data for students (grades 3–8) in Indianapolis, using student fixed effects models to estimate the impacts of students switching from a traditional public school to a charter, magnet, Catholic, or other private school. We find that students experience no differences in their achievement gains after transferring from a traditional public school to a charter school. However, students switching to magnet schools experience modest annual losses of −0.09 standard deviation (SD) in mathematics and −0.11 SD in English Language Arts. Students switching to Catholic schools also experience annual losses of −0.18 SD in mathematics. These findings are robust to a series of alternative model specifications. Additionally, we find some variability in the mean school type impacts by students’ race/ethnicity, English language learner status, and number of years enrolled in a choice school. We discuss our results in the context of the variability of choice school effects across an entire urban area, something future research needs to examine.
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Setia, Shinta, Pwee Leng, Yurillah Endah Mauliate, Dian Ekowati, and Dwi Ratmawati. "The Principal Leadership in Developing Inclusive Education for Diverse Students." International Journal of Emerging Issues in Early Childhood Education 3, no. 1 (2021): 08–24. http://dx.doi.org/10.31098/ijeiece.v3i1.519.
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Background – Zonasi, a new ‘zoning-based school’ system implemented by the Indonesian government in June 2019 has created a significatnt impact on student enrollment in all public schools across the country. Before June 2019, student enrollment in public schools were based on its schools selection process, mainly academic achievement, whilst for past 2 years (2019 and 2020) students enrollment has been based on “zonasi”, a geographical distance between student’s home and the chosen school. The closer the distance, the bigger chance to get acceptance. As as result, public schools nowadays has more diverse students than before. Purpose - This research aimed to explore leadership practices of secondary public school principal in transforming a regular public school into inclusive public school through the act of leadership practices. The school was acknowledged by local government and communities as one of the successful inclusive public high school in Surabaya.Design/methodology/approach - This research used a qualitative approach within a case study design. The data collection techniques used in this research were interviews, observations, and school documents. Data were collected from the principal, 2 counseling teachers, 2 special education teachers, and head of educational in the district.Findings - The result revealed four principal leadership behaviour to transform regular public school into inclusive public school i.e. (1) changing mindset the teachers and non-academic staffs, (2) promoting inclusive practices within the school through various programs, (3) promoting inclusive practive in teaching-learning process, (4) building connection with parents & local communities, and seeking government support on the innitiatives.Research limitations – This study only investigated one public school, with the involvement of a school principal and 4 teachers. It would be better if the scope of the research could be broader, for example covering elementary and high schools, and involving more participants, such as the vice principal of the curriculum field, students and parents.Originality/value – This study contributes to leadership research in the context of secondary school education, which has undergone a transformation from the previously students tend to be homogeneous because they are based on standardized academic qualification, nowadays students at schools have more diverse social backgrounds as a result of the implementation of the zoning system in Indonesia. The findings of this paper can be used as a tool. a guide for policy makers and educational planners regarding zoning system in Indonesia. Such practices can also be learned, adapted and imitated by other schools.
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Saputra, Muhammad Ari. "Classroom Management in DC Public School: Coolidge Senior High School." SALEE: Study of Applied Linguistics and English Education 2, no. 2 (2021): 163–72. http://dx.doi.org/10.35961/salee.v2i02.237.
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Teaching a language is a scientific process to give knowledge of language to the students in order that the students enable to communicate through in written and spoken form with one another. The students are able to communicate in spoken and written English accurately, fluently and in good manners. Managing a class full of students is one of the biggest challenges faced by teachers. If teachers do not have an effective plan in place, there will not be much opportunity for students to engage in meaningful learning experiences. Thus, teachers will find themselves refereeing instead of teaching. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. Classroom management means teachers’ strategies to create and maintain an orderly learning environment and discipline means teachers’ responses to students’ misbehavior. The goal of classroom management is to create and maintain a positive, productive learning environment, to support and foster a safe classroom community, to assist students to keep task focused, to reduce distraction from learning, to organize and facilitate the flow of learning activities and to help the students to manage them. This is part want to analysis the video taken from YouTube; focus on native or first language in English language teaching on senior high school level. The video coming to DC Public School: Coolidge Senior High School.
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SAMPAIO, Maria Nobre, Natália FUSCO, Ana Carla Leite ROMERO, Amanda Corrêa do AMARAL, and Simone Aparecida CAPELLINI. "Spelling performance of public and private school students: A comparative study." Estudos de Psicologia (Campinas) 34, no. 3 (2017): 399–410. http://dx.doi.org/10.1590/1982-02752017000300008.
