WorldWideScience

Sample records for policies private-school teachers

  1. Comparison of public and private school teachers and school principals’ opinions in Abuja, Nigeria

    Directory of Open Access Journals (Sweden)

    Deniz Ozcan

    2015-01-01

    Full Text Available This study aims to examine public and private school teachers’ opinions on different aspects of their professional associations and provisions and also asks principals about teachers’ conduct and their views on the Nigerian curriculum. To conduct this study, qualitative and quantitative research models were used to investigate differences between the two organizations. Quantitative data was collected by distributing questionnaires to 118 teachers in the Abuja Municipal Area Council (AMAC, Nigeria. To conduct the qualitative analysis, 15 teachers from two schools were selected (a total of 30 teachers to answer 5 discussion questions concerning their views on the Nigerian educational system. The findings revealed that private school teachers are at an advantage when it comes to provision of resources and technology, professional development and to some degree salaries. Both public and private school teachers felt being a teacher did not bring them respect in their community. Government policy makers need to study private schools and how they operate to see how they can make changes to produce the revolutionary reform needed in education. 30 principals’ interviews revealed that public school teachers are not easily held accountable for misconduct due to the structure of leadership, while private school teachers are held accountable and any form of unprofessionalism easily leads to termination of employment.

  2. Food environment and policies in private schools in Kolkata, India.

    Science.gov (United States)

    Rathi, Neha; Riddell, Lynn; Worsley, Anthony

    2017-04-01

    School food policies and services have the potential to influence the food practices and eating behaviours of adolescents which in turn may affect their lifestyles and health in adulthood. The aim of this qualitative investigation was to describe the opinions of adolescents, their parents, nutrition educators and school principals about the prevailing food environment and canteen policies in Indian schools. Fifteen adolescents aged 14-15 years, 15 parents, 12 teachers and 10 principals from 10 private schools in Kolkata, India participated in semi-structured interviews. The interview questions were primarily based on the existing literature related to school food environments and policies. Audio recordings were transcribed verbatim and assessed thematically. Throughout the 52 interviews, a number of inadequacies of the school food environment and policies were revealed. These included the absence of written food policies, the widespread supply of unhealthy foods, inadequate provision of healthy foods, misleading messages about food communicated by school authorities, lack of cleanliness in the school canteen and the high cost of canteen food. Current school food environments do not appear to promote healthy eating among adolescents. Therefore, it is important to upgrade the quality of food services in Indian schools through adoption of healthy eating policies. © The Author 2016. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  3. 34 CFR 200.65 - Determining equitable participation of teachers and families of participating private school...

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Determining equitable participation of teachers and families of participating private school children. 200.65 Section 200.65 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF...

  4. The Decision of Dismissal, Suspension, or Discontinuation of Employment of Public/Private School Teachers

    Directory of Open Access Journals (Sweden)

    Jui-Che Wu

    2014-06-01

    Full Text Available There have been controversies over the legal attribute of the decision of dismissal, suspension, or discontinuation of employment of public and private school teachers. The Supreme Administrative Court passed a resolution in July, 2009. In this resolution, the legal relationship between public schools and their teachers was regarded as administrative contracts while the legal attribute of the decision of dismissal, suspension, or discontinuation of employment was categorized into administrative dispositions. Besides, the administrative disposition will not take effect until it obtains approval from the competent educational authorities, and teachers can seek administrative appeal as remedy first, which makes remedy procedure complicated. Therefore, this study first attempts to categorize the legal relationship between the public and private schools and their teachers. Then, the legal attribute of the decision of dismissal, suspension, or discontinuation of employment and the remedy procedure are discussed. It is concluded in this study that the legal relationships between public/private schools and their teachers fall into the categories of administrative/civic contract respectively. Any decision of dismissal, suspension, or discontinuation of employment should be based on this categorization, and the remedy procedure can thus be reduced. Besides teacher’s appeal and re-appeal system being in accordance with Teacher’s Act, the appeal of declaratory judgment on contractual relationship to either the Administrative Court or the Civic Court can also be filed. As a result, the remedy procedure can be simplified to an extent to follow the basic principles stated in the resolution.

  5. A private school leadership perspective on highly qualified middle school science teachers

    Science.gov (United States)

    Bogaski, Carolyn Siniscalchi

    The purpose of this study was to determine how Florida (FL) private, middle school (MS) leaders define highly qualified (HQ) MS science teachers, and how congruent their definitions are. The study also determines how congruent these leaders' definitions are with FL, national, and National Science Teachers Association (NSTA) definitions. Lastly, the study determines the major challenges these private MS leaders have in hiring MS science teachers who meet the NSTA definition of HQ. A convergent mixed methods survey design (Creswell, 2014) was used, in which qualitative and quantitative data were collected in parallel, analyzed separately, and then merged. Participants in the survey consisted of 119 leaders. A congruency rubric separated responses by religious affiliation and socioeconomic status (SES) level and matched responses with the percentage of congruency with the existing FL, national, and NSTA definitions of HQ. Descriptive statistics, paired samples t-test, and chi-squared test were used to analyze the quantitative and qualitative data. Qualitative data were coded into preliminary and final codes. Final codes were converted into magnitude codes, which allowed the researcher to analyze further the qualitative data statistically. Survey responses received were definitely congruent, except in ranking the importance of a candidate having an out-of-field degree with state certification, and in ranking the importance of a candidate being fully qualified to teach science in their state with a strong knowledge of science content. Segregating the survey responses into registered religious affiliations and SES levels found that the definition of a HQ MS science teacher was mostly congruent among all demographics, with only a couple of exceptions. The study found that these private school leaders' common definition of a HQ MS science teacher is one with adequate science content knowledge, pedagogy including engagement in laboratory activities, ability to relate to

  6. Private Schools

    Data.gov (United States)

    Department of Homeland Security — This Private Schools feature dataset is composed of all Private elementary and secondary education features in the United States as defined by the Private School...

  7. The Impact of Charter Schools on Public and Private School Enrollments. Policy Analysis. No. 707

    Science.gov (United States)

    Buddin, Richard

    2012-01-01

    Charter schools are publicly funded schools that have considerable independence from public school districts in their curriculum development and staffing decisions, and their enrollments have increased substantially over the past two decades. Charter schools are changing public and private school enrollment patterns across the United States. This…

  8. [Labor and health conditions of private school teachers in Vitória da Conquista, Bahia, Brazil].

    Science.gov (United States)

    Delcor, Núria Serre; Araújo, Tania M; Reis, Eduardo J F B; Porto, Lauro A; Carvalho, Fernando M; Oliveira e Silva, Manuela; Barbalho, Leonardo; de Andrade, Jonathan Moura

    2004-01-01

    The scientific literature on teachers' health is scarce, recent, and focuses predominantly on stress and burnout. This study describes the labor conditions of private school teachers in Vitória da Conquista, Bahia State, Brazil. Information on 250 teachers from the ten largest schools in the municipality was collected through a self-applied questionnaire. The most relevant characteristics of teachers' work, evaluated by the Job Content Questionnaire were: speed of work, creativity at work, and relations with colleagues. The most frequent complaints related to posture, mental strain, and voice problems. Prevalence of minor psychological disorders according to the Self Reporting Questionnaire-20 was 41.5%, strongly associated with long periods of intense concentration on the same job and excessive work. Results suggest an association between the prevalence of minor psychological disorders and certain characteristics of teaching work, emphasizing teachers' exposure to stress.

  9. The Level of Utilizing Blended Learning in Teaching Science from the Point of View of Science Teachers in Private Schools of Ajman Educational Zone

    Science.gov (United States)

    Al-Derbashi, Khaled Y.; Abed, Osama H.

    2017-01-01

    This study aims to define the level of utilizing blended learning in teaching science from the point of view of science teachers (85 male and female teachers) who are working in private schools of Ajman Educational Zone. The study also aims to find if there are significant differences according to gender, years of experience, or the fact that…

  10. Difference in Voice Problems and Noise Reports Between Teachers of Public and Private Schools in Upper Egypt.

    Science.gov (United States)

    Abo-Hasseba, Ahmed; Waaramaa, Teija; Alku, Paavo; Geneid, Ahmed

    2017-07-01

    This study aimed to assess teachers' voice symptoms and noise in schools in Upper Egypt and to study possible differences between teachers in public and private schools. A cross-sectional analysis via questionnaire was carried out. Four schools were chosen randomly to represent primary and preparatory schools as well as public and private ones. In these schools, a total of 140 teachers participated in the study. They answered a questionnaire on vocal and throat symptoms and their effects on working and social activities, as well as levels and effects of experienced noise. Of all teachers, 47.9% reported moderate or severe dysphonia within the last 6 months, and 21.4% reported daily dysphonia. All teachers reported frequent feelings of being in noise, with 82.2% feeling it sometimes or always during the working day, resulting in a need to raise their voice. Teachers in public schools experienced more noise from nearby classes. The working conditions and vocal health of teachers in Upper Egypt, especially in public schools, are alarming. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  11. Corporal Punishment in Private Schools: The Case of Kathmandu, Nepal

    Science.gov (United States)

    Khanal, Jeevan; Park, Sae-Hoon

    2016-01-01

    The purpose of this study was to elaborate the situation of corporal punishment which is being practiced in Nepalese schools going against new policies that promote the non-violence teaching. It was based on original qualitative study of one private school of Kathmandu (the capital city of Nepal) having more than 2000 students and 100 teachers.…

  12. Iranian English Language Teachers' Job Satisfaction and Organisational Climate in Public and Private Schools

    Science.gov (United States)

    Razavipour, Kioumars; Yousefi, Moslem

    2017-01-01

    Organisation issues rarely feature in the English language education literature, since language education is seemingly mostly concerned with the individual learner or teacher. As such, the impact that school climate might have on Iranian English language teachers remains an uncharted territory. This mixed-method study explores the relationship…

  13. Markets & Myths: Autonomy in Public & Private Schools

    Directory of Open Access Journals (Sweden)

    Sandra Rubin Glass

    1997-01-01

    Full Text Available

    School choice is the most controversial education policy issue of the 1990s. John Chubb and Terry Moe's Politics, Markets and America's Schools stimulated this investigation. They concluded that teacher and administrator autonomy was the most important influence on student achievement. They assumed that the organization of private schools offered greater autonomy resulting in higher student achievement and that the bureaucracy of public schools stifles autonomy limiting student achievement. The research undertaken here elaborates, elucidates, and fills in the framework of teacher and principal autonomy in public and private secondary schools. Interviews of more than thirty teachers and administrators in six high schools, observations, field notes, and analysis of documents collected in the field form the empirical base of this work. The sites included three private, independent, nondenominational secondary schools which are college preparatory and three public secondary schools noted for high graduation rates and offering numerous advanced placement courses.

    The feelings expressed by both public and private school participants in this study testify to equally high degrees of autonomy. Issues that emerged from data analysis in this study which mitigate and shape autonomy include the following: conflicting and contradictory demands, shared beliefs, layers of protection, a system of laws, funding constraints and matters of size of the institution. These issues challenge oversimplified assertions that differences of any importance exist between the autonomy experienced by professionals in public and private high schools. This study reveals the complexity of the concept of autonomy and challenges the myth that teachers and principals in private schools enjoy autonomy and freedom from democratic bureaucracy that their public school counterparts do not.

  14. Evaluation of a Teacher Technology Training Program for Elementary Teachers in a Private School Setting: An Action-Oriented Dissertation

    Science.gov (United States)

    Bankirer, Nathaniel

    2018-01-01

    While teachers recognize the importance of technology integration into the classroom, they require training, support, and resources to do so effectively. This action research dissertation focuses on the resources necessary to provide teacher technology training at a private elementary school. It reports on the final evaluation stage of the…

  15. The "Private School Advantage" in Argentina

    Directory of Open Access Journals (Sweden)

    Gustavo E. Fischman

    2001-08-01

    Full Text Available Local actors' perceptions of curricular and management changes in two private schools and one neighboring public secondary school in the city of Buenos Aires, Argentina, are analyzed. An exploration was conducted of how, within an ideologically and politically pro-reform context and a widespread acceptance of the "private school advantage," principals, teachers, and students in these schools evaluated the changes (or lack of them in management, teaching, and curriculum orientations of the secondary education sector.

  16. Privatizing Schooling and Policy Making: The American Legislative Exchange Council and New Political and Discursive Strategies of Education Governance

    Science.gov (United States)

    Anderson, Gary L.; Donchik, Liliana Montoro

    2016-01-01

    In this article, we examine the American Legislative Exchange Council (ALEC) as an example of a unique node within larger policy networks composed of new policy entrepreneurs (e.g., venture philanthropists, think tanks, private "edubusinesses" and their lobbyists, advocacy organizations, and social entrepreneurs). These new policy…

  17. Feminisation of Teaching: Factors Affecting Low Male participation in Early Childhood Teaching at Private Schools in Pakistan

    Directory of Open Access Journals (Sweden)

    Meher Saigol

    2016-12-01

    Full Text Available This study was aimed atidentifying associated barriers to entry of male teachers into early childhood teaching and to understand the gender inequality and the shortage of male role models for early learners at private schools of Karachi. A qualitative research was conducted with phenomenology as the chosen inquiry method. A purposeful sampleof six in-service educators was selected from four private schools in Karachi two male post-secondary teachers, two female early childhood teachers and two private school female heads. The data were collected using three semi structured interviews one for each sample subtype. The study revealed that the male teachers did not teach early learners at private schools due to poor pay;low male adult and child compatibility; the influence of gender stereotypes and societal norms on occupational choice and child safety concerns. To create gender neutrality of early childhood teachers, male participants expressed an interest to teach young learners if offered equitable pay and professional development opportunities, while female participants suggested increased pay and child protection policy implementation.

  18. Nepali Private Schools and Tolerated Illegality: A Foucauldian Analysis of Privatisation of Education in Nepal

    Science.gov (United States)

    Sharma Poudyal, Chandra

    2017-01-01

    The Education Act 1971 is the main policy document under which schools in Nepal are operated. With the change in political regime, this policy has been amended as per the ideology of the incoming regime. Although private schools started to show their influence in Nepal in the late 1980s, excessive growth of private schools began with the…

  19. Private schools and school enrollment in Chicago

    OpenAIRE

    William Sander

    2006-01-01

    Does enrollment in private school increase educational attainment? After reviewing some research on national trends concerning private (versus public) schooling, the author examines how private school options in the Chicago metropolitan area might affect academic achievement for various demographic groups.

  20. Mathematic Achievement of Canadian Private School Students

    Science.gov (United States)

    Cadigan, Francoise Jane; Wei, Yichun; Clifton, Rodney A.

    2013-01-01

    Very little Canadian research has examined the academic achievement of private school students. Data from The Programme for International Student Assessment (PISA) 2003 were used to examine the achievement of private school students. The study found that private school students outperformed their public school peers. In addition, the students'…

  1. State Government, Its Relationship to Private Schools.

    Science.gov (United States)

    Cronin, Joseph M.; Kenyon, Regan

    1982-01-01

    In examining the state's role in private education, this article discusses court cases bearing on state services to private schools, state regulation of different types of private schools, collaborative efforts between public and private schools, and emerging state attitudes toward private education. (Author/WD)

  2. The Law of Contract and the Private School.

    Science.gov (United States)

    Duncan, Deirdre J.; Duncan, Robyn M.

    1986-01-01

    Explores contract law governing relationships between the student and school authorities, the teacher and the school, and the school and third parties in Australian private schools. Shows that government schools do not meet the conditions for enforceable contracts under Australian law. Includes seven references. (MLH)

  3. Teacher Agency and Education Policy

    Science.gov (United States)

    Coffman, Ann Nutter

    2015-01-01

    New teachers are often left to their own devices to navigate the policy world without necessarily having the strategies and tools to advocate for themselves or more experienced teachers to help guide them. More senior teachers may report a feeling of helplessness as curriculum and policy changes occur around them without necessarily considering…

  4. Multiple Choice: How Public School Leaders in New Orleans' Saturated Market View Private School Competitors

    Science.gov (United States)

    Jabbar, Huriya; Li, Dongmei M.

    2016-01-01

    School choice policies, such as charter schools and vouchers, are in part designed to induce competition between schools. While several studies have examined the impact of private school competition on public schools, few studies have explored school leaders' perceptions of private school competitors. This study examines the extent to which public…

  5. A Qualitative Content Analysis of Sexual Abuse Prevention and Awareness Programming in Texas Private School Athletics

    Science.gov (United States)

    Naterman, Shane

    2014-01-01

    The purpose of this study is to determine to what extent private school athletic administrators have implemented programming specifically aimed at combatting the problem of childhood sexual abuse in sport. The study examined published policies and procedures overseen by private school athletic administrators to determine to what extent their…

  6. 34 CFR 299.8 - What are the requirements to ensure that funds do not benefit a private school?

    Science.gov (United States)

    2010-07-01

    ... children and their teachers and other educational personnel in private schools. (b) An agency or consortium of agencies shall use funds under a program listed in § 299.6(b) to meet the special educational needs of participating children who attend a private school and their teachers and other educational...

  7. Local government grants for private schools

    Directory of Open Access Journals (Sweden)

    Justyna Orlikowska

    2016-03-01

    Full Text Available This article aims to analyze the educational grants from budget of local government. Author presented procedures about establish private schools and educational institutions and explained selected concepts about units of education. The article presents selected judgment from SN and NSA in disputes about grants for private schools.

  8. Neo-Liberal Educational Reform and the Role of Teachers' Unions in the Context of Private Schools in Nepal: Possibility or Paralysis?

    Science.gov (United States)

    Poudyal, Chandra Sharma

    2015-01-01

    Nepal experienced political change from absolute monarchy to constitutional monarchy in 1990 and finally to a republic in 2008. These changes in the political climate were followed by subsequent change in the educational policy as the incoming regimes tried to incorporate its ideology in the educational policy. This paper analyses the role of…

  9. 34 CFR 200.10 - Applicability of a State's academic assessments to private schools and private school students.

    Science.gov (United States)

    2010-07-01

    ... assessments to private schools and private school students. (a) Nothing in § 200.1 or § 200.2 requires a... 34 Education 1 2010-07-01 2010-07-01 false Applicability of a State's academic assessments to private schools and private school students. 200.10 Section 200.10 Education Regulations of the Offices of...

  10. The Unintended Effects of Private School Competition

    DEFF Research Database (Denmark)

    Andersen, Simon Calmar; Serritzlew, Søren

    2007-01-01

    background information on more than 35,000 public school students in the Danish voucher system. This design provides a relatively firm support for the conclusion that competition does not improve achievement of public school students but that it increases public expenditure per student. Finally, we argue......We examine whether competition from private schools improves public school performance and expenditure. It is difficult methodologically to isolate the effect of competition, but we use new measures of competition in both the public and the private school sector and a data set comprising detailed...

  11. 2011 State Teacher Policy Yearbook. Hawaii

    Science.gov (United States)

    National Council on Teacher Quality, 2011

    2011-01-01

    For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

  12. 2011 State Teacher Policy Yearbook. Nevada

    Science.gov (United States)

    National Council on Teacher Quality, 2011

    2011-01-01

    For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

  13. 2011 State Teacher Policy Yearbook. New Mexico

    Science.gov (United States)

    National Council on Teacher Quality, 2011

    2011-01-01

    For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher…

  14. Private School Graduation Requirements. Issue Brief.

    Science.gov (United States)

    Broughman, Stephen; Rohr, Carol L.

    In "A Nation at Risk," the National Commission on Excellence in Education published a recommended high school curriculum based on higher standards for student achievement. This document examines the graduation requirements of private schools, using data from the National Center for Education Statistics (NCES) 1990-91 Schools and Staffing Survey…

  15. Sending Public School Students to Private Schools.

    Science.gov (United States)

    Fox, Jonathan

    1999-01-01

    Public schools often contract with private schools to meet the needs of special-education students. When disagreement exists about placement, parents can forego the Individuals with Disabilities Education Act (IDEA) placement process in exchange for private education which is only partially subsidized by the government. Vouchers would provide…

  16. A Din of Inequity: Private Schools Reconsidered.

    Science.gov (United States)

    Doyle, Denis P.

    1981-01-01

    Although in the late 1960s and early 1970s, there was a precipitous decline in private school enrollment, this trend has reversed itself. The function of schooling as one of socialization or education is debated. The roles of government and religion in education are discussed. (JN)

  17. Private Schools, Nevada, 2009, Nevada Department of Education

    Data.gov (United States)

    U.S. Environmental Protection Agency — Nevada private schools locations. Nevada Department of Education Nevada private schools list for school year 2008-2009. Locations furnishe by the US EPA Region 9.

  18. 340 The Challenges and Prospects of Managing Private School ...

    African Journals Online (AJOL)

    First Lady

    2013-01-28

    Jan 28, 2013 ... education delivery management in Rivers State. Challenges of managing private schools. The Nature of ownership of Private schools and the purpose for which the owners have set them up present a herculean task in having Private schools lend themselves to inquiries and administrative cooperation from ...

  19. The Public Good in English Private School Governance

    Science.gov (United States)

    Boyask, Ruth

    2015-01-01

    There exist some rare private schools that attempt to mitigate the anti-democratic qualities of the private schooling sector in England. This article reports on a study of private schools that aim to promote equality and participation through some aspects of their operations. It considers to what extent the governance structures within the schools…

  20. The Limits of Multistakeholder Governance: The Case of the Global Partnership for Education and Private Schooling

    Science.gov (United States)

    Menashy, Francine

    2017-01-01

    This study investigates collective decision making within a multistakeholder partnership through a case study of the Global Partnership for Education (GPE). Analyzed through the theoretical framework of sociological institutionalism, this study applies the issue of private schooling as a lens to understand policy-related decision making between…

  1. Teachers under examination: reflections on teacher assessment policies

    Directory of Open Access Journals (Sweden)

    Eneida Oto Shiroma

    2011-06-01

    Full Text Available This article discusses the current proposals of teacher assessment in Brazil. Based on historical materialism, we analysed national and international documents aiming at identifying the goals of this sort of assessment, the justifications for its implementation and debates about its outcomes. We found convergences between the policies recommended by the multilateral agencies, especially by the World Bank and the Organization for Economic Co-operation and Development, and those adopted in Brazil, which indicates the great interest and influence of multilateral organizations in the development of policies for teachers. The first reactions of teachers, researchers, teacher associations and training institutions, added to the experiences of other countries that have adopted teacher assessment policies earlier, help us to understand possible outcomes and implications of these policies for teachers as a class, their careers and unions.

  2. State Teacher Policy Yearbook, 2009. Hawaii

    Science.gov (United States)

    National Council on Teacher Quality, 2009

    2009-01-01

    The Hawaii edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

  3. State Teacher Policy Yearbook, 2009. Nevada

    Science.gov (United States)

    National Council on Teacher Quality, 2009

    2009-01-01

    The Nevada edition of the National Council on Teacher Quality's (NCTQ's) 2009 "State Teacher Policy Yearbook" is the third annual look at state policies impacting the teaching profession. It is hoped that this report will help focus attention on areas where state policymakers can make changes that will have a positive impact on teacher…

  4. Severe bullying risk factors in three Peruvian highland private schools

    OpenAIRE

    Amemiya, Isabel; Departamento Académico de Medicina Preventiva y Salud Pública, Facultad de Medicina, Universidad Nacional Mayor de San Marcos. Lima, Perú.; Oliveros, Miguel; Departamento Académico de Pediatría, Facultad de Medicina, Universidad Nacional Mayor de San Marcos. Lima, Perú.; Barrientos, Armando; Ingeniero Estadístico. Unidad de Investigación, Instituto de Salud del Niño. Lima, Perú.

    2012-01-01

    Objective: To identify severe bullying risk factors in three highland Peruvian zones private school students. Design: Survey type study. Setting: Faculty of Medicine, Universidad Nacional Mayor de San Marcos, Lima, Peru. Participants: Fifth elementary school to fifth high school private school students. Interventions: A survey validated in previous studies to identify school violence (bullying) was applied to 736 students from Ayacucho, Huancavelica and Cusco (Sicuani) private schools between...

  5. Health and nutrition in public and private schools in the city of Recife

    Directory of Open Access Journals (Sweden)

    Myrtis de Assunção Bezerra

    Full Text Available Abstract Objectives: to analyze the implementation of initiatives and environments promoting healthy feeding as well as the practice of physical activity in public and private schools in Recife. Methods: the schools selected in the City of Recife (n=39 are part of the sample in the Study of Cardiovascular Risks in Adolescents (ERICA. The degree of implementation was estimated by means of interviews with the school manager emphasizing the following components: community participation, presence of healthy environments, partnership with the health segment, monitoring of nutritional status and nutrition policies. The variables selected were assigned points whose sum rated them as satisfactory implementation, poor implementation and critical implementation. Results: the promotion of healthy eating as well as the practice of physical activity was satisfactorily implemented in 13.8% of public schools. However, no private schools obtained such rating. Public schools, when compared to private schools, showed themselves to be more structured, concerning the policies and environments promoting healthy eating and school community participation, however, they showed greater fragility regarding the promotion of physical activity practice and nutritional status monitoring. A few schools had satisfactory implementation in the partnership with the health segment. Conclusions: public and private schools have presented barriers which compromise the full implementation of initiatives and environments promoting healthy eating and physical activity practice.

  6. Determination of optimum schools fees in Nigerian private schools ...

    African Journals Online (AJOL)

    There is the need to understand how private schools in Nigeria survive since government does not give out grants or subvention to them. Their major source of revenue is school fees. In this study, we derive a formula to determine the optimum school fees to be charged in private schools. The conceptual background of the ...

  7. 45 CFR 2516.310 - May private school students participate?

    Science.gov (United States)

    2010-10-01

    ... consultation with appropriate private school representatives) make provision— (1) For the inclusion of services... 45 Public Welfare 4 2010-10-01 2010-10-01 false May private school students participate? 2516.310... NATIONAL AND COMMUNITY SERVICE SCHOOL-BASED SERVICE-LEARNING PROGRAMS Eligibility To Participate § 2516.310...

  8. 34 CFR 76.660 - Use of private school personnel.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Use of private school personnel. 76.660 Section 76.660 Education Office of the Secretary, Department of Education STATE-ADMINISTERED PROGRAMS What Conditions Must Be Met by the State and Its Subgrantees? Participation of Students Enrolled in Private Schools § 76...

  9. Regulating Market Entry of Low-Cost Private Schools in Sub-Saharan Africa : Towards a Theory of Private Education Regulation

    OpenAIRE

    Baum, Donald R.; Cooper, Rachel; Lusk-Stover, Oni

    2018-01-01

    This study provides a comparative assessment of policies governing private schools in twenty countries in Sub-Saharan Africa. Findings suggest that current regulatory systems are failing to adequately address the negative externalities and failures of private schooling markets. Insufficient capacity on the part of governments is a contributor to uneven policy implementation and creates opportunities for rent-seeking and corruption. Onerous market entry regulations offer constraints on the gro...

  10. District Policy and Teachers' Social Networks

    Science.gov (United States)

    Coburn, Cynthia E.; Russell, Jennifer Lin

    2008-01-01

    Policy makers increasingly include provisions aimed at fostering professional community as part of reform initiatives. Yet little is known about the impact of policy on teachers' professional relations in schools. Drawing theoretically from social capital theory and methodologically from qualitative social network analysis, this article explores…

  11. Private Schools, California, 2009, California Department of Education

    Data.gov (United States)

    U.S. Environmental Protection Agency — California law (California Education Code Section 33190) requires private schools offering or conducting a full-time elementary or secondary level day school for...

  12. The Elementary Private School Recognition Program: Mike Mulligan's View.

    Science.gov (United States)

    Lodish, Richard

    1986-01-01

    Describes the goals, the selection criteria, and the selection process of the Elementary Private School Recognition Program. Includes a listing, by states, of the 60 private elementary schools selected for 1985-86 recognition. (IW)

  13. More Private Schools for Nonnative Students? Migrant Performance in Private Schools of Differing National Contexts

    Directory of Open Access Journals (Sweden)

    Monika Jungbauer-Gans

    2011-01-01

    Full Text Available Migrant children from most countries are disadvantaged in school. We investigate which characteristics of both school and societal contexts influence the achievements of migrant students. We argue that living conditions and inequality in a society as a whole may affect the chances of minority members and the function that private schools perform in the process of social reproduction of inequality. We investigate in particular the question of whether migrant students attending private schools show a better performance than those attending public schools. The analyses of the paper are based on the data collected in the PISA 2006 survey. Our main results are that the lower mathematics and reading competencies of migrant students can partly be explained by the socioeconomic status and cultural capital of the family and—to a marginal degree—by school characteristics. Initially, students in private independent schools have some advantages that disappear after controlling for country attributes. In both fields of knowledge, migrants obtain better results in private government-dependent schools (interaction effect; this, however, can be traced back to their families' socioeconomic origin and cultural capital. We detect that students in private independent schools reach lower competency levels in wealthier societies (GNP.

  14. 34 CFR 76.658 - Funds not to benefit a private school.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Funds not to benefit a private school. 76.658 Section... Schools § 76.658 Funds not to benefit a private school. (a) A subgrantee may not use program funds to finance the existing level of instruction in a private school or to otherwise benefit the private school...

  15. Early Career Teachers in Australia: A Critical Policy Historiography

    Science.gov (United States)

    Mockler, Nicole

    2018-01-01

    Amid the growing "teacher quality" discourse, early career teachers have increasingly been positioned as problematic in Australian education policy discourses over the past decade. This paper uses a critical policy historiography approach to compare representations of early career teachers in two key education policy documents, from the…

  16. Condições de trabalho e saúde dos professores da rede particular de ensino de Vitória da Conquista, Bahia, Brasil Labor and health conditions of private school teachers in Vitória da Conquista, Bahia, Brazil

    Directory of Open Access Journals (Sweden)

    Núria Serre Delcor

    2004-02-01

    Full Text Available A literatura científica sobre a saúde dos professores é escassa e recente, enfocando especialmente o desgaste e estresse. Este trabalho objetivou descrever as condições de trabalho e saúde dos professores da rede particular de ensino da cidade de Vitória da Conquista, Bahia, Brasil. Num questionário auto-aplicado foram coletadas informações de 250 professores de dez escolas. Entre as características do trabalho docente, avaliadas pelo Job Content Questionnaire, destacaram-se ritmo acelerado de trabalho, ser criativo e ter boas relações com as pessoas no trabalho. As queixas de saúde mais freqüentes estavam relacionadas à postura corporal, à saúde mental e a queixas relacionadas à voz. A prevalência de distúrbios psíquicos menores (DPM, medida pelo Self Reporting Questionnaire-20, foi de 41,5% e estava fortemente associada a longos períodos de intensa concentração em uma mesma tarefa e volume excessivo de trabalho. Os resultados sugerem relação entre a prevalência de DPM e algumas características do trabalho docente, evidenciando desgaste psicológico do educador.The scientific literature on teachers' health is scarce, recent, and focuses predominantly on stress and burnout. This study describes the labor conditions of private school teachers in Vitória da Conquista, Bahia State, Brazil. Information on 250 teachers from the ten largest schools in the municipality was collected through a self-applied questionnaire. The most relevant characteristics of teachers' work, evaluated by the Job Content Questionnaire were: speed of work, creativity at work, and relations with colleagues. The most frequent complaints related to posture, mental strain, and voice problems. Prevalence of minor psychological disorders according to the Self Reporting Questionnaire-20 was 41.5%, strongly associated with long periods of intense concentration on the same job and excessive work. Results suggest an association between the prevalence of

  17. Job Satisfaction in Public and Private Schools

    DEFF Research Database (Denmark)

    Dahler-Larsen, Peter; Foged, Søren Kjær

    2017-01-01

    is that dissimilar functional areas are studied which makes it difficult to isolate effects of privatization as such. We respond to these challenges by carrying out an empirical analysis of job satisfaction among teachers who teach Danish to immigrants. The teachers work in comparable schools, carry out the same...... task, and are subject to the same performance management system, but some of the schools are public, some are private, and some have been subject to competitive tendering. We demonstrate that competition has a greater impact than ownership upon job satisfaction. We also show that one of the key...... mechanisms which translate competition into reduced job satisfaction relates to changing relations between managers and employees. Advocates and opponents of privatization alike should pay more attention to specific aspects and mechanisms related to privatization, in particular the element of competition....

  18. Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

    Science.gov (United States)

    Finn, Amber N.; Ledbetter, Andrew M.

    2014-01-01

    In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

  19. Does Mission Matter? An Analysis of Private School Achievement Differences

    Science.gov (United States)

    Boerema, Albert J.

    2009-01-01

    Using student achievement data from British Columbia, Canada, this study is an exploration of the differences that lie within the private school sector using hierarchical linear modeling to analyze the data. The analysis showed that when controlling for language, parents' level of educational attainment, and prior achievement, the private school…

  20. Mathematical analysis of education tax in Nigerian private schools ...

    African Journals Online (AJOL)

    To overcome inadequate funding of public schools, the introduction of education tax has been suggested in literature. This paper analysed the effects of such tax on private schools using mathematical models, and highlighted the ways for achieving the smooth functioning of the system. Three case senerios were studied: ...

  1. Funding and provision of resources in public and private school ...

    African Journals Online (AJOL)

    The work discussed funding for libraries in selected public and private schools in Imo State as well as provision of resources in their libraries. The major aim of the work was that there is a corollary between funding and provision of resources such that the funding directly affects the resources of the library. The survey ...

  2. Evaluation of the School Environment of Public and Private Schools ...

    African Journals Online (AJOL)

    2018-02-23

    Feb 23, 2018 ... was no fire alarm system in any school. Fire protection. Two private schools were completely made of prefab materials while all the other schools were made of a combination of some prefabs and some fire-resistant materials. Nuisance/health hazard. There was an industrial population (mechanic and.

  3. A Failed Experiment: Georgia's Tax Credit Scholarships for Private Schools

    Science.gov (United States)

    Southern Education Foundation, 2011

    2011-01-01

    Georgia is one of seven states that currently allow tax credits for scholarships to private schools. Georgia's law was enacted in May 2008 in order to assist low income students to transfer out of low performing public schools. Operations under the new act began in late 2008. The law permits taxpayers in Georgia to reduce their annual state taxes…

  4. Evaluation of the school environment of public and private schools ...

    African Journals Online (AJOL)

    Evaluation of the school environment of public and private schools in Enugu to ensure child health promotion. ... Nigerian Journal of Clinical Practice ... The objective of this study was to assess the healthfulness of school environments of primary schools in Enugu East, Nigeria, and to compare the difference if any between ...

  5. Private Schools and the Willingness to Pay for Public Schooling

    Science.gov (United States)

    Brasington, David M.

    2007-01-01

    Households pay a premium to live in houses assigned to high quality public schools, and the housing market yields information about the demand for public school quality. The current study estimates a two-stage house price hedonic emphasizing the role that private schools play in the willingness to pay for public school quality. The elasticity of…

  6. 34 CFR 76.654 - Benefits for private school students.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Benefits for private school students. 76.654 Section 76.654 Education Office of the Secretary, Department of Education STATE-ADMINISTERED PROGRAMS What Conditions Must Be Met by the State and Its Subgrantees? Participation of Students Enrolled in Private...

  7. A Descriptive Study of Music Teacher Educators' Beliefs about Policy

    Science.gov (United States)

    Aguilar, Carla E.; Richerme, Lauren Kapalka

    2016-01-01

    While policies at all levels affect music educators, and music education researchers have called for increased attention to policy issues, few have explored preservice music teacher educators' beliefs about policy. This study examined music teacher educators' (N = 81) familiarity with and attitudes toward contemporary education and music education…

  8. 78 FR 8499 - Agency Information Collection Activities; Comment Request; Private School Universe Survey 2013-16

    Science.gov (United States)

    2013-02-06

    ...; Comment Request; Private School Universe Survey 2013-16 AGENCY: Department of Education (ED), Institute of... notice will be considered public records. Title of Collection: Private School Universe Survey 2013-16... Private School Universe Survey (PSS) is the NCES collection of basic data from the universe of private...

  9. 34 CFR 76.652 - Consultation with representatives of private school students.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Consultation with representatives of private school students. 76.652 Section 76.652 Education Office of the Secretary, Department of Education STATE... Enrolled in Private Schools § 76.652 Consultation with representatives of private school students. (a) An...

  10. 34 CFR 76.655 - Level of expenditures for students enrolled in private schools.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Level of expenditures for students enrolled in private schools. 76.655 Section 76.655 Education Office of the Secretary, Department of Education STATE... Enrolled in Private Schools § 76.655 Level of expenditures for students enrolled in private schools. (a...

  11. 34 CFR 75.650 - Participation of students enrolled in private schools.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Participation of students enrolled in private schools... Participation of students enrolled in private schools. If the authorizing statute for a program requires a grantee to provide for participation by students enrolled in private schools, the grantee shall provide a...

  12. Women School Leaders: Entrepreneurs in Low Fee Private Schools in Three West African Nations

    Directory of Open Access Journals (Sweden)

    Paula A. Cordeiro

    2018-01-01

    Full Text Available This study explores the opportunities and challenges of women who own low-fee private schools in three West African nations. With the implementation of the Millennium Development Goals (MDGs in 2000 and the Sustainable Development Goals in 2016, it has become obvious to policymakers that school leadership needs to be a policy priority around the world. Increased school autonomy and a greater focus on schooling and school results have made it essential to understand and support the role of school leaders. Few countries however have strong and systematic initiatives to professionalize school leadership and to nurture and support current school leaders. This becomes even more complex for governments given the rise of private schooling in low and middle-income countries worldwide; thus, it is crucial for governments to understand the importance of leadership at the school level and how to nurture and professionalize it. In this study, the authors examine the roles of women school leaders in Burkina Faso, Ghana, and Liberia within the context of MDG 3: promote gender equality and empower women. Because of the many challenges in the public sector in education in low and middle-income countries, the private sector has responded by creating thousands of small businesses. Since a large and growing number of women are leading these private schools, this study presents the findings on the nature of the leadership of these women entrepreneurs. Fourteen school proprietors participated in face-to face interviews about their reasons for founding a school as well as the supports and challenges they face. Findings discuss the limited professional learning opportunities for school leaders in these nations. The study describes the school leaders’ desires to help build their nations, and the unique cultural and contextual factors in each country.

  13. Framing Teacher Education: Conceptions of Teaching, Teacher Education, and Justice in Chilean National Policies

    Science.gov (United States)

    Fernández, M. Beatriz

    2018-01-01

    Chile shows high inequity and socioeconomic stratification in both K-12 education and teacher preparation. Drawing on the notion of frames, this critical policy analysis examines how teaching, teacher education, and justice were conceptualized in Chile's teacher preparation policies between 2008-2015. It also analyzes the narrative stories…

  14. Competition for Private and State School Teachers

    Science.gov (United States)

    Green, Francis; Machin, Stephen; Murphy, Richard; Zhu, Yu

    2008-01-01

    We analyse the role of private schools in the teachers' labour market. Private schools employ an increasingly-disproportionate share of teachers in Britain, relative to the number of their pupils. Their teachers are more likely than state school teachers to possess post-graduate qualifications, and to be specialists in shortage subjects.…

  15. Review of National Education Policies: Teacher Quality and Learning Outcomes

    Science.gov (United States)

    Hunt, Frances

    2015-01-01

    This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The…

  16. Teacher Education for Inclusive Practice--Responding to Policy

    Science.gov (United States)

    Alexiadou, Nafsika; Essex, Jane

    2016-01-01

    This article draws on research in one teacher education course in England and examines the ways in which the programme prepares student-teachers for inclusive practice in science teaching. We frame our analysis by drawing on aspects of institutional mediation of official policy in teacher education, as well as theories around inclusion and…

  17. Can a District-Level Teacher Salary Incentive Policy Improve Teacher Recruitment and Retention? Policy Brief 13-4

    Science.gov (United States)

    Hough, Heather J.; Loeb, Susanna

    2013-01-01

    In this policy brief, Heather Hough and Susanna Loeb examine the effect of the Quality Teacher and Education Act of 2008 (QTEA) on teacher recruitment, retention, and overall teacher quality in the San Francisco Unified School District (SFUSD). They provide evidence that a salary increase can improve a school district's attractiveness within their…

  18. Evaluation of the School Environment of Public and Private Schools in Enugu to Ensure Child Health Promotion.

    Science.gov (United States)

    Bisi-Onyemaechi, A I; Akani, N A; Ikefuna, A N; Tagbo, B N; Chinawa, J M

    2018-02-01

    Poor maintenance of school environment can cause or worsen illnesses among schoolchildren. The objective of this study was to assess the healthfulness of school environments of primary schools in Enugu East, Nigeria, and to compare the difference if any between public and private schools. This was a cross-sectional noninterventional study of the school environments in Enugu East, Nigeria. Multistage sampling method was used to select the sample population. The participating schools were inspected and their head teachers were interviewed using a questionnaire. Scores were awarded using the School Health Program Evaluation scale. Results: Thirty-three schools were studied. The most common source of water for most schools was well. Eleven schools dump refuse openly. Three public schools only had functional toilets. All public schools were adequately ventilated and lit. One private school had a foodservice area. Ten schools did not have a play field, while three public schools had soaps for handwashing. The mean scores for public and private schools were 33.00 and 37.86, respectively. Three schools only attained the minimum score of 57 of a maximum of 66. The environment of primary schools in Enugu east, Nigeria, is unhealthy and unfriendly and currently cannot promote and protect the health of the schoolchildren.

