Memorandum from the Classical Association to the Consultative Committee of the Board of Education

1935 ◽  
Vol 4 (11) ◽  
pp. 114-118
Keyword(s):  
Public Schools ◽  
Board Of Education ◽  
Satisfactory Solution ◽  
Classical Education ◽  
Primary Object ◽  
Classical Studies ◽  
American Schools ◽  
Education Act ◽  
Classical Association ◽  
Type Of School

This report is not concerned with the teaching of classical specialists in public schools and grammar schools with an established classical tradition, but rather with the classical teaching in the type of school which has come into being since the Education Act of 1902; nor is our primary object to discuss the full Classical course of Greek and Latin studies in a school in which pupils normally stay till the age of 18 or so. It limits itself in the main to the problems of the suitability of Latin as a subject to be included in the curriculum of boys who may (not necessarily must) leave at 16. The larger question of full classical studies has been discussed elsewhere, as, e.g., in the Prime Minister's Report; R. W. Livingstone, A Defence of Classical Education; F. W. Kelsey, The Position of Greek and Latin in American Schools. The more limited question, the desirability of including Latin as a subject in a four or five years' course from the age of 11+ or 12+, is a matter which has engaged the attention of the Classical Association for some years; not only has the Association helped very materially towards the statement of the aims and methods of such a course (as, e.g., in such publications as J. W. Mackail, The Case for Latin; Recommendations of the Classical Association on the teaching of Latin and Greek), but it has been in constant touch with teachers engaged in the work of the schools and may claim first-hand acquaintance with the problem and real knowledge of the results already achieved in the schools towards a satisfactory solution.

Brown versus Board at 62: Marching back into the future

2016 ◽  
Vol 12 (3) ◽  
pp. 244-251
Author(s):  
Cheryl Brown Henderson ◽  
Steven M Brown
Keyword(s):  
Public Schools ◽  
School Finance ◽  
Board Of Education ◽  
The Past ◽  
Urban Core ◽  
The Future ◽  
American Schools ◽  
Separate And Unequal ◽  
Brown Decision

Sixty-two years after the Brown decision, American schools are collapsing under the weight of an antiquated system of school finance, pockets of poverty, and a ‘Black and Browning’ urban core. This article focuses on the march backwards to the de facto re-segregation of our nation’s public schools. In 2016, the racial and ethnic divides that plagued previous generations persist, but we have become less willing to talk earnestly about them and less equipped with responses that reach their core. Education is where we must start. The first step in producing quality schooling for all is to have candid discussions that link the inequalities of the past to the conditions of the present. Until we do that, we will continue to spin our wheels in a deliberately slow manner, wondering why, over 62 years after Brown v. Board of Education, we can still point to schools that are separate and unequal.

Civil Rights and the Private School Movement in Mississippi, 1964–1971

2002 ◽  
Vol 42 (2) ◽  
pp. 159-180 ◽  
Author(s):  
Michael W. Fuquay
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Civil Rights Movement ◽  
Private School ◽  
Black Children ◽  
Board Of Education ◽  
Voting Rights Act ◽  
Massive Resistance ◽  
Housing Discrimination ◽  
Civil Rights Act

The signing of the Civil Rights Act of 1964 was heralded as a tremendous victory for the civil rights movement, the fulfillment of a decade-long struggle to enforce the Brown v. Board of Education decision. Along with measures against job and housing discrimination, the Civil Rights Act included provisions specifically designed to overcome the white South's massive resistance campaign and enforce school desegregation. Despite the continued intransigence of segregationists, these measures proved successful and white public schools across the South opened their doors to black children. With segregationists in retreat and the Voting Rights Act on the horizon, this was a time of celebration for civil rights activists. But this was not the end of the story.