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Abstract To characterize and compare the spelling performance of private and public students. Three hundred 1st-5th graders from public and private schools in the city of Marília, São Paulo, Brazil, were evaluated, totalizing 30 students from each grade, respectively. Collective and individual versions of the Pró-Ortografia test (a renowned Brazilian spelling test) were administered. There were significant inter-group differences indicating that private school students achieved higher performance. The mean values of correct answers of higher grade level students were statistically greater than those of the lower grade level students. The results indicated that the mean values of correct answers of all versions of the spelling test administered increased across grades for both private and public school students. However, the data evaluated showed that private school students attained higher spelling performance than public school students from the 2nd grade onwards.
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Figlio, David, and Cassandra M. D. Hart. "Competitive Effects of Means-Tested School Vouchers." American Economic Journal: Applied Economics 6, no. 1 (2014): 133–56. http://dx.doi.org/10.1257/app.6.1.133.
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We use the introduction of a means-tested voucher program in Florida to examine whether increased competitive pressure on public schools affects students’ test scores. We find greater score improvements in the wake of the program introduction for students attending schools that faced more competitive private school markets prior to the policy announcement, especially those that faced the greatest financial incentives to retain students. These effects suggest modest benefits for public school students from increased competition. The effects are consistent across several geocoded measures of competition and isolate competitive effects from changes in student composition or resource levels in public schools. (JEL H75, I21, I22, I28)
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Scherer, E., Z. Scherer, L. Cavalin, and J. Rodrigues. "School Violence: Characterization of Occurrence's Records of a Public High School Institution." European Psychiatry 41, S1 (2017): S223—S224. http://dx.doi.org/10.1016/j.eurpsy.2017.01.2217.
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IntroductionActs of indiscipline, incivility and violence are common in the school environment and reflect on physical and mental health of those involved.ObjectiveTo characterize conflict records made by students, teachers/others and parents/guardians in a Brazilian high school institution.MethodQualitative research, exploratory documental. Studied 113 records from 2014 to 2016.Results“Indiscipline and Incivility”–75 records (66 by teachers/others and 9 by students) of students: improper use of clothes and accessories, cell phone use in class, not bringing material, dating in school, conversations during class, do not respect the timetables, inappropriate jokes, disrupting activities, theft of materials and disrespect toward authority figures. “School violence”–22 records (12 by students, 9 by teachers/others and 1 by parent/guardian) of school violence: physical violence between students, psychological/verbal between students/teachers/others, and a match of sexual abuse. Three records (by teachers/others) of violence against the school: students destroyed teaching and cleaning materials and caused damage to the patrimony. Fifteen records (12 by students, 2 by parents/guardians and 1 by teacher) of school's violence: teachers’ harassment (excessive rigor in regard to school performance, clutter in the ratings, refusal to clarify doubts and inappropriate criticism on student's behavior) and institutional negligence (teachers’ delay, lack of clarification on teaching organization and supervision in practical activities).ConclusionSome students’ acts of indiscipline and incivility can be protests against the social control of the school. Assistance in case of conflicts and violence as well as preventive measures must be based on interdisciplinary and inter-sectorial articulation practice.Disclosure of interestThe authors have not supplied their declaration of competing interest.
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Mergler, Amanda G., and Rebecca Spooner-Lane. "Assessing the Personal and Emotional Developmental Outcomes of High-School Students." Australian Educational and Developmental Psychologist 25, no. 2 (2008): 4–16. http://dx.doi.org/10.1375/aedp.25.2.4.
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AbstractAn examination of recent education policy and research demonstrates that the development of personal and emotional competence amongst Australian school students is a national priority (Commonwealth of Australia, 2005; Lewis & Frydenberg, 2002; Reid, 2006). In an attempt to determine whether high-schools are indeed supporting the personal and emotional development of young people, the present study investigated personal responsibility, emotional intelligence and self-esteem among a sample of year 11 public (n = 274) and private (n = 124) school students. The study found that all participants demonstrated high levels of personal responsibility and emotional intelligence, with no significant differences between the public and private school. Public and private school participants significantly differed on self-esteem, with private school participants reporting high levels of self-esteem (M = 30.36) and public school participants (M = 26.92) reporting moderate levels of self-esteem. It is sometimes assumed that private schools facilitate better developmental outcomes among students than public schools. Whilst findings are limited to results obtained from one public and one private school, the current study did not find evidence to support that the personal and emotional development of students is hindered in a public school environment.
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Rose, Caleb P., Robert Maranto, and Gary W. Ritter. "From the Delta Banks to the Upper Ranks." Educational Policy 31, no. 2 (2016): 180–201. http://dx.doi.org/10.1177/0895904815586853.