  19. State Teacher Salary Schedules. Policy Analysis

    Science.gov (United States)

    Griffith, Michael

    2016-01-01

    In the United States most teacher compensation issues are decided at the school district level. However, a group of states have chosen to play a role in teacher pay decisions by instituting statewide teacher salary schedules. Education Commission of the States has found that 17 states currently make use of teacher salary schedules. This education…

  20. Responses to Including Parents in Teacher Evaluation Policy: A Critical Policy Analysis

    Science.gov (United States)

    Fernández, Erica; LeChasseur, Kimberly; Donaldson, Morgaen L.

    2018-01-01

    The intersection of development in family and school settings has been well established and education policies have begun to promote ways to bridge the two contexts (i.e. teacher evaluations). For this manuscript, authors focus on how teachers and principals used a state educator evaluation policy to position parents as authorities on education.…

  1. Turning Policy into Practice: Examining the Relationship between Policy, Research, and Program Development in Teacher Education

    Science.gov (United States)

    Paolucci, Catherine; Jennings, Kevin

    2017-01-01

    This article discusses the relationship between policy, research, and program development in mathematics teacher education. In particular, it considers the influences of policy and research along with social, economic, and cultural factors in the conceptualization and development of an undergraduate mathematics teacher education program in…

  2. Education Policy Influence Efficacy: Teacher Beliefs in Their Ability to Change Education Policy

    Science.gov (United States)

    Hinnant-Crawford, Brandi

    2016-01-01

    Guided by Social Cognitive Theory (SCT) this study sought to understand how teachers view themselves as educational policy actors and to construct an instrument that measures teacher beliefs about their aptitude to advocate for changes in educational policy. This study employed a sequential explanatory design, characterized by quantitative data…

  3. The Impact of 2002 National Teacher Contract Policy Reform on Teacher Absenteeism in Lahore, Pakistan

    Science.gov (United States)

    Habib, Masooma

    2010-01-01

    Teacher absenteeism is a persistent problem in Pakistani government schools. Under a new policy, teachers hired in Pakistani schools after 2002 are hired on fixed term contracts that are renewed, in part, based on low absenteeism. This study uses qualitative analysis techniques to assess the impact of contractual hiring on teacher absenteeism…

  4. Contested Discourses of Teacher Professionalism: Current Tensions between Education Policy and Teachers' Union

    Science.gov (United States)

    Mausethagen, Solvi; Granlund, Lise

    2012-01-01

    This article addresses constructions and redefinitions of teacher professionalism by focusing on the discursive negotiations between the government and the teachers' union in Norway. Based on an examination of three white papers on teacher education from the past 15 years and policy documents put forth by the Union of Education Norway during the…

  5. Policy Interventions in Teacher Education: Sharing the English Experience

    Science.gov (United States)

    Gilroy, Peter

    2014-01-01

    Over the last 40 years, teacher education in England has been the focus of a stream of "reforms" with the ultimate aim of placing provision into schools, the justification for such a radical policy being that higher education is alleged to be failing to provide good quality teachers thereby compromising the social and economic…

  6. Policy Reform: Testing Times for Teacher Education in Australia

    Science.gov (United States)

    Fitzgerald, Tanya; Knipe, Sally

    2016-01-01

    In Australia as well as elsewhere, initial teacher education has become centre stage to a political agenda that calls for global competitiveness in the knowledge economy. The common problem cited has been declining educational standards linked with the quality of teaching and teacher education. The avalanche of review and policy reform has exposed…

  7. Addressing Teachers' Feelings of Lack of Control over Policy Issues

    Science.gov (United States)

    Judson, Eugene

    2014-01-01

    This study reports on how an American Education System course, traditionally taught with broad objectives, was contextualized for science teachers. Using pre-assessment data, specific policy issues were targeted with the objective of increasing teachers' feelings of influence over issues. The approach used was adapted from exposure therapy, a…

  8. Defining Moments in Policy Development, Direction, and Implementation in Irish Initial Teacher Education Policy

    Science.gov (United States)

    O'Doherty, Teresa

    2014-01-01

    This paper explores the impact of significant OECD documents on the development of Irish education policy, specifically teacher education policy, over the last half century. While other commentators have argued that Irish education has been predominantly influenced by policy developments in the UK, US or Europe, this paper identifies the OECD as a…

  9. Proposed Policy: Drug Testing of Hawaii's Public School Teachers

    Science.gov (United States)

    Davis, Bebi

    2007-01-01

    Because of a proposed policy, public school teachers in Hawaii are facing the possibility of being randomly tested for illegal drugs. Random drug testing has many implications and its impact is questionable. In this article, the author scrutinizes the controversial drug-testing policy for both troubling and promising aspects and how educators may…

  10. The Private School Market in Kuwait: A Field Study on Educational Investment Behavior of Kuwaiti Families

    Science.gov (United States)

    Alqahtani, Abdulmuhsen Ayedh

    2014-01-01

    The current study aims at exploring Kuwaiti families' educational investment behavior pursuant to the selection of a specific private school for their children from the private school market. Using the quantitative approach and the principles of marketing research, a survey was administered to a randomly selected sample of Kuwaiti families (n =…

  11. Does Private Schooling Narrow Wealth Inequalities in Learning Outcomes? Evidence from East Africa

    Science.gov (United States)

    Alcott, Benjamin; Rose, Pauline

    2016-01-01

    In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses…

  12. The Tax-Credit Scholarship Audit: Do Publicly Funded Private School Choice Programs Save Money?

    Science.gov (United States)

    Lueken, Martin F.

    2016-01-01

    This report follows up on previous work that examined the fiscal effects of private school voucher programs. It estimates the total fiscal effects of tax-credit scholarship programs--another type of private school choice program--on state governments, state and local taxpayers, and school districts combined. Based on a range of assumptions, these…

  13. Children's Perspective of Game: A Comparison of the Public and Private Schools

    Science.gov (United States)

    Gündüz, Nevin; Taspinar, Tugçe; Demis, Nurdan

    2017-01-01

    The purpose of this research is to determine what the game means from the perspectives of children studying at public and private schools. Four questionnaires were applied to all the third grade parents of four schools; two public and two private schools in Ankara, and questionnaires were completed and sent back by 212 parents. A total of 32…

  14. A Failed Experiment: Georgia's Tax Credit Scholarships for Private Schools. Special Summary

    Science.gov (United States)

    Southern Education Foundation, 2011

    2011-01-01

    Georgia is one of seven states that currently allow tax credits for scholarships to private schools. The law permits individual taxpayers in Georgia to reduce annual state taxes up to $2,500 for joint returns when they divert funds to a student scholarship organization (SSO). Georgia's law providing tax credits for private school tuition grants or…

  15. The Impact of Private Schools on Educational Attainment in the State of São Paulo

    Science.gov (United States)

    Stern, Jonathan M. B.

    2015-01-01

    This study uses a comprehensive dataset on secondary school students in Brazil to examine the impact of private school enrollment on educational attainment in São Paulo. The results show that private school students (across all levels of tuition) perform better than their public school counterparts on Brazil's high school exit exam, even after…

  16. Public and Private School Performance in Nepal: An Analysis Using the SLC Examination

    Science.gov (United States)

    Thapa, Amrit

    2015-01-01

    Using data from the survey of the Ministry of Education, Nepal-2005 for School Leaving Certificate Exam, this paper analyzes public and private school performance in Nepal. The ordinary least square estimates suggest that private school students perform better than public school students. However, the problem of self-selection bias arises, as…

  17. Assessment of the role of private schools in the development of ...

    African Journals Online (AJOL)

    It established that private schools are contributing greatly to the development of education in the Kumasi Metropolis and by implication, the country. These include the fact that, private schools outnumber public schools from the Primary to the Senior Secondary level, they enroll more pupils and students, they also employ ...

  18. Analyzing State and Private School Students' Achievement Goal Orientation Levels in Terms of Some Variables

    Science.gov (United States)

    Türkçapar, Ünal

    2015-01-01

    The purpose of this study is to investigate the state and private school students' achievement goal orientation levels in terms of some variables. Quantitative survey method was used in this study. Study group in this research consists of 201 students who are studying at state and private school in Kahramanmaras during the 2014-2015 academic year.…

  19. Does Private School Competition Improve Public School Performance? The Case of Nepal

    Science.gov (United States)

    Thapa, Amrit

    2013-01-01

    Using data from the survey of the Ministry of Education, Nepal-2005 for school leaving certificate (SLC) exam, this paper attempts to estimate the impact of private school competition on public school performance for the case of Nepal. The study uses the number of private schools in the neighborhood as a measure of competition. The identification…

  20. 34 CFR 300.129 - State responsibility regarding children in private schools.

    Science.gov (United States)

    2010-07-01

    ... schools. 300.129 Section 300.129 Education Regulations of the Offices of the Department of Education... STATES FOR THE EDUCATION OF CHILDREN WITH DISABILITIES State Eligibility Children in Private Schools § 300.129 State responsibility regarding children in private schools. The State must have in effect...

  1. Negotiating between Family, Peers and School: Understanding the World of Government School and Private School Students

    Science.gov (United States)

    Sucharita, V.

    2014-01-01

    The present paper, based on an ethnographic study of a government school and a low-cost private school in Andhra Pradesh, India, argues that the students of a government school and a private school have two different worlds and are socialised differently. As children progress from childhood to adolescence, the transition is accompanied by…

  2. Knowledge, attitudes, and resources of sex education among female adolescents in public and private schools in Central Saudi Arabia.

    Science.gov (United States)

    Alquaiz, Aljoharah M; Almuneef, Maha A; Minhas, Hafsa R

    2012-09-01

    To investigate the knowledge and sources of knowledge among Saudi female adolescent students, attending public and private schools in the city of Riyadh with regard to sexuality and reproductive health. This cross sectional survey was conducted from January to April 2009. Female adolescents between 11 and 21 years of age were invited to participate in the survey. Five classes of intermediate and secondary levels were randomly selected from 2 schools in Riyadh city. A total of 417 female students were included into the sample. Students were asked to answer a self-administrated questionnaire. Forty-two percent of the participants reported that they discussed sexual matters with their friends. Only 15.8% discussed these matters with their parents (mothers). Interestingly, 17.3% discussed sexual matters with the domestic helper. Most (61%) reported that their teachers had negative attitudes toward questions related to sexual issues. Only 33.3%, 37.9% and 14.5% knew that syphilis, gonorrhea, and hepatitis B, are sexually transmitted diseases. No significant differences were found between students in private schools and public schools. Formal sexual education should be introduced in the curriculum of the schools within the context of our religion and culture. Parents and teachers should be more open to discuss sexual issues with their children and students.

  3. "But I'm a Language Teacher!" Dual Immersion Teacher Identities in a Complex Policy Context

    Science.gov (United States)

    Chesnut, Colleen

    2015-01-01

    This qualitative study examined dual immersion teachers' identities as they engaged in policy implementation within their school, collaborating in professional learning communities (PLC) with one-way immersion teachers. Data derived from participant observation, interviews, and interpersonal process recall were analyzed through a theoretical lens…

  4. Do Accountability Policies Push Teachers Out?

    Science.gov (United States)

    Ingersoll, Richard; Merrill, Lisa; May, Henry

    2016-01-01

    The impact of accountability on U.S. schools, for good or ill, is a subject of debate and research. The authors recently studied an aspect of accountability that had previously received little attention. They asked, do accountability reforms affect public schools' ability to retain their teachers? By analyzing data from the Schools and Staffing…

  5. The Affordances and Constraints of Special Education Initial Teacher Licensure Policy for Teacher Preparation

    Science.gov (United States)

    Blanton, Linda P.; Boveda, Mildred; Munoz, Lorena R.; Pugach, Marleen C.

    2017-01-01

    Initial licensure polices in special education were examined to determine how these policies support or hinder reform efforts to develop teacher education programs that prepare graduates for the increasingly complex needs of diverse students. Initial special education licensure policies are described with an emphasis on the differences across…

  6. Overweight and Obesity among Adolescents, A Comparative Study Between Government and Private Schools.

    Science.gov (United States)

    Patnaik, Lipilekha; Pattanaik, Sumitra; Sahu, Trilochan; Rao, E Venkata

    2015-09-01

    To compare prevalence of overweight/obesity among adolescent school children of government and private schools. A school-based cross-sectional study was conducted in 1800 children aged 10-16 years. Body mass index (BMI), Waist circumference (WC), Hip circumference (HC), and Neck circumference (NC) were measured using standard guidelines. The prevalence of overweight obesity was 27.8% (private schools 45.2%, government schools 10.5%). BMI, WC, NC, and Waist-hip ratio were significantly higher among private school students. A differential strategic plan may be needed to prevent and control obesity among adolescent school children.

  7. Teachers' Perceptions of Greek Special Education Policies and Practices

    Science.gov (United States)

    Miller, Kevin J.; Morfidi, Eleni; Soulis, Spyros

    2013-01-01

    Special education teachers and related service providers were interviewed for their perspectives on Greek special education policies and practices and how these influenced their job preparation and duties. Specifically, they were asked about the impact of the following on their jobs: Greek law related to the education of students with…

  8. Latina Early Childhood Teachers Negotiating Language Policies "en La Frontera"

    Science.gov (United States)

    Valdez, Verónica E.

    2014-01-01

    Grounded in new language policy studies (McCarty, Collins, & Hopson, 2011), this qualitative study examines two bilingual Latina preschool teachers' language views, experiences, skills, and goals in a Texas/Mexico border community to determine how these factors mediate their choice to use Spanish/English in their instructional practices with…

  9. The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators

    OpenAIRE

    Snoek, Marco; Swennen, Anja; Van der Klink, Marcel

    2012-01-01

    Snoek, M., Swennen, A., & Van der Klink, M. (2011). The quality of teacher educators in the European policy debate: actions and measures to improve the professionalism of teacher educators. Professional Development in Education, 37(5), 651-664.

  10. Language Policy toward Equity: How Bilingual Teachers Use Policy Mandates to Their Own Ends

    Science.gov (United States)

    Zuniga, Christian E.; Henderson, Kathryn I.; Palmer, Deborah K.

    2018-01-01

    The article explores the intersection of equity goals and language ideologies within a dual language bilingual education (DLBE) language policy context. We present two DLBE teachers, Karina and Marisol, and explore their language ideologies and professional conviction towards equitable learning opportunities for their students. We investigate how…

  11. Loose Coupling and Inhabited Institutions: Inclusion Policy and Teacher Strategies

    Directory of Open Access Journals (Sweden)

    Christina Deroche

    2013-07-01

    Full Text Available This case study uses interviews and participant observation to study how teachers negotiate inclusion policy in their everyday classroom interactions and strategies. Interviews consisted of two teachers and an educational assistant from one Northern Ontario classroom while participant observation was conducted for a period of seven weeks. Drawing from the framework of loose coupling and inhabited institution, this study finds that teachers actively negotiate policy in the face of classroom reality by drawing upon personal and social resources. Drawing from their previous experiences and some of their educational training they create, and implement strategies in dealing with learning diversity. Teachers felt enthusiastic about inclusion but their ideas ranged as to what it looked like; on top of their creativity in strategy making they also expressed the need for more resources and support to ensure the success of inclusion within their classrooms.

  12. Teacher Quality, Teacher Effectiveness and the Diminishing Returns of Current Education Policy Expressions

    Science.gov (United States)

    Skourdoumbis, Andrew

    2017-01-01

    This paper engages with an overt policy storyline, namely that the effective classroom teaching practice(s) of quality teachers not only corrects for but overcomes post-Fordist capital insecurities. Increasingly considered the sole and only solid foundations needed to enhance student achievement as preparation for twenty-first century economic…

  13. [Oral health in 12 year-old students from public and private schools in the city of Goiânia, Brazil].

    Science.gov (United States)

    Freire, Maria do Carmo Matias; Reis, Sandra Cristina Guimaraes Bahia; Gonçalves, Michele Martins; Balbo, Patrícia Lima; Leles, Cláudio Rodrigues

    2010-08-01

    To compare 12-year-old students from public and private schools in the city of Goiânia, Brazil, in terms of the prevalence of caries, periodontal conditions, dentofacial anomalies, and fluorosis. In 2003, the 2002-2003 Oral Health Conditions in the Brazilian Population project (SB Brasil) was expanded to Goiânia as a cross-sectional study, as described in the present article. The sample included 1 947 students from urban schools: 1 790 (91.9%) attended public schools and 157 (8.1%) attended private schools. Data on the following oral conditions were collected through clinical examination: dental caries (decayed, missing, or filled teeth index, DMFT), periodontal condition (Community Periodontal Index, CPI), dentofacial anomaly (Dental Aesthetics Index, DAI), and dental fluorosis (Dean index). The groups were compared using the chi-square and Mann-Whitney U tests. There were differences between the public and private schools for all the variables. DMFT, CPI, and DAI indexes were higher in children from public schools (P schools (P school was associated with the oral health condition of the children in this sample. Investments in actions and services to mitigate this inequality and its effects should be made as part of the policies to promote oral health.

  14. Ocular Morbidity among Children Attending Government and Private Schools of Kathmandu Valley

    Directory of Open Access Journals (Sweden)

    R K Shrestha

    2011-12-01

    Full Text Available Introduction: Children from the developing world are more prone to going blind from avoidable and preventable causes. In Nepal, children in private schools are reported to have a higher ocular morbidity than those in government schools, with myopia being the major cause of the morbidity. This study was designed to evaluate ocular morbidity in students from both types of school. Methods: This was a cross-sectional, comparative study among students from government and private schools of Kathmandu. Eye examination was carried out evaluating visual acuity, color vision, refractive status, binocular vision status, and anterior and posterior segment findings. Results: A total of 4,228 students from government and private schools were evaluated. The prevalence of ocular morbidity was 19.56 % with refractive error (11.9 % being the major cause of the morbidity, followed by strabismus and infective disorders. No signifi cant difference in the prevalence of ocular morbidity and refractive status was found in the students from government and private schools. Conclusions: A signifi cant number of children of school-going age have ocular morbidity with no signifi cant difference in the prevalence in the students from government and private schools. Research exploring the effect of various risk factors in the progression of myopia would be helpful to investigate the refractive status in children from these different types of schools. Keywords: Myopia, ocular morbidity, school Students

  15. [Prevalence of cardiovascular risk factors in adolescents of public and private schools. Salta City, Argentina, 2009].

    Science.gov (United States)

    Gotthelf, Susana Judith; Jubany, Lilian Laura

    2010-10-01

    South America is now at a stage of epidemiological transition, changing the condition of high prevalence of underweight and stunting, to a scene marked by increases in obesity that accompanies chronic diseases, such us cardiovascular disease, diabetes and cancer. Surveillance of risk factors associated with them is considered a priority. To establish the prevalence of risk factors associated with cardiovascular disease in adolescents in public and private schools in the city of Salta, and observe the socioeconomic characteristics and presence of cardiovascular risk factors in parents. Cross-sectional design, adolescents aged 16 to 20 years of public and private schools. Anthropometric, biochemical, food, social, lifestyle and family history variables. Adolescents of private schools had higher average values of cholesterol, LDL and glucose. The prevalence of overweight and obesity in public schools was 15% and 14.2% in private, and of hypertension 11.3% and 12.2%, respectively. It was noted higher consumption of sweets, sodas and juices; 35.1% and 42.5% of adolescents in public and private schools, did not perform physical activity, 14.2% and 27.1% smoked and 66.2% and 54.7%, respectively, consumed alcohol at weekend. The prevalence of obesity in mothers of public school students was significantly higher. There is evidence of the emergence of risk factors associated with cardiovascular disease in adolescents with different characteristics as belonging to public or private schools, but both groups involved in an unhealthy family environment.

  16. Ocular morbidity among children attending government and private schools of Kathmandu valley.

    Science.gov (United States)

    Shrestha, R K; Joshi, M R; Ghising, R; Rizyal, A

    2011-01-01

    Children from the developing world are more prone to going blind from avoidable and preventable causes. In Nepal, children in private schools are reported to have a higher ocular morbidity than those in government schools, with myopia being the major cause of the morbidity. This study was designed to evaluate ocular morbidity in students from both types of school. This was a cross-sectional, comparative study among students from government and private schools of Kathmandu. Eye examination was carried out evaluating visual acuity, color vision, refractive status, binocular vision status, and anterior and posterior segment findings. A total of 4,228 students from government and private schools were evaluated. The prevalence of ocular morbidity was 19.56 % with refractive error (11.9 %) being the major cause of the morbidity, followed by strabismus and infective disorders. No significant difference in the prevalence of ocular morbidity and refractive status was found in the students from government and private schools. A significant number of children of school-going age have ocular morbidity with no significant difference in the prevalence in the students from government and private schools. Research exploring the effect of various risk factors in the progression of myopia would be helpful to investigate the refractive status in children from these different types of schools.

  17. Do vouchers lead to sorting under random private-school selection? Evidence from the Milwaukee voucher program

    OpenAIRE

    Chakrabarti, Rajashri

    2009-01-01

    This paper analyzes the effect of school vouchers on student sorting - defined as a flight to private schools by high-income and committed public-school students - and whether vouchers can be designed to reduce or eliminate it. Much of the existing literature investigates sorting in cases where private schools can screen students. However, publicly funded U.S. voucher programs require a private school to accept all students unless it is oversubscribed and to pick students randomly if it is ov...

  18. The Influence of Test-Based Accountability Policies on Early Elementary Teachers: School Climate, Environmental Stress, and Teacher Stress

    Science.gov (United States)

    Saeki, Elina; Segool, Natasha; Pendergast, Laura; von der Embse, Nathaniel

    2018-01-01

    This study examined the potential influence of test-based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high-stakes tests to evaluate teachers…

  19. Early and Late Language Start at Private Schools in Turkey

    Science.gov (United States)

    Cepik, Saban; Sarandi, Hedayat

    2012-01-01

    This study examines the interaction effect of age in L2 attainment. It explores whether success in foreign language learning at early childhood grades varies depending on age. It also addresses the beliefs of foreign language teachers regarding the variables under review. Eighty-three 11 year-old language learners who started learning English at…

  20. Teacher Education and Development Policies: Critical Discourse Analysis from a Comparative Perspective

    Science.gov (United States)

    Pini, Monica E.; Gorostiaga, Jorge M.

    2008-01-01

    The purpose of this study is to explore teacher education policies in different countries of Latin America and North America through the comparison of policy documents. The training of teachers, a key component of education, faces educational challenges as a result of various reform policies in different countries. Critical discourse analysis…

  1. K-12 Teachers' Perceptions of School Policy and Fear of School Violence

    Science.gov (United States)

    Ricketts, Melissa L.

    2007-01-01

    Since the 1990s, schools have focused their attention on policies designed to improve school safety. Most researches on school violence policies have concentrated on the needs of students and administrators. This study investigated the impact of school violence policies on K-12 teachers' fear. Using self-report data from 447 K-12 teachers from a…

  2. A Seat at the Table: How the Work of Teaching Impacts Teachers as Policy Agents

    Science.gov (United States)

    Good, Annalee G.; Fox Barocas, Sadie; Chávez-Moreno, Laura C.; Feldman, Rachel; Canela, Carlos

    2017-01-01

    Policy reflects and shapes society's beliefs about schools, teachers, children, learning, and society, as well as the power structures embedded in our communities and decision-making processes. Although teachers may be central to the "implementation" of education policy, they are marginal to the "design" of policy agendas and…

  3. Teacher Education Research and Education Policy-Makers: An Australian Perspective

    Science.gov (United States)

    White, Simone

    2016-01-01

    As teacher educators, we want our research to be influential in contributing to educational policy and practice, but there remains little understanding about ways in which teacher educators might more productively engage with each other and policy-makers so as to maximise their research impact. Drawing on an empirical study and policy document…

  4. High Blood Pressure among Students in Public and Private Schools in Maceió, Brazil.

    Science.gov (United States)

    Ferreira, Haroldo S; Lúcio, Glícia Maris A; Assunção, Monica L; Silva, Bárbara Coelho V; Oliveira, Juliana S; Florêncio, Telma Maria M T; Geraldes, Amandio Aristides R; Horta, Bernardo L

    2015-01-01

    The prevalence of hypertension in childhood is increasing, and investigation of its distribution is important for planning timely interventions. This study assessed the prevalence of high blood pressure (HBP) and associated factors in students between 9 and 11 years of age enrolled in public and private schools in Maceió, Brazil. A cross-sectional study was performed in a probabilistic sample of students (10.3 ± 0.5 years). The students were selected from a systematic sampling of 80 schools (40 public and 40 private). To maintain similar proportions of students existing in public and private schools in Maceió, 21 and 14 students were randomly selected from each public and private school, respectively. The prevalence ratio (PR) was estimated using Poisson regression. A total of 1,338 students were evaluated (800 from public schools and 538 from private schools). No differences were observed between school types in terms of student age and gender (p > 0.05). The prevalence of obesity (19.9% vs. 9.0%; PR = 2.2; 95% CI = 1.67-2.92) and hypertension (21.2% vs. 11.4%; PR = 1.86; 95% CI = 1.45-2.40) were higher in private schools. The association between high blood pressure and type of school (public or private) remained statistically significant even after adjustment for obesity (PR = 1.53; 95% CI = 1.19-1.97). (a) students from private schools have higher socioeconomic status, BMI, and HBP prevalence compared to those of public school; (b) among the evaluated students, the prevalence of obesity only partially explained the higher prevalence of high blood pressure among students from private schools. Other factors related to lifestyle of children from private schools may explain the higher prevalence of HBP. This results show the need to implement measures to promote healthy lifestyles in the school environment, since children with HBP are more likely to become hypertensive adults. Therefore, early detection and intervention in children with HBP is an important action

  5. Exploring State Policy Regarding Teachers Removing License Endorsements: Short Term and Long Term Policy Implications. Vol. 13 No. 47

    OpenAIRE

    Penelope Earley; S. David Brazer

    2005-01-01

    This study explores and begins baseline documentation of state policies governing teachers' voluntary removal of endorsement areas from their licenses. Through a survey of state licensure officers we find that most states allow teachers to remove endorsements, though the specifics of how this can be done vary from state to state. The No Child Left Behind Act and the Individuals With Disabilities Education Act may help motivate teachers to remove endorsements. By defining teacher qualification...

  6. Skills Society and Cognition Policies in the Formation of Teachers

    Directory of Open Access Journals (Sweden)

    Rosimeri de Oliveira Dias

    2013-05-01

    Full Text Available This study analyzes the formation of teachers and its relationships with the skills society. According to Sennett the skills society appears in the capitalism mutations and brings within it the notion of portable potential ability, stimulating the workers, so they can cope with acceleration and the short-term of information. The investigation distinguishes two cognition policies in the formation of teachers: (information and (transformation, which co-exist. The first is based on information and connects knowing with the transmission and processing of symbolic representations. The second is grounded in experience and highlights the inseparable relationship between knowledge and invention. The study suggests that the processes which reduce formation to training and information, aiming for the development of abilities and competences, consider formation as the acquisition of knowledge ready to be consumed. In another direction, training is an inventive process, which is based on problematization and the knowledge construction experience.

  7. Fifty Educational Markets: A Playbook of State Laws and Regulations Governing Private Schools. School Choice Issues in Depth

    Science.gov (United States)

    Hammons, Christopher

    2008-01-01

    There is a widespread misperception that private schools avoid government oversight or are "unregulated." In fact, private schools are subject to a wide variety of laws and regulations that run the gamut from reasonable rules to ensure health and safety to unreasonable rules that interfere with school curricula, preventing schools from pursuing…

  8. 34 CFR 300.132 - Provision of services for parentally-placed private school children with disabilities-basic...

    Science.gov (United States)

    2010-07-01

    ... school children with disabilities-basic requirement. 300.132 Section 300.132 Education Regulations of the... Eligibility Children with Disabilities Enrolled by Their Parents in Private Schools § 300.132 Provision of services for parentally-placed private school children with disabilities—basic requirement. (a) General. To...

  9. 49 CFR 605.18 - Comments by private school bus operators.

    Science.gov (United States)

    2010-10-01

    ... school bus operators must be submitted by the applicant to the Administrator together with the transcript... 49 Transportation 7 2010-10-01 2010-10-01 false Comments by private school bus operators. 605.18... ADMINISTRATION, DEPARTMENT OF TRANSPORTATION SCHOOL BUS OPERATIONS School Bus Agreements § 605.18 Comments by...

  10. Obstacles to moral education in a private school: a qualitative case study in Brazil

    OpenAIRE

    Leal Terra Silva, F. (Fabiana)

    2014-01-01

    Abstract This research intends to investigate obstacles to moral education in a private school in Brazil, based on teachers’ views, which were gathered through interviews, questionnaires and discussions during workshops. It is a qualitative case study conducted in a country where neoliberal values increasingly influence education, and where high rates of socio economic inequalities are easily observed. Similarly to other em...

  11. Private Schools in American Education: A Small Sector Still Lagging in Diversity. Working Paper

    Science.gov (United States)

    Ee, Jongyeon; Orfield, Gary; Teitell, Jennifer

    2018-01-01

    Private schools have a long and important tradition in U.S. education and have been the focus of a great deal of political controversy in recent years. There is deep division among Americans over the desirability of using public funds to finance vouchers for private education--an issue that has become the leading educational goal of the Trump…

  12. Organizational Rhetoric in the Prospectuses of Elite Private Schools: Unpacking Strategies of Persuasion

    Science.gov (United States)

    McDonald, Paula; Pini, Barbara; Mayes, Robyn

    2012-01-01

    The way in which private schools use rhetoric in their communications offers important insights into how these organizational sites persuade audiences and leverage marketplace advantage in the context of contemporary educational platforms. Through systemic analysis of rhetorical strategies employed in 65 "elite" school prospectuses in…

  13. Crafting Legitimate Identities: Promotional Strategies in the Ontario Non-Elite Private School Sector

    Science.gov (United States)

    Milian, Roger Pizarro; Quirke, Linda

    2017-01-01

    Conventional wisdom within the sociology of education and organizations posits that schools achieve legitimacy by conforming to institutionalized norms and mimicking the actions of successful peers. Recent work on non-elite private schools (NEPS) shows that this institutional type may serve as an exception to this logic, generally adopting what…

  14. The Introduction of Religious Charter Schools: A Cultural Movement in the Private School Sector

    Science.gov (United States)

    Bailey, Marcia J. Harr; Cooper, Bruce S.

    2009-01-01

    Charter schools are opening, and religious associations are also sponsoring these schools since religious groups find private school tuitions to be high and prohibitive. This study includes studies of Tarek ibn Ziyad Academy, a Minnesota Arabic charter school (Blaine and Inver Grove Heights, MN); Ben Gamla Charter School, a Florida English-Hebrew…

  15. Assessment of Integrated Environmental Management in Public and Private Schools in the Copperbelt Province of Zambia

    Science.gov (United States)

    Makisa, Kaponda

    2016-01-01

    Copperbelt Province is one of the ten provinces of Zambia. It has public and private schools which have been faced with escalating levels of environmental problems due to growth in human population and economic growth. The environmental problems which are matters of concern in the schools include, unsound waste management, loss of vegetation…

  16. United States private schools have higher rates of exemptions to school immunization requirements than public schools.

    Science.gov (United States)

    Shaw, Jana; Tserenpuntsag, Boldtsetseg; McNutt, Louise-Anne; Halsey, Neal

    2014-07-01

    To compare medical, religious, and personal belief immunization exemption rates between private and public schools in US. Exemption rates were calculated using the Centers for Disease Control and Prevention School Immunization Assessment Surveys for the 2009-2010 school year excluding states with incomplete survey data. Standardized exemption rates weighted on enrollments in public and private schools were calculated. Differences in exemption rates between public and private schools were tested using Wilcoxon signed rank test. The overall state exemption rate was higher in US private than public schools, 4.25% (SD 4.27) vs 1.91% (1.67), P = .0001 and private schools had higher exemption rates for all types of exemptions; medical 0.58% (0.71) vs 0.34% (0.34) respectively (P = .0004), religious 2.09% (3.14) vs 0.83% (1.05) respectively (P = .0001), and personal belief 6.10% (4.12) vs 2.79% (1.57), respectively (P = .006). Overall exemption rates were significantly higher in states that allowed personal belief exemptions. Exemption rates were significantly higher in US private than in public schools. Children attending private schools may be at higher risk of vaccine-preventable diseases than public school children. Copyright © 2014 Elsevier Inc. All rights reserved.

  17. Public and Private School Principals' Knowledge of Special Education Law

    Science.gov (United States)

    Boyd, Marie Nicole

    2018-01-01

    The purpose of this study is to examine the knowledge of special education law held by public and private school principals as the law pertains to providing the appropriate services to students with disabilities. Numerous studies have investigated public school principals' level of preparation, training, and role within in special education law.…

  18. When Kind of Citizen? Temporally Displaced Citizenship Education in a Chilean Private School

    Science.gov (United States)

    Mayorga, Rodrigo

    2017-01-01

    In Chile, some elite private schools have developed a particular approach towards citizenship education, acknowledging the privileged social position their students occupy, while inviting them to disrupt the same social structure that has produced this privilege. However, the enduring salience of Chilean society's inequalities begs the question of…

  19. The Exporting and Franchising of Elite English Private Schools: The Emerging "Second Wave"

    Science.gov (United States)

    Bunnell, Tristan

    2008-01-01

    The past decade has seen the emergence, predominantly in Thailand and mainland China, of a form of educational institution that has had little scholarly attention or generic identification. This paper shows how the ad hoc and opportunistic franchising of elite English private schools, beginning with the hyper-capitalist exportation of the Dulwich…

  20. Public and Private Schools: How Management and Funding Relate to Their Socio-Economic Profile

    Science.gov (United States)

    OECD Publishing (NJ1), 2012

    2012-01-01

    In most PISA-participating countries and economies, the average socio-economic background of students who attend privately managed schools is more advantaged than that of those who attend public schools. Yet in some countries, there is little difference in the socio-economic profiles between public and private schools. Why? An analysis of PISA…

  1. 34 CFR 200.64 - Factors for determining equitable participation of private school children.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Factors for determining equitable participation of private school children. 200.64 Section 200.64 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE...

  2. 34 CFR 300.141 - Requirement that funds not benefit a private school.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Requirement that funds not benefit a private school. 300.141 Section 300.141 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION ASSISTANCE TO STATES FOR...

  3. 34 CFR 200.66 - Requirements to ensure that funds do not benefit a private school.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Requirements to ensure that funds do not benefit a private school. 200.66 Section 200.66 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC...

  4. 34 CFR 300.130 - Definition of parentally-placed private school children with disabilities.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Definition of parentally-placed private school children with disabilities. 300.130 Section 300.130 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION...

  5. 34 CFR 200.87 - Responsibilities for participation of children in private schools.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Responsibilities for participation of children in private schools. 200.87 Section 200.87 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE ACADEMIC...

  6. 34 CFR 200.62 - Responsibilities for providing services to private school children.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Responsibilities for providing services to private school children. 200.62 Section 200.62 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF EDUCATION TITLE I-IMPROVING THE...

  7. 34 CFR 300.131 - Child find for parentally-placed private school children with disabilities.

    Science.gov (United States)

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Child find for parentally-placed private school children with disabilities. 300.131 Section 300.131 Education Regulations of the Offices of the Department of Education (Continued) OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF...

  8. Factors affecting the scholastic achievement of Prince of Songkla University students from private schools with Islam instruction in the three southern border provinces

    Directory of Open Access Journals (Sweden)

    Chidchanok Churngchow

    2016-01-01

    Full Text Available The objective of this research was to study the factors affecting the scholastic achievement of Prince of Songkla University (PSU students who came from private schools with Islam instruction in the three southern border provinces as well as an approach for quality development for the students of the above-mentioned schools toward a higher level of university scholastic achievement. The sample consisted of 918 students who had completed upper secondary education from the private schools with Islam instruction and six administrators of the schools as stated who rendered data by interview. From the discriminant analysis, only one discriminant variate best capable of discriminating university scholastic achievement was labeled as “reinforcement teaching”, which bore a high level of correlation to remedial-teaching and O-Net scores variables. From interviews with school administrators, the schools needed the government to render more support in the matter of scholarships and to provide for academic development in the form of academic coaching or participation in academic workshops under the care of teachers with area expertise. The research suggested: the government should subsidize all secular fields as well as the field of religion, and the Ministry of Education should render additional academic support by the provision of expert teachers for extra teaching in the form of reinforcement teaching or academic coaching, particularly for small schools.

  9. Playing by the Rules? The Professional Values of Head Teachers Tested by the Changing Policy Context

    Science.gov (United States)

    Rayner, Stephen

    2014-01-01

    School leaders face potential conflicts between the demands of national and local education policy and the values and ethics that brought them into teaching and subsequently into school leadership. This article asks whether head teachers' values are changed by the policy context, and looks at incidents in head teachers' professional lives that…

  10. Teacher Unions' Participation in Policy Making: A South African Case Study

    Science.gov (United States)

    Govender, Logan

    2015-01-01

    This article contends that teacher unions' participation in policy making during South Africa's political transition was characterised by assertion of ideological identity (unionism and professionalism) and the cultivation of policy networks and alliances. It is argued that, historically, while teacher unions were divided along political and…

  11. Constructing Teacher Agency in Response to the Constraints of Education Policy: Adoption and Adaptation

    Science.gov (United States)

    Robinson, Sarah

    2012-01-01

    Drawing on agency literature, this paper demonstrates how teachers' professional agency emerged when seemingly conflicting strategies were imposed on them in policy reform. Policy discourse is often linked to performance and accountability measures, which teachers respond to in a number of ways. Some education researchers identify tensions caused…

  12. Teacher-student relationship climate and school outcomes: implications for educational policy initiatives.

    Science.gov (United States)

    Barile, John P; Donohue, Dana K; Anthony, Elizabeth R; Baker, Andrew M; Weaver, Scott R; Henrich, Christopher C

    2012-03-01

    In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher-student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students' senior year. These findings are discussed in light of their educational policy implications.

  13. Revamping the Teacher Evaluation Process. Education Policy Brief. Volume 9, Number 4, Fall 2011

    Science.gov (United States)

    Whiteman, Rodney S.; Shi, Dingjing; Plucker, Jonathan A.

    2011-01-01

    This policy brief explores Senate Enrolled Act 001 (SEA 1), specifically the provisions for how teachers must be evaluated. After a short summary of SEA 1 and its direct changes to evaluation policies and practices, the brief reviews literature in teacher evaluation and highlights important issues for school corporations to consider when selecting…

  14. Challenges in Evaluating Special Education Teachers and English Language Learner Specialists. Research & Policy Brief

    Science.gov (United States)

    Holdheide, Lynn R.; Goe, Laura; Croft, Andrew; Reschly, Daniel J.

    2010-01-01

    Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and English language learner (ELL) specialists. Most evaluation systems focus on student achievement and teacher practice; however, few systems have the capacity to differentiate among specialty area educators, address…

  15. Music in Beginning Teacher Classrooms: A Mismatch between Policy, Philosophy, and Practice

    Science.gov (United States)

    Webb, Linda

    2016-01-01

    This paper identifies a range of positions and perspectives that impacted on New Zealand beginning primary (elementary) generalist teacher's preparedness to teach music in relation to: government policy, curriculum and Graduating Teacher Standards requirements; and teacher educators' and school principals' expectations of them. The complex web of…

  16. A Research Review of the Impact of Accountability Policies on Teachers' Workplace Relations

    Science.gov (United States)

    Mausethagen, Solvi

    2013-01-01

    This article reviews research on changes in teachers' workplace relations in a policy context that increasingly emphasizes accountability. The findings indicate that a greater focus on testing and student performance often leads to less attention to the caring and relational aspects of teachers' work. Prevailing and enduring ideas about teachers'…

  17. Research on Teaching and Teacher Education and Its Influences on Policy and Practice

    Science.gov (United States)

    Darling-Hammond, Linda

    2016-01-01

    Using five AERA presidential addresses over the past half century as landmarks, this essay traces the evolution of research on teaching and teacher education as well as some critical impacts the research has had on policy and practice related to teacher education and teacher evaluation in the United States. The discussion shows how these addresses…

  18. 34 CFR 299.7 - What are the factors for determining equitable participation of children and teachers in private...

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false What are the factors for determining equitable participation of children and teachers in private schools? 299.7 Section 299.7 Education Regulations of the... EDUCATION GENERAL PROVISIONS Services to Private School Students and Teachers § 299.7 What are the factors...

  19. 77 FR 51787 - Notice of Submission for OMB Review; Institute of Education Sciences; 2012-13 Teacher Follow-Up...

    Science.gov (United States)

    2012-08-27

    ... survey of first through twelfth grade public and private school teachers, principals, schools, library... libraries, the survey estimates are state-representative. For public charter schools, principals, teachers, and school libraries, the survey estimates are nationally-representative. For private school...

  20. Do Strong Unions Shape District Policies? Collective Bargaining, Teacher Contract Restrictiveness, and the Political Power of Teachers' Unions

    Science.gov (United States)

    Strunk, Katharine O.; Grissom, Jason A.

