Relevant bibliographies by topics / Whitby School

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

Academic literature on the topic 'Whitby School'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Whitby School"

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Gregory, Joshua R. "Whiteness and School Shootings: Theorization toward a More Critical School Social Work." Children & Schools 42, no. 3 (July 1, 2020): 153–60. http://dx.doi.org/10.1093/cs/cdaa017.

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Abstract In the United States, school shootings have become an increasingly prevalent and publicly salient social problem. School social workers play a central role in developing understanding of their etiology and intervening to prevent their further occurrence. Even though nearly all school shootings are committed by white students, no etiological theory has contemplated the possibility that whiteness contributes in any meaningful way to the perpetration of school shootings. Popular theories suggest that gun availability, mental illness, and bullying bear some relationship to school shootings; however, levels of gun availability, mental illness prevalence, and bullying victimization do not differ substantially between whites and non-whites, indicating that these factors might account for school shootings within, but not between, races. The present article takes up the task of beginning to theorize the relationship between whiteness and school shootings, exploring the likelihood that whiteness acts as a moderator, leading whites, but not non-whites, to commit school shootings in response to similar antecedents. This novel theorization provides an opening for school social workers to more critically interrogate whiteness not as an individual trait, but as a structural phenomenon that influences not only the etiology of school shootings, but schools and educational processes more broadly.
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Goldsmith, Pat António. "All Segregation is Not Equal: The Impact of Latino and Black School Composition." Sociological Perspectives 46, no. 1 (March 2003): 83–105. http://dx.doi.org/10.1525/sop.2003.46.1.83.

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Latinos are a large, highly segregated minority group achieving less than whites in school, but the extent to which segregation is responsible for their relatively low achievement is not well known. The effect of proportion Latino on educational achievement is often assumed to be identical to the effect of proportion black. I use the NELS to test this assumption. Results reveal that segregation concentrates disadvantages for Latinos and blacks, but surprisingly, proportion Latino tends to positively influence test scores over the high school years. Proportion black, in contrast, does not affect test scores except for a negative effect for blacks in science. Integration of Latinos with whites would reduce some of the inequalities between schools, it would not hurt and in some areas would help the test scores of whites, but it would hurt Latinos unless some of the helpful features of predominantly Latino schools could be copied.
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Nisbett, Richard E. "The Achievement Gap: Past, Present & Future." Daedalus 140, no. 2 (April 2011): 90–100. http://dx.doi.org/10.1162/daed_a_00079.

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The achievement gap between blacks and whites owes nothing to genetics. It is not solely due to discrimination or social-class differences between blacks and whites. It is due in good part to environmental differences between blacks and whites stemming from family, neighborhood, and school socialization factors that are present even for middle-class blacks. The gap is closing slowly, but it could be closed much more rapidly, with interventions both large and small. Preschool programs exist that can produce enormous differences in outcomes in school and in later life. Elementary schools where children spend much more time in contact with the school, and which include upper-middle-class experiences such as visits to museums and dramatic productions, have a major impact on poor black children's academic achievement. Simply convincing black children that their intellectual skills are under their control can have a marked impact.
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Goldsmith, Pat António. "Race Relations and Racial Patterns in School Sports Participation." Sociology of Sport Journal 20, no. 2 (June 2003): 147–71. http://dx.doi.org/10.1123/ssj.20.2.147.

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This paper examines why African Americans and Whites participate in different high school sports at different rates. Considered are explanations based on family, neighborhood, and school inequality as well as explanations stemming from two race-relations theories (competition theory and the cultural division of labor perspective) that see racial differences in culture as a product of racialized norms that vary in strength across settings. Data from the NELS and the 1990 Census are analyzed by mixing multinomial logistic regression with multilevel models. Results indicate that racial differences in sports that Whites play more are largely the result of SES and neighborhood inequality. Differences in sports Blacks play more have strong race effects. Moreover, racial differences are larger in schools with proportionately more Blacks and in schools with more racial hierarchy, providing partial support for both race-relations theories.
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Seblova, Dominika, Kelly Peters, Susan Lapham, Laura Zahodne, Tara Gruenewald, Maria Glymour, Benjamin Chapman, and Jennifer Manly. "High School Quality and 56-Year All-Cause Mortality Risk Across Race and Ethnicity." Innovation in Aging 4, Supplement_1 (December 1, 2020): 505–6. http://dx.doi.org/10.1093/geroni/igaa057.1632.