scholarly journals Implementing Fully Privately Run Public Schools: Top View

2018 ◽  
Vol 7 (4.15) ◽  
pp. 252
Author(s):  
Sheikh Muhamad Hizam Sheikh Khairuddin ◽  
Kamaruzzaman Ismail ◽  
Zalina Zainudin
Keyword(s):  
Public Schools ◽  
Group Discussion ◽  
Public And Private ◽  
School Efficiency ◽  
The Public ◽  
Potential Benefits ◽  
Regulatory Bodies ◽  
New Type ◽  
Top View ◽  
Type Of School

The aim of this paper is to identify the perceptions of teachers and regulators in implementing fully privately run public schools (FPRPS) in Malaysia. Under the Malaysian Educational Blueprint (MEB) 2013 - 2025, it is clearly stated that the programs and activities that would encourage and allow parents, the public and private sectors, NGOs, and society to forge a partnership with the school will benefit especially concerning values education. These school community partnerships can be related to the ninth shift in the Blueprint which is “partnering with parents, community and private sector at scale,” although, the emphasis of this shift is more on students’ academic progress. This study was conducted for three months’ periods, involving 87 teachers and principals (in 13 schools) in the districts of Petaling Utama, Wilayah Bangsar-Pudu and Hulu Langat and 23 regulators in 10 Regulatory Bodies. The method used was in the form of focus group discussion (FGD). The data was processed by using Atlas ti. From the interviews conducted on FPRPS, all of the respondents (i.e. teachers, principals and regulators) indicated that they are ready and willing to accept the FPRPS implementation. This is because FPRS offers huge potential benefits to them. These include improvement in students’ skill, teacher training, academic performance, employability, financial support, infrastructures, facilities, security, maintenance, workload, and school efficiency. The study contributes to the development of a new type of school in Malaysia. 

Green Schools: Strengthening Our Economy by Investing in Our Children

2009 ◽  
Vol 19 (2) ◽  
pp. 255-257
Author(s):  
John M. Weekes
Keyword(s):  
Public Schools ◽  
Teacher Turnover ◽  
Energy Use ◽  
The United States ◽  
School Design ◽  
Percent Reduction ◽  
Green Schools ◽  
History Of ◽  
American Schools ◽  
Student Absenteeism

An architect looks at the history of school design and construction in the United States, which by 2008 had approximately 97,000 public schools holding 54.3 million students and five million teachers. About 73 percent of the schools were built prior to 1969. A study has shown that Green Schools can produce a 30–50 percent reduction in energy use, 35 percent reduction in carbon dioxide, a 40 percent reduction in water use, and cut 70 percent in solid waste. Further, student absenteeism and teacher turnover were reduced and productivity increased three percent. If all American schools were Green, the country would save nearly $1 trillion in the next 10 years.

Learners’ Knowledge of Local History and Culture

2021 ◽  
Vol 1 (1) ◽  
pp. 57-62
Author(s):  
Charle F. Ysulan
Keyword(s):  
Public Schools ◽  
Family Income ◽  
Local History ◽  
School Year ◽  
The Social ◽  
Sex Type ◽  
Males And Females ◽  
Spss Software ◽  
Type Of School ◽  
One Way Anova

This descriptive study determined the learners' knowledge of local history and culture. The participants were Grade 10 students enrolled for the school year 2018-2019, categorized according to sex, type of school, and family income. The data were tabulated and analyzed using SPSS (Software Package for the Social Sciences Software) with Frequency, Mean, Standard Deviation, t-Test, and One-way ANOVA. The findings demonstrated that when learners were categorized by sex, type of school, and family income, their knowledge of local history was partly knowledgeable. When taken as a whole, the learners' knowledge of local culture was also partly knowledgeable. Both males and females were partly knowledgeable when it came to sex. In terms of the type of school, public schools were knowledgeable, whereas private schools were only partly knowledgeable. Finally, when it came to family income, learners with low and average family income were partly knowledgeable, whereas learners with high family income were knowledgeable. With this study, learners' knowledge gained knowledge of local history and culture.