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Knowledge is Power Program Delta College Preparatory School (KIPP DCPS), an open-enrollment charter school,1 opened in 2002 in Helena, Arkansas. KIPP DCPS students have consistently outperformed their peers from neighboring districts on year-end student achievement scores, and KIPP’s national reputation led Arkansas lawmakers to exempt KIPP from the state’s charter school cap. Yet, skeptics of KIPP in particular, and charter schools in general, voiced a concern that the apparent KIPP advantage in student achievement may have been due to the prior academic ability of the students who selected into KIPP rather than to the KIPP school itself. Furthermore, some KIPP critics have argued that student attrition at KIPP schools accounts for the apparent KIPP advantage. Until now, no prior study has rigorously compared performance of KIPP students with traditional public school peers on matched observable academic and demographic variables or carefully considered student attrition rates at KIPP DCPS. Here, we begin by summarizing prior evaluations of KIPP schools nationally. Next, we carefully examine student attrition from 2005 through 2011, and we find that KIPP DCPS attrition resembles that found in nearby traditional public schools. Finally, using regression models that control demographic and prior academic indicators, we find that KIPP DCPS students gain significantly more each year on standardized assessments than do their matched peers. These results are important as nearly all prior empirical work on KIPP schools has been conducted in urban settings. Despite the fact that many rural students struggle academically or attend struggling schools, we know relatively little about the potential benefits of No Excuses charter schools in rural areas, such as KIPP DCPS.
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Muniz, Francisco Wilker Mustafa Gomes, Marcelo Bruno Lemos de Oliveira, Isadora Daniel Barros, Patrícia Maria Costa de Oliveira, Lidiany Karla Azevedo Rodrigues, and Rosimary de Sousa Carvalho. "Stressors, psychological well-being, and overall health amongst students from public and private dental schools." Brazilian Journal of Oral Sciences 17 (December 11, 2018): e181210. http://dx.doi.org/10.20396/bjos.v17i0.8654216.
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Aim: This study aimed to correlate stressors with psychological well-being and health factors in dental students from public and private schools. Methods: From February to May 2015, three different instruments (Dental Environment Stress – DES – Psychological General Well-Being – PGWB – and SF-36 Health Survey) were applied to students from two public and two private dental schools from the State of Ceará, Brazil. Mann-Whitney test or t test for independent samples were used in order to compare the stressors between private and public dental schools students. Correlations to each DES domain were performed using Kendall’s Tau C test. Results: A total of 92 (45.32%) and 111 (56.68%) students from public and private schools, respectively, answered the questionnaire. Students from public schools demonstrated significantly higher scores in DES/academic performance and DES/personal and institutional factors (p<0.05). Significant negative correlations were detected between PGWB/anxiety and PGWB/general with all DES domains for both public and private schools (p<0.05). Additionally, DES/academic performance was significantly correlated with several SF-36 domains, such as physical function, vitality, and social functioning, to both public and private schools (p<0.05). However, DES/academic performance and SF-36/role physical was only significantly correlated in private school students (r=-0.171, p=0.039), while SF-36/bodily pain (r=-0.274, p<0.001), general health (r=-0.245, p=0.001), and mental health (r=-0.286, p<0.001) were significantly correlated with DES/academic performance only in public school students. Conclusion: Students from public and private dental schools presented different stressor patterns. Additionally, most of DES domains were significantly associated with PGWB and SF-36 to both public and private schools.
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Lucas, Adrienne M., and Isaac M. Mbiti. "Effects of School Quality on Student Achievement: Discontinuity Evidence from Kenya." American Economic Journal: Applied Economics 6, no. 3 (2014): 234–63. http://dx.doi.org/10.1257/app.6.3.234.
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The most desirable Kenyan secondary schools are elite government schools that admit the best students from across the country. We exploit the random variation generated by the centralized school admissions process in a regression discontinuity design to obtain causal estimates of the effects of attending one of these elite public schools on student progression and test scores in secondary school. Despite their reputations, we find little evidence of positive impacts on learning outcomes for students who attended these schools, suggesting that their sterling reputations reflect the selection of students rather than their ability to generate value-added test score gains. ( JEL H52, I21, I28, O15)
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Perry, Imani. "A Black Student's Reflection on Public and Private Schools." Harvard Educational Review 58, no. 3 (1988): 332–37. http://dx.doi.org/10.17763/haer.58.3.0132777322777275.