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Abstract Having more years of education is independently associated with lower mortality, but it is unclear whether other attributes of schooling matter. We examined the association of high school quality and all-cause mortality across race/ethnicity. In 1960, about 5% of US high schools participated in Project Talent (PT), which collected information about students and their schools. Over 21,000 PT respondents were followed for mortality into their eighth decade of life using the National Death Index. A school quality factor, capturing term length, class size, and teacher qualifications, was used as the main predictor. First, we estimated overall and sex-stratified Cox proportional hazards models with standard errors clustered at the school level, adjusting for age, sex, composite measure of parental socioeconomic status, and 1960 cognitive ability. Second, we added an interaction between school quality and race/ethnicity. Among this diverse cohort (60% non-Hispanic Whites, 23% non-Hispanic Blacks, 7% Hispanics, 10% classified as another race/s) there were 3,476 deaths (16.5%). School quality was highest for Hispanic respondents and lowest for non-Hispanic Blacks. Non-Hispanic Blacks also had the highest mortality risk. In the whole sample, school quality was not associated with mortality risk. However, higher school quality was associated with lower mortality among those classified as another race/s (HR 0.75, 95% CI: 0.56-0.99). For non-Hispanic Blacks and Whites, the HR point estimates were unreliable, but suggest that higher school quality is associated with increased mortality. Future work will disentangle these differences in association of school quality across race/ethnicity and examine cause-specific mortality.
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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 (March 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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Daramola, Ayodeji, and Gbolahan Solomon Osho. "Race, Ethnic Drug Use, and Delinquency in Public Schools among High School 12th Graders." Journal of Social Science Studies 4, no. 2 (February 15, 2017): 29. http://dx.doi.org/10.5296/jsss.v4i2.10327.

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Research has shown a strong correlation between drug use and delinquency. In addition, research has also shown that drug use tends to peak in late adolescence and the onset of early adulthood. Consequently, the high school years, especially, the 12th grade is an important transition in the life course of delinquents. This study used descriptive statistics to compare drug use among Black, White, and Hispanic 12th grade high school students, and Spearman’s correlation to find which drugs have the strongest correlation to delinquency. The data for this study was downloaded from Monitoring the Future (MTF, 2007). The Null Hypothesis is that Blacks use more drugs than both Whites and Hispanics; hence they are more involved in delinquency than both Whites and Hispanics. The drugs analyzed in this study are: alcohol, marijuana, crack, cocaine, narcotics, LSD, and heroin.
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Zhang, Haifeng (Charlie), Lorin W. Anderson, David J. Cowen, and Lisle S. Mitchell. "A Geographic Analysis of Public-Private School Choice in South Carolina, USA." International Journal of Applied Geospatial Research 1, no. 4 (October 2010): 1–15. http://dx.doi.org/10.4018/jagr.2010100101.

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Despite years of research and debate, household choice between public and private schools is not well understood. This article investigates factors associated with parental choice between public and private schools using unique census-based school enrollment data for school districts in South Carolina and for neighborhoods in the Columbia Metropolitan Area. This study extends the existing literature by examining patterns of public-private school choice for whites and blacks separately in order to control racial disparities in school choice. Results of multiple regression analyses for the whole population and subdivided racial groups generally support the assumption that public-private school enrollment rate is subject to socioeconomic status, racial proportion, and public school quality. Findings of this study not only suggests the reconciliation of the market-based theory and the racial preference theory, but also provides insights into education policies in terms of stemming white enrollment losses and fostering public school education in the United States.
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Ashby, Christine, Julia M. White, Beth Ferri, Siqi Li, and Lauren Ashby. "Enclaves of Privilege: Access and Opportunity for Students with Disabilities in Urban K-8 Schools." History of Education Quarterly 60, no. 3 (August 2020): 407–29. http://dx.doi.org/10.1017/heq.2020.39.