    2010-01-01

    A substantial amount of school district policy is set in the collective bargaining agreements (CBAs) negotiated between teachers' unions and districts. Although previous studies have assumed that CBA provisions bargained by unions are a primary mechanism connecting union strength to outcomes for teachers and students, research has not yet…

  1. EVALUATION OF PRIVATE SCHOOL LOCATION IN THE ISTANBUL METROPOLITAN AREA

    Directory of Open Access Journals (Sweden)

    Mehmet TOPÇU

    2014-01-01

    Full Text Available Investment in education is considered important for economic growth and poverty alleviation. In many developed and developing countries families contribute privately to the education of their children as a result of continuously shrinking public budgets. Also, in Istanbul private primary schools were supported by the government in order to answer to increasing demand due to continuous rural migration and to create a competitive educational market to improve the quality of primary education. This paper, first, analyzes the spatial distribution of private primary schools according to the concentric rings and illustrates the gap between the center and the periphery and among the districts. Then, the relationships between the number of private primary schools and demand and the characteristics of the districts are investigated by a regression analysis. According to the results, the number of public primary schools is the most important factor and GDP per capita is the second factor to affect the number of private primary schools in the districts. Currently, the cluster of private primary schools mainly in high-income districts does not allow developing a competitive educational market at the metropolitan level. It is expected that a more balanced market will be develop as the urban structure of Istanbul adjusted to the neo-liberal economies in the future. The results are useful for urban planners, investors and policy makers. Further research is suggested to investigate the impact of private primary schools on the quality of public primary school education in Istanbul.

  2. Exploring State Policy Regarding Teachers Removing License Endorsements: Short Term and Long Term Policy Implications. Vol. 13 No. 47

    Directory of Open Access Journals (Sweden)

    Penelope Earley

    2005-11-01

    Full Text Available This study explores and begins baseline documentation of state policies governing teachers' voluntary removal of endorsement areas from their licenses. Through a survey of state licensure officers we find that most states allow teachers to remove endorsements, though the specifics of how this can be done vary from state to state. The No Child Left Behind Act and the Individuals With Disabilities Education Act may help motivate teachers to remove endorsements. By defining teacher qualifications and setting expectations that all students will achieve adequate yearly progress on state examinations, these two pieces of legislation place additional pressure on teachers of general population and at-risk students. Thus, federal policy contributes to a dilemma playing out at the state level: Policies enacted to improve classroom instruction may increase pressure on qualified teachers that potentially drives some of them away from special needs classrooms that most require high quality service. As demands on them mount, teachers may look for ways to relieve some stress points. Removing a license endorsement becomes one such tool to avoid teaching in classrooms of students with learning challenges. If significant numbers of teachers remove license endorsements, labor market dislocations may follow. Additional study is needed in the future to further document how states do or do not regulate endorsement removal, the extent to which teachers are aware of and have utilized this option, and how school, district, and state administrators and decision makers respond to license endorsement removal.

  3. Prevalence and factors associated with childhood overweight/obesity of private school children in Nepal.

    Science.gov (United States)

    Koirala, M; Khatri, R B; Khanal, V; Amatya, A

    2015-01-01

    Childhood overweight/obesity is a global health problem because of adverse health and nutrition consequences worldwide. Currently, there is a paucity of information on childhood overweight/obesity in Nepal. Therefore, the objective of this study was to assess the prevalence of, and the factors associated with, childhood overweight/obesity among primary school children. A cross-sectional study was conducted in June-December, 2013. We collected data using the structured self-administered questionnaire with parents of children aged 6-13 years in grades 1-6 studying at private schools of the Lalitpur district of Nepal. Height and weight measurements of 986 children were taken, and the corresponding body mass index (BMI)-for-age was calculated. The prevalence of childhood overweight/obesity was reported in proportion. Factors associated with childhood overweight/obesity were examined using the Chi-square tests followed by multiple logistic regression analyses. Of 986 children, 144 (14.6%) were overweight and 111 (11.3%) were obese. Overall, 255 (25.9%) children were found to be overweight/obese. Children from families, having ≤2 siblings (adjusted odds ratio (aOR)=1.958, 95% confidence interval (CI): 1.163-3.296), upper class family (aOR=3.672; 95% CI: 1.154-11.690), and advantaged ethnic group (aOR=1.561; 95% CI: 1.00-2.437) and children who were of larger birth weight (>4.0kg) had a greater likelihood of being (aOR=2.557, 95% CI: 1.222-5.349) overweight/obese. A quarter of children were found to be overweight/obese in private primary schools. Preventive interventions should focus on the advantaged ethnic groups, families with fewer siblings, and upper class families. A greater emphasis ought to be placed on formulation and implementation of policies aimed at addressing the newly emerging problems of childhood overweight/obesity in Nepal. New school health programs are to be launched and strengthened including avoidance of high energy junk food, and promoting outdoor

  4. Job satisfaction of Jamaican elementary school teachers

    Science.gov (United States)

    Rodgers-Jenkinson, Fay; Chapman, David W.

    1990-09-01

    This study investigated correlates of job satisfaction among public (N=190) and private (N=100) Jamaican elementary school teachers. Emphasis was on the identification of factors that could be affected through administrative intervention. Results indicated that the quality of school working conditions and respondents' relationships with other teachers were significantly related to satisfaction for both public and private school teachers. School prestige and parental encouragement were also significant predictors for public school teachers; leadership style, organizational structure, and teacher-parent relationships predicted job satisfaction for private school teachers. Implications of these findings for Jamaican education are discussed.

  5. Turkish children's Bender-Gestalt test performance: differences in public and private school children.

    Science.gov (United States)

    Ozer, Serap

    2011-02-01

    The present study was undertaken to provide data on the Bender-Gestalt test for children aged 5 to 11 in Turkey. Although it is well documented that sociocultural factors are important in cognitive evaluations, the effects of type of school and differing educational opportunities provided by these schools on the Bender-Gestalt test have not been previously investigated. The aim of the present study was to investigate the effect of age, sex, and school type on Bender-Gestalt performance. The test was individually administered to 484 children between the ages of 5 and 11 years. The children were enrolled in either public or private schools. Koppitz's Developmental Scoring System was utilized. The results indicated that older children performed with fewer errors. Girls performed with fewer errors than boys. Finally, as expected, private school children outperformed their public school peers. The results are discussed with respect to the importance of taking into account various educational factors in utilizing commonly used tests.

  6. Towards a Policy Social Psychology: Teacher Engagement with Policy Enactment and the Core Concept of Affective Disruption

    Science.gov (United States)

    Sheikh, Irfan; Bagley, Carl

    2018-01-01

    The article uncovers the complex process of educational policy enactment and the impact this process has on teachers as policy actors as they undertake the task of introducing a new mathematics curriculum in a Canadian secondary school. The three year study based on in-depth qualitative interviews adopts a classic grounded theory approach of…

  7. A comparative study of mid-day meal beneficiaries and private school attendees

    Directory of Open Access Journals (Sweden)

    Madhavi Bhargava

    2014-12-01

    Full Text Available Background: India is undergoing a rapid demographic transition accompanied by an epidemiologic and nutritional transition. The nutritional status of school-going children who form a major section of the population, can give an indication of the changing trends in nutritional profile of the population. According to Planning Commission report, 2010, Mid Day Meal (MDM Program has been successful in addressing classroom hunger and the objective of social equity in government school attendees. Aims & Objectives: To study the pattern of school lunch intake and nutritional status in private and government school-going children of district Dehradun. Material & Methods: This was an observational cross-sectional study in district Dehradun in government and private schools, with participants from class 1 to 12. A 24-hour dietary recall was done to measure caloric intake. Height and weight were measured using Microtoise (accuracy 0.1cm and digital weighing machine (Omron Model: HN286, accuracy 100 gm. Statistical analysis was done using SPSS, version 22. Nutritional status was classified using WHO cut-offs and analyzed using AnthroPlus Software. Student t-test was used to compare caloric intake of subgroups. Association between nutritional status and other variables was assessed using Chi-squared test. Results: Using WHO cut-offs, the proportion of thin children was 5.4% in private school and 21.5% in MDM beneficiaries of government schools. The proportion of children who were overweight was 27.7% in private schools and 3.6% in government schools (p<.0.05. The caloric content of school lunch was 271 Kcal in private school attendees and 375 Kcal in MDM beneficiaries. Proportion of children who skipped school lunch increased as they progressed in higher classes, and this proportion was greater in students of government schools beyond class VIII. Conclusion: The study highlights the need for more large scale nutritional surveys with school lunch in focus.

  8. Stepping Outside: Collaborative Inquiry-Based Teacher Professional Learning in a Performative Policy Environment

    Science.gov (United States)

    Leonard, Simon N.

    2015-01-01

    This paper provides a critique of the performative assumptions of the teacher professional learning policy direction being adopted in Australia. Through international policy borrowing, the policy direction in Australia is similar to many other countries in that it encourages increasingly standardised teaching practice to afford a more quantitative…

  9. Governmentality in Environmental Education Policy Discourses: A Qualitative Study of Teachers in Botswana

    Science.gov (United States)

    Ketlhoilwe, M. J.

    2013-01-01

    International environmental education policy discourses have influenced policy construction in Botswana and how teachers conduct themselves and teaching in environmental learning. The researcher uses Foucault's notion of governmentality to understand the effects of power/knowledge relations in policy. The analysis is taken further through a…

  10. The effects of policies concerning teachers' wages on students' performance

    OpenAIRE

    Varga, Júlia

    2017-01-01

    Using country panel data of student achievement from PISA, 2003-2012 combined with national-level teacher salary data from the OECD; this study investigates if relatively short term -5-years - changes in the level and structure of statutory teacher salaries affect student performance in the European countries. Our results show that there are marked differences between subjects and by the experience of teachers. Higher statutory teacher salaries and larger growth of teacher salaries at the fir...

  11. Parents' and teachers' opinions about the school food policy in Belgian Flemish nursery schools.

    Science.gov (United States)

    Vereecken, Carine; van Houte, Hilde; Martens, Veerle; Wittebroodt, Isabelle; Maes, Lea

    2009-03-01

    The partnership of parents, teachers, and schools is necessary to develop effective school food interventions. To gather parents' and teachers' opinions and perceptions about the school food policy, 884 parents and 70 teachers of preschoolers completed a questionnaire. School food policy is an issue of importance for parents and teachers: the majority agrees that schools should restrict the availability of snacks and soft drinks; however, to replace fruit juice and sugared milk drinks with sugarless alternatives will take special effort. Fruit is not always available at school, although parents would appreciate it. Parents of lower educational level are in general more permissive.

  12. Start Later, Sleep Later: School Start Times and Adolescent Sleep in Homeschool vs. Public/Private School Students

    OpenAIRE

    Meltzer, Lisa J.; Shaheed, Keisha; Ambler, Devon

    2014-01-01

    Homeschool students provide a naturalistic comparison group for later/flexible school start times. This study compared sleep patterns and sleep hygiene for homeschool students and public/private school students (grades 6-12). Public/private school students (n=245) and homeschool students (n=162) completed a survey about sleep patterns and sleep hygiene. Significant school group differences were found for weekday bedtime, wake time, and total sleep time, with homeschool students waking later a...

  13. The impact of federal policy on teachers' use of science manipulatives: A survey of teacher philosophy and practices

    Science.gov (United States)

    Helgoe, Catherine A.

    Recently, educators in public K-12 schools have added testing of science knowledge to the measures of Adequate Yearly Progress required by the federal No Child Left Behind (NCLB) legislation. Research of the impact of NCLB policy on general teaching practices had credited the policy with improving instruction; however, negative impacts noted included the concern that teachers "teach to the test," narrowing the curriculum. Testing as an assessment strategy was not advocated by the professional educators and scientists responsible for the National Science Education Standards (NSES). Results from previous studies pointed to a potential conflict between the NCLB reforms and the National Science Education Standards science standards, in which teachers might reduce or eliminate hands-on activities and other constructivist practices in order to focus class time on other topics and tasks. Most research on NCLB policy, however, had not evaluated instructional practices regarding science education. This study examined the relationship among teacher beliefs, specifically the strength of their constructivist versus traditional beliefs, teachers' responses to NCLB policy, and teachers' use of constructivist practices in the form of manipulatives. This study showed that national policy did have an impact on teachers; however, that impact was not specific to the hands-on practices in science education. Teachers who responded to this survey had found many benefits in student learning using manipulatives and those positive impacts on their students justified the increased use of manipulatives in the classroom. The strength of teachers' constructivist beliefs showed a weak positive correlation to choices related to curriculum priorities, learning goals and advantages in using manipulatives. However, a relationship to beliefs was not found in the changes teachers made to various instructional practices, or in how they viewed certain manipulative materials, or in how they viewed

  14. What hearing children think regarding the inclusion of deaf children in the regular classroom: a comparative study with Brazilian children in a public and a private school

    Directory of Open Access Journals (Sweden)

    Beatriz Vargas Dorneles

    2010-10-01

    Full Text Available The present study investigates how hearing children relate to the presence of a deaf child in a classroom group. An analysis is made of the influence of social class in relation to the acceptance of the deaf child by the hearing children. The 144 children from the 3rd to 5th series that participated in the study were distributed thus: 76 from a private school and 68 from a public school, both from Porto Alegre, RS. The public school largely attended lower level socioeconomic classes, while the private school attended pupils from predominantly middle to upper social classes. All received the same task: Complete a story that describes the reaction of hearing students to the insertion of a new deaf colleague in the classroom group. The study demonstrates that pupils wish to attempt to communicate with the deaf child and would socialize with the child outside the classroom. They demonstrate a somewhat protective discourse in relation to the subject who they consider disabled but not incapable of communicating. Understanding how hearing children relate to, and include a deaf child within the classroom, raises the possibility of new forms of thinking regarding the preparation of hearing children to possible inclusion processes. Recognizing their ideas, feelings and forms of communication aids educational institutions to invest in inclusion policies.

  15. The pathways of high school science teachers and policy efforts to alter the pipeline

    Science.gov (United States)

    Sass, Tim

    2012-03-01

    There is currently much interest in improving the quality of science education in K-12 schools and encouraging more students, particularly minorities and women, to pursue careers in STEM fields. Two interrelated issues are at the forefront: the quality of science teachers and the supply of science teachers. Education research in general finds that the single most important school-based factor affecting student achievement is teacher quality. While there is little evidence that teacher credentials matter for student achievement in the lower grades, there is at least some evidence that content knowledge is an important determinant of teacher quality in middle and secondary schools. However, little is known about the pre-service preparation of high school science teachers and how the training of science teachers affects their performance in the classroom. While there are many efforts underway to increase the supply of science teachers, little is known about the supply of science teachers from different pathways and the factors that lead science teachers to leave the profession. In this presentation I discuss recent work on the supply of teachers from alternative pathways, focusing on high school science teachers. I also summarize the literature on teacher quality and attrition, emphasizing the current state of knowledge on secondary school teachers. Finally, I present current policy initiatives and discuss the likelihood of their success given current research findings.

  16. Exploring the Moral and Distributive Levers for Teacher Empowerment in the Finnish Policy Culture

    Science.gov (United States)

    Paulsen, Jan Merok; Hjertø, Kjell Brynjulf; Tihveräinen, Saku Petteri

    2016-01-01

    Purpose: The purpose of this paper is to explore the relationship between school leadership practices and teacher empowerment in the Finnish policy culture. Specifically, moral leadership and distributed leadership enacted by school principals are tested in a simultaneous design as predictor to two distinct yet related aspects of teachers' sense…

  17. Local Social Media Policies Governing Teachers' Professionally Oriented Participation Online: A Content Analysis

    Science.gov (United States)

    Rodesiler, Luke

    2017-01-01

    In light of recent scholarship about teachers leveraging social media to support their continuing professional development, this article documents an investigation of school board policies governing teachers' use of social media. Focusing on 30 traditional public school systems within a 10-county region in the Midwestern United States, the author…

  18. Teacher Education in the University: Working with Policy, Practice and Deleuze

    Science.gov (United States)

    Gale, Ken

    2007-01-01

    This paper is inspired by, and constructed around, a number of fundamental questions that are relevant to teacher educators working within the context of the government policy initiatives and implementations that are influencing Higher Education in the UK at the present time. Using teacher education practices as sites of inquiry, and a number of…

  19. The Teacher Workforce in Australia: Supply, Demand and Data Issues. Policy Insights, Issue #2

    Science.gov (United States)

    Weldon, Paul R.

    2015-01-01

    This paper provides a brief overview of the current teacher workforce situation in Australia. It highlights workforce trends and projected growth, and areas where the collection and analysis of additional data may assist in the targeting of effective policy. Demand for teachers is on the rise. The population of primary students is set to increase…

  20. Policies, Agendas, and Practices Influencing Doctoral Education in Physical Education Teacher Education

    Science.gov (United States)

    Ward, Phillip

    2016-01-01

    If teaching physical education is a moral activity, it follows that there is a moral component to the preparation of teachers of physical education and thus a moral component to the preparation of teacher educators. In this article, I examine the major policies, agendas, and practices that influence doctoral preparation in physical education…

  1. Integrated Tales of Policies, Teaching and Teacher Education: Reflecting on an Ongoing Process

    Science.gov (United States)

    Reddy, C.

    2009-01-01

    Changing times in teacher education has been a long mantra and many changes have been occurring globally in this sector of higher education. In South Africa teacher education change has been linked to changes in the broader education processes and includes policy changes and the development of regulatory frameworks which all impacted on practice…

  2. Aligning Teacher Preparation with Student Learning Standards. Policy Update. Vol. 22, No. 8

    Science.gov (United States)

    Hoss, Nickta; Eberle, Francis

    2015-01-01

    This Policy Update highlights the mismatch between the skills taught in many teacher preparation programs and those needed to help students achieve rigorous learning standards. State boards of education have a role to play here. They have authority over preparation program standards and approval processes, curriculum, teacher certification and…

  3. Unpacking Teachers' Language Ideologies: Attitudes, Beliefs, and Practiced Language Policies in Schools in Alsace, France

    Science.gov (United States)

    Young, Andrea S.

    2014-01-01

    In France, most teachers still receive scant training in how to support plurilingual children in their learning of and through the language of instruction. In the absence of relevant, in-depth knowledge about language, we believe that many teachers are practising language policies based on beliefs rooted in ideologies unsupported by research…

  4. Teacher Transfer Policy and the Implications for Equity in Urban School Districts.

    Science.gov (United States)

    Krei, Melinda Scott

    Policies and practices associated with intra-district teacher transfers in urban school districts were examined, exploring the implications for educational equity of this aspect of teacher mobility. Human capital theory and the theory of internal labor markets and their institutional rules provided the primary theoretical focus of the research.…

  5. The Quality Teacher and Education Act in San Francisco: Lessons Learned. Policy Brief 09-2

    Science.gov (United States)

    Hough, Heather J.

    2009-01-01

    This policy brief reviews the recent experience of the San Francisco Unified School District (SFUSD) with the development and approval of Proposition A. Proposition A (also known as the Quality Teacher and Education Act, or QTEA) included a parcel tax mainly dedicated to increasing teachers' salaries, along with a variety of measures introducing…

  6. From Proposal to Policy: Social Movements and Teachers' Unions in Latin America

    Science.gov (United States)

    Finger, Leslie; Gindin, Julián

    2015-01-01

    Latin American teachers' unions have stepped into the policymaking sphere and shaped education policies unrelated to regular workplace priorities like salaries and class sizes at notable moments. The literature on teachers' unions in Latin America has not addressed this, tending to focus instead on those unions' history and role in social…

  7. Elementary Teachers' Knowledge of Legislative and Policy Duties for Reporting Child Sexual Abuse

    Science.gov (United States)

    Walsh, Kerryann; Mathews, Ben; Rassafiani, Mehdi; Farrell, Ann; Butler, Des

    2013-01-01

    This study examined elementary school teachers' knowledge of their legislative and policy-based reporting duties with respect to child sexual abuse. Data were collected from 470 elementary school teachers from urban and rural government and nongovernment schools in 3 Australian states, which at the time of the study had 3 different legislative…

  8. Tensions between Teaching Sexuality Education and Neoliberal Policy Reform in Quebec's Professional Competencies for Beginning Teachers

    Science.gov (United States)

    Parker, Dan; McGray. Robert

    2015-01-01

    This research draws into question the effects that neoliberal policy reforms--with an emphasis on individual and measurable "competencies"--has on new teachers teaching sexuality education in Quebec. While we examine professional competencies that teachers can use to define their mandate for teaching sexuality education as a beginning…

  9. Teacher Counter Stories to a Citizenship Education Mega Policy Narrative. Preparing for Citizenship in Chile

    Science.gov (United States)

    Cavieres-Fernández, Eduardo

    2017-01-01

    The present article focuses on the counter stories of two Chilean social studies high school teachers. Counter stories describe how teachers use their professional experience to confront those mega narratives composed of dominant educational policies that impinge upon their pedagogical practices. The mega narrative described in this study as a…

  10. Refractive error and visual impairment in private school children in Ghana.

    Science.gov (United States)

    Kumah, Ben D; Ebri, Anne; Abdul-Kabir, Mohammed; Ahmed, Abdul-Sadik; Koomson, Nana Ya; Aikins, Samual; Aikins, Amos; Amedo, Angela; Lartey, Seth; Naidoo, Kovin

    2013-12-01

    To assess the prevalence of refractive error and visual impairment in private school children in Ghana. A random selection of geographically defined classes in clusters was used to identify a sample of school children aged 12 to 15 years in the Ashanti Region. Children in 60 clusters were enumerated and examined in classrooms. The examination included visual acuity, retinoscopy, autorefraction under cycloplegia, and examination of anterior segment, media, and fundus. For quality assurance, a random sample of children with reduced and normal vision were selected and re-examined independently. A total of 2454 children attending 53 private schools were enumerated, and of these, 2435 (99.2%) were examined. Prevalence of uncorrected, presenting, and best visual acuity of 20/40 or worse in the better eye was 3.7, 3.5, and 0.4%, respectively. Refractive error was the cause of reduced vision in 71.7% of 152 eyes, amblyopia in 9.9%, retinal disorders in 5.9%, and corneal opacity in 4.6%. Exterior and anterior segment abnormalities occurred in 43 (1.8%) children. Myopia (at least -0.50 D) in one or both eyes was present in 3.2% of children when measured with retinoscopy and in 3.4% measured with autorefraction. Myopia was not significantly associated with gender (P = 0.82). Hyperopia (+2.00 D or more) in at least one eye was present in 0.3% of children with retinoscopy and autorefraction. The prevalence of reduced vision in Ghanaian private school children due to uncorrected refractive error was low. However, the prevalence of amblyopia, retinal disorders, and corneal opacities indicate the need for early interventions.

  11. The Effects of Education Accountability on Teachers: Are Policies Too Stress-Provoking for Their Own Good?

    Directory of Open Access Journals (Sweden)

    JOSEPH BERRYHILL

    2009-06-01

    Full Text Available Education policies in the United States and other nations have established academic standards and made teachers accountable for improved standardized test scores. Because policies can have unintended effects, in this study we investigated U.S. elementaryschool teachers’ perceptions of their state’saccountability policy, particularly its effect on their job engagement. We found support for a path model relating lack of policy support to teacher burnout via two mediators: role conflict and reduced self-efficacy.Results of interviews with a subset of teachers wereconsistent with the model. We conclude with recommendations to reduce teacher stress in manners consistent with the goals of accountability policies.

  12. Private School Chains in Chile: Do Better Schools Scale Up? Policy Analysis. No. 682

    Science.gov (United States)

    Elacqua, Gregory; Contreras, Dante; Salazar, Felipe; Santos, Humberto

    2011-01-01

    There is a persistent debate over the role of scale of operations in education. Some argue that school franchises offer educational services more effectively than do small independent schools. Skeptics counter that large, centralized operations create hard-to-manage bureaucracies and foster diseconomies of scale and that small schools are more…

  13. What Does a Voucher Buy? A Closer Look at the Cost of Private Schools. Policy Analysis.

    Science.gov (United States)

    Salisbury, David F.

    By most measures, U.S. K-12 public schools continue on a path of mediocrity. To date, many states have implemented school choice programs, seeking to instill elements of competition and choice into their education systems. However, they all have limitations. An ideal school choice program would give every child a voucher or tax credit to be spent…

  14. Teacher Attrition and Migration. Issue Brief.

    Science.gov (United States)

    Hammer, Charles H.; Rohr, Carol L.

    This issue brief addresses the following questions: (1) How many teachers leave the profession in a year's time, and why? and (2) Are public school teachers more or less likely than private school teachers to leave the profession or move to different schools? Data were gathered from the National Center for Education Statistics 1987-88 Schools and…

  15. U.S. Teachers as Policy Protagonists in Digital Public Spaces?

    Science.gov (United States)

    Robert, Sarah A.

    2017-01-01

    Teachers engage with policies far beyond the confines of their classroom and seemingly unrelated to their classroom practice, stretching the parameters of theories such as street-level bureaucracy (Lipsky, 2010; Weatherly & Lipsky, 1977) and doing policy in schools (Ball, Maguire, & Braun, 2012). This was observed in ethnographic studies…

  16. Neither Right nor Wrong: How a Teacher Integrates Her Personal and Professional Life with Policy

    Science.gov (United States)

    Bunten, Bridget A.

    2014-01-01

    This article focuses on the importance of recognizing and appreciating the ways that a teacher integrates her personal and professional life with an English-only policy. Much can be learned from the ways in which she negotiates social forces and integrates them into her individual reality while making sense of the restrictive language policy.…

  17. Intercultural Policies and the Contradictory Views of Teachers: The Roma in Catalonian Schools

    Science.gov (United States)

    Beremenyi, Balint-Abel

    2011-01-01

    In this article, we examine the contradictions and lack of consistency between various levels of discourse relating to Roma educational policies. Policy-makers have claimed that political interventions would positively impact the progress of Roma. However, the results have been mixed. We argue here that teachers need to re-evaluate their roles as…

  18. Bilingual Intercultural Education in Indigenous Schools: An Ethnography of Teacher Interpretations of Government Policy

    Science.gov (United States)

    Valdiviezo, Laura

    2009-01-01

    This paper explores how teachers' beliefs and practices create spaces for the contestation and innovation of bilingual intercultural education (BIE) policy, a policy of indigenous culture and language revitalization in Peru. Based on ethnographic research, there are two central arguments developed throughout this paper. First, the author argues…

  19. Policy and Advocacy Concepts and Processes: Innovative Content in Early Childhood Teacher Education

    Science.gov (United States)

    Hollingsworth, Heidi L.; Knight-McKenna, Mary; Bryan, Ren

    2016-01-01

    Knowledge and skills regarding policy and advocacy are important expectations for today's early childhood workforce, yet policy and advocacy content and processes have not traditionally been emphasized in teacher preparation programmes. This article describes an innovative undergraduate course that goes beyond traditional foci on developmental…

  20. Policy Making Processes with Respect to Teacher Education in Finland and Norway

    Science.gov (United States)

    Afdal, Hilde Wagsas

    2013-01-01

    This article examines policy making processes in the area of teacher education (TE) in Finland and Norway. Particular attention is given to the roles different actors play in these processes and the potential effects of their involvement on the TE programs in the two countries. Contemporary policy processes are analyzed through a set of interviews…

  1. Compensation Reform and Design Preferences of Teacher Incentive Fund Grantees. Policy Paper

    Science.gov (United States)

    Heyburn, Sara; Lewis, Jessica; Ritter, Gary

    2010-01-01

    In U.S. K-12 public education, incentive pay for educators remains firmly fixed as a high-interest policy topic and has recently become a popular reform initiative in many school systems. The Teacher Incentive Fund (TIF), created in 2006 by the U.S. Department of Education, is at the forefront of this policy movement and has provided hundreds of…

  2. Comparing the OECD's and Norway's Orientation to Equity in Their Teacher Education Policies--Teacher Autonomy under Attack?

    Science.gov (United States)

    Haugen, Cecilie Ronning

    2013-01-01

    More and more nations are losing the ability to control their education systems. OECD is an important premise provider for educational policymaking championing a neoliberal agenda. With the aim to investigate the impact the OECD may have on national policymaking, this paper compares their recent teacher education policies with those of Norway. The…

  3. Teacher Change in an Era of Neo-Liberal Policies: A Neoinstitutional Analysis of Teachers' Perceptions of Their Professional Change

    Science.gov (United States)

    Ramberg, Magnus Rye

    2014-01-01

    The aim of this article is to explore how neo-institutional theory may be applied as an analytical framework to investigate the relationships between teachers' perceptions on their professional change on the one hand, and the numerous change efforts embedded in recent neo-liberal educational policies in Norway on the other. Based on biographical…

  4. VET Teachers in Europe: Policies, Practices and Challenges

    Science.gov (United States)

    Misra, Pradeep Kumar

    2011-01-01

    The objective of making vocational education and training (VET) globally competitive and attractive by the European Union has put vocational teachers in the spotlight. As a result, the VET teacher profession in Europe is facing many challenges and demands expressed constantly by the general public, representatives from the world of work, public…

  5. Beginning Teachers as Policy Workers in Malaysia and New Zealand

    Science.gov (United States)

    Anderson, Vivienne Ruth; Young, Sharon; Blanch, Keely; Smith, Lee

    2015-01-01

    In 2007, the Malaysia government initiated twinned primary teacher education arrangements with five Southern Hemisphere higher education institutions (HEIs). Participating students completed their teacher education in both Malaysia and a partner HEI. In this paper, we consider the preliminary findings of a comparative study tracking the beginning…

  6. Globalization, English Language Policy, and Teacher Agency: Focus on Asia

    Science.gov (United States)

    Hamid, M. Obaidul; Nguyen, Hoa Thi Mai

    2016-01-01

    This paper focuses on English teachers in Asia in the context of globalization, the global spread of English and the emergence of English as an "Asian language." It highlights the dilemmas facing these teachers in meeting the growing social demands of English proficiency in a technology-influenced, managerial and neoliberal education…

  7. Teachers' Knowledge of Special Education Policies and Practices

    Science.gov (United States)

    Sanders, Pamela

    2015-01-01

    The Individuals with Disabilities Education Act (IDEA) greatly improved the educational opportunities for students with disabilities. Teachers require knowledge of the law to deliver necessary and appropriate services to students with disabilities. The purpose of this quantitative study was to examine teachers' knowledge of special education…

  8. Global Perspectives on Teacher Learning: Improving Policy and Practice

    Science.gov (United States)

    Schwille, John; Dembele, Martial; Schubert, Jane

    2007-01-01

    This booklet targets policymakers and educators with busy lives (especially those in developing countries) who may neither have the time nor the opportunity to read widely across all the issues raised herein. This publication looks at all forms of teacher learning, formal and informal, from teachers' own early schooling, through their training,…

  9. Research and Rhetoric on Teacher Certification

    Directory of Open Access Journals (Sweden)

    Linda Darling-Hammond

    2002-09-01

    Full Text Available In October, 2001, the Baltimore-based Abell Foundation issued a report purporting to prove that there is "no credible research that supports the use of teacher certification as a regulatory barrier to teaching" and urging the discontinuation of certification in Maryland. The report argued that large inequities in access to certified teachers for poor and minority students are not a problem because research linking teacher education to student achievement is flawed. In July, 2002, the U.S. Secretary of Education cited the Abell Foundation paper in his Annual Report on Teacher Quality as the sole source for concluding that teacher education does not contribute to teacher effectiveness. The Secretary's report then recommended that requirements for education coursework be eliminated from certification standards, and attendance at schools of education and student teaching be made optional. This article documents the many inaccuracies in the Abell Foundation paper and describes the actual findings of many of the studies it purports to review, as well as the findings of other studies it ignores. It details misrepresentations of a number of studies, including inaccurate statements about their methods and findings, false claims about their authors' views, and distortions of their data and conclusions. The article addresses methodological issues regarding the validity and interpretation of research. Finally, the article presents data challenging the Abell Foundation's unfounded claims that uncertified teachers are as effective as certified teachers, that teacher education makes no difference to teacher effectiveness, that verbal ability is the most important determinant of teaching effectiveness, that private schools staffed by uncertified teachers are more effective than public schools, and that untrained teachers are more qualified than prepared teachers. It concludes with a discussion of the policy issues that need to be addressed if all students are

  10. Impact of Self-Regulation Skills on Academic Performance of Young Children in Private Schools of Karachi

    Directory of Open Access Journals (Sweden)

    Abeer Kathawala

    2015-06-01

    Full Text Available This research aimed to explore if self-regulation skills had any effect on the academic outcomes of young children in private schools of Karachi, Pakistan. Quantitative research method was used to determine the impact of self-regulation upon the academic outcome of young children by utilizing Early School Self-Regulation Scale-Care Giver Version (Bhamani, 2012.The sample size consisted of randomly chosen 210 children, studying in grades 1 and 2 from seven different private schools in Karachi. The results of the research show that selfregulation skills had a significant impact on the academic outcome of young children in private schools of Karachi, b = -6.3, t (198 = 0.693, p < .01. Self-regulation skills also explained a significant proportion of variance in students grades, R2 = .397, F (1, 198 = 130.536, p < .01.

  11. Understanding Standards and Assessment Policy in Science Education: Relating and Exploring Variations in Policy Implementation by Districts and Teachers in Wisconsin

    Science.gov (United States)

    Anderson, Kevin John Boyett

    Current literature shows that many science teachers view policies of standards-based and test-based accountability as conflicting with research-based instruction in science education. With societal goals of improving scientific literacy and using science to spur economic growth, improving science education policy becomes especially important. To understand perceived influences of science education policy, this study looked at three questions: 1) How do teachers perceive state science standards and assessment and their influence on curriculum and instruction? 2) How do these policy perspectives vary by district and teacher level demographic and contextual differences? 3) How do district leaders' interpretations of and efforts within these policy realms relate to teachers' perceptions of the policies? To answer these questions, this study used a stratified sample of 53 districts across Wisconsin, with 343 middle school science teachers responding to an online survey; science instructional leaders from each district were also interviewed. Survey results were analyzed using multiple regression modeling, with models generally predicting 8-14% of variance in teacher perceptions. Open-ended survey and interview responses were analyzed using a constant comparative approach. Results suggested that many teachers saw state testing as limiting use of hands-on pedagogy, while standards were seen more positively. Teachers generally held similar views of the degree of influence of standards and testing regardless of their experience, background in science, credentials, or grade level taught. District SES, size and past WKCE scores had some limited correlations to teachers' views of policy, but teachers' perceptions of district policies and leadership consistently had the largest correlation to their views. District leadership views of these state policies correlated with teachers' views. Implications and future research directions are provided. Keywords: science education, policy

  12. Old and New Policies in Dialogue: Greek-Cypriot Teachers' Interpretations of a Peace-Related Initiative through Existing Policy Discourses

    Science.gov (United States)

    Charalambous, Panayiota; Charalambous, Constadina; Zembylas, Michalinos

    2014-01-01

    This paper looks at teachers' interpretations of a recent and controversial Greek-Cypriot policy initiative, which aimed to promote "peaceful coexistence" between the two rival communities in conflict-ridden Cyprus. Specifically, it focuses on the ways in which Greek-Cypriot teachers constructed the relation between the new policy for…

  13. Teachers in Disarray: Clashes Between Inclusive Policy and Practice in a German School

    Directory of Open Access Journals (Sweden)

    Josefine Wagner

    2016-12-01

    Full Text Available Upon ratification of the United Nations Convention on the Rights of People with Disabilities (2009, Germany shifted from a school system segregated on the basis of disability toward an inclusive classroom policy. Teachers must now put these changes into practice, but they must also change the way they think about children with disabilities in the mainstream classroom. Against an outline of current theoretical concepts of disability, this paper explores and theorizes interviews with practitioners who only recently started teaching inclusively. Teachers express their views on questions of changing teacher identities, constructions of the child with a disability, and frustrations with the current challenges. My ethnographic research reveals how teachers are responding to new policy changes with great uncertainty and on a trial-and-error basis, which unfortunately often proves detrimental to children with disabilities, leading to stigmatization rather than inclusion.

  14. GLBTIQ Teachers in Australian Education Policy: Protections, Suspicions, and Restrictions

    Science.gov (United States)

    Jones, Tiffany; Gray, Emily; Harris, Anne

    2014-01-01

    Recognition of human rights on the basis of sexual orientation, gender identity and intersex status by the United Nations has led to the development of new policies concerning homophobia and transphobia in educational contexts. This paper examines new Australian education policies impacting gay, lesbian, bisexual, transgender, intersex and queer…

  15. Exposing the impact of opp(reg)ressive policies on teacher development and on student learning

    Science.gov (United States)

    Rodriguez, Alberto J.

    2010-12-01

    This case study draws attention to Pedro's story, a Grade 6 Latino teacher who, along with other grade 4-6 teachers, participated in a three-year professional development research project. By using data analyzed from multiple ethnographic interviews with teachers and students, and by drawing from the quantitative analyzes of concept map unit tests, we illustrate how Pedro's significant professional growth and his students' learning were truncated by top-down school district policies. These policies were implemented because of the punitive nature of the No Child Left Behind Act. Simply put, this case study exposes the impact of opp(reg)ressive policies on learning, that is, policies simultaneously oppressive and regressive. The critical perspective of the project, and its emphasis on assisting teachers to make their pedagogy and curriculum more culturally and socially relevant, was informed by sociotransformative constructivism (sTc). This is a theoretical framework that affords equal importance to cross-cultural education (learning about and acting on socially/culturally relevant issues) and social constructivism (learning to critically produce and consume knowledge). We hope that this case study will provide additional insights into the slow progress we continue to make in science teacher professional development and in closing the achievement gap.

  16. Cheaper by the Dozen: Using Sibling Discounts at Catholic Schools to Estimate the Price Elasticity of Private School Attendance. NBER Working Paper No. 15461

    Science.gov (United States)

    Dynarski, Susan; Gruber, Jonathan; Li, Danielle

    2009-01-01

    The effect of vouchers on sorting between private and public schools depends upon the price elasticity of demand for private schooling. Estimating this elasticity is empirically challenging because prices and quantities are jointly determined in the market for private schooling. We exploit a unique and previously undocumented source of variation…

  17. Are school policies focused on sexual orientation and gender identity associated with less bullying? Teachers' perspectives.

    Science.gov (United States)

    Russell, Stephen T; Day, Jack K; Ioverno, Salvatore; Toomey, Russell B

    2016-02-01

    Bullying is common in U.S. schools and is linked to emotional, behavioral, and academic risk for school-aged students. School policies and practices focused on sexual orientation and gender identity (SOGI) have been designed to reduce bullying and show promising results. Most studies have drawn from students' reports: We examined teachers' reports of bullying problems in their schools along with their assessments of school safety, combined with principals' reports of SOGI-focused policies and practices. Merging two independent sources of data from over 3000 teachers (California School Climate Survey) and nearly 100 school principals (School Health Profiles) at the school level, we used multi-level models to understand bullying problems in schools. Our results show that SOGI-focused policies reported by principals do not have a strong independent association with teachers' reports of bullying problems in their schools. However, in schools with more SOGI-focused policies, the association between teachers' assessments of school safety and bullying problems is stronger. Recent developments in education law and policy in the United States and their relevance for student well-being are discussed. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  18. Start Later, Sleep Later: School Start Times and Adolescent Sleep in Homeschool vs. Public/Private School Students

    Science.gov (United States)

    Meltzer, Lisa J.; Shaheed, Keisha; Ambler, Devon

    2014-01-01

    Homeschool students provide a naturalistic comparison group for later/flexible school start times. This study compared sleep patterns and sleep hygiene for homeschool students and public/private school students (grades 6-12). Public/private school students (n=245) and homeschool students (n=162) completed a survey about sleep patterns and sleep hygiene. Significant school group differences were found for weekday bedtime, wake time, and total sleep time, with homeschool students waking later and obtaining more sleep. Homeschool students had later school start times, waking at the same time that public/private school students were starting school. Public/private school students had poorer sleep hygiene practices, reporting more homework and use of technology in the hour before bed. Regardless of school type, technology in the bedroom was associated with shorter sleep duration. Later school start times may be a potential countermeasure for insufficient sleep in adolescents. Future studies should further examine the relationship between school start times and daytime outcomes, including academic performance, mood, and health. PMID:25315902

  19. Start Later, Sleep Later: School Start Times and Adolescent Sleep in Homeschool Versus Public/Private School Students.

    Science.gov (United States)

    Meltzer, Lisa J; Shaheed, Keisha; Ambler, Devon

    2016-01-01

    Homeschooled students provide a naturalistic comparison group for later/flexible school start times. This study compared sleep patterns and sleep hygiene for homeschooled students and public/private school students (grades 6-12). Public/private school students (n = 245) and homeschooled students (n = 162) completed a survey about sleep patterns and sleep hygiene. Significant school group differences were found for weekday bedtime, wake time, and total sleep time, with homeschooled students waking later and obtaining more sleep. Homeschooled students had later school start times, waking at the same time that public/private school students were starting school. Public/private school students had poorer sleep hygiene practices, reporting more homework and use of technology in the hour before bed. Regardless of school type, technology in the bedroom was associated with shorter sleep duration. Later school start times may be a potential countermeasure for insufficient sleep in adolescents. Future studies should further examine the relationship between school start times and daytime outcomes, including academic performance, mood, and health.