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Which are more effective, private or public schools? This is an age-old question to which many educators and researchers have offered their answers. In this compelling essay, Imani Perry, a fifteen-year-old high school student, offers an interpretation of the differences between her private and public school experience that adds new insight into this question. Perry provides rich examples to support her main argument that, in her experience, public schools deny students their identity as intellectual beings, and repress the intellectual development of minority students in particular. Private schools, on the other hand, are culturally isolating for minority students. Perry does not advocate the abandonment of public for private school, but offers a clear analysis of those aspects of public schools that must be changed if public schools are to serve the needs of minority students. This is an analysis that could only come from a minority student who has experienced both worlds.
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Alhajeri, Salem S., and Abdulaziz S. Alenezi. "Student Bullying in Kuwait Public Schools: How School Administrators and Teachers React." International Journal of Educational Reform 29, no. 3 (2019): 293–308. http://dx.doi.org/10.1177/1056787919892006.
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This study aimed to investigate how public school teachers perceive student bullying and how they perceive their own as well as school administrators’ efforts to protect students from bullying. A total of 238 elementary, middle, and high school teachers responded to 18 questions. The study found that student bullying exists in Kuwait public schools, it is more widespread in boys’ schools, and it occurs more in middle schools. Further, the study found a significant relationship between student bullying and school administrators’ efforts to protect students from bullying. A discussion of these results and relevant recommendations for future studies are included.
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Khanal, Bishnu. "Learning Strategies Used by Public and Private School Mathematics Students of Nepal." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 5, no. 2 (2016): 66. http://dx.doi.org/10.21013/jems.v5.n2.p2.
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<div><p><em>This paper attempts to find out the difference in preferred learning strategies in mathematics between public and private school students in Nepal. It is based on a study that was conducted among 1394 grade IX students who were sampled following multistage sampling procedure throughout the country. Among them, 977 and 417 students were from public and private schools respectively. The author adopted mixed method-sequential explanatory design. . The tools for the data collection were questionnaire, observation and interview. The study found that there is significant difference in preferred learning strategies of public and private school students. Public school students preferred to use elaboration, help seeking and rehearsal strategies more often than private school students, whereas private school students were far ahead in using peer learning and effort management strategies than public school students</em>. </p></div>
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Kotok, Stephen, Erica Frankenberg, Kai A. Schafft, Bryan A. Mann, and Edward J. Fuller. "School Choice, Racial Segregation, and Poverty Concentration: Evidence From Pennsylvania Charter School Transfers." Educational Policy 31, no. 4 (2015): 415–47. http://dx.doi.org/10.1177/0895904815604112.
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This article examines how student movements between traditional public schools (TPSs) and charters—both brick and mortar and cyber—may be associated with both racial isolation and poverty concentration. Using student-level data from the universe of Pennsylvania public schools, this study builds upon previous research by specifically examining student transfers into charter schools, disaggregating findings by geography. We find that, on average, the transfers of African American and Latino students from TPSs to charter schools were segregative. White students transferring within urban areas transferred to more racially segregated schools. Students from all three racial groups attended urban charters with lower poverty concentration.
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Ferreira, Camila Silva, Dyene Aparecida Silva, Cristiana Araújo Gontijo, and Ana Elisa Madalena Rinaldi. "CONSUMPTION OF MINIMALLY PROCESSED AND ULTRA-PROCESSED FOODS AMONG STUDENTS FROM PUBLIC AND PRIVATE SCHOOLS." Revista Paulista de Pediatria 37, no. 2 (2019): 173–80. http://dx.doi.org/10.1590/1984-0462/;2019;37;2;00010.
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ABSTRACT Objective: To compare and analyze the consumption of minimally processed and ultra-processed foods among students from public and private schools. Methods: Study conducted in Uberlândia, MG, with fifth-grade students from three private and six public schools, selected by stratified cluster sampling. We collected data on food consumption using the 24-hour recall. Foods were classified into four groups (G) according to extent and purpose of processing: fresh/minimally processed foods (G1) culinary ingredients (G2), processed foods (G3), and ultra-processed foods (G4). Total energy intake (kcal) of each group, amount of sugar (g), sodium (mg), and fiber (g) were quantified and compared according to administrative affiliation (private or public). Results: Percentage of total energy intake was: G1 - 52%; G2 - 12%; G3 - 5%; e G4 - 31%. Energy intake from G1 (53 vs. 47%), G2 (12 vs. 9%), and G3 (6.0 vs. 0.1%), and amount of sodium (3,293 vs. 2,724 mg) and fiber (23 vs. 18 g) were higher among students from public schools. Energy intake from G4 (36 vs. 28%) and amount of sugar (20 vs. 14%) were higher among students from private schools. The consumption of foods from G1 in the school environment was higher among students from public schools (40 vs. 9%). Conclusions: Foods from G1 represent the highest percentage of total energy intake, while those from G4 constitute a third of calories consumed. Processed juice, sandwich cookie, processed cake, and breakfast cereals are more frequent among private school students; snacks and juice powder are more common for students from public schools.