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Middle grades education has been the object of efforts to remediate US education to address an array of social problems. Districts have sought out K-8 models to create smaller learning communities, require fewer school transitions, and allow sustained student connections. This paper offers a historical analysis of K-8 schools, drawing on statistical and spatial methods and a DisCrit intersectional lens to illustrate how creating K-8 schools produced enclaves of privilege in one urban school district. K-8 schools in our target district became whiter and wealthier than district averages. Students with disabilities attending K-8 schools tended to be placed in more inclusive classrooms, where they were more likely to be integrated alongside nondisabled peers than counterparts attending traditional middle schools. We consider how the configuration of K-8 schools, which could be considered an administrative decision to better serve students, has obscured interworkings of power and privilege.
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Billings, Stephen B., David J. Deming, and Jonah Rockoff. "School Segregation, Educational Attainment, and Crime: Evidence from the End of Busing in Charlotte-Mecklenburg *." Quarterly Journal of Economics 129, no. 1 (September 17, 2013): 435–76. http://dx.doi.org/10.1093/qje/qjt026.

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Abstract We study the end of race-based busing in Charlotte-Mecklenburg schools (CMS). In 2001, school boundaries in CMS were redrawn dramatically, and half of students received a new assignment. Using addresses measured prior to the policy change, we compare students in the same neighborhood that lived on opposite sides of a newly drawn boundary. We find that both white and minority students score lower on high school exams when they are assigned to schools with more minority students. We also find decreases in high school graduation and four-year college attendance for whites and large increases in crime for minority males. We conclude that the end of race-based busing widened racial inequality, despite efforts by CMS to mitigate the effect of segregation through compensatory resource allocation.
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Dissertations / Theses on the topic "Whitby School"

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Stechly, Judith Ann D'Amico. "Madison School "the White Building" its beginnings 1916-1939 /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5930.

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Thesis (Ed. D.)--West Virginia University, 2008.
Title from document title page. Document formatted into pages; contains ix, 134 p. : ill. (some col.), map. Includes abstract. Includes bibliographical references (p. 94-97).
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Cele, Sanelisiwe Yenzile Nicole. "Experiences of Primary school teachers in full service schools in Umlazi District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.

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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018
The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.
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Mokhele, Reitumetse. "Perceptions of school climate: a comparative study of a former white and a black South African high school." Master's thesis, Faculty of Commerce, 2020. http://hdl.handle.net/11427/32821.

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School climate is a determinant of academic performance, as supported by evidence in developed countries. However, there are limited studies from developing countries to test this hypothesis. The few studies that have attempted to explore this topic are often limited to educators. Studies in South Africa show this limitation, hence the motivation to explore school climate from the students' perspective. This study is focused on students' perception of school climate and how it impacts their academic lives. Two schools from the Western Cape Province were used as case studies. They were Pinelands and Langa High Schools, institutions that are distinct in terms of their history, location, resources, demographics and academic performance. The results of the study revealed that most students do not feel safe physically and emotionally in the school environment. In a multiracial school, the main concern is around interpersonal relationship, particularly the level of social support received from teachers; while in a black and disadvantaged school, the concerns are around institutional environment relating to the physical environment and facilities in school. Additionally, students from the privileged school had more emotional concerns, and did not believe that teachers supported them socially, while those from the disadvantaged school had physical safety concerns but believed that their teachers are supportive both academically and socially. The study concludes with a recommendation for future studies to consider more than two schools, expand the geographical scope, employ rigorous data collection, and assess multi-stakeholder perceptions of school climate and the link it has to academic performance so as to improve reliability and generalisability of the findings.
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Farrie, Danielle C. "School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools." Diss., Temple University Libraries, 2008. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/8656.

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Sociology
Ph.D.
This dissertation examines the relationship between school choice and race. I examine whether the racial composition of schools influences choices and whether choices of private and public choice schools lead to greater segregation and stratification in neighborhood schools. I improve on existing research by adopting the theoretical framework used in neighborhood preferences literature to distinguish between race and race-associated reasons as motivations for avoiding racially integrating schools. This study utilizes geocoded data from the Philadelphia Area Study (PAS) and elementary school catchment maps to examine families' preferences and behaviors in the context of the actual conditions of their assigned schools. Catchment maps are integrated with Census data to determine whether choice schools have a role in white flight and segregation and stratification in neighborhood schools. The findings suggest that families are most likely to avoid neighborhood schools with high proportions of racial minorities. However, attitudes regarding racial climates are more consistent predictors of preferences than the actual racial composition of local schools. Highly segregated neighborhood schools satisfy families who desire racially homogeneous school climates, as do private schools. Families who seek diverse environments are more likely to look to charter and magnet schools. The white flight analysis shows that whites are more likely to leave schools that have modest proportions of black students, and less likely to leave schools that are already integrated. These results suggest that whites react especially strongly to schools with low levels of integration, and those who remain in the few racially balanced schools do so out of a preference for diversity or because they do not have the resources to leave. Public choice schools spur white flight in urban areas, but actually reduce flight in suburban schools. Finally, I find that choice schools do not uniformly affect the degree to which racial groups are spatially segregated from whites, and they also do not uniformly affect the degree to which racial groups attend more or less disadvantaged schools than whites. This suggests that segregation and stratification are two distinct aspects of racial inequality and should be considered separately when evaluating the effectiveness of choice programs.
Temple University--Theses
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Reeck, Adam Nicholas. "School Integration in Arizona's White Mountains." Thesis, North Dakota State University, 2019. https://hdl.handle.net/10365/29891.