  20. Exploring the Factors That Influence Female Students' Decision to (Not) Enrol in Elective Physical Education: A Private School Case Study

    Science.gov (United States)

    Kiley, Jill; Robinson, Daniel Bruce

    2016-01-01

    This article presents the results from a qualitative case study that examined the influencers upon a somewhat unique group of female students who opted out of elective physical education (PE). More specifically, this study focused upon female students attending an affluent private school, investigating why--when they transitioned from middle…

  1. The Use of Structuration Theory to Conceptualize Alternative Practice in Education: The Case of Private School Outreach in India

    Science.gov (United States)

    Day Ashley, Laura

    2010-01-01

    This paper contributes to arguments for the potential of Giddens' structuration theory in educational research. It illustrates how "conceptual schemes" from structuration theory were applied to the author's empirical research on a type of alternative educational practice in India, "private school outreach". It shows how…

  2. Assessment of social and economic influences on blood pressure of adolescents in public and private schools: an epidemiological study.

    Science.gov (United States)

    de Almeida, Fernando Antonio; Konigsfeld, Henrique Pinheiro; Machado, Lígia Maria de Oliveira; Canadas, Andréa Farias; Issa, Evelyn Yuri Okumura; Giordano, Roberto Hernandes; Cadaval, Ricardo Augusto de Miranda

    2011-01-01

    The high prevalence of hypertension in high school students in Sorocaba, São Paulo, Brazil, has already been described. In this study, within a new sample of high school students from public and private schools, we evaluated if socioeconomic and lifestyle influence on blood pressure values. This is an epidemiological study, which is part of the activities of a community-based work conducted by medical students. They give speeches to high school students aiming at stimulating a healthy lifestyle and primary prevention of hypertension. In a random sample of 410 students in junior high school (209 from public schools and 201 from private schools), we determined the weight, height, and blood pressure, furthermore, a questionnaire identifying epidemiological and socioeconomic status was applied. No statistical differences were found among students from public and private schools regarding the distribution of gender, body mass index (BMI), systolic and diastolic blood pressure, prevalence of hypertension (16.3%), percentage of smokers (5.9%), regular physical activity, and family history of hypertension. In public schools, there is a higher percentage of African descendents students and a higher percentage of students who also work due to low family income. Men from public and private schools have higher prevalence of hypertension, and their mean blood pressure is higher than in women. BMI has a positive correlation with systolic and diastolic blood pressure. Hypertension and other cardiovascular risk factors have an early beginning and require educational interventions for primary prevention. Socioeconomic factors do not affect blood pressure in adolescence.

  3. Impact of Self-Regulation Skills on Academic Performance of Young Children in Private Schools of Karachi

    Science.gov (United States)

    Kathawala, Abeer; Bhamani, Shelina

    2015-01-01

    This research aimed to explore if self-regulation skills had any effect on the academic outcomes of young children in private schools of Karachi, Pakistan. Quantitative research method was used to determine the impact of self-regulation upon the academic outcome of young children by utilizing Early School Self-Regulation Scale-Care Giver Version…

  4. Mandarin Chinese Immersion Program for Preschool Children in an Urban Private School in California: A Case Study

    Science.gov (United States)

    Cao, Yuan

    2013-01-01

    This study enlisted language immersion practitioners in highlighting and exploring the issues and challenges that accompany language immersion education. Comprehensive focused personal interviews of preschool Mandarin Chinese language immersion educators in a private school provided the basis of the study. The research literature reviewed…

  5. 34 CFR 200.67 - Requirements concerning property, equipment, and supplies for the benefit of private school...

    Science.gov (United States)

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Requirements concerning property, equipment, and supplies for the benefit of private school children. 200.67 Section 200.67 Education Regulations of the Offices of the Department of Education OFFICE OF ELEMENTARY AND SECONDARY EDUCATION, DEPARTMENT OF...

  6. Policy Debate in Ethiopian Teacher Education: Retrospection and Future Direction

    Science.gov (United States)

    Shishigu, Aweke; Gemechu, Eyasu; Michael, Kassa; Atnafu, Mulugeta; Ayalew, Yenealem

    2017-01-01

    Though, Ethiopia registered an extraordinary achievement in terms of increasing student enrolment, still quality of education remains a challenge and is becoming a bottleneck. One of the problems might be the structure and nature of teacher education itself. The purpose of this study therefore was to critically examine the existing literature and…

  7. English Language Teacher Education in Turkey: Policy vs Academic Standards

    Science.gov (United States)

    Mahalingappa, Laura J.; Polat, Nihat

    2013-01-01

    This qualitative study examines curriculum frameworks in English language teacher education (ELTE) programs in Turkey in light of current second language (L2) teaching standards and research vs Turkey's Higher Education Council (HEC) mandates. It also investigates program directors' perceptions about the current situations of their programs with…

  8. The Teacher as a "Colony": A Case Study of Agentive Responses to "Colonising" Education Policy in Vietnam

    Science.gov (United States)

    Saito, Eisuke; Atencio, Matthew; Khong, Thi Diem Hang; Takasawa, Naomi; Murase, Masatsugu; Tsukui, Atsushi; Sato, Manabu

    2018-01-01

    Neo-liberal educational policies that are being implemented globally work to foster competition among schools and teachers, as well as among children. In this situation, teachers must often come to accept the dominant representations of curricular policy developed by higher authorities. In this study, a case study design is used to describe how…

  9. The Politics of Teacher Professionalism: Intraprofessional Boundary Work in Swedish Teacher Union Policy

    Science.gov (United States)

    Lilja, Peter

    2014-01-01

    Taking the latest reform of Swedish teacher education as a point of departure, the aim of this article is to analyse the way Swedish teacher unions construct a knowledge base for teaching as a strategy of professionalisation. The analysis shows that the unions construct such a knowledge base from opposing points of departure. Their professional…

  10. Teacher Education around the World: Changing Policies and Practices. Teacher Quality and School Development

    Science.gov (United States)

    Darling-Hammond, Linda, Ed.; Lieberman, Ann, Ed.

    2012-01-01

    Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is…

  11. An Inquiry of How Art Education Policies Are Reflected in Art Teacher Preparation: Examining the Standards for Visual Arts and Art Teacher Certification

    Science.gov (United States)

    Lim, Kyungeun

    2017-01-01

    Policy changes influence various aspects of art education such as K-12 art education curricula, state licensure systems, and contexts of art teacher preparation. Despite strong relationships between art education policy and practical fields, few studies have attempted to understand art education from the perspective of policy analysis. This study…

  12. 22 CFR 62.24 - Teachers.

    Science.gov (United States)

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Teachers. 62.24 Section 62.24 Foreign Relations DEPARTMENT OF STATE PUBLIC DIPLOMACY AND EXCHANGES EXCHANGE VISITOR PROGRAM Specific Program Provisions § 62... of American and foreign teachers in public and private schools and the enhancement of mutual...

  13. Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide

    Science.gov (United States)

    Hassel, Emily Ayscue; Holly, Christen; Locke, Gillian

    2014-01-01

    To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. "Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide" shows…

  14. Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide--Summary

    Science.gov (United States)

    Hassel, Emily Ayscue; Holly, Christen; Locke, Gillian

    2014-01-01

    To help all students reach their potential, district leaders must ensure that every student has consistent access to excellent teaching. Opportunity Culture compensation and career path structures help make that possible, and this guide shows how. "Teacher Pay and Career Paths in an Opportunity Culture: A Practical Policy Guide" shows…

  15. Modernizing Schools in Mexico: The Rise of Teacher Assessment and School-Based Management Policies

    Science.gov (United States)

    Echávarri, Jaime; Peraza, Cecilia

    2017-01-01

    In this paper we analyze the evolution of the teacher assessment policy and the origins of school-based management initiatives in the Mexican education context from the late 1980s until the last 2012-2013 Education Reform (RE2012-2013). Mexico joined the Global Education Reform Movement during the 1990s through the National Agreement for the…

  16. Policy to Practice: TAFE Teachers' Unofficial Code of Professional Conduct--Insights from Western Australia

    Science.gov (United States)

    Martin, Tess

    2012-01-01

    Although there has been substantial research and reform in Vocational Education and Training (VET) over the past 30 years, it is argued that this has ostensibly had limited effectiveness on practices in TAFE colleges. Many policy changes during this period have not resulted in the requisite changed practices by TAFE teachers. This paper reports on…

  17. Inclusive Education Policy: What the Leadership of Canadian Teacher Associations Has to Say about It

    Science.gov (United States)

    Thompson, S. Anthony; Lyons, Wanda; Timmons, Vianne

    2015-01-01

    In inclusive education research, rarely are teacher associations a topic of investigation despite their critical role in its implementation and efficacy. A study was conducted as part of the Canadian Disability Policy Alliance using a "learning collaborative" methodology that explored the extent to which Canadian provincial/territorial…

  18. Implementation of an Education Technology Policy in Namibia's High Schools: Through the Eyes of the Teacher

    Science.gov (United States)

    Boer, Perien Joniell

    2012-01-01

    The purpose of this study was to explore how Namibian high school teachers experienced the ICT policy for education in their schools. This mixed methods sequential explanatory design consists of two distinct phases: quantitative followed by qualitative (Creswell & Plano Clark, 2011). Quantitative data collection involved the distribution and…

  19. Comparative Job Performance Effectiveness of Teachers in Public ...

    African Journals Online (AJOL)

    The study was aimed at determining the relative job performance of secondary school teachers in public and private schools in Cross River State of Nigeria. The ex post facto design was used in a survey of 720 secondary school teachers (440 from the public and 280 from the private). Results indicated that teachers in ...

  20. The Association of State Policy Attributes with Teachers' Instructional Alignment

    Science.gov (United States)

    Polikoff, Morgan S.

    2012-01-01

    States vary greatly in their implementation of standards-based accountability under No Child Left Behind, yet little evidence is available to guide policymakers on what attributes of state policy advance more tightly aligned instruction. This study uses survey data and content analyses from the Surveys of Enacted Curriculum to describe elements of…

  1. Factors affecting elementary principals' and teachers' decisions to support outdoor field trips

    Science.gov (United States)

    Kaspar, Michael Joseph

    the Texas Assessment of Academic Skills test was a barrier for non-white principals and teachers. A lack of help and a notion that students are confused about what they are to learn on field trips were barriers for those with master's degrees. A school policy that did not allow field trips was a barrier for middle-aged principals and teachers. No barriers were identified for private schools.

  2. Effectiveness of prevention-oriented school oral health program in a private school in Pimpri, Pune

    Directory of Open Access Journals (Sweden)

    Nitin Gupta

    2017-01-01

    Full Text Available Introduction: Programs oriented toward prevention have proven to be highly rewarding in reducing the dental disease burden in western populations. Some developing countries have also reported studies of school health programs with varying effectiveness. However, reports regarding improved effectiveness due to mobile dental unit are scarce. Thus, the present study aims at assessment of effectiveness of prevention-oriented school health program in a private school in Pimpri, Pune. Materials and Methods: A longitudinal study was conducted from May 2015 to June 2016 in Dr. D.Y. Patil school among 449 students aged 5 and 10 years using census sampling. Ethical clearance was obtained from Institutional Ethics Committee of Dr. D. Y. Patil Dental College and Hospital and permission was obtained from the school principal. The study was conducted in 3 phases. SPSS version 18 was used for analyzing the data. Results: There was significant reduction in decayed component and a significant increase in filled component in primary and permanent dentition. There was a significant reduction in treatment needs, i.e., one surface, two surface fillings, and pulp care and restoration. Conclusion: It can be concluded that this prevention-oriented 1-year program was helpful in improving the oral health of the children.

  3. Factors Influencing Beginning Teacher Retention in the Diocese of St. Augustine Catholic Schools

    Science.gov (United States)

    Bronsard, Patricia

    2012-01-01

    Researchers explored the problem of teacher retention, especially among beginning teachers, and noted a lack of consensus on why teachers leave teaching and how to retain the teachers. Private school studies include Catholic school data, but few researchers isolated the data or used data-gathering instruments to examine Catholic school issues,…

  4. The Effects of Autonomy Gap in Personnel Policy, Principal Leadership and Teachers' Self-Efficacy on Their Organizational Commitment

    Science.gov (United States)

    Dou, Diya; Devos, Geert; Valcke, Martin

    2016-01-01

    School autonomy in personnel policy is important to effective personnel management. With increased autonomy in personnel policy, principals could wield their leadership to improve teachers' organizational commitment. However, little is known about whether the given autonomy in personnel policy meets principals' expectation and whether and how the…

  5. Essential Elements of Teacher Policy in ESEA: Effectiveness, Fairness, and Evaluation. K-12 Policy

    Science.gov (United States)

    Brown, Cynthia; Haycock, Kati

    2011-01-01

    As the 112th Congress considers the reauthorization of the Elementary and Secondary Education Act (ESEA), it must revamp Title II of the ESEA and target additional dollars toward improving teacher effectiveness and equity. States and districts must engage in important reforms as a condition of receipt of their Title II funds. The authors call on…

  6. Social Skills and Satisfaction with Social Relationships in Home-Schooled, Private-Schooled, and Public-Schooled Children

    Science.gov (United States)

    McKinley, Marcia J.; Asaro, Jesika N.; Bergin, Jamie; D'Auria, Nicole; Gagnon, Katherine E.

    2007-01-01

    Despite the fact that 1.5 to 2.1 million children are home-schooled, there is limited research on the impact of home-schooling on children's social skills. This study compares 53 home-schooled, 49 private-schooled, and 48 public-schooled children between the ages of 8 and 12 on social skills, as measured by the Parent and Student Forms of the…

  7. Assessment Policies, Curricular Directives, and Teacher Agency: Quandaries of EFL Teachers in Inner Mongolia

    Science.gov (United States)

    Liyanage, Indika; Bartlett, Brendan; Walker, Tony; Guo, Xuhong

    2015-01-01

    In the debate over English language teaching approaches and methods, the influence of examinations on classroom pedagogy and the nature of these examinations are critical considerations for teachers. In the Inner Mongolian context, as for all China, examinations reflect traditional conceptions of teaching and learning, classroom teaching…

  8. Mentoring as the Core Element of New Teacher Induction in the USA: Policies and Practices

    Directory of Open Access Journals (Sweden)

    Zembytska Maryna

    2016-06-01

    Full Text Available The paper focuses on mentoring as the key strategy of novice teacher induction in the USA. The study reviews current mentoring/induction policies and trends in the U.S. system of in-service teacher training and support. The findings suggest that the conceptual framework, standards and practices of new teacher mentoring in the United States conform to the dynamic trends in education and organizational management. The conceptual modification of teacher mentoring manifests itself in the development of comprehensive and sustained formal induction programs based on the theories of educational leadership, adult learning, social interaction and collaborative learning. Quality induction programs are context-based and involve multiple stakeholders (schools, school districts, local educational organizations and agencies, partner universities, state departments of education etc. Diverse forms of mentoring (one-to-one, peer, group, reciprocal, online and needs-driven mentoring, etc. are extensively combined with other induction components offered to beginning teachers and mentors during the whole induction period. The induction components include: summer courses, orientation sessions, workshops, seminars, webinars, conferences, interviews, informal meetings and celebrations, district-based mentor training programs etc. The quantitative data obtained through the analysis of the U.S. national surveys and research reports provides ground for highlighting those mentoring and induction programs which have significantly decreased turnover rates among new teachers, contributed to their professional development and improved academic achievement in public schools by providing students with quality instruction.

  9. Impact of Oral Health Education on Oral Health Knowledge of Private School Children in Riyadh City, Saudi Arabia.

    Science.gov (United States)

    Al Saffan, Abdulrahman Dahham; Baseer, Mohammad Abdul; Alshammary, Abdul Aziz; Assery, Mansour; Kamel, Ashraf; Rahman, Ghousia

    2017-11-01

    To assess the early effect of oral health education on oral health knowledge of primary and intermediate school students of private schools by utilizing pre/post questionnaires data from oral health educational projects in Riyadh city, Saudi Arabia. Second, to examine topic-specific knowledge differences between genders, nationalities, and educational levels of the students. Cross-sectional oral health educational data of private school students ( n = 1279) in primary and intermediate levels were extracted from the King Salman Centre for Children's Health (KSCCH) projects undertaken by Riyadh Colleges of Dentistry and Pharmacy. Student's pre- and post-test data were analyzed for changes in oral health knowledge. Overall knowledge score and topic-specific knowledge scores were calculated and the differences between gender, nationality, and educational level were examined using Mann-Whitney U-test. Pre/post change in the oral health knowledge was evaluated by Wilcoxon's sign rank test. Immediately, after oral health educational session high knowledge score category showed an increase of 25.6%, medium and low knowledge score categories showed -3.2% and -22.3% decrease, and this change was statistically significant ( P education showed significantly high mean knowledge ( P private school student's overall, and topic-specific oral health knowledge improved immediately after educational intervention provided by KSCCH. High knowledge gain was observed among female non-Saudi primary school students.

  10. HEADMASTER POLICY OF SENIOR ISLAMIC SCHOOL TO INCREAS TEACHER PROFESIONALISM AT STATE SENIOR ISLAMIC SCHOOL 2 MODEL MEDAN

    Directory of Open Access Journals (Sweden)

    Muhammad Arifin Tanjung

    2017-09-01

    Full Text Available State Senior Islamic School 2 Model Medan oh of famous Islamic schools in North Sumatera. The issues in this writing are what are the formulation, organization, application, and evaluation of headmaster Policy of Senior Islamic School to Increase Teacher Professionalism at State Senior Islamic School 2 Model Medan. To explain the main issue in this writings, I have to observe and interview the Moslem population. Data has been collected will be explained detailly and analyzed by Islamic education management. Based on research, formulation of headmaster Policy of Senior Islamic School to Increase Teacher Professionalism at State Senior Islamic School 2 Model Medan is bottom up which ideas from teachers, beginning from teachers meeting in one subject, teachers meeting in one program, annual meeting in a month and annual meeting in a year, and finally in teamwork, for example, anual teachers meeting, seminar, workshop, coffee morning, study comparison to university and another school. It will motivate teacher in teaching, activity, and anything. Besides it, headmaster facilitates everything whatever teacher need it, for example, infocus, laptop, and everything. And the organization of headmaster Policy of Senior Islamic School to Increase Teacher Professionalism at State Senior Islamic School 2 Model Medan is cooperation with the school community and he helped by vices and head program and teachers and chairman of the student. The special of school organization is evaluation of teachers activity and relation to abroad. Headmaster states his position as a teacher who teaches students, a leader who leads teachers, a manager who manages, a motivator who motivate, a supervisor who supervise teachers activity, and facilitator for teachers. And finally evaluation of headmaster Policy of Senior Islamic School to Increase the Teacher Professionalism at State Senior Islamic School 2 Model Medan each level, beginning from teachers meeting in one subject

  11. Social Justice Teacher Activism and Social Movement Unionism: Tensions, Synergies, and Space

    Directory of Open Access Journals (Sweden)

    Lois Weiner

    2013-10-01

    Full Text Available Though the titles and acronyms of policies differ from one country to another, throughout the world a political project has taken root with the assumption that to reduce poverty and inequality, governments should privatize school systems, alter teaching from a career to contract labor, use standardized tests to make students and teachers accountable, and curtail the power and legal rights of teachers unions. This article explores how teacher activists might help reverse neoliberal educational politics by developing mutually-respectful collaborations among teachers, parents and youth in poor communities, in school-based and system-wide partnerships that involve teachers unions. Analyzing events as they were experienced and influenced by a New York City-based NGO of teachers committed to educational justice, the author examines the landscape of educational reform politics and the creation of new spaces and organizational forms not confined by collective bargaining jurisdictions and traditional bargaining demands. The study suggests that development of a social movement of teachers that might edge teachers unions in the direction of social movement teacher unionism may not occur in a linear fashion. Rather, a complex push-pull dynamic occurs with each change, opening and retracting space, remaking networks and influencing longstanding personal ties among activists.

  12. Comparison of oral hygiene status among 6-14 year old students of public and private schools of Rajbiraj, Saptari, Nepal

    OpenAIRE

    TK Bhagat; A Shrestha; TN Yadav

    2015-01-01

    Aim To determine the oral hygiene status of 6-14 years old school children in Rajbiraj, Nepal. Materials and Methods Three hundred school children from public and private schools were examined for oral hygiene status using OHI(S). Descriptive statistics and independent sample t-tests were done. Results There was no significant difference in the oral hygiene status among gender, but the oral hygiene status of the children in private schools was better than that of the public school. Conclusion...

  13. THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA

    Directory of Open Access Journals (Sweden)

    Cecilia Titiek Murniati

    2016-07-01

    Full Text Available Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.

  14. Ensuring the Equitable Distribution of Teachers: Strategies for School, District, and State Leaders. TQ Research & Policy Brief

    Science.gov (United States)

    Behrstock, Ellen; Clifford, Matthew

    2010-01-01

    National and state-level policies recognize the critical role that talented teachers play in ensuring that all students learn and in building capacity for instructional excellence in schools. Teachers influence student learning more than any other factor in the school, and the dividends of effective teaching are cumulative (see "Defining the…

  15. Addressing the Importance and Scale of the U.S. Teacher Shortage. UCEA Policy Brief 2018-1

    Science.gov (United States)

    Castro, Andrene; Quinn, Daniel J.; Fuller, Edward; Barnes, Michael

    2018-01-01

    Teacher shortages pose a major challenge for state policy makers, district leaders, and school leaders. Importantly, however, the severity of the shortage differs by the particular dynamics of state- and local- teacher labor markets with some regions and states experiencing more severe shortages than others. This brief examines the elements of the…

  16. Venture Philanthropy and Teacher Education Policy in the U.S: The Role of the New Schools Venture Fund

    Science.gov (United States)

    Zeichner, Kenneth; Peña-Sandoval, César

    2015-01-01

    Background & Purpose: This article focuses on the growing role of venture philanthropy in shaping policy and practice in teacher education in the United States. Our goal is to bring a greater level of transparency to private influences on public policy and to promote greater discussion and debate in the public arena about alternative solutions…

  17. Learner Autonomy in Foreign Language Policies in Vietnamese Universities: An Exploration of Teacher Agency from a Sociocultural Perspective

    Science.gov (United States)

    Phan, T. T. Huyen; Hamid, M. Obaidul

    2017-01-01

    Learner autonomy (LA) is generally accepted as an important goal, either explicit or implicit, in language education policies across polities. Fostering LA in educational settings primarily depends on the role of teachers in enacting macro-level policies at the micro level. While various top-down and bottom-up frameworks for language policy…

  18. Insidious Colonialism in Post-Apartheid Education: Interplay of Black Teacher Narratives, Educational Policy and Textbook Analysis

    Science.gov (United States)

    Subreenduth, Sharon

    2013-01-01

    This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance) and how educational policy/textbooks (post-apartheid) produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history…

  19. Promoting Peaceful Coexistence in Conflict-Ridden Cyprus: Teachers' Difficulties and Emotions towards a New Policy Initiative

    Science.gov (United States)

    Zembylas, Michalinos; Charalambous, Constadina; Charalambous, Panayiota; Kendeou, Panayiota

    2011-01-01

    The present paper looks at teachers' perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. This policy initiative by the government sparked strong emotional reactions. This paper provides an in-depth understanding of the intersection between tensions at…

  20. Sedentary lifestyle and its associated factors among adolescents from public and private schools of a Brazilian state capital.

    Science.gov (United States)

    Nascente, Flávia Miquetichuc Nogueira; Jardim, Thiago Veiga; Peixoto, Maria do Rosário Gondim; Carneiro, Carolina de Souza; Mendonça, Karla Lorena; Póvoa, Thaís Inácio Rolim; Sousa, Ana Luiza Lima; Barroso, Weimar Kunz Sebba; Jardim, Paulo César Brandão Veiga

    2016-11-21

    Adolescence is a transition stage between childhood and adulthood and is an important phase for the acquisition of future lifestyles, including the practice of physical activity (PA). The prevalence of sedentary lifestyle in adolescents is often high, creating the need for studies addressing the practice of PA and its associated factors for a better understanding of the phenomenon and possible interventions that would encourage positive changes. Cross-sectional study of a representative sample of students aged 14-18 years enrolled in both public and private schools of a large Brazilian city to determine the level of physical activity (PA) and its associated factors. Sedentary lifestyle was measured by applying the International Physical Activity Questionnaire. The independent variables were gender, age, race, tobacco use and alcohol consumption in the past 30 days, socioeconomic status, body mass index, waist circumference and blood pressure. The crude prevalence ratio was used as a measure of association and was estimated from a Poisson regression. The sample consisted of 862 adolescents with a mean age of 15.4 ± 1.1 years. Females were predominant (52.8%), and the age between 14 and 15 years was the most frequent (52.2%). The majority of the group reported themselves as Caucasians (51.2%), belonging to socioeconomic class C (52.5%) and were attending to public schools (69.1%). The prevalence of sedentary lifestyle was 66.8% (95% confidence interval [CI]: 63.5-69.9), where values of 65.4% and 69.9% were observed among students from public and private schools, respectively (p = 0.196). Sedentary lifestyle was more frequent in females (78.0% vs 54.3%; p sedentary lifestyle was female gender both in public and private schools and the only independent variable related to sedentarism was also female gender. The prevalence of sedentary lifestyle was extremely high in the population of adolescents studied both in public and private schools. Female sex was

  1. Oral Health Status among 12- and 15-Year-Old Children from Government and Private Schools in Hyderabad, Andhra Pradesh, India.

    Science.gov (United States)

    Sukhabogi, J R; Shekar, Cbr; Hameed, Ia; Ramana, Iv; Sandhu, G

    2014-09-01

    The assessment of oral health status of children in government and private schools provide data on the oral health status of children from different socio-economic background. The aim of the following study is to assess and to compare the oral hygiene status, gingival status and caries experience between children from government and private schools in Andhra Pradesh, India. A combination of cluster and stratified random sampling was employed to select the study participants. Oral hygiene status, gingival status and caries experience was assessed and compared among 12- and 15-year-old children from three government and private schools each. The examination was carried out by three trained and calibrated investigators using a mouth mirror and explorer under natural daylight. A total of 604 children (331 government and 273 private) were examined in the study. The mean oral hygiene index-simplified (OHI-S) was higher among government school children (2.9 [1.1]) compared private school children (0.6 [0.4]). The mean gingival score and mean decayed missing filled teeth were also higher among government school children compared with private school children. A significantly higher number of children in the government schools had poor oral hygiene status, moderate to severe gingivitis and caries experience. The prevalence of oral diseases was relatively less among children from private schools in comparison with those from government schools. Hence, the children from government schools should be given the priority compared with private school children in any school dental health programs planned on a statewide basis.

  2. REGION NORTH OF TEACHER EDUCATION POLICY AND EVALUATION OF POLES OPEN UNIVERSITY SYSTEM OF BRAZIL

    Directory of Open Access Journals (Sweden)

    Celso José da Costa

    2013-03-01

    Full Text Available This text aims to present, in general, the north region and policies for teacher training implemented in the last 5 years, locating in this context the importance of the Brazil Open University system and its supporting poles face as methodology research linked to the project "Institutionalization of Distance Education in Brazil." Greater emphasis will be given to data from the states of Pará and Acre, given that two authors of this text act as coordinators of the poles supporting attendance System Open University of Brazil in these states. We design the text, based on testimony of poles coordinators who participated in participatory research, conducted by the Research Group "Teacher education and information and communication technologies", LANTE / UFF. We aim also to identify the structure and functioning of the Poles face Supporting UAB in the North as well as the assessment tool applied in this region.

  3. Escola pública e escola particular: semelhanças de dois imbróglios educacionais Escuela pública e escuela particular: similitudes entre dos retos educacionales Public and private school: resemblances between two educational predicaments

    Directory of Open Access Journals (Sweden)

    Pedro Demo

    2007-06-01

    ón permanente, dentro de la premisa de que, si el maestro aprende bien, el estudiante lo podría hacer también.The distance between public and private school in Brazil is considerable, having the private school the advantage. Nevertheless we perceive crisis signals also in the private school, whose performance has been falling in the last years, especially in 2005. What most calls our attention is that this decadence is greater in more developed regions and in mathematics. We suggest that the main reason would be instruccionism in both systems, since they share the same educational politics and the same teachers. The greater difference is possibly that private school is managed by private initiative with market and parents pressure: it follows that its performance, although not acceptable, is higher. We also suggest that the most promising initiative to overcome this predicament would be to bet on teacher, caring systematically of his permanent formation, within the premise that, if the teacher learns well, the student could do it as well.

  4. Federal Policy and the Teacher Labor Market: Exploring the Effects of NCB School Accountability on Teacher Turnover

    Science.gov (United States)

    Sun, Min; Saultz, Andrew; Ye, Yincheng

    2017-01-01

    The media suggest that accountability pressure increases teacher stress and drives teachers away from teaching, resulting in teachers leaving disadvantaged schools that serve larger proportions of poor and minority students. However, no prior work has systematically examined the changes in the national trends of teacher turnover in response to No…

  5. Federative coordination and collaboration in the policy and management of the ongoing development of teachers from 2003 to 2006

    Directory of Open Access Journals (Sweden)

    Clotenir Damasceno Rabelo

    2018-01-01

    Full Text Available The article integrates the studies carried out as part of a concluded research which aimed to analyze the intergovernmental relations established by the federated entities in the implementation of policies created in the framework of the Federal and State Governments    oriented towards the ongoing development of literacy teachers and the role played by the municipalities in the execution of such policies in the period between 2003 and 2006. As an integral part of the broad analysis, this text discusses the policy and management of the ongoing development of teachers in Brazil, considering the federative coordination and collaboration between 2003 and 2006. It presents an analysis carried out in documents of the National Policy of Recognition and Development of Teachers, redesigned in the beginning of 2003, especially the National Network of Ongoing Development of Basic Education Teachers. It also emphasizes the guidelines agreed upon set down to initiate collaborative efforts between the federated entities and universities to implement this policy. The examination reveals signs of a centralized federal formulation and a decentralized offer, and indicates different reactions by states and municipalities to the model of federalism adopted in the policies, giving rise to contradictions in the structure of roles played by the subnational units.

  6. The Achievement Ideology and Top-Down National Standardized Exam Policy in Indonesia: Voices from Local English Teachers

    Directory of Open Access Journals (Sweden)

    Amirul Mukminin

    2013-04-01

    Full Text Available The purpose of this qualitative inquiry was to explore and describe the perspectives of local English teachers on the National Standardized Exam [NSE] policy as a high-stakes exam to gauge student performance nationally at four senior high schools in Jambi City, Indonesia. The theoretical framework of the ethics of critique, justice, and care was used to guide this study. Data for this study are collected through a demographic background survey and in-depth interviews with fifteen local English teachers. The demographic data were analyzed descriptively. The interviews data were analyzed using within-case and cross-case displays and analyses. Two salient themes with their subthemes that emerged were (1 negative perspectives on the practices and accuracy of the NSE policy and (2 unintended consequences the NSE policy (curriculum and instruction, teaching and learning, teacher motivation, student motivation, less attention to non-tested disciplines, and widespread cheating. This study provides information for policy makers, school leaders, researchers, and teacher educators to understand how the policy is implemented at the school level. Policy implications are discussed

  7. Comparison of oral hygiene status among 6-14 year old students of public and private schools of Rajbiraj, Saptari, Nepal

    Directory of Open Access Journals (Sweden)

    TK Bhagat

    2015-06-01

    Full Text Available Aim To determine the oral hygiene status of 6-14 years old school children in Rajbiraj, Nepal. Materials and Methods Three hundred school children from public and private schools were examined for oral hygiene status using OHI(S. Descriptive statistics and independent sample t-tests were done. Results There was no significant difference in the oral hygiene status among gender, but the oral hygiene status of the children in private schools was better than that of the public school. Conclusion Large number of public school children had poor oral hygiene compared to private school children. Hence, oral health education programs should be conducted on a frequent basis to improve their oral hygiene status. DOI: http://dx.doi.org/10.3126/jcmsn.v10i1.12763 Journal of College of Medical Sciences-Nepal, 2014, Vol.10(1; 17-21

  8. Assessment Practices for Students with Learning Disabilities in Lebanese Private Schools: A National Survey

    Science.gov (United States)

    ElSaheli-Elhage, Rasha; Sawilowsky, Shlomo

    2016-01-01

    Education is intended to provide diverse students with the skills and competencies needed to enhance their lives. This includes assessment practices that enable teachers to identify students' current level of skills, their strength and weaknesses, target instruction at student's personal level, monitor student learning and progress and plan and…

  9. Sowing the Seeds of Character: The Moral Education of Adolescents in Public and Private Schools

    Science.gov (United States)

    Levingston, Judd Kruger

    2009-01-01

    A rabbi and educator shows how moral education can be crafted to address each of the three main branches of the moral life: philosophy, civics, and ethics. Although adolescents roll their eyes at adult platitudes, they love to grapple with sticky moral issues, and they value teachers who nurture their growth as moral decision-makers. Instead of…

  10. Storying Teacher Education Policy: Critical Counternarratives of Curricular, Pedagogical, and Activist Responses to State-Mandated Teacher Performance Assessments

    Science.gov (United States)

    Henning, Nick; Dover, Alison; Dotson, Erica K.; Agarwal-Rangath, Ruchi

    2018-01-01

    The rise of high-stakes, standardized, teacher performance assessments (TPAs) is central to the industry being created out of the regulation, policing, and evaluation of university-based teacher education In addition to reinforcing a narrow and counter-critical framework, TPAs can shift responsibility for the evaluation of teacher candidates from…

  11. Labor and health conditions of private school teachers in Vitória da Conquista, Bahia, Brazil

    OpenAIRE

    Delcor, Núria Serre; Araújo, Tania M.; Reis, Eduardo J. F. B.; Porto, Lauro A.; Carvalho, Fernando M.; Silva, Manuela Oliveira e; Barbalho, Leonardo; Andrade, Jonathan Moura de

    2004-01-01

    A literatura científica sobre a saúde dos professores é escassa e recente, enfocando especialmente o desgaste e estresse. Este trabalho objetivou descrever as condições de trabalho e saúde dos professores da rede particular de ensino da cidade de Vitória da Conquista, Bahia, Brasil. Num questionário auto-aplicado foram coletadas informações de 250 professores de dez escolas. Entre as características do trabalho docente, avaliadas pelo Job Content Questionnaire, destacaram-se ritmo acelerado d...

  12. Trip Generation by Transportation Mode of Private School, Semi-private and Public. Case Study in Merida-Venezuela

    Energy Technology Data Exchange (ETDEWEB)

    Quintero Petit, A.M.; Diaz Gallardo, M.I.; Moreno Gonzalez, E.G.

    2016-07-01

    The trip generation model (TGM) is the first step in transportation forecasting, this is useful for estimating travel demand because it can predict travel from or to a particular land use. Typically, the analysis focuses in residential trip generation as a function of the social and economic attributes of households, but nonresidential land use suggests others variables. Travel generator poles such as: Private school, Semi-private and Public, have not been studied in Venezuela. The TGMs that shows the Institute of Transportation Engineers (ITE), EE.UU, are used typically and could be not appropriate. By using stepwise regression and transformation of data, high correlation coefficients and substantial improvements in the variability of data from several schools they were found. The trip generation rates (TGRs) by transportation mode: walking, motorcycle, public transport and cars, can be compared and be included in the Ibero-American Network of travel attractors poles. (Author)

  13. Language Management: A Snapshot of Governmentality within the Private Schools in Quetta, Pakistan

    Science.gov (United States)

    Manan, Syed Abdul; David, Maya Khemlani; Dumanig, Francisco Perlas

    2016-01-01

    Pakistan is a multilingual and multiethnic country; however, this diversity stands unrecognized in the formal language-in-education policies. Estimates suggest that about 90% of children who speak over 60 indigenous languages do not have access to education in their mother tongues. Linguists estimate that exclusive teaching of Urdu and English…

  14. Teacher Quality and Teacher Mobility

    Science.gov (United States)

    Feng, Li; Sass, Tim R.

    2017-01-01

    There is growing concern among policy makers over the quality of the teacher workforce in general, and the distribution of effective teachers across schools. The impact of teacher attrition on overall teacher quality will depend on the effectiveness of teachers who leave the profession. Likewise, teacher turnover may alleviate or worsen inequities…

  15. Teachers' Professional Development: The Case of WhatsApp

    Science.gov (United States)

    Cansoy, Ramazan

    2017-01-01

    In this study, the kinds of shares made by science teachers in a WhatsApp group as an online community of practice to support professional development were examined. The netnographic research method, one of the qualitative research methods, was used in the study. The messages shared by 12 science teachers, who worked at a private school between…

  16. The Bring Your Own Technology Initiative: An Examination of Teachers' Adoption

    Science.gov (United States)

    Cardoza, Yanet; Tunks, Jeanne

    2014-01-01

    This case study explored teachers' concerns, use, and actual practices in their adoption of the Bring Your Own Technology (BYOT) initiative. Participants were 12 secondary teachers in a private school setting. The Concerns-Based Adoption Model tools provided data: Stages of Concern Questionnaire (SoCQ), Levels of Use interview, and the Innovation…

  17. Examining Preschool and First Grade Teachers' Opinions on the Effects of School Readiness to Classroom Management

    Science.gov (United States)

    Akman, Berrin; Kükürtcü, Sevi Kent; Tarman, Ilknur; Sanli, Zeynep Seda

    2017-01-01

    The purpose of this research is to examine preschool and first grade teachers' opinions on the effects of school readiness to classroom management. The participants of this research consisted of the 18 preschool and 22 first grade teachers who work at public and private schools in the cities of Konya, Ankara and Kayseri in Turkey. Phenomenological…

  18. Humanistic and Behavioristic Psychology Teachers on the Precollege Level: Are Their Approaches Different?

    Science.gov (United States)

    Stahl, Robert J.

    1977-01-01

    A research project evaluated teaching approaches of precollege humanistic and behavioristic psychology teachers in 266 public and 71 private schools in Florida. Findings indicate that there exists no real difference between humanistic and behavioristic psychology teachers and their respective courses. (Author/DB)

  19. Teachers' Perceptions of Students with Special Education Needs in Cameroon Secondary Schools

    Science.gov (United States)

    Arrah, Rosemary Oneke; Swain, Kristine D.

    2014-01-01

    This study examined teachers' perceptions of including students with special education needs in Cameroon secondary schools. Teachers (N = 130) from five secondary government, denominational or lay private schools in Buea subdivision of Cameroon, Africa, completed a 26-item survey. The survey was analyzed using descriptive statistics, t-tests, and…

  20. Investigation of Teachers' Perceptions of Organizational Citizenship Behavior and Their Evaluation in Terms of Educational Administration

    Science.gov (United States)

    Avci, Ahmet

    2016-01-01

    The aim of this study is to investigate teachers' perceptions of organizational citizenship behaviors and to evaluate them in terms of educational administration. Descriptive survey model was used in the research. The data of the research were obtained from 1,613 teachers working in public and private schools subjected to Ministry of National…

  1. Determinants of Motivation in Teachers: A Study of Private Secondary Schools Chain Networks in Bahawalpur

    Science.gov (United States)

    Nawaz, Nosheen; Yasin, Hina

    2015-01-01

    Retaining quality employees is the dream of every organization. This research focuses on a big issue arising in the education sector. A large number of teachers are incoming and leaving the private schools of Bahawalpur. Lack of motivation is a major cause of teachers' turnover. Aspire of this research is to find the factors which can motivate…

  2. The Impact of the Bologna Reform on Teacher Education in Germany: An Empirical Case Study on Policy Borrowing in Education

    Science.gov (United States)

    Kuhlee, Dina

    2017-01-01

    This article investigates aspects of policy transfer and educational borrowing in German higher education in the wake of the Bologna reforms of higher education in Europe. It examines the origins and results of the Bologna reform process in Germany. Focussing on teacher education, it highlights inconsistencies between political legitimation,…

  3. Continuity of Care, Professional Community, and the Policy Context: Potential Benefits for Infant and Toddler Teachers' Professional Development

    Science.gov (United States)

    Ackerman, Debra J.

    2008-01-01

    Practice or Policy: Continuity of care (COC) has many benefits for young children's development but is not the norm in infant/toddler classrooms. As a consequence, policymakers might not realize how such an approach might also benefit the professional development of infant and toddler teachers, particularly if they come to the field with little…

  4. Job Satisfaction: A Study of the Relationship between Right-to-Work Policy and Public School Teachers' Perceptions

    Science.gov (United States)

    Buckman, David G.

    2017-01-01

    The purpose of this study was to examine the relationship between state unionization policy and teacher job satisfaction in the K-12 public school environment in the states of Florida and New York (i.e., a right-to-work state and a non-right-to-work state). Data were collected via electronic survey to analyze personal demographics, human capital,…

  5. Tacit Rejection of Policy and Teacher Ambivalence: Insights into English Language Teaching in Bahrain through Actors' Perceptions

    Science.gov (United States)

    Hayes, Aneta

    2018-01-01

    This article develops Phillips and Ochs's (2003) framework for policy borrowing, particularly their theorisations about indigenisation of international programmes. It uses the example of communicative language teaching (CLT) in Bahrain, exploring teacher perspectives regarding the effects of CLT on the preexisting arrangements in the national…

  6. [Factors associated with condom use and knowledge about STD/AIDS among teenagers in public and private schools in São Paulo, Brazil].