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Nascimento, Carlos Alberto M. Do, Luciane F. Jacobi, Marcia P. Botega, and Maria Rosa C. Schetinger. "Evaluating Students from a Public School: Mental Health Promotion and Prevention in High School." OALib 08, no. 09 (2021): 1–15. http://dx.doi.org/10.4236/oalib.1107326.
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CRUZ, Fernanda Alves Davidoff, Adriana SCATENA, André Luiz Monezi ANDRADE, and Denise de MICHELI. "Evaluation of Internet addiction and the quality of life of Brazilian adolescents from public and private schools." Estudos de Psicologia (Campinas) 35, no. 2 (2018): 193–204. http://dx.doi.org/10.1590/1982-02752018000200008.
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Abstract This study evaluated the profile of public and private high school students (N = 254, Mage = 15.1, SD = 1.3) in the city of São Paulo in relation to their Internet use patterns and quality of life. We used the Internet Addiction Test and the Pediatric Quality of Life Inventory. About 70% of the students had moderate Internet addiction. Those students from public school showed higher scores of Internet addiction (p < 0.001) than students from private schools. Regarding the quality of life, those from private school showed better scores regarding academic performance (p < 0.01) and worse scores in social aspect (p < 0.05). The data showed a strong association between Internet addiction and poor levels of quality of life, as observed in studies from other countries.
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Hameed, Gulnaz, and Intzar Hussain Butt. "Teaching Mathematics at High School: A Comparison of Public and Private School Teachers’ Practices." Global Social Sciences Review III, no. IV (2018): 127–41. http://dx.doi.org/10.31703/gssr.2018(iii-iv).09.
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This paper compares the mathematics teaching practices of private and public high school teachers in Punjab. Two hundred public and 180 private school teachers were selected by using random sampling technique from district Sahiwal. The quantitative data was collected by using a Likert type 58 questionnaire items. The questionnaire consisted of six parts: mathematic teaching practices, mathematic effective students’ instruction, mathematic resources availability, use of mathematic resources, use of instructional techniques and evaluation techniques used by the teachers. The study indicated that private school teacher teach in cooperative environment, individual concentration, small group discussion and encourage students in mathematic classrooms as compared to public school teachers. They write equations to represent concept and then engage students in problem solving and practice computational skill as compared to public school teachers. Public school teachers highly believe that text book is primary instructional tool for teaching. They practice difficult problem by drill in their classes. Although Public school teachers are well trained, qualified and experienced yet they emphasize rote learning which is a big hurdle in conceptual understanding. Provision of material resources in public schools is high. Mathematic curriculum document, manipulative, measuring devices, and spreadsheets, worksheet calculators, teacher guide and computers as teaching resources are available in public schools. Whereas, helping books and calculators’ availability is better in private schools.
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Ausbrooks, Carrie Y. Barron, Edith J. Barrett, and Theresa Daniel. "Texas charter school legislation and the evolution of open-enrollment charter schools." education policy analysis archives 13 (March 21, 2005): 21. http://dx.doi.org/10.14507/epaa.v13n21.2005.
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This article chronicles the evolution of legislation for Texas open-enrollment charter schools to their implementation by demonstrating how these schools have (or have not) used their freedom from state-mandated requirements to develop innovative learning environments as well as to bring innovative curricula into the classroom. The investigative focus was on an analysis of Texas open-enrollment charter school legislation, from 1995 (74th legislative session) to the 77th legislative session in 2001, and the characteristics of the state's 159 open-enrollment charter schools that were in operation during the 2001-2002 academic year. The authors found that charter school legislation has changed in response to concerns of all involved, and focuses on the need for balance between choice, innovation, and public accountability. Although charter schools are free from most state regulations, legislators were clearly interested in ensuring that this freedom does not impede charter schools' ability to provide a quality education to all students who attend them. The currently operating open-enrollment charter schools in Texas are more racially and economically segregated than other public schools in the state, and charter schools that targeted students most at risk for dropping out of school (and returning students who had previously dropped out) differ from other schools in their stated teaching methods. Teacher turnover remains significantly greater than that for other public schools in the state. However, it does not appear to be specifically associated with schools that target disadvantaged students or minority students. The schools' mission statements suggest that innovative school environments are a factor in school design. Texas is poised to continue along the public education choice model. Charter school legislation provides a framework upon which charter schools may build to meet the educational needs of the students who choose to attend them, including the freedom to be creative in meeting students' unique needs. Questions remain about how and why charter schools exist and the contributions they make to the overall public school system, including whether charters are making a difference in what and how much children are learning.