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Due to Arizona?s mandated open enrollment policy for public schools, Blue Ridge Unified School District?s (BRUSD) population of Native American students has increased by 148% over the last 12 years as students migrate into BRUSD from Whiteriver Unified School District (WUSD) on the Fort Apache Reservation. This research examines the short-term effects of school choice policy in BRUSD by addressing the following sub-problems: 1) What are the administrative and faculty perceptions of changes affecting BRUSD? 2) What are the measured changes affecting BRUSD? Key findings include decreases in some test scores while other scores increase. Also, faculty is convinced the school is moving in positive directions as it deals with other comprehensive changes. Recommendations include that BRUSD incorporate best practices in schooling diverse populations and in Native American pedagogy. The overall conclusion is that BRUSD has a unique opportunity to provide a quality education for a diverse community of learners.
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Melise, Patricia J. "Variables that Attract and Retain Middle-Income Families to Urban Public Schools." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77052.

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In the mid-nineteenth century, with the influx of European immigrants into the cities, public schools became the answer to the poverty and ignorance of the urban masses. Then, in the late nineteenth century and early twentieth century, urban public schools were again called on to educate the many African-Americans who migrated to the cities from poor Southern states. Again, the idea of mass education of the public, funded by the public, became the panacea for all the problems of city living. The civil rights movement brought a flood of litigation, and courts attempted to provide equal educational opportunities to all students, even those in poor urban localities. Currently, urban public schools face the flight of middle-income families from the cities to the suburbs, within-district flight of more affluent families to private and parochial schools, and diminishing funds with which they must serve their populations. This study explored the factors that would influence middle-income families to return or remain in urban public schools to restore the original concept of a public education for all by all (Hunter & Donahoo, 2003)
Ed. D.
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Evans, Tina B. "We Wear the Mask: Stories of the Black Girl Middle School Experience in Predominantly White, Elite, Independent Schools." Digital Commons at Loyola Marymount University and Loyola Law School, 2019. https://digitalcommons.lmu.edu/etd/893.

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This dissertation examined the experiences of Black middle school girls who attend predominantly white, elite, independent schools in the Greater Los Angeles area. Using Critical Race Theory, Black Identity Theory, and Black Feminism Theory as a conceptual framework, this qualitative research explored the role of race, class, gender, and parental support as contributing factors to the development of participants’ racial consciousness. Utilizing timeline interviews and critical narratives to explore the lived histories of each student and parent participant, data analysis included content coding based on themes that emerged throughout the narrative examination. An analysis of the narratives of student participants revealed the absence of a Black faculty advocate, the burden of microaggressions, and the tension to define what it meant to be Black as important factors in the development of a racial consciousness. Additional findings based on data from the participants’ mothers revealed their reasons for choosing independent schools for their daughters and an emphasis on nurturing Black identity and friendships to help guide them through critical racial experiences. Findings led to important recommendations to improve the educational experiences of Black girls in predominantly white, elite independent schools. These findings also indicated a need for further study of the experiences of the Black girl middle school experience in predominantly white, elite, independent schools.
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Burstion-Young, Michelle R. "Lets stay together acial separation and other coping strategies among african American high school students attending predominately white schools. /." Cincinnati, Ohio : University of Cincinnati, 2009. http://www.ohiolink.edu/etd/view.cgi?acc_num=ucin1231817941.

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Thesis (M.A.)--University of Cincinnati, 2009.
Advisors: Annulla Linders PhD (Committee Chair), Kelly Moore PhD (Committee Member), Steven Carlton-Ford PhD (Committee Member). Title from electronic thesis title page (viewed Apr. 24, 2009). Includes abstract. Keywords: Race; self segregation; acting White; race and education; collective identity. Includes bibliographical references.
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Burstion-Young, Michelle R. "“Let’s Stay Together: Racial Separation and Other Coping Strategies Among African American High School Students Attending Predominately White Schools.”." University of Cincinnati / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1231817941.