    Science.gov (United States)

    Martins, Laura B Motta; da Costa-Paiva, Lúcia Helena S; Osis, Maria José D; de Sousa, Maria Helena; Pinto-Neto, Aarão M; Tadini, Valdir

    2006-02-01

    This study aimed to compare knowledge about STD/AIDS and identify the factors associated with adequate knowledge and consistent use of male condoms in teenagers from public and private schools in the city of São Paulo, Brazil. We selected 1,594 adolescents ranging 12 to 19 years of age in 13 public schools and 5 private schools to complete a questionnaire on knowledge of STD/AIDS and use of male condoms. Prevalence ratios were computed with a 95% confidence interval. The score on STD knowledge used a cutoff point corresponding to 50% of correct answers. Statistical tests were chi-square and Poisson multiple regression. Consistent use of male condoms was 60% in private and 57.1% in public schools (p > 0.05) and was associated with male gender and lower socioeconomic status. Female gender, higher schooling, enrollment in private school, Caucasian race, and being single were associated with higher knowledge of STDs. Teenagers from public and private schools have adequate knowledge of STD prevention, however this does not include the adoption of effective prevention. Educational programs and STD/AIDS awareness-raising should be expanded in order to minimize vulnerability.

  7. School Choice: Private School Choice Programs Are Growing and Can Complicate Providing Certain Federally Funded Services to Eligible Students. Report to Congressional Requesters. GAO-16-712

    Science.gov (United States)

    US Government Accountability Office, 2016

    2016-01-01

    Voucher and education savings account (ESA) programs fund students' private school education expenses, such as tuition. In school year 2014-15, 22 such school choice programs were operating nationwide, all but one of which was state funded. Under two federal grant programs, one for students with disabilities and one for students from disadvantaged…

  8. Slight Decline in Use of Private School Tuition Vouchers in 2010-2011: Loss of Schools Results in Fewer Students. Research Brief. Volume 99, Number 2

    Science.gov (United States)

    Dickman, Anneliese; Schmidt, Jeffrey

    2011-01-01

    For the first time since its 1998 expansion to include religious schools, enrollment in the Milwaukee Parental Choice Program (MPCP) did not grow in the 2010-2011 school year. Currently, 20,996 private school students receive taxpayer-funded tuition vouchers (of $6,442 per pupil), a decrease of 66 students over last year. Chart 1 shows program…

  9. Do Low-Cost Private School Leavers in the Informal Settlement Have a Good Chance of Admission to a Government Secondary school? A Study from Kibera in Kenya

    Science.gov (United States)

    Ohba, Asayo

    2013-01-01

    There are growing numbers of low-cost private schools in urban informal settlements in developing countries. It has been argued that these institutions may constitute alternatives for government schools, as they are able to meet the educational needs of children in urban informal settlements. This study explores the question of whether low-cost…

  10. Contemporary policies of literacy teacher training in Brazil: between enhancement of performances and pedagogical management of innovations

    Directory of Open Access Journals (Sweden)

    Roberto Rafael Dias da Silva

    2016-01-01

    Full Text Available This paper examines the current policies of literacy teacher training in Brazil, recently materialized in the Pacto Nacional pela Alfabetização na Idade Certa (PNAIC - National Pact for Literacy at the Right Age, and it aims to analyze the political strategies that can be visualized in its implementation process. Placing them in scenarios of educational reform in their modes of regulation and political domination, we acknowledge that the conceptions of teacher education put into action are enhanced through the modes of educational path individualization, at the same time that they intensify the ways of government management of literacy teacher action. We conclude that such educational intervention bets on models of large-scale assessment as strategic goal and produces efforts towards a permanent innovation in teaching, appropriate to the neoliberal regimes, predominant in the education policies mobilized in the country.

  11. From the history of a private school for girls in Bălţi

    Directory of Open Access Journals (Sweden)

    Tatiana Chicaroş

    2013-12-01

    Full Text Available Based on the analysis of archival documents the article reflects the history and activity of the girls' school of A.L. Chudnahovskaia - E.I. Genshke in Bălţi. In the development of the school there are three stages. According to archival sources of 1884, it was established instead of a second category school (four-year training system headed by Zinaida Negruş. Due to financial difficulties the school was closed after ten years of operation. Parents of children enrolled in it appealed to local authorities through an official I.A. Marandich to request the continuation of the school, as they are unable to send their children to schools located in other cities. After several consultations with teachers from local schools, I.A. Marandich asked Augustina Chudnahovskaia, the former teacher of French and German from the Negruş's school, to get permission from the Department of Public Education to open a new school similar to the previous one. Thanks to perseverance of the director of popular schools P.C. Borzakovekov, it was decided to open in Bălţi a similar four-year school. The new school began its work on 5 September 1894. The teaching staff was formed from the former school's teach- ers working more on enthusiasm than for money. The amount of money left of the school fees was equally shared among all the teachers. At the beginning of their activities they were paid 5-6 rubles a year for a teaching subject. Their work brought good results. For 10 years of its activity the school had 270 students, 77 of which attended the full course of study. On average, each year the school had an enrollment of up to 27 students. The greatest difficulties in the development of this institution emerged during its reorganization in a gymnasium. The first query on the matter was sent to the authorities in 1899, but was not satisfied. Subsequent attempts in 1901 also failed. Only in 1904, the school was reorganized in a progymnasium for girls providing four

  12. From policy to practice: education reform in Mozambique and Marrere Teachers' Training College

    Directory of Open Access Journals (Sweden)

    Manuel Guro

    2010-01-01

    Full Text Available The Mozambican government has introduced reforms of basic education, notably the introduction of interdisciplinarity, learner-centredness and new teaching pedagogies. This is a case study of how these curriculum reforms have been implemented at Marrere Teachers' Training College. We conducted interviews with lecturers, observed their teaching practices, and studied student results to assess teaching outcomes. The study is grounded in the literatures on educational change and globalization. The problems of policy and practice have focused attention on bottom-up and top-down research, and hybrid approaches. The study of globalization has highlighted the relationship between curriculum change and the world economy. There is a paucity of research on how these developments have affected underdeveloped countries. We found that practical issues influence implementation. Lecturers did not understand the meaning of interdisciplinarity. They could, however, articulate the meaning of learnercentredness. Lesson observations showed they did not implement it. Against the backdrop of these inter-related factors, final year students performed poorly in examinations. These analyses show the complexities of the moving from policy to practice, and the global to the local.

  13. Perceived barriers to achieving a healthy weight: a qualitative study using focus groups at public and private schools in Guatemala City

    Directory of Open Access Journals (Sweden)

    Luisa Madrigal

    2017-01-01

    Full Text Available Abstract Background Overweight prevalence among Guatemalan girls is higher in public than in private schools. Little is known about adolescent girls’ perceptions of the right ways to achieve a healthy weight. This study examines public and private school adolescent girls’ perceptions of a “healthy weight,” and barriers and facilitators to achieving it. Methods We conducted 4 focus groups in public and private schools in Guatemala City with girls from 13 to 15 years old. The discussion guide included open-ended questions and activities aimed at examining perceptions of “healthy weight” and barriers and motivators to achieving it within the school environment. Focus groups were audio-recorded and transcribed. Data analyses followed established methods of content analysis. Results Twenty-eight girls (private school, n = 12; public school, n = 16 of ages ranging from 13.1 to 15.9 years (median, 14, IQR, 13.6–14.9 participated in the study. Girls identified images of thin and fit women as healthy. They cited healthy eating and physical activity as ways to achieve a healthy weight. Within the school environment, barriers to maintaining a healthy weight included a lack of healthy food options and the prioritization of sports for boys over girls. In public schools, facilities were less than optimal; in private schools, girls’ access to facilities was limited. Public school girls stated that their uniforms were inappropriate for exercising. Conclusion Our findings support the need to provide more healthy food options in Guatemalan schools. In addition, physical activity for girls should be promoted and facilities made available for their use.

  14. Assessment of non-cavitated and cavitated carious lesions among 12- to 15-year-old government and private school children in Pune, Maharashtra, India.

    Science.gov (United States)

    Machale, Priyanka S; Hegde-Shetiya, Sahana; Shirahatti, Ravi; Agarwal, Deept

    2014-01-01

    The present cross-sectional study was conducted to assess and compare the mean number of non-cavitated (initial lesions, IL) and cavitated carious lesions (WHO criteria) per child in the permanent dentition and to correlate it with the plaque index among 12- to 15-year-old government and private school children. 481 schoolchildren aged 12-15 years were selected randomly by multistage random sampling from two government and two private schools. Demographic details were collected at the time of examination. Baseline plaque scores were recorded using the Silness and Löe plaque index. Immediately after brushing and drying the teeth, cavitated lesions were recorded based on WHO recommendations and non-cavitated lesions were recorded using the IL criteria of Nyvad et al and Fyffe et al. The mean number of surfaces with cavitated and non-cavitated lesions for government school children was 2.13 ± 2.98 and 3.21 ± 2.97, respectively, and 1.24 ± 1.86 and 3.08 ± 2.33 for private school children, respectively. WHO + IL surfaces among private school children were 4.33 ± 3.48 and in government school children 5.35 ± 4.45. There was a positive correlation of plaque score with IL (r = 0.63) and WHO+IL (r = 0.73). Non-cavitated lesions are about twice as common as cavitated carious lesions in school children. Government school children had a higher number of cavitated and non-cavitated carious lesions when compared with private school children.

  15. Oral health status and treatment needs among 12- and 15-year-old government and private school children in Shimla city, Himachal Pradesh, India.

    Science.gov (United States)

    Shailee, Fotedar; Girish, M Sogi; Kapil, R Sharma; Nidhi, Pruthi

    2013-01-01

    To assess the dental caries, periodontal health, and malocclusion of school children aged 12 and 15 years in Shimla city and to compare them in government and private schools. A cross-sectional study of 12- and 15-year-old children in government and private schools was conducted in Shimla city, Himachal Pradesh, India. A sample of 1011 school children (both males and females) was selected by a two-stage cluster sampling method. Clinical recordings of dental caries and malocclusion were done according to World Health Organization diagnostic criteria 1997. Periodontal health was assessed by Community Periodontal Index of Treatment Needs index. The data collected was analyzed by SPSS package 13. The statistical tests used were t-test and Chi-square tests. The prevalence of dental caries was 32.6% and 42.2% at 12 and 15 years, respectively. At the12 years of age, the mean decayed, missing, filled teeth was 0.62 ± 1.42 and it was 1.06 ± 2.93 at 15 years of age. Females had higher level of caries than males at both the ages. At both ages, mean of decayed teeth was statistically higher in government schools as compared with private schools. Children in government schools had significantly less number of mean filled teeth at both ages as compared with private schools. The healthy component of gingiva was present in higher percentage of children in private schools as compared with government schools at both the age groups. The prevalence of malocclusion among the 12- year-old (58.1%) was more as compared with that among the 15-year-old (53.5%). The caries experience of 12- and 15-year-old children was low but the prevalence of gingivitis and malocclusion was quite high. Effective oral health promotion strategies need to be implemented to improve the oral health of school children further in Shimla city.

  16. How Teachers Can Avoid Being Sued: Law and American Education.

    Science.gov (United States)

    Greene, Jim

    This paper explores what teachers can do to avoid potential lawsuits. Section 1 describes different types of laws for public and private schools. Section 2 discusses tort liability. Section 3 presents legal principles that apply to educators (in loco parents, intentional torts, strict liability, negligence, foreseeability, assigned duties,…

  17. Physical Education Teachers' Views about Character Education

    Science.gov (United States)

    Tutkun, Erkut; Görgüt, Ilyas; Erdemir, Ibrahim

    2017-01-01

    The purpose of this study is to find out the views of teachers of physical education about how they define character education, whether they think national education curriculum and the curriculum of private schools are suitable for character education and whether they think character education can be applied in physical education lessons. Case…

  18. Management Of Indiscipline Among Teachers By Principals Of ...

    African Journals Online (AJOL)

    This study compared the management of indiscipline among teachers by public and private school principals in Akwa Ibom State. The sample comprised four hundred and fifty (450) principals/vice principals randomly selected from a population of one thousand, four hundred and twenty eight (1,428) principals. The null ...

  19. Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs

    Science.gov (United States)

    Freeman, Jennifer; Simonsen, Brandi; Briere, Donald E.; MacSuga-Gage, Ashley S.

    2014-01-01

    Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy…

  20. Teachers' Knowledge, Attitudes, and Supportive Behaviors toward LGBT Students: Relationship to Gay-Straight Alliances, Antibullying Policy, and Teacher Training

    Science.gov (United States)

    Swanson, Katie; Gettinger, Maribeth

    2016-01-01

    This study focused on the association between 3 school-level supports for lesbian, gay, bisexual, and transgender (LGBT) students and teachers' knowledge, attitudes, and behaviors toward LGBT youth. Framed within social support theory, the study used survey method with a sample of 98 teachers in Grades 6-12. The purpose was to examine the relation…

  1. A Phenomenological Study of Mentoring Policies and Practices on Special Education Teachers

    Science.gov (United States)

    Smith-Washington, Vannessa A.

    2017-01-01

    High teacher attrition rates adversely affect beginning special education teachers remaining on the job many of whom lack teaching experience. With high rates, replacements are needed, especially in the field of special education where new teachers leave at higher rates than general education teachers. The general problem is that limited…

  2. Awareness and knowledge of National School Health Policy and School Health Programme among public secondary school teachers in Ibadan metropolis.

    Science.gov (United States)

    Obembe, Taiwo A; Osungbade, Kayode O; Ademokun, Oluwakemi M

    2016-01-01

    The awareness, knowledge, and involvement of teachers in the implementation of School Health Programme (SHP) in secondary schools are essential in ensuring the effectiveness and overall success of the School Health Policy. This study assessed the awareness and knowledge of teachers on SHP in Ibadan metropolis. A descriptive cross-sectional study was carried out using a two-stage sampling technique to select 426 secondary school teachers across all the five Urban Local Government Areas (LGAs) in Ibadan metropolis by balloting. Pretested semi-structured questionnaires were used to collect data from 426 teachers. Quantitative data were analyzed using descriptive statistics, Chi-square, and logistics regression tests at 5% level of significance. About one-third of the respondents had heard of National School Health Policy (NSHP); however, few had seen the document. About half of the respondents were aware of the SHP in their schools. Many of the respondents had a good knowledge of SHP. Age and level of education of participants significantly influenced the knowledge of SHP. Above 50 years of age and postgraduate qualification were the significant predictors for the good knowledge of SHP. Awareness of the NSHP was low despite the good knowledge of SHP. This could be due to the tertiary education that most of the respondents had. Concerted efforts of stakeholders are required to intensify the health education awareness campaign to improve teachers' knowledge based on NSHP.

  3. Insidious Colonialism in Post-Apartheid Education: Interplay of Black Teacher Narratives, Educational Policy and Textbook Analysis

    Directory of Open Access Journals (Sweden)

    Sharon Subreemduth

    2013-10-01

    Full Text Available This article focuses on the larger project of identifying oppressive structures (during apartheid more specifically in this instance and how educational policy/textbooks (post-apartheid produce transformative knowledge for decolonization. It presents Black South African teacher perceptions and desires of what/how educational policy, history textbooks can intervene in apartheid indoctrination and what role these have in addressing the nation’s meta-narrative of equity and social justice. I take up these teacher narratives as a way to further critique textbooks currently used and examine the written and visual content against post-apartheid decolonizing intentions. Teacher narratives and textbook analysis indicate that even prescriptive post-apartheid textbooks struggle to reimagine history wrought through with colonialism. Decolonizing analysis of visual images in the textbooks show how curriculum policy/practice in South Africa is a collision of anti-apartheid desires and post-apartheid reality. By examining grassroots linkages I attempt to expand the current dialogue on educational policy and textbook studies and to contextualize the field, both historically and contemporarily.

  4. A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools

    Science.gov (United States)

    Leonard, Noelle R.; Gwadz, Marya V.; Ritchie, Amanda; Linick, Jessica L.; Cleland, Charles M.; Elliott, Luther; Grethel, Michele

    2015-01-01

    There is growing awareness that students’ experiences of stress may impede academic success, compromise mental health, and promote substance use. We examined these factors in an under-studied population, private/independent high school students, using a multi-method (qualitative and quantitative), iterative data collection and analytic process. We first conducted qualitative interviews with faculty and staff at a number of highly competitive private schools, followed by an anonymous quantitative survey with 128 11th grade students from two of these settings. We then conducted a qualitative exploration of the quantitative results with a subset of students. Next, a set of Expert Panel members participated in qualitative interviews to reflect on and interpret study findings. Overall, we found students experienced high levels of chronic stress, particularly in relation to academic performance and the college admissions process. While students described a range of effective, adaptive coping strategies, they also commonly internalized these serious pressures and turned to alcohol and drugs to cope with chronic stress, although not typically at problematic levels. We discuss study implications for both schools and families derived from the Expert Panel. PMID:26257685

  5. A multi-method exploratory study of stress, coping and substance use among high school youth in private schools

    Directory of Open Access Journals (Sweden)

    Noelle Regina Leonard

    2015-07-01

    Full Text Available There is growing awareness that students’ experiences of stress may impede academic success, compromise mental health, and promote substance use. We examined these factors in an under-studied population, private/independent high school students, using a multi-method and iterative data collection and analytic process. We first conducted qualitative interviews with faculty and staff at a number of highly competitive private schools, followed by an anonymous survey with 128 eleventh-grade students from two of these settings, and then conducted a qualitative exploration of the quantitative results with a subset of students. Next, a set of Expert Panel members participated in qualitative interviews to reflect on and interpret study findings. Overall, we found students experienced high levels of chronic stress, particularly in relation to academic performance and the college admissions process. While students described a range of effective, adaptive coping strategies, they also commonly internalized these serious pressures and turned to alcohol and drugs to cope with chronic stress, although not typically at problematic levels. We discuss study implications for both schools and families derived from the Expert Panel.

  6. [Prevalence of Depressive and Anxious Symptomatology in 14-18 ys-old Students from a Private School in Medellin].

    Science.gov (United States)

    Ramírez, Carmenza Ricardo; Álvarez, Matilde; Prieto, Germán Valencia; Otálvaro, Felipe Tirado

    2012-09-01

    This study describes prevalence of depressive and anxious symptoms together with family, environmental and personal risk factors in a group of adolescents between 14 and 18 years of age in a private school of Medellín. An analytic observational cross sectional study was performed in 152 adolescents, evaluating sociodemographic aspects and prevalence of depressive and anxious symptomatology, as established through BDI-II and BAI. Average age was 15.4 ± 0.9 years old, with a 25% prevalence of anxiety symptoms and 25.7% of depressive symptoms. From the 38 (25%) students with BAI positive, 26 (68.4%) were BDI positive, and from the 39 (25.6%) students with BDI positive, 26 (66.7%) were BAI positive. the risk factors for anxiety and depressive symptomatology were: being a woman, being a victim of bullying and abuse. Having friends was the protective factors for depressive symptomatology. There was a statistical association between self-report of depressive and anxiety symptomatology; between the anxiety self-report and the depressive symptomatology; as well as between depressive and anxiety symptomatology and parents' perception of such symptoms. Copyright © 2012 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

  7. A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools.

    Science.gov (United States)

    Leonard, Noelle R; Gwadz, Marya V; Ritchie, Amanda; Linick, Jessica L; Cleland, Charles M; Elliott, Luther; Grethel, Michele

    2015-01-01

    There is growing awareness that students' experiences of stress may impede academic success, compromise mental health, and promote substance use. We examined these factors in an under-studied population, private/independent high school students, using a multi-method (qualitative and quantitative), iterative data collection and analytic process. We first conducted qualitative interviews with faculty and staff at a number of highly competitive private schools, followed by an anonymous quantitative survey with 128 11th grade students from two of these settings. We then conducted a qualitative exploration of the quantitative results with a subset of students. Next, a set of Expert Panel members participated in qualitative interviews to reflect on and interpret study findings. Overall, we found students experienced high levels of chronic stress, particularly in relation to academic performance and the college admissions process. While students described a range of effective, adaptive coping strategies, they also commonly internalized these serious pressures and turned to alcohol and drugs to cope with chronic stress, although not typically at problematic levels. We discuss study implications for both schools and families derived from the Expert Panel.

  8. Self-reported physical activity and food intake patterns in schoolchildren aged 7-10 from public and private schools.

    Directory of Open Access Journals (Sweden)

    Filipe Ferreira da Costa

    2012-08-01

    Physical activity and diet are related to several health outcomes. The aim of this study was to analyze physical activity (PA and diet patterns among Brazilian schoolchildren attending private or public schools. A cross-sectional, school-based study of elementary schoolchildren aged 7-10 years old (n = 2,936 was carried out in Florianopolis (southern Brazil. Self-reported food consumption and PA patterns were assessed by means of a questionnaire. A higher percentage of girls than boys met the rec­ommendations for consumption of fruits and vegetables and limited their consumption of sweets and soft drinks. Boys reported higher PA levels than girls (P < 0.001. Children attending private schools were more likely to be in the highest tertile of PA (odds ratio = 1.53, 1.14-2.05 and 80% less likely to be active in commuting to school compared to public school students. Private schoolchildren were more likely to meet recommendations for fruits and vegetables, limit sweet consumption, report adequate meal frequency and no consumption of fast food or soft drinks. In summary, girls and private schoolchildren reported better eating patterns, while boys and private schoolchildren reported higher PA levels. Such results highlight the public school setting as a target for health promotion initiatives, along with other strategies, in developing countries.

  9. Student Teachers' Views on National Education: The Need for Greater Alignment between Policy and Praxis

    Science.gov (United States)

    Koh, Caroline; Liu, Woon Chia; Chye, Stefanie; Divaharan, Shanti

    2013-01-01

    This study examines student teachers' views on their country and on National Education (NE), with the aim of promoting teachers' understanding of the need for NE. A 40-item survey was administered to 1,650 student teachers, to assess their sense of belonging, protective attitude, perceived right, ethnic tolerance and community and political…

  10. Revisiting the Trajectories of Special Teacher Education in China through Policy and Practice

    Science.gov (United States)

    Wang, Yan; Mu, Guanglun Michael

    2014-01-01

    The preparation, recruitment, work, and career of teachers are important in education. This is no exemption for special education. However, the shortage of qualified teachers serving students with disabilities has long been an international problem. In China, both the quantity and the quality of special education teachers are of concern. This…

  11. A Quest for Legitimacy: On the Professionalization Policies of Sweden's Teachers' Unions

    Science.gov (United States)

    Lilja, Peter

    2014-01-01

    The aim of this article is to contribute to the ongoing discussion on teacher professionalism by analyzing the professional strategies of Sweden's two teachers' unions from an organizational perspective. Drawing on institutional theory, the article argues that the teachers' unions' focus on strategies of professionalization has as much to do with…

  12. Head Start Teacher Well-Being: Implications for Policy and Practice

    Science.gov (United States)

    Bullough, Robert V., Jr.; Hall-Kenyon, Kendra M.; MacKay, Kathryn Lake

    2012-01-01

    Surprisingly little is known about Head Start teachers; who teaches, why they teach, and how they think and feel about their work. To begin to address these issues, a survey was developed and distributed to Head Start teachers, assistant teachers, and aides in one three-county program to examine their motivation and well-being. Follow-up…

  13. Influences of Instructional Policies on Novice Teacher Cognition: Help or a Hindrance?

    Science.gov (United States)

    Gök Kaça, Gökçen; Yigitoglu, Nur

    2017-01-01

    This study investigates how novice English as a foreign language teachers (EFL) navigate their teaching in a university setting while attending an in-service teacher training program to improve their teaching skills. The purpose is to explore the influences of the curriculum followed at an intensive English program on novice teachers' cognitions.…

  14. Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12. Stats in Brief. NCES 2016-189

    Science.gov (United States)

    Hill, Jason; Ottem, Randolph; DeRoche, John

    2016-01-01

    Using data from seven administrations of the Schools and Staffing Survey (SASS), this Statistics in Brief examines trends in public and private school principal demographics, experience, and compensation over 25 years, from 1987-88 through 2011-12. Data are drawn from the 1987-88, 1990-91, 1993-94, 1999-2000, 2003-04, 2007-08, and 2011-12 survey…

  15. Caries risk assessment among 12–13 year old school-going children of government and private schools of Tirupur district, Tamil Nadu

    Directory of Open Access Journals (Sweden)

    Madhu M Mitha

    2016-01-01

    Full Text Available Background: Dental caries is as ancient as humankind and has the longest association with the dental profession, an association that is punctuated with agony and ecstasy. The agonizing fact is that despite several efforts toward total eradication, this disease is still prevalent. Nevertheless, an ecstatic success of the profession is the global decline in the incidence compared to the yesteryears' epidemics. Hence, predicting dental caries earlier is a boon. One such model to predict is cariogram developed by Bratthall in 1996. Aim: The aim of this study was to assess the caries risk among 12–13 year old school-going children of government and private schools of Tirupur district in Tamil Nadu using cariogram computer model. Methods: A cross-sectional survey was carried out among 136 study subjects of 12–13 year of age, who fulfilled the inclusion and exclusion criteria. Data were collected using a predesigned questionnaire and scored according to a standardized protocol. The Chi-square test was used to find differences between caries-related factors and cariogram group. The correlation was acquired using Spearman's correlation. Results: Government school study subjects had 56% of chance of avoiding caries whereas the private school study subjects had 66% of chance of avoiding caries in future and the differences were statistically significant (P = 0.001. A negative correlation was observed between the chance to avoid dental caries and cariogram sectors. Conclusion: The majority of the study subjects from government school belonged to medium-risk category and private school subjects belonged to low-risk category which inferred that private school students have high chance to avoid dental caries compared to government study subjects.

  16. Caries risk assessment among 12-13 year old school-going children of government and private schools of Tirupur district, Tamil Nadu.

    Science.gov (United States)

    Mitha, Madhu M; Nijesh, J E; Chaly, Preetha Elizabeth; Priyadharshini, Indra; Junaid, Mohammed; Vaishnavi, S

    2016-01-01

    Dental caries is as ancient as humankind and has the longest association with the dental profession, an association that is punctuated with agony and ecstasy. The agonizing fact is that despite several efforts toward total eradication, this disease is still prevalent. Nevertheless, an ecstatic success of the profession is the global decline in the incidence compared to the yesteryears' epidemics. Hence, predicting dental caries earlier is a boon. One such model to predict is cariogram developed by Bratthall in 1996. The aim of this study was to assess the caries risk among 12-13 year old school-going children of government and private schools of Tirupur district in Tamil Nadu using cariogram computer model. A cross-sectional survey was carried out among 136 study subjects of 12-13 year of age, who fulfilled the inclusion and exclusion criteria. Data were collected using a predesigned questionnaire and scored according to a standardized protocol. The Chi-square test was used to find differences between caries-related factors and cariogram group. The correlation was acquired using Spearman's correlation. Government school study subjects had 56% of chance of avoiding caries whereas the private school study subjects had 66% of chance of avoiding caries in future and the differences were statistically significant (P = 0.001). A negative correlation was observed between the chance to avoid dental caries and cariogram sectors. The majority of the study subjects from government school belonged to medium-risk category and private school subjects belonged to low-risk category which inferred that private school students have high chance to avoid dental caries compared to government study subjects.

  17. Re-Conceptualizing Teachers' Continuous Professional Development within a New Paradigm of Change in the Indian Context: An Analysis of Literature and Policy Documents

    Science.gov (United States)

    Subitha, G. V.

    2018-01-01

    Located within the context of Indian education reforms, this study is a critique of the current model of continuous professional development of teachers. The study, by reviewing national policy documents and research literature, argues that there is a need to re-conceptualize and re-define the current model of professional development of teachers.…

  18. An Elusive Policy Imperative: Data and Methodological Challenges When Using Growth in Student Achievement to Evaluate Teacher Education Programs' "Value-Added"

    Science.gov (United States)

    Amrein-Beardsley, Audrey; Lawton, Kerry; Ronan, Katherine

    2017-01-01

    In this study researchers examined the effectiveness of one of the largest teacher education programs located within the largest research-intensive universities within the US. They did this using a value-added model as per current federal educational policy imperatives to assess the measurable effects of teacher education programs on their teacher…

  19. Helping Teachers to Help Children Living with a Mentally Ill Parent: Teachers' Perceptions on Identification and Policy Issues

    Science.gov (United States)

    Bibou-Nakou, I.

    2004-01-01

    The material presented here is based on a pilot European project (Daphne Project, 2000/EU funding, collaboration of Greece and England) regarding parental mental illness and children's welfare and needs (1).The presentation focuses upon the responses of a group of teachers working in primary education in relation to identification issues and…

  20. Exploring the relationship between entrepreneurial behavior and teachers' job satisfaction

    DEFF Research Database (Denmark)

    do Carmo Amorim Neto, Roque; Rodrigues, Vinicius Picanco; Panzer, Shannon

    2017-01-01

    This exploratory study has two goals: exploring the relationship between entrepreneurial behavior and job satisfaction among teachers, and identifying the demographic characteristics associated with both variables. Using a snowball technique, a sample of 385 K-12 Brazilian teachers from public...... and private schools responded to the survey. Statistical analysis revealed a moderate correlation between entrepreneurial behavior and job satisfaction. Results also show that gender and educational level are associated with entrepreneurial behavior. The discussion includes theoretical and practical...

  1. Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan

    Science.gov (United States)

    Huang, Ying-Syuan; Asghar, Anila

    2018-03-01

    This empirical study investigates secondary science teachers' perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students' learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers' reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers' epistemological beliefs and their actual classroom practice. Indeed, science teachers' perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers' professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers' struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher's professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers' professional development programs in East Asian cultures.

  2. Science education reform in Confucian learning cultures: teachers' perspectives on policy and practice in Taiwan

    Science.gov (United States)

    Huang, Ying-Syuan; Asghar, Anila

    2016-10-01

    This empirical study investigates secondary science teachers' perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students' learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers' reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers' epistemological beliefs and their actual classroom practice. Indeed, science teachers' perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers' professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers' struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher's professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers' professional development programs in East Asian cultures.

  3. The Representation of Professionalism in Native English-Speaking Teachers Recruitment Policies: A Comparative Study of Hong Kong, Japan, Korea and Taiwan

    Science.gov (United States)

    Wang, Li-Yi; Lin, Tzu-Bin

    2013-01-01

    The status of English as a global language has played a significant role in contemporary language education policies across the world. In East Asia, the hegemony of English has been reflected in a number of central governments' policies of recruiting native English-speaking teachers (NESTs) to participate in English language education. This paper…

  4. Raising Test Scores vs. Teaching Higher Order Thinking (HOT): Senior Science Teachers' Views on How Several Concurrent Policies Affect Classroom Practices

    Science.gov (United States)

    Zohar, Anat; Alboher Agmon, Vered

    2018-01-01

    Purpose: This study investigates how senior science teachers viewed the effects of a Raising Test Scores policy and its implementation on instruction of higher order thinking (HOT), and on teaching thinking to students with low academic achievements. Background: The study was conducted in the context of three concurrent policies advocating: (a)…

  5. Pre-Service Education for Primary School English Teachers in Indonesia: Policy Implications

    Science.gov (United States)

    Zein, Subhan

    2016-01-01

    Although English is only an extra-curricular subject at primary level in Indonesia, expectations over the improved quality of the teachers are exceptionally high. This is the case in the past few years in which the low proficiency of primary English teachers and their lack of teaching competencies have repeatedly been pointed out as major…

  6. An Educational Leadership Doctoral Project: Teacher Evaluation Policies and Practices at the District Level

    Science.gov (United States)

    Manchion, Kyrie L.; Bonsignore, Matt; Haley, Tina L.

    2012-01-01

    This report describes a project focused on quality teacher evaluation practices. Many scholars described the relationship between quality teaching and student learning. Literature suggests a connection between teaching practices and teacher evaluation practices. In addition, scholars recommend educational leaders conduct a periodic review of…

  7. Teacher Education Policies, Practices, and Reform in Scotland: Implications in the Indian Context

    Science.gov (United States)

    Misra, Pradeep Kumar

    2015-01-01

    India, a country of 1.27 billion, nowadays needs reforms, improvements, and new approaches in teacher education to cater to the demands of changing economy and society. This call to improve teacher education becomes more significant considering the fact that 50% of India's current population is below the age of 25 and over 65% below 35. There are…

  8. Self-Assessment in Generalist Preservice Kindergarten Teachers' Education: Insights on Training, Ability, Environments, and Policies

    Science.gov (United States)

    Koutsoupidou, Theano

    2010-01-01

    Self-assessment can play an important role in teachers' personal and professional development and is encouraged by educational programs worldwide. This article reports on a Greek study that aimed to investigate generalist preservice kindergarten teachers' self-assessment of their music teaching ability. One hundred participants were asked to…

  9. Are Teacher Characteristics and Teaching Practices Associated with Student Performance? Policy Brief No. 11

    Science.gov (United States)

    Clavel, Jose G.; Crespo, Francisco Javier G.; Méndez, Ildefonso

    2016-01-01

    The different strategies and methodologies used by teachers in their day-to-day activity may have an impact on the academic performance of their students. Indexes constructed to summarize how teachers address different teaching tasks can be used to quantify the teaching activities' associations with academic results. In the IEA's Trends in…

  10. Teacher Development in CTE. In Brief: Fast Facts for Policy and Practice.

    Science.gov (United States)

    Szuminski, Kathleen

    Career and technical education (CTE) administrators are increasingly being forced to resort to filling CTE teacher positions by hiring industry experts for classroom teaching positions and subsequently using creative ways to develop qualified, certified, and exemplary CTE instructors. Traditional teacher mentoring and induction programs fail to…

  11. Teachers' Experiences Collaborating in Expanded School Mental Health: Implications for Practice, Policy and Research

    Science.gov (United States)

    Mellin, Elizabeth A.; Ball, Annahita; Iachini, Aidyn; Togno, Nicole; Rodriguez, Ana Maria

    2017-01-01

    Teachers are critical partners in expanded school mental health (ESMH) collaborations that aim to bring educators, community mental health professionals and families together to leverage expertise and resources for addressing non-academic barriers to learning. Although teachers are in a unique position to observe the day-to-day mental health needs…

  12. NCLB: Its Problems, Its Promise. AFT Teachers Policy Brief Number 18

    Science.gov (United States)

    American Federation of Teachers, 2004

    2004-01-01

    Although committed to the core goals of the 2001 No Child Left Behind Act (NCLB), the American Federation of Teachers (AFT) advocates that flaws remain in the law and its implementation in the areas of: (1) Accountability, Adequate Yearly Progress (AYP) and Assessments; (2) Teacher Quality; (3) Paraprofessionals; (4) School Improvement and Public…

  13. Head Teachers' Views of Oral Health Education in Schools in Tamil Nadu, India

    Science.gov (United States)

    Veerasamy, Arthi; Gage, Jeffrey; Kirk, Ray

    2018-01-01

    Introduction: Children and young people in India have a high prevalence of dental decay. As part of a broader epidemiological study, we interviewed 10 head teachers to understand the status of, and challenges to, inclusion of oral health education in the curricula of public and private schools in Tamil Nadu, India. Objectives: The two main…

  14. A Philippine Rural School's Organizational Climate, Teachers' Performance, and Management Competencies

    Science.gov (United States)

    Dalanon, Junhel; Diano, Liz Muriel; Belarmino, Ma Paciencia; Hayama, Rika; Miyagi, Mayu; Matsuka, Yoshizo

    2018-01-01

    This 2016 cross-sectional inquiry used quantitative and thematic content analysis to determine the organizational climate (OC) with empirical and theoretical relation to the teachers' performance (TP) and management competencies (MC) of a rural, K-12, private school in the Philippines. Analyses from a focus group discussion (FGD) was done using…

  15. Mathematics Teachers' Perceptions of Resources and Curriculum Availability in Post-Apartheid Schooling

    Science.gov (United States)

    Waller, Patrice Parker; Maxwell, Kori L. H.

    2017-01-01

    This study explored similarities and differences in mathematics teaching and learning between public and private schools in post-apartheid South Africa. These conditions are viewed through the perceptions of mathematics teachers who navigate these two distinct spaces. This investigation was conducted during a cultural immersion component of a…

  16. Multiple Intelligences and ESL Teaching and Learning: An Investigation in KG II Classrooms in One Private School in Beirut, Lebanon

    Science.gov (United States)

    Ghamrawi, Norma

    2014-01-01

    This study examined teachers' use of the Multiple Intelligences Theory on vocabulary acquisition by preschoolers during English as a second language (ESL) classes in a K-12 school in Lebanon. Eighty kindergartners (KG II, aged 5 years) and eight teachers constituted the sample. The study used mixed methods, including observations of videotaped…

  17. Perceptions of High School Principals about Teacher Motivation in in the Metropolitan Area of Medellin, 2015

    Directory of Open Access Journals (Sweden)

    Hernán López-Arellano

    2017-04-01

    Full Text Available This study is an exploratory research with the purpose of measuring perceptions High School principals have about teachers’ motivation in four specific areas: facilities and institutional resources, intrinsic motivation, extrinsic motivation and social impacts. In this article, perceptions of principals working in public and private schools are compared. The authors designed and applied a five Likert-scale questionnaire to determine the perceptions of principals about motivation in their teacher staffs; the tool was implemented in fifty-one schools of the Metropolitan Area of Medellín, Colombia. Data show a higher favorability (i.e., categories with a better score in private schools than in public ones.

  18. Do students from public schools fare better in medical school than their colleagues from private schools? If so, what can we learn from this?

    Science.gov (United States)

    Costa-Santos, Cristina; Vieira-Marques, Pedro; Costa-Pereira, Altamiro; Ferreira, Maria Amélia; Freitas, Alberto

    2018-03-27

    Internal grade inflation is a documented practice in secondary schools (mostly in private schools) that jeopardises fairness with regard to access to medical school. However, it is frequently assumed that the higher internal grades are in fact justifiable, as they correspond to better preparation of students in private schools in areas that national exams do not cover but nevertheless are important. Consequently, it is expected that students from private schools will succeed better in medical school than their colleagues, or at least not perform worse. We aimed to study whether students from private schools do fare better in medical school than their colleagues from public schools, even after adjusting for internal grade inflation. We analysed all students that entered into a medical course from 2007 to 2014. A linear regression was performed using mean grades for the 1st-year curse units (CU) of the medical school curriculum as a dependent variable and student gender, the nature of students' secondary school (public/private), and whether their secondary school highly inflated grades as independent variables. A logistic regression was also performed, modelling whether or not students failed at least one CU exam during the 1st year of medical school as a function of the aforementioned independent variables. Of the 1709 students analysed, 55% came from public secondary schools. Private (vs. public) secondary school (β = - 0.459, p schools highly inflated grades (β = - 0.246, p = 0.003) were independent factors that significantly influenced grades during the first year of medical school. Having attended a private secondary school also significantly increased the odds of a student having failed at least one CU exam during the 1st year of medical school (OR = 1.33), even after adjusting for whether or not the secondary school used highly inflated grades. It is important to further discuss what we can learn from the fact that students from public

  19. Teacher evaluation as a policy target for improved student learning: A fifty-state review of statute and regulatory action since NCLB.

    Directory of Open Access Journals (Sweden)

    Helen M. Hazi

    2009-03-01

    Full Text Available This paper reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001. We asked what the policy activity for teacher evaluation is in state statutes and department of education regulations, how these changes in statutes and regulations might affect the practice of teacher evaluation, and what were the implications for instructional supervision from these policy actions. Teacher evaluation statutes and department of education regulations provided the data for this study, using archival records from each state's legislature and education departments that were placed into a comparison matrix based on criteria developed from the National Governors Association (NGA goals for school reform (Goldrick, 2002. Data were analyzed deductively in terms of these criteria for underlying theories of action (Malen, 2005, trends, and likely effects on teacher evaluation and implications for supervision. The majority of states adopted many of the NGA strategies, asserted oversight and involvement in local teacher evaluation practices, decreased the frequency of veteran teacher evaluation, and increased the types of data used in evaluation. Whether or not the changes in teacher evaluation will improve student learning in the long run remains to be seen.

  20. Teacher Inequality

    Directory of Open Access Journals (Sweden)

    Andrew J. Wayne

    2002-06-01

    Full Text Available When discussing the teacher quality gap, policy makers have tended to focus on teacher certification, degrees, and experience. These indicators have become key benchmarks for progress toward equality of educational opportunity, in part for lack of additional teacher quality indicators. This article turns attention to teachers' academic skills. National data on teachers' entrance examination scores and college selectivity reveal substantial disparities by school poverty level. The findings commend attention to the gap in academic skills in the formulation of future policy and research on the teacher quality gap.

  1. Fostering Social Inclusion through Multilingual Habitus in Estonia: A Case Study of the Open School of Kalamaja and the Sakala Private School

    Directory of Open Access Journals (Sweden)

    Svetlana L’nyavskiy-Ekelund

    2017-12-01

    Full Text Available After the restoration of independence in 1991, Estonia continued with a parallel school system with separate public schools operating for Russian- and Estonian-speaking children. Seen as a developmental ‘growing pains’ of a transitional state, during the last 27 years the separate school system has contributed to infrastructural difficulties, educational injustice, and societal segregation. This article investigates the role of private schools in addressing this injustice from the analytical angle of new institutionalism, structuration and intergroup contact theories. How do these institutions challenge and aim at changing the state language regime or path dependency in the language of education? Two case studies are presented in this article: The Open School, established in 2017 for children with different home language backgrounds and targeting trilingual competences; The Sakala Private School, established in 2009, offering trilingual education with Russian as a medium of instruction. During this period of nation-state rebuilding and globalization, we investigate whether developing a multilingual habitus is a way to address the issue of social cohesion in the Estonian society in. So far, no other studies of private initiatives in Estonian language acquisition planning have been done.