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Bifulco, Robert, and Helen F. Ladd. "The Impacts of Charter Schools on Student Achievement: Evidence from North Carolina." Education Finance and Policy 1, no. 1 (2006): 50–90. http://dx.doi.org/10.1162/edfp.2006.1.1.50.
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Using an individual panel data set to control for student fixed effects, we estimate the impact of charter schools on students in charter schools and in nearby traditional public schools. We find that students make considerably smaller achievement gains in charter schools than they would have in public schools. The large negative estimates of the effects of attending a charter school are neither substantially biased, nor substantially offset, by positive impacts of charter schools on traditional public schools. Finally, we find suggestive evidence that about 30 percent of the negative effect of charter schools is attributable to high rates of student turnover.
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Abubakar, Isa Ado. "Career Guidance Services in Public Senior Secondary Schools in Kano, Nigeria." Asian Journal of University Education 15, no. 2 (2019): 27. http://dx.doi.org/10.24191/ajue.v15i2.7554.
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The study examines career guidance services provided by school counsellors in secondary schools in Kano state. The study used 387 sample respondents drawn through purposive sampling from randomly selected schools. Questionnaire instrument with satisfactory psychometric properties was employed in data collection process. The results show that school counsellors assist students to identify their strength, abilities and learning style, help students to make appropriate career pathway selection, set educational and career goals, search for information about careers and work choices. However, school counsellors underperform in helping students to make future educational planning, college selection and placement. Moreover, no significant difference was found among gender excepts in educational Planning, college selection and placement with female students having better educational planning, college selection and placement. It is concluded that the school counsellors play greatly in the area of career decision making, goal setting and personal awareness. However, it is recommended that school counsellors should improve services involving future educational planning, college selection and placement.
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Ardiansyah, Mukhlis Novi. "Analisis Bentuk Karakter Dalam Penggunaan Media Sosial Pada Siswa SMP Kota Pontianak (Studi Kasus Di SMP Negeri Dan Swasta)." Jurnal Pendidikan Sosiologi dan Humaniora 11, no. 2 (2020): 57. http://dx.doi.org/10.26418/j-psh.v11i2.42952.
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The purpose of this study is to Analysis Character Forms in the Use of Social Media in Pontianak City Junior High School Students (Case Study in Public and Private Junior High Schools) the character shape of students in the use of social media, is good, namely, students are able to discipline and be responsible regarding the use of social media both at school and outside school. The form of character taught to public and private junior high school students in Pontianak always be honest, disciplined, and responsible, protecting themselves from negative social media. Social media that are often used by public and private junior high school students in Pontianak, what's an app, Facebook, Instagram, and online games. The impact of the use of social media on state and private junior high school students in Pontianak City, for schools students, are given extra supervision so that social media misuse does not occur.
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Bonnesen, Camilla Thørring, Marie P. Jensen, Katrine R. Madsen, Mette Toftager, Johanne A. Rosing, and Rikke F. Krølner. "Implementation of initiatives to prevent student stress: process evaluation findings from the Healthy High School study." Health Education Research 35, no. 3 (2020): 195–215. http://dx.doi.org/10.1093/her/cyaa003.
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Abstract Process evaluation of public health interventions is important for understanding intervention results and can help explain why interventions succeed or fail. This study evaluated implementation of a school-based intervention combining educational and environmental strategies to prevent stress among Danish high school students. We investigated dose delivered, dose received, fidelity, appreciation, barriers and facilitators at the 15 intervention schools using mixed methods and multiple data sources: questionnaires among students, teachers and school coordinators; semi-structured interviews with school coordinators; telephone interviews with student counsellors; and focus group interviews with students and teachers. Implementation varied by schools and classes. Half of the intervention schools delivered the environmental strategies. For the educational strategies, dose delivered differed according to intervention provider. Students reported a lower dose received compared with dose delivered reported by school staff. Overall, student counsellors, school coordinators and students—especially those with low perceived stress—were satisfied with the stress preventive initiatives while teacher satisfaction varied. Five main barriers and three facilitators for implementation were identified. The use of multiple data sources and data methods created new knowledge of the implementation process which is important for the interpretation of effect evaluation and development of future interventions.