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Orozco, Richard Arthur. "Framing Hostilities: Comparative Critical Discourse Analyses of Mission Statements from Predominantly Mexican American and White School Districts and High Schools." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194245.

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Through analysis of written texts produced by school districts and high schools with predominantly Mexican American populations, beliefs about Mexican American students that mediate attitudes and expectations can be exposed. In this work, I conduct comparative critical discourse analyses (CDA) of school district and high school mission statements from a total of 35 schools and 20 school districts in the Southwestern United States and Chicago, Illinois. The sites were selected because of their large to predominantly Mexican American students populations. Of the 35 school mission statements I researched, 19 were from predominantly Mexican American high schools and 16 were from predominantly White high schools. Of the 20 school district mission statements I collected, 11 were from largely to predominantly Mexican American school districts and 9 were from largely to predominantly White school districts.Analyses conducted in this study of the mission statements utilizing several `tools' of CDA revealed ideologies, or ideological discursive formations (IDFs), of low expectations and negative attitudes for Mexican American students when compared to White students. These IDFs materialize by way of frames and signs that are (re)created in the district and school mission statements. The IDFs serve to mediate the discourses that are utilized to describe Mexican American students and the districts and schools they attend. These discourses serve to mediate beliefs about Mexican American students that in turn reinforce the IDFs already in place.Understanding the types of discourses that (re)produce low expectations for and negative attitudes about Mexican American students is a first step in changing these schooling discourses that ultimately contribute to low academic achievement.
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Books on the topic "Whitby School"

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Camp X: Canada's school for secret agents, 1941-45. Toronto, Canada: Lester & Orpen Dennys, 1986.

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Inside-Camp X: The top secret World War II 'secret agent training school' strategically placed in Canada on the shores of Lake Ontario. Port Perry, Ontario: Blake Books, 2000.

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Stafford, David. Camp X. New York: Dodd, Mead, 1987.

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Stafford, David. Camp X. New York: Dodd, Mead, 1987.

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Hodgson, Lynn-Philip. Inside Camp X. Oakville, Ont., Canada: L.P. Hodgson, 1999.

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Stafford, David. Camp X: SOE and the American connection. (Harmondsworth): Viking, 1987.

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Camp X. New York: Dodd, Mead, 1987.

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Clotfelter, Charles T. Are whites still "fleeing"?: Racial patterns and enrollment shifts in urban public schools, 1987-1996. Cambridge, MA: National Bureau of Economic Research, 1999.

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Stafford, David. Camp X. New York: Pocket Books, 1988.

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Stafford, David. Camp X. New York: Pocket Books, 1988.

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Book chapters on the topic "Whitby School"

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Rias, Hope C. "Guardians of White Innocents and White Innocence." In St. Louis School Desegregation, 117–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04248-6_6.

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Nyeste, Jennifer. "White American Youth." In Encyclopedia of Cross-Cultural School Psychology, 1035–38. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_449.

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Gottschalk, Petter. "The Case of Moscow School Investigation." In Investigating White-Collar Crime, 121–35. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68916-6_8.

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Kleinman-Fleischer, Beth. "White Racial Identity Development." In Encyclopedia of Cross-Cultural School Psychology, 1038–40. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_450.

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Evans, Gillian. "The Classroom and School." In Educational Failure and Working Class White Children in Britain, 81–98. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230627239_6.

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Evans, Gillian. "Who Rules the School?" In Educational Failure and Working Class White Children in Britain, 99–116. London: Palgrave Macmillan UK, 2006. http://dx.doi.org/10.1057/9780230627239_7.

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Gill, Sandra K. "Our Town—Our School—My Research." In Whites Recall the Civil Rights Movement in Birmingham, 23–30. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47136-5_3.

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Calloway, Colin G. "Attending the White Man’s Schools." In Our Hearts Fell to the Ground, 168–81. New York: Palgrave Macmillan US, 1996. http://dx.doi.org/10.1007/978-1-137-07646-5_13.

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Chapman, Aajah. "Being “White”." In Students, Teachers, and Leaders Addressing Bullying in Schools, 63–64. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-148-9_11.