Education

2020 ◽  
pp. 259-264
Author(s):  
Danny M. Adkison ◽  
Lisa McNair Palmer
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Educational Opportunity ◽  
The State ◽  
Board Of Education ◽  
Equal Educational Opportunity ◽  
The Public ◽  
Compulsory Attendance ◽  
State Board Of Education

This chapter addresses Article XIII of the Oklahoma constitution, which concerns education. Section 1 mandates establishment and maintenance of a public school system but does not guarantee an equal educational opportunity in the sense of equal expenditures of money for each and every pupil in the state. Section 2 states that “the Legislature shall provide for the establishment and support of institutions for the care and education of persons within the state who are deaf, deaf and mute, or blind.” Meanwhile, Section 3—which was entitled “Separate Schools for White and Colored Children”—was repealed on May 3, 1966. Section 4 states that “the Legislature shall provide for the compulsory attendance at some public or other school, unless other means of education are provided.” Section 5 grants power to the State Board of Education to supervise the instruction in public schools. Section 6 provides for the establishment of a uniform system of textbooks to be used in the public schools, making it clear that the books must be free to students.

EAHCA (Education for All Handicapped Children Act); IDEA (Individuals with Disabilities Education Act)

2019 ◽  
pp. 109-112
Author(s):  
Shawn S. Sidhu
Keyword(s):  
Public Education ◽  
Spina Bifida ◽  
Board Of Education ◽  
Individual Education Plans ◽  
Individuals With Disabilities ◽  
Handicapped Children ◽  
Independent School District ◽  
Disabilities Education Act ◽  
Education Act ◽  
Individual Education

Chapter 14 includes two cases involving the EAHCA, now called the Individuals with Disabilities Education Act (IDEA), that have heavily influenced the way public education is provided to school children with disabilities. Hendrick Hudson Board of Education v. Rowley helped to establish the requirements and limits of Individual Education Plans (IEP), a free academic service for any school child with a learning disability. Irving Independent School District v. Tatro, although specific to a child with spina bifida, helped to establish the medical care accommodations that a school must provide for a child with a physical disability.

scholarly journals Periodontal condition of adolescents and associated factors

2019 ◽  
Vol 67 ◽  
Author(s):  
Marise Fagundes SILVEIRA ◽  
Rafael Silveira FREIRE ◽  
Maria Fernanda Santos Figueiredo BRITO ◽  
Andrea Maria Eleutério de Barros Lima MARTINS ◽  
Luiz Francisco MARCOPITO
Keyword(s):  
Public Schools ◽  
Oral Health ◽  
Sampling Method ◽  
Population Based ◽  
Dental Service ◽  
Cluster Sampling ◽  
Cross Sectional ◽  
Population Based Study ◽  
Periodontal Condition ◽  
Type Of School

ABSTRACT Objective: This study aimed to describe the periodontal condition of adolescents and identify its potential determinants. Methods: This is a cross-sectional population-based study (n=763) conducted in a city in Northern Minas Gerais. Multistage probability cluster sampling method was used. Trained and calibrated professionals carried out the intraoral examinations and the interviews at the participants’ homes. Logistic regression model was used to identify the factors associated with the periodontal condition. Results: It was found that around 30% of the adolescents presented periodontal changes, being gingival bleeding (14.1%) and dental calculus (14.0%) the most prevalent impairments. Periodontal changes were associated in adolescents who did not attend school (OR=1,9; p=0.031), attended public schools (OR=2,0; p=0.005), never went to the dentist (OR=1,7; p=0,047), used public/philanthropic services (OR=1,7; p=0,002), smoked (OR=1,6; p=0,003), consumed alcohol (OR=1,6; p=0,016) and self-perceived their oral health as too bad/bad (OR=2,4; p=0,032) and regular (OR=1,5; p=0,023). Conclusion: About one-third of adolescents have periodontal changes, which were associated with the type of school and type of dental service they attend, smoking, alcohol consumption and self-perception of oral health.

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