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Adiyoso, Wignyo, and Hidehiko Kanegae. "Effectiveness of Disaster-Based School Program on Students’ Earthquake-Preparedness." Journal of Disaster Research 8, no. 5 (2013): 1009–17. http://dx.doi.org/10.20965/jdr.2013.p1009.
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Given the importance of public disaster education, efforts have been made to integrate disaster risk reduction in the school system. Studies focusing on the effects of school disaster programs on actual preparedness and factors influencing preparedness behaviour, however, have been limited. The present study assesses the effectiveness of disaster risk education (DRR) in schools by comparing students in two junior high schools regarding action taken in earthquake preparedness and major factors of disaster preparedness such as risk knowledge, risk perception, critical awareness and attitude. Data on earthquake preparedness and other variables were collected from two junior high schools in Yogyakarta, Indonesia. Participants were 124 students froma school adopting disaster risk reduction education and 115 students from a school not adopting it. Multivariate Analysis of Variance (MANOVA) revealed that there was a significant difference in investigated variables among students although their level of actual preparedness was quite low. This study provided evidence that having a school adopting disaster risk reduction issues effectively enhanced knowledge, risk perception, critical awareness and attitude but limited in preparedness behaviour. Efforts should be taken by policy makers, teachers, and other stakeholders to develop public education in schools focusing on changes in preparedness behaviour.
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Friedman, Alfred S., Nita Glickman, and Arlene Utada. "Does Drug and Alcohol Use Lead to Failure to Graduate from High School?" Journal of Drug Education 15, no. 4 (1985): 353–64. http://dx.doi.org/10.2190/ew8r-kqd5-hv3n-77wp.
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In a study of 526 students in two Philadelphia public high schools, the majority (135 of 265) who had been using drugs were found subsequently to have dropped out (failed to graduate) from high school, compared to only approximately one out of four (42 of 158) of the non-drug using students. In a multiple regression analysis, which controlled for twenty demographic, personal and family variables which had previously been found to have significant correlation with dropping out versus graduation from high school, the severity of the student's earlier drug use was still found to predict to failure to graduate, to a significant degree ( F = 6.03). While drug use may not be the main cause of dropping out of high school, but only a concomitant effect of earlier, more basic state of disaffection from school, it is nevertheless clear that drug use by adolescents interferes with academic progress in high school.
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Warschauer, Mark. "Technology & School Reform: A View from Both Sides of the Tracks." education policy analysis archives 8 (January 7, 2000): 4. http://dx.doi.org/10.14507/epaa.v8n4.2000.
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A discourse of reform claims that schools must be transformed to take full advantage of computers, while a competing discourse of inequality warns that technology-enhanced reform is taking place only in wealthy schools, dooming poor and minority students to the wrong side of a digital divide. A qualitative study at an elite private school and an impoverished public school explored the relationship between technology, reform, and equality. The reforms introduced at the two schools appeared similar, but underlying differences in resources and expectations served to reinforce patterns by which the two schools channel students into different social futures.
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Carlson, Deven, Elizabeth Bell, Matthew A. Lenard, Joshua M. Cowen, and Andrew McEachin. "Socioeconomic-Based School Assignment Policy and Racial Segregation Levels: Evidence From the Wake County Public School System." American Educational Research Journal 57, no. 1 (2019): 258–304. http://dx.doi.org/10.3102/0002831219851729.
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In the wake of political and legal challenges facing race-based integration, districts have turned to socioeconomic integration initiatives in an attempt to achieve greater racial balance across schools. Empirically, the extent to which these initiatives generate such balance is an open question. In this article, we leverage the school assignment system that the Wake County Public School System employed throughout the 2000s to provide evidence on this issue. Although our results show that Wake County Public School System’s socioeconomic-based assignment policy had negligible effects on average levels of segregation across the district, it substantially reduced racial segregation for students who would have attended majority-minority schools under a residence-based assignment policy. The policy also exposed these students to peers with different racial/ethnic backgrounds, higher mean achievement levels, and more advantaged neighborhood contexts. We explore how residential context and details of the policy interacted to produce this pattern of effects and close the article by discussing the implications of our results for research and policy.
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Soares, Francisco Rafael Ribeiro, Bárbara Rebecca Fernandes de Farias, and Ana Ruth Macêdo Monteiro. "Consumption of alcohol and drugs and school absenteeism among high school students of public schools." Revista Brasileira de Enfermagem 72, no. 6 (2019): 1692–98. http://dx.doi.org/10.1590/0034-7167-2018-0828.