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Dull, Laura J. "Citizenship and Nationhood in Black and White: Silences of Slavery in Textbooks." In Comparative Perspectives on School Textbooks, 47–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68719-9_3.

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Conference papers on the topic "Whitby School"

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Mpisi, Anthony, and Gregory Alexander. "THE COMPLEXITY OF IDENTITY FORMATION OF BLACK LEARNERS ATTENDING HISTORICALLY WHITE SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end035.

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This purpose of this paper is to examine the complexity of identity formation experienced by black learners attending historically white high schools in the Northern Cape. Black South Africans were considered and treated as both intellectually and racially inferior during the apartheid years. This may have created an identity dilemma for a number of generations of South African blacks. The situation was further exacerbated, when black learners were admitted to historically white schools. The staff component (mostly white) of historically white schools appeared to be inadequately prepared for these drastic changes. Consequently, the school that should normally contribute to developing a positive identity formation of learners, seemingly had the opposite effect on black learners. An empirical investigation, by way of the quantitative research method was employed, to ascertain the perceived effect historically white schools have on the identity formation of black learners attending these schools. Some of the findings of this study indicate the manifestation of negative influences, low educator expectations, the disjuncture between the home- and school education, as well as the high failure and drop-out rate, of black learners, as having an effect on the identity formation of black learners. Certain suggestions are made as to how to address the situation.
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Handscombe, Robert, Elena Rodriguez-Falcon, and Eann A. Patterson. "Embedded Enterprise Learning: About, Through, For and From." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79878.

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Much enterprise teaching is carried out in business schools. A number of approaches are identified and their appropriateness for non-business school students reviewed. A particular focus is placed on science and engineering students and White Rose Centre for Enterprise (WRCE), formed in 1999 as part of the UK Science Enterprise Challenge initiative. Its remit was to increase enterprise learning and entrepreneurship activity, thus bringing about a ‘cultural change’. WRCE emphasizes the need to make learning ‘real’ for the student and to weave an enterprise strand through the full course of study. The findings support the argument that a combination of teaching approaches and the embedding of enterprise within a discipline subject is needed for effective learning to take place. This paper makes observations on the experiences in the White Rose Universities (Leeds, Sheffield and York). An enterprise learning framework is proposed and described in the context of international variations.
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HIDA, TAKEYUKI, and SI SI. "SOME TOPICS ON WHITE NOISE ANALYSIS." In Proceedings of the Meijo Winter School 2003. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702449_0010.

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CHUNG, TAE SU, and UN CIG JI. "GAUSSIAN WHITE NOISE AND APPLICATIONS TO FINANCE." In Proceedings of the Meijo Winter School 2003. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702449_0008.

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Mimura, Mamoru, and Tetsu Nishimoto. "On the Stiefel–Whitney classes of the representations associated with Spin(15)." In School and Conference in Algebraic Topology. Mathematical Sciences Publishers, 2007. http://dx.doi.org/10.2140/gtm.2007.11.141.

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LEE, YUH-JIA, and HSIN-HUNG SHIH. "A CHARACTERIZATION OF GENERALIZED LÉVY WHITE NOISE FUNCTIONALS." In Proceedings of the Meijo Winter School 2003. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702449_0017.

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Babinčáková, Mária, Mária Ganajová, Ivana Sotáková, and Veronika Jurková. "THE IMPLEMENTATION OF FORMATIVE ASSESSMENT INTO CHEMISTRY EDUCATION AT SECONDARY SCHOOL." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.09.

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The results of the implementation of formative assessment into chemistry education at secondary school for the topic “Mixtures” are presented here. Students (12-14 years old, N=202) were divided into two groups – control (N=97) and experimental (N=105). Teachers of experimental group implemented formative assessment tools into ten lessons (a predictive card, Frayer model, self-assessment card, T-card, concept map, and exit card). Control group teachers taught without formative assessment. The Mann-Whitney U test confirmed statistically significant results (p<.05). Keywords: formative assessment, secondary school, mixtures.
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Sani, Mario Febrianus Helan, and Nanda Agustian Simatupang. "Difference of Knowledge Toward Hiv/Aids in Adolescents in Sleman, Yogyakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the6thicph.02.49.