  2. Making use of what teachers know and can do: Policy, practice, and national board certification.

    Directory of Open Access Journals (Sweden)

    Julia E. Koppich

    2007-04-01

    Full Text Available This paper is the culmination of a three-year study that sought to frame an initial answer to the question, "What are the circumstances and conditions under which National Board Certified teachers (NBCTs can have a positive impact on low-performing schools?" The study, funded by Atlantic Philanthropies, was part of the National Board's more comprehensive effort to answer a number of research questions about the impacts of board certification and board certified teachers in schools and districts across the country.

  3. Exploring the Priorities of Teacher Education Related Policies: An Education for Sustainable Development Perspective

    Science.gov (United States)

    Bentham, Hayley; Sinnes, Astrid; Gjøtterud, Sigrid

    2014-01-01

    Education for Sustainable Development (ESD) for many is considered to be a "quality education" in its own right. There also exist many debates around the semantics and implications of such an education, however this study acknowledges the greater intentions of ESD and thus deems it necessary to analyze to what degree teacher education…

  4. Perceptions of the Selection Criteria of Omani English Language Teachers: Implications for Policy Reconsideration

    Science.gov (United States)

    Al-Issa, Ali; Al-Bulushi, Ali; Al-Zadjali, Rima

    2017-01-01

    Proficiency in the English language has been described as central for determining Non-Native English Speaking Teachers (N-NESTs) selection for joining the profession. The Ministry of Education in the Sultanate of Oman decided to set the score of Band 6 on the International English Language Testing System (IELTS) for accepting the English Language…

  5. Teacher Incentive Systems, Final Report. Policy Research Initiative: Haiti, Liberia, Somalia, Yemen Arab Republic.

    Science.gov (United States)

    Kemmerer, Frances; Thiagarajan, Sivasailam

    Findings of a study that examined the implementation of a teacher incentives initiative in four countries--Haiti, Liberia, Somalia, and Yemen--are presented in this paper. The countries are participating in a 10-year initiative founded in 1984, Improving the Efficiency of Educational Systems (IEES). Methodology involved interviews with…

  6. Leading Gen Y Teachers: Emerging Strategies for School Leaders. TQ Research & Policy Brief

    Science.gov (United States)

    Behrstock, Ellen; Clifford, Matthew

    2009-01-01

    A generational transition is occurring in U.S. public school classrooms. Baby Boom teachers (those born between 1946 and 1964) are approaching retirement age, and many of their colleagues from Generation X (those born between 1965 and 1976) are entering their mid-career stage. The newest generation in the teaching workforce is Generation Y (those…

  7. The Impact of the "Teaching English through English" Policy on Teachers and Teaching in South Korea

    Science.gov (United States)

    Choi, Tae-Hee

    2015-01-01

    In recent years, Asian countries including South Korea have been trying to redefine the role of English in response to globalisation. The impact of this on English language teaching and on Korean society more generally has been well documented; however, the impact of this change on individual teachers and their teaching calls for further…

  8. The Implications of Granting New Jersey Teachers the Right to Strike: A Public Policy Statement.

    Science.gov (United States)

    Lisella, Carmine; Schwartz, Patricia

    Strikes are generally accepted as legitimate prerogatives of employees bargaining with employers in the private sector. Two broad questions must be answered when considering whether the right to strike should be granted public employees, including teachers. First, what are the distinctions between the public and private sectors that can reasonably…

  9. Parents and Teachers' Perceptions of Mother-Tongue Medium of Instruction Policy in Nigerian Primary Schools

    Science.gov (United States)

    Iyamu, Ede O. S.; Ogiegbaen, Sam E. Aduwa

    2007-01-01

    Many inadequacies of Nigeria's schools derived from their religious and colonial past. One in particular is studied in this paper, namely opposition to the use of the mother tongue as the medium of instruction. Questionnaires on the subject were administered to samples of 1000 primary school teachers and 1500 parents of primary school children.…

  10. Navigating the Contested Terrain of Teacher Education Policy and Practice: Authors Respond to SCALE

    Science.gov (United States)

    Henning, Nick; Dover, Alison G.; Dotson, Erica; Agarwal-Rangath, Ruchi; Clayton, Christine D.; Donovan, Martha K.; Cannon, Susan O.; Cross, Stephanie Behm; Dunn, Alyssa Hadley

    2018-01-01

    Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary.…

  11. Service Learning & Teaching: A Cross-Cultural Experience--Analysis of Languages in a Private School in Nicaragua

    Science.gov (United States)

    Hopkins-Gillispie, Delphina

    2012-01-01

    The service learning immersion experience in Central America benefitted preservice teachers, which resulted in a collaborative project on the analysis of languages spoken at the primary to middle school level. This study researches, collects data, and analyzes results from one school system in the country of Nicaragua in hopes of acquiring…

  12. How Do Teachers' Unions Influence Education Policy? What We Know and What We Need to Learn. Working Paper #42

    Science.gov (United States)

    Cowen, Joshua; Strunk, Katharine O.

    2014-01-01

    In this paper we consider more than three decades of research on teachers' unions in the United States. Focusing on unions' role in shaping education policy, we argue that collective bargaining and political organizing comprise the two central but distinct forms of influence at the district, state and national levels of decision-making. We note…

  13. Improving the Quality of Early Childhood Education in Chile: Tensions between Public Policy and Teacher Discourses over the Schoolarisation of Early Childhood Education

    Science.gov (United States)

    Pardo, Marcela; Woodrow, Christine

    2014-01-01

    This article problematises emerging tensions in Chile, in relation to the discourses of early childhood teachers and public policies aimed at improving the quality of early childhood education. The aim of the analysis is to contribute to developing more nuanced understandings of these tensions, through the analytical lenses provided by the…

  14. The "Power" of Value-Added Thinking: Exploring the Implementation of High-Stakes Teacher Accountability Policies in Rio de Janeiro

    Science.gov (United States)

    Straubhaar, Rolf

    2017-01-01

    The purpose of this article is to ethnographically document the market-based ideological assumptions of Rio de Janeiro's educational policymakers, and the ways in which those assumptions have informed these policymakers' decision to implement value-added modeling-based teacher evaluation policies. Drawing on the anthropological literature on…

  15. Framing ICT, Teachers and Learners in Australian School Education ICT Policy

    Science.gov (United States)

    Jordan, Kathy

    2011-01-01

    It is well over 20 years since information and communication technologies (ICT) was first included as part of a future vision for Australia's schools. Since this time numerous national policies have been developed, which collectively articulate an official discourse in support of a vision for ICT to be embedded in our schools, and routinely used…

  16. Ideals and Reality in Foreign Policy: American Intervention in the Caribbean. Teacher and Student Manuals.

    Science.gov (United States)

    Jamieson, Alfred

    Centering around case studies of American military intervention (1898 to 1933) in the Dominican Republic, Haiti, and Nicaragua, this unit invites the student to compare the results of such intervention with the foreign policy goals and ideals the interventions were intended to implement. It confronts him with the dilemma of power in international…

  17. Children's Friendships in Diverse Primary Schools: Teachers and the Processes of Policy Enactment

    Science.gov (United States)

    Vincent, Carol; Neal, Sarah; Iqbal, Humera

    2016-01-01

    Drawing on data from a project exploring children's and adults' friendships across social class and ethnic difference, this paper focuses on the enactment of national and institutional policy around children's friendships as realized in three primary schools in diverse urban areas in London. Through a focus on the way in which social and emotional…

  18. Early Retirement Incentive Programs for Teachers. Policy Issue Series No. 6.

    Science.gov (United States)

    Tarter, Scott; McCarthy, Martha

    The first section of this policy paper provides an overview of the historical development of early retirement incentive programs (ERIPs), the legal status of ERIPs under the Age Discrimination in Employment Act (ADEA), cost/benefit analyses involving ERIPs, and consideration of ERIPs in Indiana. The second section contains a brief synopsis of…

  19. Policy alienation of public professionals: A comparative case study of insurance physicians and secondary school teachers

    NARCIS (Netherlands)

    L.G. Tummers (Lars); V.J.J.M. Bekkers (Victor); A.J. Steijn (Bram)

    2012-01-01

    textabstractCurrently, there is an intense debate on the pressures facing public professionals in service delivery. Several studies show increasing discontent among professionals toward policies they have to implement. In this article, we aim to contribute to this topic by analyzing this discontent

  20. Digital Technology, Schools and Teachers' Workplace Learning: Policy, Practice and Identity. Digital Education and Learning

    Science.gov (United States)

    Phillips, Michael

    2016-01-01

    This book advances an alternative reading of the social, political and cultural issues surrounding schools and technology and develops a comprehensive overview of the interplay between policy, practice and identity in school workplaces. It explores how digital technologies have become an integral element of the politics and socially negotiated…

  1. Prevalence of Malnutrition and Relationship with Scholastic Performance among Primary and Secondary School Children in Two Select Private Schools in Bangalore Rural District (India

    Directory of Open Access Journals (Sweden)

    M R Rashmi

    2015-01-01

    Full Text Available Background: Malnutrition is a serious problem among children in developing countries. In India; a school meal program is in place to combat malnutrition, but only in government schools. This study is an attempt to assess the prevalence of malnutrition in primary and secondary school children in private schools and to also assess the relationship between malnutrition and academic performance. Materials and Methods: All 582 students from class 1-7 from two select schools in rural Bangalore, India were included in the study. Information on age of study subjects were collected from school records. Height and weight measurements were taken. BMI was calculated. Children were clinically examined for pallor. Data on height, weight and BMI was transformed into WHO 2007 Z scores and then was categorized as -2 SD, > 2 SD. Mathematics and English scores of the previous two class tests were taken, average scores were calculated. Statistical tests used were Chi square test, Odd′s ratio, Chi square for trend. Results : A total of 582 students participated in this study. Males were 54% (315 and females were 46% (267. One hundred and fifty-nine (27% of the children had pallor, 81 (20% had under nutrition, 38 (7% had stunting, 197 (34% had thinness and 5 (1% were found to be obese. Positive relationship was found between weight for ageZscores and English as well as Maths; Height for age Z scores with English. Conclusion : Hence we conclude that the prevalence of malnutrition is high among children in private schools also; and the nutritional status of the children is strongly associated with their academic performance.

  2. Prevalence of Malnutrition and Relationship with Scholastic Performance among Primary and Secondary School Children in Two Select Private Schools in Bangalore Rural District (India).

    Science.gov (United States)

    Rashmi, M R; Shweta, B M; Fathima, Farah Naaz; Agrawal, Twinkle; Shah, Moulik; Sequeira, Randell

    2015-01-01

    Malnutrition is a serious problem among children in developing countries. In India; a school meal program is in place to combat malnutrition, but only in government schools. This study is an attempt to assess the prevalence of malnutrition in primary and secondary school children in private schools and to also assess the relationship between malnutrition and academic performance. All 582 students from class 1-7 from two select schools in rural Bangalore, India were included in the study. Information on age of study subjects were collected from school records. Height and weight measurements were taken. BMI was calculated. Children were clinically examined for pallor. Data on height, weight and BMI was transformed into WHO 2007 Z scores and then was categorized as -2 SD, > 2 SD. Mathematics and English scores of the previous two class tests were taken, average scores were calculated. Statistical tests used were Chi square test, Odd's ratio, Chi square for trend. A total of 582 students participated in this study. Males were 54% (315) and females were 46% (267). One hundred and fifty-nine (27%) of the children had pallor, 81 (20%) had under nutrition, 38 (7%) had stunting, 197 (34%) had thinness and 5 (1%) were found to be obese. Positive relationship was found between weight for ageZscores and English as well as Maths; Height for age Z scores with English. Hence we conclude that the prevalence of malnutrition is high among children in private schools also; and the nutritional status of the children is strongly associated with their academic performance.

  3. The Shifting Politics of the Private in Education: Debates and Developments in Researching Private School Outreach in India

    Science.gov (United States)

    Ashley, Laura Day

    2013-01-01

    This paper addresses the politics of researching private education with special reference to the Indian context. Due to a recent increase in privatised forms of education globally and recognition of the private sector by governments, international agencies and researchers as a policy and academic interest, this is shifting ground. The evolving…

  4. K-12 Education: Selected Cases of Public and Private Schools That Hired or Retained Individuals with Histories of Sexual Misconduct. Report to the Chairman, Committee on Education and Labor, House of Representatives. GAO-11-200

    Science.gov (United States)

    Kutz, Gregory D.

    2010-01-01

    Prior GAO (US Government Accountability Office) testimonies have described cases of physical abuse of children at youth residential treatment programs and public and private schools. However, children are also vulnerable to sexual abuse. A 2004 Department of Education report estimated that millions of students are subjected to sexual misconduct by…

  5. Physical Education Policies and Practices in California Private Secondary Schools.

    Science.gov (United States)

    Kahan, David; McKenzie, Thomas L

    2017-02-01

    Physical education (PE) is mandated in most states, but few studies of PE in private schools exist. We assessed selected PE policies and practices in private secondary schools (grades 6 to 12) in California using a 15-item questionnaire related to school characteristics and their PE programs. Responding schools (n = 450; response rate, 33.8%) were from 37 counties. Most were coeducational (91.3%) and had a religious affiliation (83%). Secular schools had more PE lessons, weekly PE min, and smaller class sizes. Most schools met guidelines for class size, but few met national recommendations for weekly PE minutes (13.7%), not permitting substitutions for PE (35.6%), and programs being taught entirely by PE specialists (29.3%). Private schools, which serve about 5 million US children and adolescents, may be falling short in providing quality PE. School stakeholders should encourage adoption and implementation of policies and practices that abide by professional guidelines and state statutes.

  6. Opening Pandora's Box: Texas Elementary Campus Administrators use of Educational Policy And Highly Qualified Classroom Teachers Professional Development through Data-informed Decisions for Science Education

    Science.gov (United States)

    Brown, Linda Lou

    Federal educational policy, No Child Left Behind Act of 2001, focused attention on America's education with conspicuous results. One aspect, highly qualified classroom teacher and principal (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed decision-making (DIDM) for Texas elementary science education monitoring by campus administrators, Campus Instruction Leader (CILs), provides crucial relationships to 5th grade students' learning and achievement. Forty years research determined improved student results when sustained, supported, and focused professional development (PD) for teachers is available. Using mixed methods research, this study applied quantitative and qualitative analysis from two, electronic, on-line surveys: Texas Elementary, Intermediate or Middle School Teacher Survey(c) and the Texas Elementary Campus Administrator Survey(c) with results from 22.3% Texas school districts representing 487 elementary campuses surveyed. Participants selected in random, stratified sampling of 5th grade teachers who attended local Texas Regional Collaboratives science professional development (PD) programs between 2003-2008. Survey information compared statistically to campus-level average passing rate scores on the 5th grade science TAKS using Statistical Process Software (SPSS). Written comments from both surveys analyzed with Qualitative Survey Research (NVivo) software. Due to the level of uncertainty of variables within a large statewide study, Mauchly's Test of Sphericity statistical test used to validate repeated measures factor ANOVAs. Although few individual results were statistically significant, when jointly analyzed, striking constructs were revealed regarding the impact of HQ policy applications and elementary CILs use of data-informed decisions on improving 5th grade students' achievement and teachers' PD learning science content. Some constructs included the use of data

  7. Condição de saúde bucal em escolares de 12 anos de escolas públicas e privadas de Goiânia, Brasil Oral health in 12 year-old students from public and private schools in the city of Goiânia, Brazil

    Directory of Open Access Journals (Sweden)

    Maria do Carmo Matias Freire

    2010-08-01

    , dentofacial anomaly (Dental Aesthetics Index, DAI, and dental fluorosis (Dean index. The groups were compared using the chi-square and Mann-Whitney U tests. RESULTS: There were differences between the public and private schools for all the variables. DMFT, CPI, and DAI indexes were higher in children from public schools (P < 0.05. Fluorosis was more prevalent in students from private schools (P < 0.05. CONCLUSIONS: The type of school was associated with the oral health condition of the children in this sample. Investments in actions and services to mitigate this inequality and its effects should be made as part of the policies to promote oral health.

  8. Consumo de energia e macronutrientes por adolescentes de escolas públicas e privadas Energy and macronutrients consumption by adolescents from public private schools

    Directory of Open Access Journals (Sweden)

    Ileana Mourão KAZAPI

    2001-01-01

    Full Text Available O objetivo deste trabalho foi avaliar a adequação do consumo de energia e macronutrientes em adolescentes de escolas públicas (EPU e privadas (EPR do município de Florianópolis, SC. A amostra constou de 797 estudantes: 466 (228 meninas e 238 meninos de EPU e 331 (175 meninas e 156 meninos de EPR. Os dados foram obtidos através do método recordatório de 24 horas. Observou-se que aproximadamente 50% dos adolescentes apresentaram consumo energético insuficiente e mais da metade tiveram um consumo adequado de carboidratos. Entre os adolescentes do sexo masculino que apresentaram alto consumo de carboidratos, houve maior prevalência na rede pública (12,6% EPU e 3,8% EPR. Mais da metade dos estudantes apresentaram alto consumo de proteínas (54,3% EPU e 58,9% EPR, havendo maior prevalência entre os de sexo masculino (61,7% masculino e 50,6% feminino. Apenas 30,5% dos estudantes das EPU e 36,5% das EPR apresentaram consumo adequado de lipídios; ressalta-se o elevado percentual de adolescentes com alto consumo deste nutriente (33,9% EPU e 39,0% EPR. Entre os estudantes que apresentaram baixo consumo de lipídios, houve maior prevalência dos adolescentes do sexo masculino (35,3% masculino e 26,8% feminino, estudantes da EPU (41,6% EPU e 25,6% EPR. Pode-se concluir que o padrão alimentar apresentado por estes adolescentes pode estar associado a riscos para a saúde na vida adulta.The aim of this study was to evaluate the adequacy of energy and macronutrients consumption in adolescent students from public (EPU and private schools (EPR of Florianópolis, state of Santa Catarina. The sample consisted of 797 students: 466 (228 female and 238 male from public schools and 331 (175 female and 156 male from private schools. The informations were obtained using the 24-hour recall method. It was observed that around 50% of the adolescents presented insufficient energy intake and more than 50% of them had adequate consumption of carbohydrates. The

  9. Depressão e ansiedade em adolescentes de escolas públicas e privadas Depression and anxiety in adolescents from public and private schools

    Directory of Open Access Journals (Sweden)

    Joana D’Arc Vila Nova Jatobá

    2007-01-01

    Full Text Available OBJETIVO: Identificar prevalência de depressão e de ansiedade em adolescentes matriculados e freqüentando escolas públicas e privadas da cidade do Recife - Pernambuco. MÉTODOS: Por meio de estudo de prevalência, de base populacional, admitindo população de 10.414 alunos das redes pública e privada, prevalência de depressão e transtornos depressivos de 20,3%, precisão de 5% e nível de significância de 0,05, a amostragem aleatória e estratificada incluiu 243 alunos, do ensino fundamental e médio de 11 escolas, com idade de 14 a 16 anos. As variáveis foram: idade, religião, tipo, adscrição e porte da escola, escolaridade, tempo de estudo, condição estudantil e laboral, características do núcleo familiar, sexo, estado civil, tipo de pele segundo escala de Fitzpatrick (investigadas por questionário demográfico e grau de depressão e de ansiedade pelas escalas de Hamilton. Para análise estatística, empregou-se programa Statistical Package for Social Sciences. RESULTADOS: As prevalências de sintomas depressivos expressivos e de ansiedade igualaram-se a 59,9% e 19,9%, respectivamente. Foram significativas as associações de sintomas depressivos de intensidade grave com o sexo feminino e a crença religiosa diferentes da corrente do cristianismo. A ideação suicida/tentativa de suicídio foi referida por 34,3% dos estudantes. Houve associação significativa de ideação suicida com grau leve ou moderado de sintomas depressivos e moderado de ansiedade, assim como de tentativa de suicídio com sintomas depressivos graves, estudo em escola privada e ansiedade severa. CONCLUSÕES: A gravidade das características psicopatológicas em uma idade tão jovem está a merecer uma intervenção psicossocial para reduzir suas repercussões para o futuro.OBJETIVE: To identify depression and anxiety prevalences within adolescents registered and frequenting public and private schools in the city of Recife - Pernambuco. METHODS: According

  10. Teachers' Time Management and the Performance of Students: A Comparison of Government and Private Schools of Hyderabad, Sindh, Pakistan

    Science.gov (United States)

    Sahito, Zafarullah; Khawaja, Mumtaz; Panhwar, Uzma Murad; Siddiqui, Abida; Saeed, Humera

    2016-01-01

    Time is a precious and so important thing as well as the blessing of the Creator in the world. It is the time which makes, changes, creates, decorates, maintains, develops, strengthens, and successes the present and secures the future of the people and the nations. Time considers a great cure and care for any unethical, unsocial and invaluable…

  11. Why Are There Proportionately More Poor Pupils Enrolled in Non-State Schools in Urban Kenya in Spite of FPE Policy?

    Science.gov (United States)

    Oketch, Moses; Mutisya, Maurice; Ngware, Moses; Ezeh, Alex C.

    2010-01-01

    One of the conundrums of free primary education (FPE) policy in several countries in Sub-Saharan Africa is the "mushrooming" of fee-paying private schools. Several researchers have become interested in studying this phenomenon and have raised the question--does free primary education meet the needs of the poor? Emerging voices among this…

  12. The Effects of Using Multimodal Approaches in Meaning-Making of 21st Century Literacy Texts Among ESL Students in a Private School in Malaysia

    Directory of Open Access Journals (Sweden)

    Malini Ganapathy

    2016-04-01

    Full Text Available In today’s globalised digital era, students are inevitably engaged in various multimodal texts due to their active participation in social media and frequent usage of mobile devices on a daily basis. Such daily activities advocate the need for a transformation in the teaching and learning of ESL lessons in order to promote students’ capabilities in making meaning of different literacy texts which students come across in their ESL learning activities. This paper puts forth the framework of Multimodality in the restructuring of the teaching and learning of ESL with the aim of investigating its effects and students perspectives on the use of multimodal approaches underlying the Multiliteracies theory. Using focus group interviews, this qualitative case study examines the effectiveness of ESL teaching and learning using the Multimodal approaches on literacy in meaning-making among 15 students in a private school in Penang, Malaysia. The results confirm the need to reorientate the teaching and learning of ESL with the focus on multimodal pedagogical practices as it promotes positive learning outcomes among students. The implications of this study suggest that the multimodal approaches integrated in the teaching and learning of ESL have the capacity to promote students’ autonomy in learning, improve motivation to learn and facilitate various learning styles. Keywords: Multimodal Approaches; Multiliteracies; Monomodal; Flipped Classroom; Literacy; Multimodal texts; Ipad

  13. Overweight and obesity prevalence in children from private schools Prevalência de sobrepeso e obesidade em pré-escolares e escolares de escolas particulares

    Directory of Open Access Journals (Sweden)

    Jéssica Raguza Pazin

    2012-08-01

    Full Text Available Objective: To evaluate the nutritional status of preschool and school children from private schools served by a specialized infant feeding company. Materials and Methods: Cross-sectional study with children aged 2 to 8 years, which attended 3 different private schools. All schools have a specialized company that offers food for the students. Weight and height were measured and the Body Mass Index was calculated. Data were analyzed by the WHO’s Child Growth Standards (2007, using the indices weight/height (WHZ, height/age (HAZ, weight/age (WAZ and BMI/age (BAZ. Results: 571 children were evaluated, from both genders, in which 396 children were aged between 2 and 4 years, with an average age of 4.1 years (±1.35. We have demonstrated that, although most (99.3% have presented appropriate height for age, the WHZ and BAZ ratios showed 32.1 and 29.4%, respectively, of children with an overweight risk. Conclusion: The results show the absence of nutritional deficiencies in the sample studied, but it’s possible to note that the overweight is present. So, it’s very important to implement actions of nutritional education in both home and school, aiming to prevent health problems in adulthood.Objetivo: Avaliar o estado nutricional de pré-escolares e escolares de escolas particulares atendidas por uma empresa especializada em alimentação infantil. Materiais e Métodos: Estudo transversal, com crianças de 2 a 8 anos de idade, matriculadas em três escolas particulares, atendidas por uma empresa especializada em alimentação infantil. Foram aferidos peso e altura e a partir disso, foi calculado o Índice de Massa Corporal (IMC. Os dados foram analisados por meio das Curvas de Crescimento da Organização Mundial da Saúde (2007, utilizando os indicadores Peso/Estatura (P/E, Altura/Idade (A/I, Peso/Idade (P/I e IMC/Idade (IMC/I. Resultados: Foram avaliadas 571 crianças de ambos os sexos, sendo que a faixa etária entre 2 a 4 anos foi composta por

  14. Just in Time and Future-Proofing? Policy, Challenges and Opportunities in the Professional Development of Part-Time Teachers

    Science.gov (United States)

    Beaton, Fran

    2017-01-01

    Part-time teachers form a growing proportion of the global Higher Education (HE) workforce. Their backgrounds can vary from Graduate Teaching Assistants (GTAs) teaching for the first time, to practitioners bringing workplace experience into HE and sessional teachers, all with differing professional development needs. This paper builds on previous…

  15. Social Media Use--and Misuse--by Teachers: Looking to the Courts for Human Resource Policy Guidance

    Science.gov (United States)

    Bon, Susan C.; Bathon, Justion; Balzano, Anne-Marie

    2013-01-01

    School districts are facing a sensationalized and alarming trend of unprofessional conduct and social media misuse by public school teachers. Likewise, recent court cases as well as highly publicized scandals raise concern that inappropriate relationships between teachers and students can be initiated through online social media. These emergent…

  16. PREVALENCE OF OVERWEIGHT, OBESITY, PAEDIATRIC METABOLIC SYNDROME AND ASSOCIATED RISK FACTORS AMONG CHILDREN IN THE AGE GROUP OF 10-16 YEARS IN PRIVATE SCHOOLS OF SHIMLA CITY

    Directory of Open Access Journals (Sweden)

    Anmol Gupta

    2017-07-01

    Full Text Available BACKGROUND Paediatric obesity is a complex and growing global problem which is escalating much more rapidly in developing countries like India and considered an important predecessor to NCD multi-morbidity due to changing life style as a result of rapid urbanisation and mechanisation. The aim of this study was to estimate the prevalence of overweight, obesity, paediatric metabolic syndrome and associated risk factors among children in the age group of 10-16 years in private schools of Shimla city. MATERIALS AND METHODS At total of 2100 adolescents attending school (aged 10-16 years participated in this cross-sectional study. All the anthropometric, clinical and biochemical assessment was done after proper consent. Prevalence of overweight and obesity was assessed by using IOTF guidelines and the metabolic syndrome was determined by the Paediatric International Diabetic Federation definition modified for age group. RESULTS The prevalence of overweight, obesity and paediatric metabolic syndrome was 14.5%, 4.1% & 4.3% respectively. In the groups with PMS, hypertension, waist circumference, and TG were significantly higher, and HDL-C was significantly lower. Significant difference was observed in gender, physical activity level, metabolic equivalent, consumption of junk food & time spent on TV in the distribution of overweight, obesity and metabolic syndrome. CONCLUSION Our study highlights the possible role of change in the dietary pattern and physical activity pattern in the development of obesity and metabolic syndrome in early stage of life. Collective efforts of parents and schools are required to institute early preventive measures to reduce progression towards obesity and its future complications.

  17. Study of Turkish Preschool Teachers' Attitudes toward Science Teaching

    Science.gov (United States)

    Erden, Feyza T.; Sönmez, Sema

    2011-05-01

    This study aims to explore preschool teachers' attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, the study investigates if their attitudes are related to factors such as educational level, years of teaching experience, and the school type they work in. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara, Turkey. The data were collected by administering the Early Childhood Teachers' Attitudes toward Science Teaching Scale. Our analyses indicate that there is a significant but weak link between preschool teachers' attitudes toward science teaching and the frequency of science activities that they provide in the classroom. Further, while teachers' characteristics such as educational level and experience are found to play an insignificant role on the overall measures of the scale, type of school appears to be a major factor in explaining the attitudes toward science teaching.

  18. Financing a Private School Education

    Science.gov (United States)

    Torres, Amanda

    2014-01-01

    A recent National Association of Independent Schools (NAIS) survey of more than 1,200 individuals who filed financial aid forms underscores the central role financial aid plays in their ability to pursue a private education for their children. This article highlights the survey findings, demonstrating why school leaders need to thoroughly analyze…

  19. A qualitative, phenomenological study on the lived experiences of science teachers in The Bahamas

    Science.gov (United States)

    Micklewhite, Thalia Vionne

    This phenomenological study investigates the lived experiences and perceptions of secondary science teachers in the archipelagic country of The Bahamas and how these teachers make meaning of the secondary science program in The Bahamas through the lens of life in a democratic society. The study's purpose was to answer the question: What are the lived experiences of secondary science teachers in The Bahamas in terms of their working conditions'? Using principles of phenomenological research to approach meaning, in-depth interviewing was conducted with six secondary science teachers on four islands of The Bahamas, including the capital of New Providence. The participants and the selected islands are representative of the diversity of teachers, the population, and school climates and structures throughout the country. Narratives were obtained via three ninety-minute interviews with each participant; and thematic analysis was the instrument by which three central themes emerged. Analysis of narratives reveals that lived experience of secondary science teachers revolve around themes of: (1) The Professional Self, (2) Curriculum Leadership, and (3) Curriculum. Most participants are in the career of secondary science education as second choice but are still committed to the profession. Participants overwhelmingly commented that there was a lack of supportive frameworks for critical elements of their daily work, and a need for clear, visionary and decisive curriculum leadership by The Ministry of Education and private School Boards. Participants also desired more appropriate and alternative science curricula that would meet the need of non-academically inclined Bahamian students. Antecedent to their calls was a pressing recognition that they lacked participatory democratic voice in national secondary science education evidenced by years of unrecognized and unattended suggestions sent to those in authority. As a result of these findings, the researcher was propelled towards

  20. Not Enough Time in the Day: A Qualitative Assessment of In-School Physical Activity Policy as Viewed by Administrators, Teachers, and Students.

    Science.gov (United States)

    Gamble, Abigail; Chatfield, Sheryl L; Cormack, Michael L; Hallam, Jeffrey S

    2017-01-01

    In recent decades, the alignment of health and education has been at the forefront of school reform. Whereas the establishment of national in-school physical activity (ISPA) recommendations and state-level mandates demonstrates success, there has been less achievement in areas that address health disparities. The purpose of this investigation was to explore barriers and facilitators to implementing state-mandated ISPA policies in the Mississippi Delta. Focus groups or interviews were conducted with district administrators, school principals, teachers, and students. A total of 2 semistructured moderator guides were developed to focus on (1) student ISPA practices and preferences and (2) facilitators and barriers to implementing ISPA policies and practices. A total of 6 themes were developed. In that, 2 themes addressed participant-described barriers (primary challenges and interferences and excuses). Three themes highlighted participant-described facilitators (compromises, things that work, and being active at school). Finally, 1 theme encompassed the participant-described need to address educating the whole child. There is a critical need for meaningful and relevant solutions to circumvent challenges to implementing ISPA policies and practices in the Mississippi Delta. The Whole School, Whole Community, Whole Child model offers a broad means of visualizing rural, low-income, racially concentrated schools to circumvent challenges and foster ISPA policies and practices. © 2016, American School Health Association.

  1. Parent dietary, physical activity and sedentary behaviors associated with child behaviors and weight status among private school children in Delhi, India: A cross-sectional study

    Directory of Open Access Journals (Sweden)

    Blanche Greene-Cramer

    2016-01-01

    Full Text Available Background Family can be an important socializing agent that strongly influences child and adolescent behavior. While studies have found associations between parent modeling of healthy behaviors and these behaviors in children in the US and other western countries, there is a dearth of research examining these associations among low and middle-income countries like India. This study examines the association between parent dietary, physical activity, and sedentary behaviors and child behaviors and weight status in Delhi, India. Methods The study was cross-sectional by design. The target population was comprised of a convenience sample of 6th and 8th grade children enrolled at 6 private schools in Delhi, India and their parents. A total of 551 child-parent dyads were used in analysis. Measures included parent and child BMI; physical activity and sedentary behavior; and dietary intake, such as weekly breakfast consumption, daily fruit and vegetable (FV consumption, daily low-fat dairy consumption, daily energy-dense (ED food consumption, daily sugar-sweetened beverage (SSB consumption. Mixed-effects linear regression models were used to test for the association between parent dietary, physical activity, and sedentary behaviors (independent variables and child dietary, physical activity and sedentary behaviors (dependent variables while controlling for parent and child demographics. Results Significant, positive associations were observed between all parent and child dietary behaviors (weekly breakfast consumption, daily FV consumption, daily low-fat dairy consumption, daily ED food consumption, daily SSB consumption after adjusting for child sex and grade, parent sex, and parent weight status (p<0.05, all. Parent moderate/vigorous physical activity was positively associated with child moderate/vigorous physical activity (p=0.000, however there was no significant association between parent and child light physical activity levels (p=0.310. Parent

  2. Personal and Job Related Predictors of Teacher Stress and Job Performance among School Teachers

    Directory of Open Access Journals (Sweden)

    Rubina Hanif

    2011-12-01

    Full Text Available The present study was conducted to find out role of personal and job related variables in teacher stress and job performance of school teachers. Furthermore, levels and sources of stress and their relationship with job performance among teachers were also explored. The measures used in this study were indigenously developed i.e., Teacher Stress Inventory (TSI-Urdu, Teachers Job Performance Scale and personal and job related Information sheet. Two independent samples were selected from Government and Private Schools of Islamabad (Pakistan. Sample I was comprised of 400 teachers (men and women from Primary and secondary schools. For the evaluation of teachers’ job performance another sample of 1200 students from the classes of teachers of sample I was selected. Three students were randomly selected from each teacher’s class. The students were requested to evaluate their respective teachers’ job performance. The findings revealed that negative significant relationship exists between teachers stress and job performance. The step-wise regression analysis revealed school system, gender, job experience, number of family members, and number of students as significant predictors of teacher stress and gender, school system, family members, job experience and age as significant predictors of teachers’ job performance.

  3. Policy Actions to Address Weight-Based Bullying and Eating Disorders in Schools: Views of Teachers and School Administrators.

    Science.gov (United States)

    Puhl, Rebecca M; Neumark-Sztainer, Dianne; Bryn Austin, S; Suh, Young; Wakefield, Dorothy B

    2016-07-01

    Weight-related bullying is prevalent among youth and associated with adverse health consequences, including increased risk for body dissatisfaction and disordered eating behaviors, which are risk factors for eating disorders. Although concerns about these problems have stimulated calls for broader intervention efforts in schools, actions thus far have been limited. This study examined educators' perspectives about potential policy actions to address these issues in schools. Educators (N = 240) completed an online questionnaire assessing their support for 11 potential school-based policy actions to address weight-related bullying and eating disorders. Participants also rated policies according to their feasibility and potential for positive impact. Forty-eight percent of participants observed weight-related bullying in their school and 99% expressed the importance of intervening in such incidents. A large majority (75%-94%) supported 8 of the 11 policies, especially actions requiring school-based health curriculum to include content on eating disorder prevention (94%), and addressing weight-bullying through antibullying policies (92%), staff training (89%), and school curriculum (89%). Strongly supported policies were viewed by participants as being the most impactful and feasible to implement. Educators recognize weight-related bullying and eating disorders as problems in their schools that warrant improved prevention and intervention efforts at the policy level. © 2016, American School Health Association.

  4. District Awards for Teacher Excellence (D.A.T.E.) Program: Year One Evaluation Report. Policy Evaluation Report. [Executive Summary

    Science.gov (United States)

    Springer, Matthew G.; Lewis, Jessica L.; Podgursky, Michael J.; Ehlert, Mark W.; Taylor, Lori L.; Lopez, Omar S.; Ghoshdastidar, Bonnie; Peng, Art

    2010-01-01

    The District Awards for Teacher Excellence's (D.A.T.E.'s) first year of implementation in 2008-09 occurred at a time when Texas was operating several state-funded performance pay programs. The three-year Governor's Educator Excellence Grant (G.E.E.G.) program was coming to its expected completion, while the Texas Educator Excellence Grant…

  5. Training of teachers in the context of the first Republic in Portugal: guidelines for understanding of a policy

    Directory of Open Access Journals (Sweden)

    António Gomes Ferreira

    2014-07-01

    Full Text Available In this paper we set out to study teacher training in the framework of the First Republic of Portugal (1910-1926. Republicanism embodied a project of the refounding of the nation, which found in education the means of achieving such aspiration. Believing in human plasticity, it elected education, aligned with scientific development, through the path of schooling, as the tool for shaping the new Republican citizen. Teachers had a crucial part to play in this project. Addressing legislation, file sources (exercises, summary books, assignments, inter allia, printed sources (books, workbooks, etc. and specialised media on education and teaching, we discuss training programmes for primary and secondary education teachers. We look into the virtues of its implementation and submit our reading thereof, comparing regular primary education to regular teacher training. We conduct an in depth analysis of the curricula and the training guidelines, focusing in particular on the study plans and their components, from scientific education, the specialisation in the area of expertise and psycho-pedagogy, to teaching practice.Received:  26/10/2013 / Accepted: 17/11/2013How to reference this articleGomes Ferreira, A., Mota, L. (2014. Formación de profesorado en el contexto de la Primera República en Portugal: pautas para la comprensión de una política. Foro de Educación, 12(17, pp. 45-68. doi: http://dx.doi.org/10.14516/fde.2014.012.017.003

  6. The Influence of Test-Based Accountability Policies on Teacher Stress and Instructional Practices: A Moderated Mediation Model

    Science.gov (United States)

    von der Embse, Nathaniel P.; Schoemann, Alexander M.; Kilgus, Stephen P.; Wicoff, Maribeth; Bowler, Mark

    2017-01-01

    The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States…

  7. Inclusive Cultures, Policies and Practices in Spanish Compulsory Secondary Education Schools: Teachers' Perceptions in Ordinary and Specific Teaching Contexts

    Science.gov (United States)

    Moliner, Odet; Sales, Auxiliadora; Ferrandez, Reina; Traver, Joan

    2011-01-01

    This article presents a study that attempts to inquire into the indicators related with inclusive education by taking into account teachers' responses in the ordinary and specific teaching contexts (experts in special education needs, specialists in therapeutic pedagogy and compensatory education or specific programmes organised to accommodate…

  8. The changing face of public education: the process of "revisioning" elementary teacher preparation programs.

    Science.gov (United States)

    Stevens-Smith, Deborah; Warner, Margaret; Padilla, Michael

    2014-01-01

    Three years ago the elementary education department at Clemson University recognized the need for curricular change in the way we prepare teachers. The current program was not reflective of the changing demographics of multilingual and multicultural students in the public/ private school population. The challenge from the university provost was to create an enhanced elementary curriculum that would be unique in training students to meet these new demands. The purpose of this article is to share the revisioning process that led to redesigning the teacher preparation program. Promoting positive conversations about the richness of viewing diversity through a new lens will provide deeper insights into these issues.

  9. CLIL Teacher Professional Development for Content Teachers in Thailand

    Science.gov (United States)

    Kewara, Punwalai; Prabjandee, Denchai

    2018-01-01

    In Thailand, the new educational policy is mandated to encourage content teachers to integrate English in content classrooms. The policy has created tensions and misconceptions among content teachers, who must change the medium of instruction from Thai to English. This paper presents an attempt to foster teacher knowledge about the Content and…

  10. Correlação entre WISC e rendimento escolar na escola pública e na escola particular Correlation between WISC and school performance in public and private schools

    Directory of Open Access Journals (Sweden)

    Álida Dal Vesco

    1998-01-01

    Full Text Available O trabalho compara resultados do WISC com rendimento escolar , no sentido de correlacionar medidas psicométricas de inteligência com critérios de rendimento escolar, a fim de aperfeiçoar a capacidade diagnóstica e preditiva do teste. Participaram 20 alunos (10 de escola pública e 10 de escola particular, de 5ª a 8ª séries, com idade entre 8,7 a 13,2 anos, do grupo considerado com um bom desempenho. Não houve correlação significativa entre resultados do WISC e rendimento escolar. Comparando escolas, os alunos da rede particular tiveram pontuações significativamente melhores em Compreensão [t(2,18= 2,78; pThis study compared performance on the WISC with school grades in na attempt to improve the diagnostic and predictive capacity of the test in Brazil. Twenty students (10 from a public school and 10 from a private school, attending the fifth through the eighth grade, 8.7 to 13.2 years old, from a group classified as having high performance participated in the study. There was no significant correlation between the WISC results and school performance. Comparing the schools, the students from the private school network obtained scores significantly higher in Comprehension, Vocabulary, and Coding. However, no significant difference was found with respect to grades. This finding was explained based on the peculiarities of school programs.