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ABSTRACT Objective: To evaluate the relation between the consumption of alcohol and other drugs and school absenteeism in high school students of public schools in the 30 days prior to data collection. Method: Cross-sectional study of quantitative character conducted from May to September 2017, with 282 high school students of public schools of Mossoró-RN. We used a closed questionnaire with questions about drug consumption as our instrument of analysis. We performed hierarchical binary logistic regression by using the SPSS 20.0. Results: In bivariate analysis, the relation between absenteeism and drug consumption patterns proved to be significant to those who engage in heavy episodic drinking of alcohol and in the use of tobacco, inhalants and marijuana. The adjusted regression model only included the variables tobacco and heavy episodic drinking of alcohol. Conclusion: The hierarchical binary logistic regression analysis corroborated with absenteeism outcomes, explaining it in 12.3% of cases.
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Samra Bashir, Muhammad Ilyas Khan, and Anum Fatima. "Comparative Case Study of Creative Abilities of Public and Private Sector Schools in Pakistan." Journal of Arts & Social Sciences 7, no. 2 (2020): 35–42. http://dx.doi.org/10.46662/jass-vol7-iss2-2020(35-42).
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This study was designed to explore the creative thinking abilities of primary school students in Pakistan. The study also explored teachers’ perceptions about the issue. Multistage sampling was applied to select the sample. Four primary schools (2 from public sector and 2 from private sector) from Lahore city were selected randomly to collect the data. 100 students and 100 teachers were selected by applying cluster sampling. Torrance Tests of Creative Thinking (TTCT) were conducted to identify the creativity abilities of students. A questionnaire was developed to identify the perceptions of teachers regarding the development of creativity among students. Reliability of the questionnaire was .855. Independent sample t-test was applied to identify the difference between the creativity of public and private sector school students and perceptions of teachers. Findings show that students who were studying in private schools are more competent in creative writing and have more expressive ability than public school students. Teachers of private schools were using the methods and techniques more effectively for teaching creativity. The study has important implications for the development or otherwise of creativity in primary schools in Pakistan.
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Shaw, Brian P. "Music Education Opportunities in Ohio K–12 Public and Charter Schools." Journal of Research in Music Education 69, no. 3 (2021): 303–20. http://dx.doi.org/10.1177/0022429420986123.
Full textAbstract:
The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education ( N = 3,222 schools). The investigation revealed that charter schools offered music courses far less often than public schools. However, in charter schools that did offer music, students participated at higher rates than those in public schools. Nearly all public schools featured music classes. The exception was high schools in the highest poverty urban neighborhoods, 31% of which had no curricular music. Students identified as Black, Hispanic, or indigenous were more likely to attend schools without music programs. Elementary students enrolled in an average of 1.00 music classes per year, whereas middle and high school students enrolled in 0.67 and 0.35 music classes per year, respectively. Suburban districts saw the greatest decline in music participation as students progressed to high school. Urban schools with greater percentages of white, non-Hispanic students had higher music enrollment rates.
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Irfani, Bambang, Meisuri Meisuri, and Rohmatillah Rohmatillah. "SPEAKING PERFORMANCE OF ISLAMIC BOARDING SCHOOL AND PUBLIC SCHOOL-BASED GRADUATES: A COMPARATIVE STUDY." JEELS (Journal of English Education and Linguistics Studies) 5, no. 1 (2018): 97–113. http://dx.doi.org/10.30762/jeels.v5i1.558.
Full textAbstract:
This study aims 1) to compare the speaking
 performance of university students who graduated from
 Islamic boarding school and public school-based senior
 high schools and 2) to investigate the potential factors
 affecting the difference of their speaking performance.
 First year students of a State Islamic University in
 Lampung - Indonesia participated as the subjects of
 research. The data of students’ speaking performance
 was obtained from the documentation of students’
 speaking entrance test score. Then, a semi-closed-ended
 questionnaire investigating the curricular, co-curricular,
 and extra-curricular programs in their previous high
 schools covering the sorts, the frequency, and the
 duration of the activities was distributed to disclose the
 underlying reasons of the speaking performance
 differences. The results revealed that generally the
 Islamic boarding school-based senior high school
 graduates’ speaking performance is slightly better than
 the public-based one with a minor difference on the five
 aspects of speaking assessment. The former showed
 better achievement in fluency, vocabulary and
 comprehension, whereas the latter got better result in
 grammar and pronunciation. Dissimilar variations of the
 co-curricular and extra-curricular activities at both types
 of school and the frequency of the activities might be the
 potential factors affecting the differences.