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Background: In many countries throughout the world, sexually transmitted disease such as HIV/ AIDS also occurred in adolescents. A study by National Behavioral Surveillance Survey stated that the level of awareness and knowledge among young people about HIV/ AIDS was low. This study was aimed to explore the difference of knowledge toward HIV/AIDS in adolescents in Sleman, Yogyakarta. Subjects and Method: A descriptive study was carried out at Public Senior High School 1 and Muhammadiyah Senior High School 1, Sleman, Yogyakarta, in April 2019. A sample of 65 students was selected randomly. The study variable was knowledge toward HIV/AIDS. The data were collected by questionnaire and analyzed by Mann whitney test. Results: Mean of knowledge toward HIV/AIDS in students in Public Senior High School 1 (Mean= 63.69; SD= 24.9) was higher than Muhammadiyah 1 Senior High School Sleman (Mean= 45.84; SD= 21.7) and it was statistically significant (p<0.001). Conclusion: Adolescents knowledge toward HIV/AIDS in Public Senior High School 1 is higher than Muhammadiyah 1 Senior High School, Sleman, Yogyakarta. Keywords: HIV/AIDS, knowledge, adolescents Correspondence: Mario Febrianus Helan Sani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: rhyansani@gmail.com. Mobile: +6281326608972. DOI: https://doi.org/10.26911/the6thicph.02.49
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IHARA, SHUNSUKE, and LIN GUI XIN. "ERROR EXPONENTS FOR DISCRETE-TIME WHITE GAUSSIAN CHANNELS WITH FEEDBACK." In Proceedings of the Meijo Winter School 2003. WORLD SCIENTIFIC, 2004. http://dx.doi.org/10.1142/9789812702449_0012.

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Moi, L. "White-light laser cooling and trapping." In 11th International School on Quantum Electronics: Laser Physics and Applications, edited by Peter A. Atanasov and Stefka Cartaleva. SPIE, 2001. http://dx.doi.org/10.1117/12.425126.

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Reports on the topic "Whitby School"

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Hanushek, Eric, and Steven Rivkin. School Quality and the Black-White Achievement Gap. Cambridge, MA: National Bureau of Economic Research, October 2006. http://dx.doi.org/10.3386/w12651.

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Card, David, and Alan Krueger. School Quality and Black-White Relative Earnings: A Direct Assessment. Cambridge, MA: National Bureau of Economic Research, May 1991. http://dx.doi.org/10.3386/w3713.

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Paul Johnson. White Pine Co. Public School System Biomass Conversion Heating Project. Office of Scientific and Technical Information (OSTI), November 2005. http://dx.doi.org/10.2172/861531.

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Pople, Clair. Gifted Black and Biracial Students at a Predominantly White Gifted School. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2344.

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Fryer, Roland, and Steven Levitt. Understanding the Black-White Test Score Gap in the First Two Years of School. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w8975.

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Hanushek, Eric, and Steven Rivkin. Harming the Best: How Schools Affect the Black-White Achievement Gap. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14211.

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Page, Lindsay, Richard Murnane, and John Willett. Trends in the Black-White Achievement Gap:Clarifying the Meaning of Within- and Between-School Achievement Gaps. Cambridge, MA: National Bureau of Economic Research, August 2008. http://dx.doi.org/10.3386/w14213.

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Clotfelter, Charles. Are Whites Still "Fleeing"? Racial Patterns and Enrollment Shifts in Urban Public Schools, 1987-1996. Cambridge, MA: National Bureau of Economic Research, August 1999. http://dx.doi.org/10.3386/w7290.

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MacLean, Nancy. How Milton Friedman Exploited White Supremacy to Privatize Education. Institute for New Economic Thinking Working Paper Series, September 2021. http://dx.doi.org/10.36687/inetwp161.

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This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then—and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
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Chen, Sunny, Emily Schwartz, Cindy Le, and Elizabeth Davidson Pisacreta. Right in Your Backyard: Expanding Local Community College Transfer Pathways to High-Graduation-Rate Institutions. Ithaka S+R, July 2021. http://dx.doi.org/10.18665/sr.315695.

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Each year, our country’s most selective four-year institutions invest significant resources to recruit talented high school students from across the country. Before the COVID-19 pandemic, admissions representatives traveled far and wide to convince these prospective students that the academic rigor, amenities, and opportunities at their institution are unparalleled. These students, mostly affluent and white, contemplate admission offers and consider moves to new locales to pursue their postsecondary plans. Yet, many of these selective institutions are overlooking a talented and diverse pool of students in their own backyard: transfer students from local community colleges.
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