  11. Science, Society, and America's Nuclear Waste: The Nuclear Waste Policy Act, Unit 3. Teacher Guide. Second Edition.

    Science.gov (United States)

    Department of Energy, Washington, DC. Office of Civilian Radioactive Waste Management, Washington, DC.

    This guide is Unit 3 of the four-part series, Science, Society, and America's Nuclear Waste, produced by the U.S. Department of Energy's Office of Civilian Radioactive Waste Management. The goal of this unit is to identify the key elements of the United States' nuclear waste dilemma and introduce the Nuclear Waste Policy Act and the role of the…

  12. A Proper Policy in the Permanent Teacher's Training: Key Impulse of the ICT Centre in Andalusia (Spain)

    Science.gov (United States)

    Perez, M. Amor; Fandos, M.; Aguaded, J. Ignacio

    2010-01-01

    This paper displays some of the results from research carried out in Andalusia (Spain) to evaluate the impact of the educational innovation policy developed by the regional government through widely introducing Information and Communication Technologies (ICT) in primary and secondary schools (ICT Centres). Specifically, the effect of the measures…

  13. Curriculum Policy Reform in an Era of Technical Accountability: "Fixing" Curriculum, Teachers and Students in English Schools

    Science.gov (United States)

    Winter, Christine

    2017-01-01

    Drawing on a Levinasian ethical perspective, the argument driving this paper is that the technical accountability movement currently dominating the educational system in England is less than adequate because it overlooks educators' responsibility for ethical relations in responding to difference in respect of the other. Curriculum policy makes a…

  14. Excesso de peso de escolares em região do Nordeste Brasileiro: contraste entre as redes de ensino pública e privada Excess weight in children from Brazilian Northeast: difference between public and private schools

    Directory of Open Access Journals (Sweden)

    Lana do Monte Paula Brasil

    2007-12-01

    Full Text Available OBJETIVOS: estimar a prevalência de excesso de peso em escolares na cidade de Natal. Métodos estudo transversal com 1927 crianças, de 6 a 11 anos de idade, de escolas públicas e privadas nas diferentes zonas da cidade de Natal, Rio Grande do Norte, Brasil. Foram analisadas as variáveis: sexo, faixa etária, tipo de escola e zonas da cidade. Foram considerados com excesso de peso os escolares com índice de massa corporal para sexo e idade igual ou superior ao percentil 85. RESULTADOS: o excesso de peso foi encontrado em 33,6% das crianças. Não houve diferenças significantes entre os sexos e faixas etárias. Nas escolas privadas, a prevalência de excesso de peso foi 54,5%; nas públicas, 15,6% (pOBJECTIVES: to determine the prevalence of excess weight in schoolchildren from the city of Natal. METHODS: transversal study with 1927 children aged 6-11 from public and private schools in different zones in the city of Natal, in the State of Rio Grande do Norte, Brazil, and analyze related variables, such as gender, age-group, type of school and city zones. All scholars with a body mass index equal to or greater than the 85th percentile were considered as having excess weight. RESULTS: the prevalence of excess weight among the studied scholars was 33.6%. There were no significant differences between genders and age-groups. In the private schools, the prevalence of excess weight was 54.5%, while in the public schools, 15.6% (p<0.01; OR=6.49. The prevalence of excess weight was greater in schools located in the zones with the best quality of life, east-south zone (41.3%, if compared with schools in the north-west zone (28.4% (p<0.01. CONCLUSIONS: the prevalence of excess weight in scholars was found high, demonstrating the importance of programs of treatment and prevention. The biggest prevalence in children studying in private schools and in children studying in schools located in the best zone of the city reflects the importance of association

  15. Qualidade da educação científica na voz dos professores Quality of science education in teachers' voice

    Directory of Open Access Journals (Sweden)

    Flavia Rezende

    2011-01-01

    Full Text Available O objetivo desta pesquisa foi investigar os sentidos de qualidade atribuídos por professores do Ensino Médio ao ensino de ciências. O estudo baseia-se em um grupo focal realizado com nove professores das ciências naturais e de matemática de escolas públicas e privadas da cidade do Rio de Janeiro. A análise do discurso dos professores baseou-se na perspectiva sociocultural de Wertsch, que integra os conceitos fundamentais da filosofia da linguagem de Bakhtin. Inventariamos perspectivas de qualidade presentes nos discursos dos professores e seu diálogo com diferentes linguagens sociais. Apesar das diferenças entre contextos educacionais e linguagens sociais usadas pelos professores, percebemos um sentido negativo de qualidade atribuído por todos eles à educação científica. Assim, os professores enunciam o que seria a suposta qualidade por meio do discurso sobre sua falta. Identificamos tensões que problematizam suas perspectivas de qualidade acerca do currículo, do trabalho docente, da aprendizagem, das tecnologias e da legislação educacional.The purpose of this study was to investigate the meanings of quality attributed by secondary teachers to science education. The study was based in a focal group with nine science teachers from public and private schools of Rio de Janeiro. The discourse analysis was oriented by Wertsch's sociocultural perspective, which integrates the fundamental concepts of Bakhtin's philosophy of language. An inventory of the perspectives on quality in the teachers' discourse was done and their dialogue with different social languages. Despite the differences between educational contexts and between the social languages used by the teachers, we can point to the recurrent meaning of lack of quality, attributed by all the teachers to scientific education. Thus, teachers enunciate what the supposed quality would be through a discourse on its lack. We identified tensions that problematize the perspectives of

  16. Stuttering at school: the effect of a teacher training program on stuttering.

    Science.gov (United States)

    Silva, Lorene Karoline; Martins-Reis, Vanessa de Oliveira; Maciel, Thamiris Moreira; Ribeiro, Jessyca Kelly Barbosa Carneiro; Souza, Marina Alves de; Chaves, Flávia Gonçalves

    2016-07-04

    Verify the knowledge of teachers from public and private schools about stuttering and attest the effectiveness of the Teacher Training Program on Stuttering in the expansion of this knowledge. The study sample comprised 137 early-childhood teachers. Initially, the teachers responded to a questionnaire on stuttering. After that, 75 teachers attended a 4-hour Teacher Training Program on Stuttering. One month later, the teachers responded to the same questionnaire again. The following points were observed after the training program: increased percentage of teachers who consider as low the prevalence of stuttering in the population; beginning of reports stating that stuttering is more frequent in males; increased number of teachers who consider stuttering hereditary; decreased incidence of teachers who believe stuttering is psychological; prevalence of those who believe stuttering is a consequence of multiple causes; decreased rate of teachers who believe stuttering is emotional; a better understanding of how educators should behave to help stutterers. Before the course, the teachers had some knowledge regarding stuttering, but it was insufficient to differentiate from other language disorders. The Program expanded their knowledge on stuttering. However, it proved to be more effective with respect to the characteristics of stuttering than to the attitudes of the teachers.

  17. Personality Types and Burnout Syndrome in Primary School Teachers in Chile [Tipos de personalidad y síndrome de burnout en Educadoras de Párvulos

    Directory of Open Access Journals (Sweden)

    Manuel Salvador Ortiz Parada

    2012-03-01

    Full Text Available With the purpose to determine differences in burnout’s level as function of personalities types and attendance in public or private school, a non-experimental study was designed. Burnout levels were measured with the MBI teacher’s version and personalities types with the NEO-Five Factors Inventory (n = 133. A set of socio-demographic variables was included. By means of ANOVA ONEWAY, differences were found in emotional exhaustion among kindergarten teachers who work in public and private school (p ≤ 0,05. Differences were also found between spectator and skeptic personality types in burnout levels, and between skeptic and complicated types in emotional exhaustion (p ≤ 0,05. These results emphasize the relevance to give attention to public school’s educator and those who had high neuroticism’s levels because they tend to have more burnout

  18. Reflections on the process of implementing a social program in the field of physical activity in vulnerable populations: Contributions to the Teacher Education in Physical Education and to the improvement of public policies

    Directory of Open Access Journals (Sweden)

    Gloria Campomar

    2013-12-01

    Full Text Available This article aims to describe and analyze the process of implementing a social program of intervention in vulnerable populations through sport, physical activity and recreational games, which has been developed since 2011 in three slums (‘villas’ in La Matanza. The social program is analyzed in various key aspects of the implementation process. These issues were addressed through qualitative research with broad objectives and a comprehensive approach. We reflect on a research breakthrough that privileges the perceptions and representations of technical teachers who worked in this Program. Also, we make some contributions to improve future actions and teacher training. Six focus groups were formed and it is estimated that the input generated will be useful for planning better teaching practices and specific training of future teachers. It also hopes to provide elements of analysis and judgment for the management of public policies in the field of sport and physical activity as a strategy for social integration

  19. CLIL Teacher Professional Development for Content Teachers in Thailand

    Directory of Open Access Journals (Sweden)

    Punwalai Kewara

    2018-01-01

    Full Text Available In Thailand, the new educational policy is mandated to encourage content teachers to integrate English in content classrooms. The policy has created tensions and misconceptions among content teachers, who must change the medium of instruction from Thai to English. This paper presents an attempt to foster teacher knowledge about the Content and Language Integrated Learning (CLIL approach in a teacher professional development program. Classroom language in English and CLIL classroom structure were provided for 15 teachers at a secondary school. Four volunteer teachers were observed to determine the extent to which teachers implemented CLIL. The findings revealed the teachers partly implemented classroom language in English and the provided CLIL structure was not evident. The contribution of this paper is to the literature of CLIL teacher professional development effectiveness and the implementation fidelity of a professional development program.

  20. Peer and teacher bullying/victimization of South Australian secondary school students: prevalence and psychosocial profiles.

    Science.gov (United States)

    Delfabbro, Paul; Winefield, Tony; Trainor, Sarah; Dollard, Maureen; Anderson, Sarah; Metzer, Jacques; Hammarstrom, Anne

    2006-03-01

    This study examined the nature and prevalence of bullying/victimization by peers and teachers reported by 1,284 students (mean age = 15.2 years) drawn from a representative sample of 25 South Australian government and private schools. Students completed a self-report survey containing questions relating to teacher and peer-related bullying, measures of psychosocial adjustment, and personality. The results showed that students could be clearly differentiated according to the type of victimization they had experienced. Students reporting peer victimization typically showed high levels of social alienation, poorer psychological functioning, and poorer self-esteem and self-image. By contrast, victims of teacher victimization were more likely to be rated as less able academically, had less intention to complete school and were more likely to be engaged in high-risk behaviours such as gambling, drug use and under-age drinking. Most bullying was found to occur at school rather than outside school and involved verbal aggression rather than physical harm. Boys were significantly more likely to be bullied than girls, with the highest rates being observed amongst boys attending single-sex government schools. Girls were more likely to be subject to bullying if they attended coeducational private schools. The implications of this work for enhancing school-retention rates and addressing psychological distress amongst adolescent students are discussed.

  1. Teacher Education in Scotland

    Science.gov (United States)

    Munn, Pamela

    2006-01-01

    Using the notion of travelling global policy, this paper discusses the ways in which teacher education in Scotland has responded to world-wide demands on school systems. It highlights the embedded practices which have resisted an unequivocal move to a market-based approach in initial teacher education and contrasts this with approaches to…

  2. Sobrepeso entre adolescentes de escolas particulares de Fortaleza, CE, Brasil Sobrepeso entre adolescentes de escuelas privadas de Fortaleza, CE, Brasil Overweight among adolescents from private schools in Fortaleza, CE, Brazil

    Directory of Open Access Journals (Sweden)

    Márcio Flávio Moura Araújo

    2010-08-01

    Full Text Available O objetivo da pesquisa foi identificar casos de excesso de peso em adolescentes de escolas particulares de Fortaleza - Brasil. Foram investigados 794 estudantes entre 12 e 17 anos de idade, de 12 escolas privadas, nos meses de março-junho e agosto-setembro de 2007. A prevalência de sobrepeso e obesidade foi, respectivamente, de 20% e 4%. O sobrepeso foi maior, e duplicado os casos de obesidade, naqueles que mantinham o hábito de assistir tevê durante as refeições (p= 0, 000. Cerca de 28% dos jovens ativos apresentavam excesso de peso (p El objetivo de la investigación fue identificar los casos de sobrepeso en adolescentes de escuelas privadas de Fortaleza-Brasil. Fueron investigados 794 estudiantes entre 12 y 17 años, de 12 escuelas privadas, en los meses de marzo-junio y agosto-septiembre de 2007. La prevalencia de sobrepeso y obsedidad fue de 20% y 4%, respectivamente. La acumulación de peso fue mayor y los casos de obesidad fue dos veces más, en los que tenían la costumbre de asistir a la tele al alimentarse (p= 0, 000. Sobre 28% de los jóvenes que practicaban actividad física regularmente presentaban sobrepeso (p The purpose of the study was to identify cases of overweight among adolescents in private schools in Fortaleza, Brazil. We investigated 794 students between 12 and 17 years old from 12 private schools, in the months March to June and August-September 2007. The prevalence of overweight and obesity was 20% and 4%, respectively. Among the young people who watch TV while eat, the weight accumulated was higher and the cases of obesity was the double (p = 0, 000. About 28% of people who practiced regular physical activity were overweight (p <0, 001. In the fight against adolescent adiposity, to the nursing is primarily the preventive actions, because attenuate various pathological effects related to the accumulation of body weight.

  3. Self-reported physical activity and food intake patterns in schoolchildren aged 7-10 from public and private schools. DOI: http://dx.doi.org/10.5007/1980-0037.2012v14n5p497

    Directory of Open Access Journals (Sweden)

    Maria Alice Altenburg de Assis

    2012-09-01

    Full Text Available Physical activity and diet are related to several health outcomes. The aim of this study was to analyze physical activity (PA and diet patterns among Brazilian schoolchildren attending private or public schools. A cross-sectional, school-based study of elementary schoolchildren aged 7-10 years old (n = 2,936 was carried out in Florianopolis (southern Brazil. Self-reported food consumption and PA patterns were assessed by means of a questionnaire. A higher percentage of girls than boys met the rec­ommendations for consumption of fruits and vegetables and limited their consumption of sweets and soft drinks. Boys reported higher PA levels than girls (P < 0.001. Children attending private schools were more likely to be in the highest tertile of PA (odds ratio = 1.53, 1.14-2.05 and 80% less likely to be active in commuting to school compared to public school students. Private schoolchildren were more likely to meet recommendations for fruits and vegetables, limit sweet consumption, report adequate meal frequency and no consumption of fast food or soft drinks. In summary, girls and private schoolchildren reported better eating patterns, while boys and private schoolchildren reported higher PA levels. Such results highlight the public school setting as a target for health promotion initiatives, along with other strategies, in developing countries.

  4. [Health education in primary school: Alicante city (Spain) teachers' opinions].

    Science.gov (United States)

    Davó-Blanes, M Carmen; García de la Hera, Manuela; La Parra, Daniel

    2016-01-01

    This study explores the opinions of primary school teachers about health activities carried out in schools in Alicante city (Spain). An exploratory study was conducted through qualitative content analysis. Three focus groups were conducted with 25 primary school teachers (14 women and 11 men) working in 14 public and 7 private schools in the city of Alicante. Participants were asked about the health activities carried on in their schools. Teachers distinguished between health education activities promoted by the school and those included in external programmes promoted by public and private institutions. External programmes were considered as impositions, lacking continuity and chosen according to passing fads. Although teachers demonstrated a more positive attitude towards activities arising from their own initiative, they identified health education as a secondary task. Teachers considered that improving their own health education training and promoting the involvement of parents, health professionals and public institutions were the most appropriate ways to promote health education in the school. Teachers showed a more positive opinion and greater commitment towards health activities that complement and facilitate their teaching tasks. Their didactic programme and opinion should be taken into account to maximise the efficiency of the health promotion and education activities promoted by external organisations. Copyright © 2015 SESPAS. Published by Elsevier Espana. All rights reserved.

  5. Sustainability and Teacher Education

    Science.gov (United States)

    Martin, Ken; Summers, Denise; Sjerps-Jones, Harriet

    2007-01-01

    Sustainability is now a key concept in both government policy and wider global concerns. Issues of climate change and global warming can no longer be ignored in teacher education programs in the post-compulsory education and training sector. Government policy-makers, notably the Department for Education and Skills (DfES), Learning Skills Council…

  6. Cross-Country Evidence on Teacher Performance Pay. Program on Education Policy and Governance Working Papers Series. PEPG 10-11

    Science.gov (United States)

    Woessmann, Ludger

    2010-01-01

    The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting mechanisms that usually elude experimental studies but are captured in cross-country comparisons. Combining country-level performance-pay measures with rich PISA-2003 international achievement microdata, this paper estimates…

  7. The role of schools' perceived human resource policies in teachers' professional development activities: a comparative study of innovations toward competence-based education

    NARCIS (Netherlands)

    Prof. Dr. Rob F. Poell; Dr. Audrey Seezink

    2011-01-01

    The change toward competence-based education has implications for teachers as well as school management. This study investigates which professional development activities teachers undertake related to this change and how these activities differ among schools with various human resource (HR)

  8. Using PIRLS Data to Investigate the Relationship of Teachers' Instruction with Students' Out-of-School Reading Behaviours. Policy Brief No. 8

    Science.gov (United States)

    Polikoff, Morgan S.; Zhou, Nan

    2015-01-01

    Research clearly demonstrates the importance of students' reading behaviors for predicting students' short- and long-term outcomes. While teachers' instruction might affect these reading behaviors (and therefore indirectly affect achievement), we know little about the association of in-school teacher practices with students' out-of-school…

  9. Teacher Labor Markets in Developed Countries

    Science.gov (United States)

    Ladd, Helen F.

    2007-01-01

    Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries--an obvious, but costly, policy tool. She finds, perhaps surprisingly,…

  10. Teachers and Public Engagement: An Argument for Rethinking Teacher Professionalism to Challenge Deficit Discourses in the Public Sphere

    Science.gov (United States)

    Thomas, Sue

    2011-01-01

    In the context of public debates on teacher quality, both media and education policy texts construct deficit discourses about teachers, discourses that work together to inform public, commonsense understandings of teacher quality. This paper explores the interrelationships between discourses on teachers constructed on television and in policies in…

  11. Making Policy in the Classroom

    Science.gov (United States)

    Hohmann, Ulrike

    2016-01-01

    The concept of street-level bureaucracy (Lipsky, 1980, 2010) examines the form and extent discretion takes in teachers' and other public policy enactors' work and how they negotiate their way through sometimes contradictory policy imperatives. It provides a framework for straddling top-down and bottom-up perspectives on policy making. In this…

  12. Troubling Methods-Centric "Teacher Production": Social Foundations in Dance Education Teacher Preparation

    Science.gov (United States)

    Risner, Doug; Barr, Sherrie

    2015-01-01

    Preparing dance specialist teachers to successfully educate an increasingly diverse student population highlights a number of challenges within an educational policy landscape characterized by technical production, methods-centric teacher preparation, teacher-proof curriculum, and standardization. The ramifications of these policies have…

  13. Changes in the SF-8 scores among healthy non-smoking school teachers after the enforcement of a smoke-free school policy: a comparison by passive smoke status.

    Science.gov (United States)

    Kiyohara, Kosuke; Itani, Yuri; Kawamura, Takashi; Matsumoto, Yoshitaka; Takahashi, Yuko

    2010-04-28

    The effects of the enforcement of a smoke-free workplace policy on health-related quality of life (HRQOL) among a healthy population are poorly understood. The present study was undertaken to examine the effects of the enforcement of a smoke-free school policy on HRQOL among healthy non-smoking schoolteachers with respect to their exposure to passive smoke. Two self-reported questionnaire surveys were conducted, the first before and the second after the enforcement of a total smoke-free public school policy in Nara City. A total of 1534 teachers were invited from 62 schools, and their HRQOL was assessed using six domains extracted from the Medical Outcomes Survey Short Form-8 questionnaire (SF-8): general health perception (GH), role functioning-physical (RP), vitality (VT), social functioning (SF), mental health (MH), and role functioning-emotional (RE). The participants were divided into two groups according to their exposure to environmental tobacco smoke (ETS) at baseline: participants not exposed to ETS at school (non-smokers), and participants exposed to ETS at school (passive smokers). Changes in each SF-8 score were evaluated using paired t-tests for each group, and their inter-group differences were evaluated using multiple linear regression analyses adjusted for sex, age, school type, managerial position, and attitude towards a smoke-free policy. After ineligible subjects were excluded, 689 teachers were included in the analyses. The number of non-smokers and passive smokers was 447 and 242, respectively. Significant changes in SF-8 scores were observed for MH (0.9; 95% confidence interval [CI], 0.2-1.5) and RE (0.7; 95% CI, 0.0-1.3) in non-smokers, and GH (2.2; 95% CI, 1.2-3.1), VT (1.8; 95% CI, 0.9-2.7), SF (2.7; 95% CI, 1.6-3.8), MH (2.0; 95% CI, 1.0-2.9), and RE (2.0; 95% CI, 1.2-2.8) in passive smokers. In the multiple linear regression analyses, the net changes in the category scores of GH (1.8; 95% CI, 0.7-2.9), VT (1.4, 95% CI, 0.3-2.5), SF (2

  14. Information literacy: uma análise nas bibliotecas escolares da rede privada em Natal/RN Information literacy: an analysis of the school library of the private schools network in Natal/RN p. 110-133

    Directory of Open Access Journals (Sweden)

    Gabriela Farias

    2007-01-01

    Full Text Available Apresenta a information literacy, como competência em informação, relata, de forma geral, seu surgimento, desenvolvimento e importância de sua prática na biblioteca escolar. Aborda-se os principais focos da competência em informação: tecnologia da informação, processos cognitivos, e aprendizado ao longo da vida. Relata-se a análise dos dados dos questionários aplicados nas bibliotecas escolares da rede de escolas privadas da cidade de Natal RN com fins de identificar e analisar a competência em informação neste ambiente. Apresenta-se a necessidade de integração entre escola-biblioteca, e a inserção do bibliotecário na comunidade educacional para criação de programas educacionais voltados para a competência em informação. Palavras-chave Competência em informação; Habilidades informativas; Biblioteca escolar; Educação e aprendizagem Abstract It presents information literacy as information competence, as well as reporting, in a general way its appearance, development and the importance of its practice in the school library. Focuses on the main information competences: information technology, cognitive processes and life long learning. It reports on the analysis of data obtained from the questionnaire applied in school libraries of the private schools network in the city of Natal RN, as a means to identify and analyze information competence in this environment. The need for school-library integration is presented, as is the need for the insertion of the librarian in the educational community for the creation of educational programs directed towards information competence. Key words Information competence; Informative skills; School library; Education and learning

  15. Agentic Typologies: Teacher Agency and Urban Renewal as Tools of School Reform

    Science.gov (United States)

    Cofield, Candace

    2013-01-01

    This dissertation addresses the dynamic interaction between policies aimed at urban education reform and teachers' role in advancing policy objectives. It examines teacher agency in the context of proposed community and school change by focusing on teacher involvement with policy implementation. It investigates teacher views of their individual…

  16. Comportamentos de saúde entre jovens estudantes das redes pública e privada da área metropolitana do Estado de São Paulo Health behavior among students of public and private schools in S. Paulo, Brazil

    Directory of Open Access Journals (Sweden)

    Beatriz Carlini-Cotrim

    2000-12-01

    Full Text Available OBJETIVO: Estudar a freqüência de vários comportamentos de saúde entre estudantes secundários de escolas estaduais e particulares da cidade de São Paulo, SP. MÉTODOS: Estudo de corte transversal, com o sorteio de dez escolas estaduais e a seleção de sete particulares. Em cada escola, quatro salas de aula foram sorteadas, entre a sétima série do ensino fundamental e a terceira série do ensino médio. Para a coleta de dados, utilizou-se a versão do questionário de autopreenchimento utilizado pelo "Centers for Disease Control" para monitorar comportamentos de risco entre jovens. RESULTADOS: Uma proporção significativa de estudantes engajam-se em comportamentos de risco à saúde, principalmente na faixa de 15 a 18 anos de idade. Nas escolas públicas, os comportamentos mais freqüentes foram: andar de motocicleta sem capacete (70,4% dos estudantes que andaram de motocicleta; não utilização de preservativos na última relação sexual (34% dos sexualmente ativos; andar armado (4,8% dos respondentes no último ano e tentar suicídio (8,6% nos últimos 12 meses. Nas escolas privadas, o uso de substâncias psicoativas foi o comportamento de risco mais proeminente: 25% relatou pelo menos um episódio de uso de álcool; 20,2% usou algum inalante no último ano; e 22,2% consumiu maconha no mesmo período. As estudantes do sexo feminino relataram menos comportamentos de risco, à exceção de tentativas de suicídio e de controle de peso por métodos não saudáveis. CONCLUSÕES: As informações obtidas podem contribuir para a estruturação de ações programáticas que considerem a distribuição de comportamentos de saúde na clientela-alvo.OBJECTIVE: To investigate the prevalence of several health behaviors among students of public and private schools in S. Paulo, Brazil. METHODS: An epidemiological survey about health behaviors among high school students was carried out in S. Paulo in 1998. Seventh to eleventh graders from ten

  17. Fact-Challenged Policy. Policy Memorandum #182

    Science.gov (United States)

    Rothstein, Richard

    2011-01-01

    This paper is a response on the topic of school reform efforts being promoted by Bill Gates and other prominent education policy advocates. Last week, Microsoft Chairman Bill Gates published an op-ed in the Washington Post, "How Teacher Development could Revolutionize our Schools," proposing that American public schools should do a…

  18. Room for a dedicated teacher?

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2013-01-01

    In international educational neo-liberal/neo-conservative policy contexts, efficiency, standards, tests, and accountability are general mainstream concepts of education, and as such, part of many teachers’ daily lives. Educational researchers have investigated implications and consequences...... state conceptions of education. Based on discourse studies, international investigations of implications of a neo-conservative education policy and findings from surveys and qualitative interviews with teachers from adult DSOL immigrant teaching in Denmark, the article addresses contradictions...... and possibilities for teacher professionalism. The paper sets out to discuss how the room for a dedicated teacher can be developed in the framework of an existing discourse in international and Scandinavian education policy....

  19. Tax Exempt Status of Private Schools.

    Science.gov (United States)

    Manville, Phyllis

    1982-01-01

    Recounts actions of the Internal Revenue Service and the federal government from 1965 to 1982 involving tax exempt status and racially discriminatory schools. Traces federal court decisions on the issue since 1970, including "Green v. Connally" and current Supreme Court cases involving Bob Jones University (South Carolina) and Goldsboro…

  20. As políticas de formação: a constituição da identidade do professor sobrante The upbringing policies: the identity construction of the remaining teacher

    Directory of Open Access Journals (Sweden)

    Acacia Zeneida Kuenzer

    1999-12-01

    Full Text Available Este artigo propõe-se a analisar as novas políticas de formação de professores em face das mudanças ocorridas no mundo do trabalho e com base nas políticas educacionais que elas determinam desde a aprovação da LDB. Mostrando desde o caráter orgânico dessas políticas até a extinção dos postos de trabalho, a flexibilização e a polarização das competências, a autora demonstra que as políticas de formação inviabilizam a construção da identidade do professor como cientista da educação para constituí-lo como tarefeiro, dados o aligeiramento e a desqualificação de sua formação. Dessa forma, a autora pretende contribuir para que os professores e suas organizações estabeleçam uma pauta mínima de negociação com o MEC, tendo em vista assegurar as condições necessárias a uma formação que responda às novas demandas dos trabalhadores e excluídos.The purpose of this article is the analysis of the new teacher formation policies facing the changes occurred in the job world and based upon the educational policies that they determine since the LDB approval. Showing from the organic character of these policies to the extinction of job vacancies, the flexibilization and the polarization of the competences, the author shows that the formation policies make the construction unviable from the identity of the teacher as na education scientist to constitute him as a "task-man", because of the quickness and the disqualification of his formation. Overall, the author intends to contribute in such a way that the teachers and their organizations establish a minimum negotiation roll with MEC, in order to keep the necessary conditions to a formation that responds to the new workers and the remaining demand.

  1. Training and informing teachers

    International Nuclear Information System (INIS)

    Gunnell, B.J.

    1994-01-01

    Nuclear Electric operates 12 nuclear plants in England and Wales. Through the Visitors Centres attached to these power stations and complementary national initiatives, the company is able to provide a broad ranging educational programme for teachers and pupils. The company's policy and its education programme (books, visits, conference, events,...) are detailed from the perspective of both teachers and pupils. An evaluation of the education programme at Visitor Centres is under way and is already identifying new initiatives for the company to explore

  2. Teacher labor markets in developed countries.

    Science.gov (United States)

    Ladd, Helen F

    2007-01-01

    Helen Ladd takes a comparative look at policies that the world's industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries-an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salaries do not in general perform better on international tests than those in countries with lower salaries. Ladd does find, however, that the share of underqualified teachers in a country is closely related to salary. In high-salary countries like Germany, Japan, and Korea, for example, only 4 percent of teachers are underqualified, as against more than 10 percent in the United States, where teacher salaries, Ladd notes, are low relative to those in other industrialized countries. Teacher shortages also appear to stem from policies that make salaries uniform across academic subject areas and across geographic regions. Shortages are especially common in math and science, in large cities, and in rural areas. Among the policy strategies proposed to deal with such shortages is to pay teachers different salaries according to their subject area. Many countries are also experimenting with financial incentive packages, including bonuses and loans, for teachers in specific subjects or geographic areas. Ladd notes that many developed countries are trying to attract teachers by providing alternative routes into teaching, often through special programs in traditional teacher training institutions and through adult education or distance learning programs. To reduce attrition among new teachers, many developed countries have also been using formal induction or mentoring programs as a way to improve new teachers' chances of success. Ladd highlights the need to look beyond a single policy, such as higher salaries, in favor of broad packages that address teacher preparation and certification

  3. Factors associated to Burnout Syndrome in High School Teachers in Cali, Colombia [Factores asociados al síndrome de burnout en docentes de colegios de la ciudad de Cali, Colombia

    Directory of Open Access Journals (Sweden)

    Fátima Díaz Bambula

    2012-03-01

    Full Text Available The goal of the study was to locate factors related to burnout syndrome in teachers of two formal private and public educational institutions from Cali, Colombia. The syndrome’s dimensions (emotional exhaustion, depersonalization and reduced sense of personal accomplishment and their relation to organizational factors, the stress of the role and socio-demographic characteristics of the teachers were described. The Modified Burnout in teachers Questionnaire [CBP-M] was applied to a sample of 82 teachers from one public and one private school. Results show a low level of burnout syndrome in both institutions. An association with the levels of stress of role and organizational factors such as supervision, job conditions and professional worries was found. The socio-demographic characteristics did not show significant relations with the syndrome, with the exception of the level of education in which the teachers give classes

  4. Raising the Bar: Aligning and Elevating Teacher Preparation and the Teaching Profession. A Report of the American Federation of Teachers Teacher Preparation Task Force

    Science.gov (United States)

    American Federation of Teachers (NJ), 2012

    2012-01-01

    The American Federation of Teachers Teacher Preparation Task Force was established to examine the research on what works and what does not work in the field of teacher preparation as a basis for making policy recommendations. Just as important, the task force considered how best to implement such policy recommendations in a way that takes into…

  5. The Relationship Between Teacher Leadership, Teacher Professionalism, and Perceived Stress

    OpenAIRE

    KILINÇ, Ali; CEMALOĞLU, Necati; SAVAŞ, Gökhan

    2015-01-01

    Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that research on teacher leadership is scarce, the present study may serve as an important data source for policy makers in regard to developing high-quality...

  6. The experience of aggression by female teachers in the workplace

    Directory of Open Access Journals (Sweden)

    D.S. van der Merwe

    2015-06-01

    Full Text Available South Africa is a country with exceptionally high levels of frustration and trauma. Research shows that a third of all people in South Africa are exposed to some kind of violence. This causes insecurity and fear, which creates high levels of stress. High stress levels fuels aggression in the workplace. It was observed that female teachers often experience aggression in the workplace. This has a negative effect on their overall sense of well-being as well as their mental health. A purposive sample was selected through two private schools in Gauteng, South Africa, and consisted of eight female teachers. Data was collected by means of in-depth phenomenological interviews, field notes, naive sketches and observation. One central question was posed to the purposefully selected participants: What is your experience of aggression in your workplace? Thematic coding was used to analyse the data. Three themes were identified: different perceptions influenced female teachers' experience of aggression; the pressure in the school system formed an integral part of the experience of aggression and the experienced effect of aggression on the female teachers.

  7. The experience of aggression by female teachers in the workplace

    Directory of Open Access Journals (Sweden)

    D. S. van der Merwe

    2015-10-01

    Full Text Available South Africa is a country with exceptionally high levels of frustration and trauma. Research shows that a third of all people in South Africa are exposed to some kind of violence. This causes insecurity and fear, which creates high levels of stress. High stress levels fuels aggression in the workplace. It was observed that female teachers often experience aggression in the workplace. This has a negative effect on their overall sense of well-being as well as their mental health. A purposive sample was selected through two private schools in Gauteng, South Africa, and consisted of eight female teachers. Data was collected by means of in-depth phenomenological interviews, field notes, naive sketches and observation. One central question was posed to the purposefully selected participants: What is your experience of aggression in your workplace? Thematic coding was used to analyse the data. Three themes were identified: different perceptions influenced female teachers' experience of aggression; the pressure in the school system formed an integral part of the experience of aggression and the experienced effect of aggression on the female teachers.

  8. Rethinking and Redesigning Teacher Education

    DEFF Research Database (Denmark)

    Baltzersen, Johnny

    are important to reflect thoroughly upon when entering discourses on the future education and training of teachers. Theme one will discuss the relationship between policy, change and teacher education. The second will address what we could call the loss of philosophical and epistemological certainty......Teacher education and teachers are in most countries round the world under heavy criticism for not delivering what governments, many politicians and policy analysts and many sections of public life feel they should be delivering. And teacher education is at large on the defensive when confronted...... with this increasing criticism. In this presentation I will try to analyse this phenomenon and also try to sketch a preliminary strategy to cope with the criticism and introduce some basic principles that could be included in our search for rethinking and redesigning teacher education in the 21st century. I would like...

  9. Séries no ensino privado, ciclos no público: um estudo em Belo Horizonte Grades in private schools, learning cycles in public schools: a study carried out in Belo Horizonte

    Directory of Open Access Journals (Sweden)

    Paulo Roberto Vidal de Negreiros

    2005-05-01

    publications. However, when the private schools are focused, it is not known what the reasons for non-adhesion to learning cycle are, as well as the motives that make them to maintain the graded system.

  10. Perceived usefulness and culture as predictors of teachers attitudes towards educational technology in South Africa

    Directory of Open Access Journals (Sweden)

    Samantha Anne Hart

    2015-11-01

    Full Text Available The use of educational technology (ET worldwide is increasing rapidly, and South Africa is no exception. Grouped amongst the emerging economies of the world, South Africa's information and communication technology (ICT infrastructure is often mentioned as one of the key factors leading to the growth of the country. Integrating ICT into education has become a priority for the South African government. However, it is necessary to move beyond merely providing physical access to ICT's in order for integration to be successful. The integration of ET in schools is greatly influenced by teachers' attitudes towards the technology. The aim of this study was to investigate teachers' attitudes towards educational technology and the factors that are thought to influence teachers' attitudes, namely, perceived usefulness, perceived cultural relevance, perceived competence and access to ET. A convenience sample of 117 teachers in the Johannesburg area, from both public and private schools, across foundation, intermediate and senior phase, completed the Attitudes Towards Computer Scale. Teachers' attitudes were generally positive. The strongest predictor of teachers' attitudes was perceived usefulness followed by perceived cultural relevance. Thus, it is evident that when integrating ET into schools, attention must be paid to teachers perceptions of the utility of ET in order for integration to be successful. Having access to ET and the competence to use ET are not enough for the successful integration of ET in schools.

  11. The teacher and the curriculum;

    DEFF Research Database (Denmark)

    Priestley, M.; Biesta, G.; Philippou, Stavroula

    2015-01-01

    A key debate in the curriculum field has centred on the extent to which teachers should or could achieve agency over the curriculum they enact. Risks to teacher agency have come from top-down control of curricula, either through input regulation (prescription of content, methods and/or teaching...... with a discussion of why it is important to understand and take into account teacher agency, when formulating and developing curriculum policy....

  12. Academic Optimism and Teacher Education

    Science.gov (United States)

    Woolfolk Hoy, Anita

    2012-01-01

    What can teachers and schools do to support achievement for all students? Surely this is a basic and critical question for teacher educators as well as families, communities, policy makers--everyone concerned about our children and our future. The question is not new and the answers proposed are legion. What could I add to the conversation? The…

  13. The Training of Montessori Teachers.

    Science.gov (United States)

    Wheatley, Helen

    1994-01-01

    Explains the philosophy of the Montessori educational system and the training of Montessori teachers. Describes teacher training courses as seeking to produce a new kind of personality, which suppresses unhelpful qualities, such as impatience and loudness of voice. Explains how the theories of Montessori are practiced, including policies of…

  14. Prevalência de cárie em adolescentes de escolas públicas e privadas na cidade de João Pessoa, Paraíba, Brasil Prevalence of cavities among adolescents in public and private schools in João Pessoa, Paraíba State, Brazil

    Directory of Open Access Journals (Sweden)

    Patrícia Vasconcelos Leitão Moreira

    2007-10-01

    Full Text Available O objetivo deste trabalho foi verificar a prevalência de cárie em adolescentes de escolas públicas e privadas em João Pessoa (PB, Brasil, e comparar a média de CPOD com relação ao gênero, idade e nível de escolaridade da mãe. A amostra constou de 3.330 adolescentes de 12 a 15 anos de idade: 1.665 da rede pública e 1.665 da rede privada de ensino. Os critérios para avaliação do CPOD foram os adotados pela OMS (1997. A concordância de diagnóstico intra-examinadora foi aferida pelo teste Kappa (0,92. Para a análise estatística, foram utilizados os testes de Mann-Whitney e Kruskal-Wallis. A prevalência de cárie nas escolas públicas foi de 51,6% e de 9,3% nas privadas. A média de CPOD no gênero feminino foi de 4,79 e de 3,46 no masculino, nas escolas públicas (pThe purpose of this study was to ascertain the prevalence of cavities among adolescents in public and private schools in João Pessoa, Paraíba State, Brazil, comparing the DMFT in terms of gender and age, as well as education levels and quality among mothers in these two types of schools. The sample consisted of 3,330 adolescents between twelve and fifteen years old: 1,665 attending public schools and 1,665 attending private schools. The DMFT was evaluated by the WHO criteria (1997, using the Kappa (0.92 intra-examiner agreement for cavity diagnoses and the Mann-Whitney and Kruskal-Wallis statistical analyses. The prevalence of cavities in public schools was 51.6%, compared to 9.3% in private schools. The DMFT for girls was 4.79 and 3.46 for boys in public schools (p<0.0001 and 2.11 and 1.65 (p=0.0007 in private schools. At the age of 12 years, the DMFT was 3.37 in public schools and 1.35 in private schools, while for the age of 15 it was 5.65 and 2.88 for each type of school. Among children whose mothers graduated from high school, the average DMFT was 4.21 in public schools and 1.81 in private schools. The prevalence of cavities was higher among girls in public

  15. Countering the Essentialized Discourse of Teacher Education

    Science.gov (United States)

    Stremmel, Andrew J.; Burns, James; Nganga, Christine; Bertolini, Katherine

    2015-01-01

    In this paper, the authors engage in a collaborative inquiry illustrative of a dialogical process of meaning making addressing the future of teacher education in times marked by uncertainty, intense public and political scrutiny, changing policy, and imposed learning standards. The authors urge teacher education programs and teacher educators to…

  16. Capacity Development and Strengthening for Energy Policy formulation and implementation of Sustainable Energy Projects in Indonesia CASINDO. Deliverable No. 8. Report on general competency trainings (basic level) by TEDC for SMK teachers from the five CASINDO regions

    Energy Technology Data Exchange (ETDEWEB)

    Kamphuis, E. [ETC Nederland, Leusden (Netherlands); Permana, I. [Technical Education Development Centre TEDC, Bandung (Indonesia)

    2011-03-15

    The overall objective of the CASINDO programme is to establish a self-sustaining and self-developing structure at both the national and regional level to build and strengthen human capacity to enable the provinces of North Sumatra, Yogyakarta, Central Java, West Nusa Tenggara and Papua to formulate sound policies for renewable energy and energy efficiency and to develop and implement sustainable energy projects. This report presents an overview of the training activities on general renewable energy technologies competencies conducted by TEDC Bandung (Technical Education Development Centre), for the teachers of the 11 SMKs (Sekolah Menengah Kejuruan of the Ministry of Education; SMKs are Vocational and Technical Schools) involved in the CASINDO project. The report also contains a description of the Training of Trainers activities conducted by the CASINDO consortium for TEDC staff in the renewable energy technologies micro hydro power, solar photovoltaic, wind energy, biomass , biogas and energy efficiency.

  17. A expansão do ensino superior, políticas de formação docente e atratividade da carreira. The expansion of higher education, teacher education policies and the attractiveness of the teaching career

    Directory of Open Access Journals (Sweden)

    Olgaíses Cabral Maués

    2014-05-01

    Full Text Available This study aims to analyze some results of a research conducted on the expansion of teacher education programs, which have as a reference the guidelines issued by international organizations, specifically OREALC/UNESCO. These guidelines focus on the issues related to the value of the teaching profession from studies on initial and continuing training policies and career of basic education teachers implemented by the Brazilian government in the last ten years. In order to achieve this, a documentary and content analysis research was conducted based on the documents used as reference, as well as on statistical data provided by MEC/INEP and CAPES. From these references, we tried to measure the influence of international organizations in teacher education policy in Brazil, and at the same time we sought to identify, through data from the Higher Education Census the growth that may have occurred in training courses for teachers in the country. The conclusions show that despite several laws passed on the subject, the teacher education programs still do not represent a significant option to attract young people to the profession or contribute in a representative way with the expansion of higher education. Finally, the study reveals that the possible expansion in teaching degrees is becoming true because of PARFOR, which means in-service training for teachers who are already working. O presente trabalho tem como objetivo analisar alguns resultados de pesquisa desenvolvida sobre a expansão dos cursos de formação de professores, que têm como referência as orientações emanadas de organismos internacionais, no caso específico OREALC/UNESCO. Tais orientações voltam-se para questões relativas à valorização dos docentes, a partir de estudos feitos sobre as políticas de formação inicial, continuada e carreira de professores da educação básica, implementadas pelo governo brasileiro nos últimos dez anos. Realizou-se um estudo documental e uma

  18. Pedagogy, policy and preschool

    DEFF Research Database (Denmark)

    Kornerup, Ida; Schrøder, Vibeke

    The aim of this study is to conduct a discourse analysis on how global, national and local policy documents influence preschool teacher education and the practical pedagogical work in preschools. The study is part of a larger Nordic research study (Gjems, Vatne, Schrøder and Kornerup). Previous...... studies of preschool teacher education (Vatne, Gjems 2014) shows that professional knowledge vary according to the consolidation act of education and that there seems to be connections between both global and national policy and the educational field (Kornerup, 2011). The discourse analysis...... of the implementation of the learning curriculum in Danish preschools. This focus has affected both preschools and education. During this century, the preschool teacher education has been revised three times....

  19. Global Environmental Problems: Implications for U.S. Policy. Tenth Edition. Teacher Resource Book [and Student Text]. Public Policy Debate in the Classroom. Choices for the 21st Century.

    Science.gov (United States)

    Fox, Sarah Cleveland

    Scientists have increasingly focused attention on far-reaching environmental threats, such as climate change, ozone depletion, and deforestation, that transcend national boundaries. A new concept, global environmental problems, has entered the public arena, particularly in the area of foreign policy and economic matters. This unit explores the…

  20. Changes in the SF-8 scores among healthy non-smoking school teachers after the enforcement of a smoke-free school policy: a comparison by passive smoke status

    Directory of Open Access Journals (Sweden)

    Matsumoto Yoshitaka

    2010-04-01

    Full Text Available Abstract Background The effects of the enforcement of a smoke-free workplace policy on health-related quality of life (HRQOL among a healthy population are poorly understood. The present study was undertaken to examine the effects of the enforcement of a smoke-free school policy on HRQOL among healthy non-smoking schoolteachers with respect to their exposure to passive smoke. Methods Two self-reported questionnaire surveys were conducted, the first before and the second after the enforcement of a total smoke-free public school policy in Nara City. A total of 1534 teachers were invited from 62 schools, and their HRQOL was assessed using six domains extracted from the Medical Outcomes Survey Short Form-8 questionnaire (SF-8: general health perception (GH, role functioning-physical (RP, vitality (VT, social functioning (SF, mental health (MH, and role functioning-emotional (RE. The participants were divided into two groups according to their exposure to environmental tobacco smoke (ETS at baseline: participants not exposed to ETS at school (non-smokers, and participants exposed to ETS at school (passive smokers. Changes in each SF-8 score were evaluated using paired t-tests for each group, and their inter-group differences were evaluated using multiple linear regression analyses adjusted for sex, age, school type, managerial position, and attitude towards a smoke-free policy. Results After ineligible subjects were excluded, 689 teachers were included in the analyses. The number of non-smokers and passive smokers was 447 and 242, respectively. Significant changes in SF-8 scores were observed for MH (0.9; 95% confidence interval [CI], 0.2-1.5 and RE (0.7; 95% CI, 0.0-1.3 in non-smokers, and GH (2.2; 95% CI, 1.2-3.1, VT (1.8; 95% CI, 0.9-2.7, SF (2.7; 95% CI, 1.6-3.8, MH (2.0; 95% CI, 1.0-2.9, and RE (2.0; 95% CI, 1.2-2.8 in passive smokers. In the multiple linear regression analyses, the net changes in the category scores of GH (1.8; 95% CI, 0

  1. Promoting teachers' professional development

    NARCIS (Netherlands)

    Runhaar, Pietsje Roelofje

    2008-01-01

    Because teacher quality has a great influence on pupil attainment, teachers’ professional development receives a lot of attention in educational policy. This dissertation contains five studies on how teachers’ professional development, in terms of learning at the workplace, can be explained and

  2. Interrogating the Continuing Professional Development Policy Framework in Ethiopia: A Critical Discourse Analysis

    Science.gov (United States)

    Akalu, Girmaw Abebe

    2016-01-01

    The continuing professional development (CPD) of teachers has increasingly come to be considered an important component of teacher policy reforms throughout much of the world. As part of its comprehensive school improvement and teacher development programmes, Ethiopia has recently developed a national policy framework on CPD for teachers. Arguing…

  3. Motivation to Teach: The Case of Arab Teachers in Israel

    Science.gov (United States)

    Husny Arar, Khalid; Massry-Herzllah, Asmahan

    2016-01-01

    This paper describes an attempt to identify factors influencing teachers' motivation in the Arab education system. In-depth interviews with 10 school principals, 15 teachers and 3 counsellors, yielded three themes influencing Arab teachers' motivation: (1) Arab culture, (2) the school climate and (3) government policies. Arab teachers try to meet…

  4. Chinese Middle School Teachers' Preferences Regarding Performance Evaluation Measures

    Science.gov (United States)

    Liu, Shujie; Xu, Xianxuan; Stronge, James H.

    2016-01-01

    Teacher performance evaluation currently is receiving unprecedented attention from policy makers, scholars, and practitioners worldwide. This study is one of the few studies of teacher perceptions regarding teacher performance measures that focus on China. We employed a quantitative dominant mixed research design to investigate Chinese teachers'…

  5. Prevalência de sobrepeso e obesidade em crianças e adolescentes de uma escola da rede privada de Recife Overweight and obesity prevalence in children and adolescents from a private school in Recife

    Directory of Open Access Journals (Sweden)

    Geni Balaban

    2001-04-01

    Full Text Available OBJETIVOS: determinar a prevalência de sobrepeso e obesidade em estudantes de uma escola da rede privada de Recife, comparar as prevalências de sobrepeso e obesidade entre os sexos e entre os grupos etários (crianças e adolescentes e verificar a correlação entre Índice de Massa Corporal e espessura da prega triciptal, nessa população. MÉTODOS: realizou-se um estudo de corte transversal com 762 estudantes (332 crianças e 430 adolescentes de uma escola de classe média/alta de Recife, no ano de 1999. Sobrepeso foi definido como Índice de Massa Corporal igual ou superior ao percentil 85 para idade e sexo. Obesidade foi definida como Índice de Massa Corporal e espessura da prega triciptal iguais ou superiores ao percentil 85. RESULTADOS: as prevalências de sobrepeso e obesidade foram de 26,2% (IC95% = 23 a 29% e 8,5% (IC95% = 6,5 a 10,5%, respectivamente. O sobrepeso mostrou-se mais prevalente nas crianças (34,3% do que nos adolescentes (20,0% (p OBJECTIVES: to determine the prevalence of overweight and obesity in students from a private school in Recife; compare the prevalence rates of overweight and obesity in boys and girls and in different age groups (children and adolescents and verify the correlation between body mass index and triceps skinfold thickness in this population. METHODS: cross-sectional study with 762 students (332 children and 430 adolescents from a middle/upper class school in Recife, in 1999. Overweight was defined as body mass index equal or above the 85th percentile for age and gender. Obesity was defined as body mass index and triceps skinfold thickness equal or above the 85th percentile. RESULTS: the prevalence rates were 26.2% (95%CI = 23 to 29% for overweight, and 8.5% (CI95% = 6.5 to 10.5% for obesity. Overweight was more prevalent among children (34.3% than among adolescents (20.0% (P < 0.001. Obesity was more frequent among children (14.2% than among adolescents (4.2% (P < 0.001. The prevalence of

  6. Teacher Pension Incentives and Labor Market Behavior: Evidence from Missouri Administrative Teacher Data. Conference Paper 2009-11

    Science.gov (United States)

    Ni, Shawn; Podgursky, Michael; Ehlert, Mark

    2009-01-01

    Policy discussions about teacher quality and teacher "shortages" often focus on recruitment and retention of young teachers. However, attention has begun to focus on the incentive effects of teacher retirement benefit systems, particularly given their rising costs and the large unfunded liabilities. In this paper we analyze accrual of…

  7. Newly Qualified Teachers' Work Engagement and Teacher Efficacy Influences on Job Satisfaction, Burnout, and the Intention to Quit

    Science.gov (United States)

    Hoigaard, Rune; Giske, Rune; Sundsli, Kari

    2012-01-01

    Teacher policy is high on national agendas and countries are seeking to improve schools. Demands on schools and teachers are more complex and it is expected that a larger number of teachers will enter the profession. Studies indicate that the period when teachers are newly qualified is a peak time for leaving the profession. The purpose of this…

  8. Engaging Youth and Pre-Service Teachers in Immigration Deliberations

    Science.gov (United States)

    Daniel, Shannon M.

    2015-01-01

    In this report of innovative teacher practice, the author describes an arts-based event which brought together adolescent refugee and immigrant students and pre-service teachers to deliberate about immigration policies and attitudes in the United States.

  9. A Historical Perspective of Teacher Education in Rivers State of ...

    African Journals Online (AJOL)

    1998. OAI Gabriel. Abstract. Teacher education is an essential component of the educational system because teachers, among others, help to develop human capacity and implement educational policies for the realization of the nation's ...

  10. Growth Models and Teacher Evaluation: What Teachers Need to Know and Do

    Science.gov (United States)

    Katz, Daniel S.

    2016-01-01

    Including growth models based on student test scores in teacher evaluations effectively holds teachers individually accountable for students improving their test scores. While an attractive policy for state administrators and advocates of education reform, value-added measures have been fraught with problems, and their use in teacher evaluation is…

  11. How Teachers Become Leaders: An Internationally Validated Theoretical Model of Teacher Leadership Development

    Science.gov (United States)

    Poekert, Philip; Alexandrou, Alex; Shannon, Darbianne

    2016-01-01

    Teacher leadership is increasingly being touted as a practical response to guide teacher learning in school improvement and policy reform efforts. However, the field of research on teacher leadership in relation to post-compulsory educational development has been and remains largely atheoretical to date. This empirical study proposes a grounded…

  12. Which Way Is Better for Teacher Evaluation? The Discourse on Teacher Evaluation in Taiwan

    Science.gov (United States)

    Wang, Juei-Hsin; Chen, Yen-Ting

    2016-01-01

    There are no summative evaluations for compulsory and basic education in Taiwan. This research discusses and analyzes present teacher evaluation implementation. The implementation of policy nowadays means "Teacher evaluation for professional development". Teacher evaluation for professional development is a voluntary growing project of…

  13. Education Policy-Making and Time

    Science.gov (United States)

    Thompson, Greg; Cook, Ian

    2014-01-01

    This paper examines the global policy convergence toward high-stakes testing in schools and the use of test results to "steer at a distance", particularly as it applies to policy-makers' promise to improve teacher quality. Using Deleuze's three syntheses of time in the context of the Australian policy blueprint Quality Education, this…

  14. Subsidizing Private Education at Taxpayer Expense. Policy Brief

    Science.gov (United States)

    National Education Association, 2017

    2017-01-01

    Efforts to subsidize private education take a variety of forms, with the most familiar being the private school voucher provided directly to parents. But there are other less direct ways governments subsidize private schools. One such method is to provide a tax credit to parents to offset their personal education expenses (education tax credit).…

  15. Teacher turnover: An issue of workgroup racial diversity.

    Directory of Open Access Journals (Sweden)

    Kitae Sohn

    2009-06-01

    Full Text Available One neglected aspect of the teacher labor supply is a recent increase in the proportion of minority teachers. Using the Schools and Staffing Survey and the Teacher Follow-up Survey, one can estimate the relationship between workgroup racial diversity and the turnover of White teachers. This approach finds that young White teachers are more likely to stay in their original schools when the proportion of minority teachers is smaller. However, the opposite pattern emerges for older teachers. This poses a policy dilemma for recruiting and retaining teachers on the one hand and diversifying teaching staff on the other hand.

  16. Teacher agency

    DEFF Research Database (Denmark)

    Priestley, M.; Biesta, G.; Robinson, Sarah

    2015-01-01

    ]turn to the centrality of the teacher in school-based curriculum development. In many cases, this renewed emphasis on teachers is explicitly tied to change agendas, with teachers described as agents of change. And yet such change agentry (Fullan, 2003) and teacher agency more broadly are often circumscribed by features...

  17. Knowledge teachers in teacher's counters understanding

    Directory of Open Access Journals (Sweden)

    Cristian Baú Dal Magro

    2016-04-01

    Full Text Available The central objective of the study was to analyze the understanding of teacher’s counters on the knowledge teachers who contribute to the process of teaching and learning. The study was characterized as descriptive research, conducted through semi-structured interviews and qualitative data analysis. The research population is accountants / teachers of higher education institutions located in the Western Region of the State of Santa Catarina who teach in undergraduate degree in Accounting. The sample was designed intentionally and for convenience, where 5 were selected counters / teachers. The content analysis was structured in four steps: a Identification of respondents; b Characterization of the teaching activities; c Perceptions of teachers regarding the teaching-learning process, d that manifest understandings about the teaching knowledge. The findings of the research studies conducted by Schulman (1986, Tardif (2002 and Saviani (1996 state, and the teachers knowledge that best contribute in the teaching-learning process according to the respondents are teaching methodology and evaluation appropriate; use of audiovisual resources; content knowledge and institutional policies and good relationship with the academics.

  18. Políticas contemporâneas de formação de professores para os anos iniciais do ensino fundamental Contemporaries policies of teacher education for the early years of elementary school

    Directory of Open Access Journals (Sweden)

    Iria Brzezinski

    2008-12-01

    Full Text Available Realizar uma discussão sobre as políticas de formação inicial e continuada de professores para os Anos Iniciais do Ensino Fundamental (AIEF e analisá-las no contexto da educação brasileira contemporânea é um dos desafios, que me imponho como objetivo deste artigo, em decorrência das pesquisas que venho desenvolvendo neste campo. Em face desta opção, outros desafios aqui se impõem na medida em que precisam ser discutidas também questões externas à formação inicial e continuada de professores, mas que interferem na qualidade da educação básica brasileira, entre elas a regulação e avaliação pelo Estado da formação de professores por meio de certificação de competências e a criação de um órgão regulador da profissão, por integrantes da categoria profissional de professor.Based on research conducted by the author, this paper discusses the policies for the initial and continuing education of people who will teach the first grades of elementary school in the context of Brazilian contemporary education. Such an option brings other challenges forth, since external issues, which interfere in the quality of Brazilian education, need to be discussed. These regard the initial and continuing education of teachers and include regulation, the State assessment of teacher education through skill certification, and the creation of a national regulatory agency by members of this profession.

  19. Teacher competencies

    OpenAIRE

    Svatošová, Kateřina

    2012-01-01

    This diploma thesis deals with adult teacher competencies. It describes current situation in adult education and it focuses on measuring quality level of teacher competencies. There is given the main overview of adult education specifics. These are the prerequisites for defining adult teacher competencies. There is given specific adult teacher competencies and related roles which are generally based on teacher's activities during educational courses. Next part describes present conception of ...

  20. Teacher Costs

    OpenAIRE

    DINIS MOTA DA COSTA PATRICIA; DE SOUSA LOBO BORGES DE ARAUJO LUISA

    2015-01-01

    The purpose of this technical brief is to assess current methodologies for the collection and calculation of teacher costs in European Union (EU) Member States in view of improving data series and indicators related to teacher salaries and teacher costs. To this end, CRELL compares the Eurydice collection on teacher salaries with the similar Organisation for Economic Co-operation and Development (OECD) data collection and calculates teacher costs based on the methodology established by Statis...

  1. Teacher Pay and Teacher Aptitude

    Science.gov (United States)

    Leigh, Andrew

    2012-01-01

    Can changes in teacher pay encourage more able individuals to enter the teaching profession? So far, studies of the impact of pay on the aptitude distribution of teachers have provided mixed evidence on the extent to which altering teacher salaries represents a feasible solution to the teacher quality problem. One possible reason is that these…

  2. An overview of the Zhejiang Model of Teacher Training

    OpenAIRE

    Zheng, Dan-Dan; Gao, Yabing; Wang, Chao

    2012-01-01

    The quality of teacher training directly affects the quality of primary and secondary school teachers’ professional development and indirectly affects the quality of primary and secondary school education. With an interest in teacher development, this paper presents an overview of the Zhejiang model of teacher training, with specific reference to the training of Chinese language teachers. This paper analyses the guidance of government’s teacher training policy, the design of training programm...

  3. Teaching as practice: Blending the intellectual and moral in pursuit of science teachers' practical knowledge

    Science.gov (United States)

    Salloum, Sara Labib

    This study aimed to (a) explore and understand the intricacy of science teaching as a morally committed practice engaging teachers' practical knowledge; (b) explore science teacher practical knowledge by probing and understanding teachers' interpretations, commitments, and dialectic interactions between them; and (c) scrutinize science teachers' actions in terms of their interpretations and commitments as they go about realizing 'internal goods' of their practice and resolving dilemmas of everyday science teaching practice. Case studies of three physical science teachers in different socioeconomic contexts in Lebanon were conducted using ethnographic methods of indepth dialogues, observation, and artifact analysis. An interpretive approach to data analysis was adopted to ensure that the generated themes and assertions reflected participant teachers' interpretation and commitments. A commitment of preparing students for the official exams and doing well in them prevailed across the three contexts. This commitment originated from the teachers' interpretations of their duty as 'good' teachers who will not let students and the school down. In the public schools, teachers saw that students' passing the Brevet exams gains them a right of passage to a safe zone. In the private school, the teacher saw her duty to have student attain high grades in preparation for their future educational and career plans. Each teacher's case was described in terms of a teacher's standing commitments, associated interpretations, and manifestations in action. A characterization for each teacher's practice was offered in light of interactions between commitments, interpretations and actions. Characterizations that emerged included: a disciplining governess, role model with missionary tendencies, and good employee with a mission. The concept of gap-closing (between interpretations and commitments) was used to explain development of teachers' practical knowledge. Nature of gap closing and its

  4. Capacity Development and Strengthening for Energy Policy formulation and implementation of Sustainable Energy Projects in Indonesia CASINDO. Deliverable No. 9. Report on specific competency trainings (basic level) by TEDC for SMK teachers from the five CASINDO regions

    Energy Technology Data Exchange (ETDEWEB)

    Kamphuis, E. [ETC Nederland, Leusden (Netherlands); Permana, I. [Technical Education Development Centre TEDC, Bandung (Indonesia)

    2011-03-15

    The overall objective of the CASINDO programme is to establish a self-sustaining and self-developing structure at both the national and regional level to build and strengthen human capacity to enable the provinces of North Sumatra, Yogyakarta, Central Java, West Nusa Tenggara and Papua to formulate sound policies for renewable energy and energy efficiency and to develop and implement sustainable energy projects. This report describes the trainings conducted by TEDC Bandung (Technical Education Development Centre) on specific competencies for the teachers of the 11 SMKs (Sekolah Menengah Kejuruan of the Ministry of Education; SMKs are Vocational and Technical Schools) involved in CASINDO in the renewable energy technologies micro hydropower , solar photovoltaic, wind energy, biomass, biogas and energy efficiency. The report also contains a description of the Training of Trainers activities conducted by the CASINDO consortium for TEDC staff in the renewable energy technologies micro hydro power, solar photovoltaic, wind energy, biomass , biogas and energy efficiency. Additionally, the report describes training activities that are closely linked to and highly relevant for CASINDO.

  5. Status on Texas Secondary Science Teachers

    Science.gov (United States)

    Mount, Jennifer; Fuller, Ed

    2009-10-01

    One of the most important challenges today facing public schools is the recruitment and retention of highly qualified science teachers. Policy makers in Texas adopted the 4x4 requirements for graduation, which will create an increase in the supply of science teachers. Dr. Fuller analyzed the topics concerning the shortage of secondary math and science teachers. Dr. Fuller's study clearly shows an acute shortage of well-qualified and adequately prepared secondary math and science teachers in Texas schools. The study also explains that schools serving large percentages of poor, minority, and/or low-achieving students have the least qualified teachers and the greatest shortages compared to other non-minority students. Recently, there has been a shift in teacher preparation programs. Most future teachers are being prepared by alternative certification programs and certification by exam. The attrition rates vary depending on teachers' route of certification. There is a shortage of math and science teachers in Texas, but is part of this shortage due to teacher migration? My research will expand on Dr. Fuller's study by looking at the attrition and migration rates on the subgroups of chemistry and physics teachers. Migration is typically overlooked in analytical studies because it does not change the overall supply of teachers. My study will investigate if science teachers are migrating to wealthier districts and/or higher achieving school. This presentation will summarize results found by Dr. Fuller's study as well as look at further research in science teacher attrition and migration rates.

  6. Fatores associados ao uso de preservativo masculino e ao conhecimento sobre DST/AIDS em adolescentes de escolas públicas e privadas do Município de São Paulo, Brasil Factors associated with condom use and knowledge about STD/AIDS among teenagers in public and private schools in São Paulo, Brazil

    Directory of Open Access Journals (Sweden)

    Laura B. Motta Martins

    2006-02-01

    Full Text Available Comparar o conhecimento sobre DST/AIDS e avaliar fatores associados ao conhecimento adequado e ao uso consistente do preservativo masculino, em adolescentes de escolas públicas e privadas do Município de São Paulo. Participaram 1.594 adolescentes entre 12 e 19 anos, de 13 escolas públicas e 5 privadas, que responderam um questionário sobre DST/AIDS e uso de preservativo. Calcularam-se as razões de prevalência com intervalo de confiança de 95%. O escore de conhecimento sobre DST teve o ponto de corte equivalendo a 50% de acerto. Os testes estatísticos foram qui-quadrado e Wilcoxon-Gehan. Realizou-se regressão múltipla de Poisson. O uso consistente de preservativo foi 60% nas escolas privadas e 57,1% nas públicas (p > 0,05 e esteve associado ao sexo masculino e menor nível sócio-econômico. O sexo feminino, maior escolaridade, escola privada, cor branca e estado marital solteiro associaram-se ao maior conhecimento sobre DST. Os adolescentes de escola pública e privada apresentam conhecimento adequado sobre prevenção de DST, entretanto esse conhecimento não determina adoção de atitudes efetivas de prevenção. Programas de conscientização sobre DST/AIDS devem ser ampliados visando minimizar as vulnerabilidades.This study aimed to compare knowledge about STD/AIDS and identify the factors associated with adequate knowledge and consistent use of male condoms in teenagers from public and private schools in the city of São Paulo, Brazil. We selected 1,594 adolescents ranging 12 to 19 years of age in 13 public schools and 5 private schools to complete a questionnaire on knowledge of STD/AIDS and use of male condoms. Prevalence ratios were computed with a 95% confidence interval. The score on STD knowledge used a cutoff point corresponding to 50% of correct answers. Statistical tests were chi-square and Poisson multiple regression. Consistent use of male condoms was 60% in private and 57.1% in public schools (p > 0.05 and was

  7. Teachers Performing Professionalism

    Directory of Open Access Journals (Sweden)

    Terri Bourke

    2013-10-01

    Full Text Available Faced with the perceived need to redefine education for more economic utilitarian purposes, as well as to encourage compliance with government policies, Australia, like many other Anglophone nations, has engaged in numerous policy shifts resulting in performativity practices becoming commonplace in the educational landscape. A series of interviews with teachers from Queensland, Australia, in which they revealed their experiences of professionalism are examined archaeologically to reveal how they enact their roles in response to this performative agenda. Findings suggest that while there is some acceptance among teachers of the performative discourse, there is increasing resistance, which permits the construction of alternative or counter-discourses to the currently internationally pervasive performative climate.

  8. Strengthening the Profession? A Comparison of Recent Reforms in the UK and the USA. ACER Policy Briefs. Issue 2

    Science.gov (United States)

    Ingvarson, Lawrence

    2002-01-01

    Educational policy makers in many countries recognize the need to focus their policies more directly on factors affecting the quality of teachers. Common to these policies are attempts to reform teachers' pay systems and career paths to place greater value on teachers' work and give stronger incentives for professional development. Investing in…

  9. Bilingual Education in English-Only: A Qualitative Case Study of Language Policy in Practice at Lincoln Elementary School

    Science.gov (United States)

    Colón, Ingrid; Heineke, Amy J.

    2015-01-01

    In this qualitative case study, we investigate teachers' appropriation of language policy at one urban elementary school in Illinois. Recognizing classroom teachers' central role in the education of English learners, we probe teachers' policy appropriation, or how bilingual educators take state-, district-, and school-level policies and…

  10. Teacher Satisfaction.

    Science.gov (United States)

    Albert, David; Levine, Daniel U.

    1988-01-01

    Most teachers are satisfied with most aspects of their jobs. Results from a number of national surveys on teacher satisfaction are presented. Specific aspects of job satisfaction discussed are salaries, status, working conditions, and employment outlook. (IAH)

  11. Teacher Absenteeism in Urban Schools

    Directory of Open Access Journals (Sweden)

    James E. Bruno

    2002-07-01

    Full Text Available School reform efforts aimed at promoting equity and excellence at urban school settings are heavily dependent upon the quality of teaching personnel that are used to deliver the instructional program. Social Justice and other public policy issues related to equity and excellence at urban schools have begun to examine the impact that teacher absenteeism, and by extension the reliance on substitute teachers to deliver instructional might have on educational attainment. This study combines school district data gathering mechanisms on teacher absence rates at school sites with Geographical Information Systems (G.I.S. to map the association between a school's geographical environmental space and the propensity for teacher absence. The disparity between teaching resources as delivered by the school district vs. teacher resources as actually received by students in the classroom via teacher absenteeism is examined in the context of schools located in positive (high income and negative (low income geographical space. The study concludes that there is a strong association between the geographical quality of the school site setting, teacher absenteeism, and the reliance on substitute teachers to deliver instructional programs. Disparity in teacher absenteeism rates across large urban geographical areas threatens the promotion of equity and excellence in the schools by attenuating or lessening the effect of school resources to support instruction and amplifying the risk factors of students in the classroom.

  12. Teacher Cooperatives

    Science.gov (United States)

    Hawkins, Beth

    2009-01-01

    Twenty years ago, when the late Albert Shanker, then president of the American Federation of Teachers, endorsed the notion of innovative schools operating outside conventional district bureaucracies, his aim was to put teachers at the helm. Fast-forward two decades from Shanker's then-radical proposition and there are nearly 80 teacher-governed…

  13. Preschool teachers' perception and use of hearing assistive technology in educational settings.

    Science.gov (United States)

    Nelson, Lauri H; Poole, Bridget; Muñoz, Karen

    2013-07-01

    This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual-bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

  14. Information Literacy and Teacher Education

    Directory of Open Access Journals (Sweden)

    Fatma Baysen

    2017-03-01

    Full Text Available Teachers play a key role in raising individuals equipped with literacy skills that societies need in the 21st century. Therefore, teacher candidates should be equipped with such skills first. Thus those programs that aim to help teacher candidates gain these skills should be included in the curriculums of education faculties. Based on this framework, the aim of the study is to both reveal if the information literacy program is considered in both national policies, in laws and in teacher qualification and also determine the existence of information literacy program in departments of educations’ teacher training curriculum. For this purpose, qualitative research approaches have been utilized in the study for determining the existing situation. The data is collected from documents of laws, national policies and action plans, national education council decisions, teacher competencies which were produced by Ministry of Education of both Turkey and Turkish Republic of Northern Cyprus (TRNC and other related institutions and ministries and missions and programs of primary sources of governmental and foundation universities including education faculties in Ankara-Turkey and TRNC. Content analysis method was used to analyze the data. The analysis showed that information literacy education is not addressed sufficiently both in Turkey and TRNC in teacher education programs, there is a lack of awareness on information literacy education program in the education faculties. At the end of this study, evaluation of the obtained data was made and suggestions were made for future researches.

  15. Un/doing Gender? a Case Study of School Policy and Practice in Zambia

    Science.gov (United States)

    Bajaj, Monisha

    2009-11-01

    This article explores an attempt to disrupt gender inequality in a unique, low-cost private school in Ndola, Zambia. It examines deliberate school policies aimed at "undoing gender" or fostering greater gender equity. These include efforts to maintain gender parity at all levels of the school and the requirement that both young men and women carry out cleaning tasks generally viewed as "women's work". Observations, interviews, student diaries and surveys from this school and from government schools provide the basis for a comparison, indicating how the former strives to interrupt the transmission of gender inequalities as well as how students respond to these practices. The findings suggest that the pedagogical practices deployed by this school have generally succeeded in destabilising norms of gender subordination and gender-based violence, though the replicability of these practices is interrogated given broader questions about the country's public resources and political will.

  16. Do Higher Salaries Buy Better Teachers?

    OpenAIRE

    Eric A. Hanushek; John F. Kain; Steven G. Rivkin

    1999-01-01

    Important policy decisions rest on the relationship between teacher salaries and the quality of teachers, but the evidence about the strength of any such relationship is thin. This paper relies upon the matched panel data of the UTD Texas School Project to investigate how shifts in salary schedules affect the composition of teachers within a district. The panel data permit separation of shifts in salary schedules from movement along given schedules, and thus the analysis is much more closely ...

  17. Tough Policies, Incredible Policies?

    OpenAIRE

    Andres Velasco; Alejandro Neut

    2003-01-01

    We revisit the question of what determines the credibility of macroeconomic policies here, of promises to repay public debt. Almost all thinking on the issue has focused on governments' strategic decision to default (or erode the value of outstanding debt via inflation/devaluation). But sometimes governments default not because they want to, but because they cannot avoid it: adverse shocks leave them no option. We build a model in which default/devaluation can occur deliberately (for strategi...

  18. Teacher Accountability at High Performing Charter Schools

    Science.gov (United States)

    Aguirre, Moises G.

    2016-01-01

    This study will examine the teacher accountability and evaluation policies and practices at three high performing charter schools located in San Diego County, California. Charter schools are exempted from many laws, rules, and regulations that apply to traditional school systems. By examining the teacher accountability systems at high performing…

  19. The Role of Beliefs in Teacher Agency

    Science.gov (United States)

    Biesta, Gert; Priestley, Mark; Robinson, Sarah

    2015-01-01

    There is an ongoing tension within educational policy worldwide between countries that seek to reduce the opportunities for teachers to exert judgement and control over their own work, and those who seek to promote it. Some see teacher agency as a weakness within the operation of schools and seek to replace it with evidence-based and data-driven…

  20. Forty Years of Teacher Education in Australia: 1974-2014

    Science.gov (United States)

    Mayer, Diane

    2014-01-01

    In this paper, I analyse the history of teacher education in Australia from 1974 to the current policy moment in which questions are increasingly being asked about the quality of teaching and teacher education. Teacher education is, and has been, a highly scrutinised domain in Australia. Since the 1970s, we have seen more than 100 reviews of…

  1. Teacher Effectiveness through Self-Efficacy, Collaboration and Principal Leadership

    Science.gov (United States)

    Sehgal, Prachee; Nambudiri, Ranjeet; Mishra, Sushanta Kumar

    2017-01-01

    Purpose: Teacher effectiveness has been a matter of concern not only for the parents and students but also for the policy makers, researchers, and educationists. Drawing from the "self-efficacy" theory (Bandura, 1977), the purpose of this paper is to explore the relationship between teacher self-efficacy and teacher effectiveness. In…

  2. Teacher training for mathematical literacy: A case study taking the ...

    African Journals Online (AJOL)

    With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy ...

  3. Teacher Governance Factors and Social Cohesion: Insights from Pakistan

    Science.gov (United States)

    Halai, Anjum; Durrani, Naureen

    2016-01-01

    This paper explores teacher governance factors, particularly recruitment and deployment of teachers, in relation to inequalities and social cohesion. Pakistan introduced major reforms in education in the post 9/11 context of escalating conflict. These include a merit and needs-based policy on teacher recruitment to eliminate corruption in…

  4. Refueling the STEM and Special Education Teacher Pipelines

    Science.gov (United States)

    Goldhaber, Dan; Krieg, John; Theobald, Roddy; Brown, Nate

    2016-01-01

    Improving the quality of the teacher workforce is high on the nation's education policy agenda, but school systems continue to face difficulties in staffing STEM and special education classrooms with qualified teachers. This article documents the mismatch between the supply and demand of STEM and special education teachers in Washington State,…

  5. English-for-Teaching: Rethinking Teacher Proficiency in the Classroom

    Science.gov (United States)

    Freeman, Donald; Katz, Anne; Garcia Gomez, Pablo; Burns, Anne

    2015-01-01

    The expansion of English teaching in state education systems places increasing demands on English language teachers and how they are trained. A major thrust of these efforts has focused on improving teachers' English language proficiency. This expectation is manifested in policy and pedagogical directives that teachers "teach English in…

  6. Teacher Preparation in Ethiopia: A Critical Analysis of Reforms

    Science.gov (United States)

    Semela, Tesfaye

    2014-01-01

    The purpose of this article is to provide a more comprehensive picture of teacher preparation in Ethiopia on top of a closer scrutiny of current teacher education reforms. In particular, it presents teacher education within the context of policy implementation over the last six decades by highlighting key reforms and how these reforms impacted the…

  7. In-Service Teacher Education: Some Suggestions for Improvement ...

    African Journals Online (AJOL)

    This paper therefore examines teacher education, especially in-service teacher education and how it has been practised elsewhere. It is hoped that education policy makers will take note of some of the issues raised in this paper as the one day workshop which has hitherto been the most used strategy of in-service teacher ...

  8. Building Teacher Quality in Baltimore City Public Schools

    Science.gov (United States)

    National Council on Teacher Quality, 2010

    2010-01-01

    At the request of the Education Reform Project of the American Civil Liberties Union of Maryland, the National Council on Teacher Quality undertook an analysis of the teacher policies in the Baltimore City Public Schools. Its analysis looks at the teachers' contract, school board rules and state laws. It also collected personnel data from the…

  9. The Influence of Performance-Based Accountability on the Distribution of Teacher Salary Increases

    Science.gov (United States)

    Bifulco, Robert

    2010-01-01

    This study examines how aspects of a district's institutional and policy environment influence the distribution of teacher salary increases. The primary hypothesis tested is that statewide performance-based accountability policies influence the extent to which districts backload teacher salary increases. I use data on teacher salaries from the…

  10. Teacher Education for Democratic Participation: The Need for Teacher Judgement in Times of Evidence-Based Teaching

    Science.gov (United States)

    Liljestrand, Johan

    2014-01-01

    According to national and international policy, teachers' work is supposed to be guided by reliable evidence in order to be effective and achieve the set goals. The purpose of this article is to problematise evidence-based approaches for teacher education by highlighting the occurrence of dilemmas in teachers' work connected to the assignment of…

  11. Indigenous language implementation and nation building: the ...

    African Journals Online (AJOL)

    ... in Ado-Ekiti, and the challenges of indigenous language policy implementation in Nigerian early childhood/pre-primary schools. The study identified some problems, which include lack of teachers specialized in Child Education, proliferation of private schools, and lack of adequate supervision by the appropriate body.

  12. Trends in Teacher Certification: Equipping Teachers to Prepare Proficient Readers

    Science.gov (United States)

    Rowland, Julie

    2015-01-01

    Ensuring that students are reading proficiently by third grade is a key component of keeping students on track to graduate high school and pursue college and careers. Because of the magnitude of this academic milestone, states typically pursue policies that promote early identification and intervention for struggling readers. However, teachers are…

  13. Environmental Education Policy Implementation Challenges in ...

    African Journals Online (AJOL)

    This paper analyses teachers' responses to the introduction of environmental education policy in Botswana's primary schools. The 1994 Revised National Policy on Education introduced environmental education into the education system through an infusion approach. This paper reflects on some of the issues and ...

  14. Linguicism and Racism in Massachusetts Education Policy

    Science.gov (United States)

    Viesca, Kara Mitchell

    2013-01-01

    The paper presents a frame analysis of Massachusetts state policy regarding the education of multilingual learners and their teachers through the lens of critical race theory (CRT). My analysis suggests that even though current policy in Massachusetts is framed in terms of the overarching goals of educational quality and equality, in reality it…

  15. Stakeholder Support for School Food Policy Expansions

    Science.gov (United States)

    Pettigrew, Simone; Pescud, Melanie; Donovan, Robert J.

    2012-01-01

    The aim of this study was to assess the extent to which parents and school-based stakeholders (principals, teachers, canteen managers and Parents & Citizen Committee presidents) are supportive of potential expansions to a new school food policy. Eight additional policy components elicited in preliminary focus groups with parents and 19 additional…

  16. Teacher expertise

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    reform of 2007. The study included four teacher training colleges at two university colleges and about 100 students. In the reform and in the study focus was on professional development. Each of the colleges implemented a number of actions in order to see whether they had potential for bridging the gap......Teacher Expertise: How to improve the relationship between Theory and Practice in Teacher Education Jens Rasmussen, Department of Education, Aarhus University In several studies and reports it has been nailed over and over that teachers’ matter. So this is not the question in this study....... The question is how teacher preparation leads to effective teachers. The study Expert in Teaching paid special attention to the intention of connecting coursework more directly to practice in pre-service teacher education. The overall objective of the study was to strengthen the relationship between theory...

  17. Robot Teachers

    DEFF Research Database (Denmark)

    Nørgård, Rikke Toft; Ess, Charles Melvin; Bhroin, Niamh Ni

    The world's first robot teacher, Saya, was introduced to a classroom in Japan in 2009. Saya, had the appearance of a young female teacher. She could express six basic emotions, take the register and shout orders like 'be quiet' (The Guardian, 2009). Since 2009, humanoid robot technologies have...... developed. It is now suggested that robot teachers may become regular features in educational settings, and may even 'take over' from human teachers in ten to fifteen years (cf. Amundsen, 2017 online; Gohd, 2017 online). Designed to look and act like a particular kind of human; robot teachers mediate human...... existence and roles, while also aiming to support education through sophisticated, automated, human-like interaction. Our paper explores the design and existential implications of ARTIE, a robot teacher at Oxford Brookes University (2017, online). Drawing on an initial empirical exploration we propose...

  18. Teacher Education in New Zealand

    Science.gov (United States)

    Ell, Fiona

    2011-01-01

    This paper provides an overview of how teacher education is currently structured in New Zealand. This overview is set in a historical, cultural, political and professional context with a brief examination of aspects of these influences on the structure. Two very recent policy documents are discussed to exemplify current directions in New Zealand…

  19. English Teachers Classroom Assessment Practices

    Science.gov (United States)

    Saefurrohman; Balinas, Elvira S.

    2016-01-01

    The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high…

  20. A Pesquisa e as Práticas de Formação de Professores de Matemática em face das Políticas Públicas no Brasil Research and Practices on Mathematics Teacher Education in face of the Public Policies in Brazil

    Directory of Open Access Journals (Sweden)

    Dario Fiorentini

    2008-09-01

    Full Text Available Este artigo pretende pôr em evidência algumas políticas públicas brasileiras no campo da educação e analisar os desdobramentos e impactos das mesmas sobre cursos, programas e processos de formação de professores que ensinam matemática. O foco da análise incide principalmente sobre os cursos de licenciatura e pedagogia, os cursos emergenciais de formação em serviço, os processos de seleção de professores para o ensino público e alguns programas de formação continuada de professores. Para desenvolver a análise são tomados como referência alguns estudos brasileiros que tematizam as políticas públicas educacionais no Brasil engendradas sob um regime de política econômica neo-liberal e algumas pesquisas desenvolvidas pelo Grupo de Estudo e Pesquisa sobre Formação de Professores de Matemática (GEPFPM da FE/Unicamp. O artigo conclui sobre a necessidade da SBEM mobilizar a comunidade de educadores matemáticos, tentando estabelecer parcerias com outras entidades científicas e instituições congêneres, de modo a participar e intervir com responsabilidade e compromisso na concepção e gestão das políticas educacionais do Brasil. Palavras-chave: Formação de Professores de Matemática. Políticas Públicas. Políticas Educacionais. Licenciatura em Matemática. Formação em Serviço de Professores.This paper intends to highlight some Brazilian public policies in the field of education and analyze their impact on courses, programs and processes of mathematics teacher education. The analysis focuses mainly on: teaching degree courses; in-service education courses; teachers’ selection processes for public teaching; and some continuing education programs for teachers. To develop this analysis, some Brazilian studies that deal with educational public policies in Brazil are used as references. These policies are engendered under a regime of neo-liberal economic policies. Some research developed by the Study & Research