Review of A Survey of the City Schools of Marion, Illinois.

1925 ◽  
Vol 9 (3) ◽  
pp. 320-320
Author(s):  
No authorship indicated
Keyword(s):  
The City ◽  
City Schools

Academic Quality Compliance of Public Secondary Schools in the City Schools Division of San Jose Del Monte Bulacan: Input to Strengthen Institutional Profiling

2020 ◽  
Vol 4 (2) ◽  
pp. 37-40
Author(s):  
Thelma Manabat
Keyword(s):  
High Schools ◽  
San Jose ◽  
Academic Quality ◽  
Quality Instruction ◽  
Descriptive Research ◽  
School Year ◽  
Management Capability ◽  
The City ◽  
City Schools ◽  
Promotion Rate

This study was conducted to determine the level of academic quality compliance of public secondary high schools and its predictors as input to strengthen institutional profiling. The respondents of the study were 167 teachers and school managers in (9) public secondary junior high schools in the City Schools Division of San Jose del Monte Bulacan for the School Year 2017-2018. The descriptive research design was used employing the predictive technique in determining the influence of respondents’ profile, institutions’ profile variables and the management capability factors as the academic quality compliance of the schools. The findings revealed that the schools’ academic quality compliance on leadership and governance is predicted by the NAT (Beta = .431), promotion rate (Beta= 1.170), and enrollment rate (Beta = .747).  The management capability on quality instruction predicts the schools’ academic quality compliance on curriculum and learning (Beta = .971) and the academic quality compliance on accountability and continuous improvement is influenced by the management capability on quality instruction. The promotion rate of the school predicts the academic quality compliance of the school in the area of management of resources (Beta =.671). The hypothesis stating that the respondent's profile, institutional profile, and management capability, singly or combination predict the schools' academic quality compliance is partly sustained. 

scholarly journals LEARNING ENVIRONMENT IN PHYSICAL EDUCATION IN ŠAKIAI AND ŠAKIAI DISTRICT: COMPARATIVE ANALYSIS

2015 ◽  
Vol 3 (98) ◽  
pp. 50-57
Author(s):  
Laima Trinkūnienė ◽  
Edvinas Vensas
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
International Study ◽  
Physical Education Teachers ◽  
Learning Tools ◽  
Education Environment ◽  
Study Programme ◽  
The City ◽  
City Schools

Background. According to various research publications, physical education teachers work in the environment where the teaching process is often hindered by low physical education subject status, insufficient number and quality of lessons, lack of facilities and equipment for learning and the environment which is neither functional nor safe or hygienic. Concerned about pupils’ physical activity decrease in secondary schools, Education and Sports Department of Šakiai District Municipality submitted a request to Physical Education study programme director of Lithuanian Sports University to carry out research revealing the existing situation about physical education and sports infrastructure in Šakiai district secondary schools. The aim of our study was to compare physical education environment in Šakiai and Šakiai district high schools, junior gymnasiums and lower secondary schools. Methods. We used a questionnaire for the survey drafted in the international study by Sport Science and Physical Education Council (ICSSPE / IOC) (Hardman & Marshall, 2009) and other references. During the study, we interviewed 13 physical education teachers from 14 Šakiai city and Šakiai district schools (2 women and 11 men). Results. The quality of learning tools in city schools was seen as excellent or good, while the quantity was also seen only as extensive or above average. Obtained results in the district schools varied, but most of them indicated that the quality (33%) and quantity (50%) was only adequate or sufficient. Physical education subject status in comparison with other subjects in half of the city schools was seen as the same and in the other half – as lower. In most schools in the district, it was seen as the same (92%). City schools did not lack hygienic equipment, but a significant number of district schools did not have changing rooms with lockers and hangers (33%) and showers (25%). In the district schools that had showers, they were not used in 56% of them. Conclusions. Schools in the city are supplied with more and better teaching tools and equipment. Physical Education subject status in half of city schools is perceived as inferior to other subjects. Hygiene conditions in city schools are good compared to the district schools, where they are poor.

scholarly journals Percepção entomológica de alunos do ensino médio em escolas da cidade de Patos, Paraíba, Brasil

2016 ◽  
Vol 11 (2) ◽  
pp. 01
Author(s):  
Rozileudo Da Silva Guedes ◽  
William De Sousa Santos ◽  
Felipe Silva de Medeiros ◽  
Walleska Pereira de Medeiros ◽  
Átila Bruno de Moraes Almeida
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Private Schools ◽  
School Students ◽  
The City ◽  
City Schools

<p>Os insetos são responsáveis por importantes atividades para o homem e os ecossistemas. No entanto, eles geralmente são associados principalmente aos danos ou prejuízos causados ao homem. O objetivo desse estudo foi analisar a percepção entomológica de alunos do ensino médio da cidade de Patos, Paraíba. Para isso foram aplicados questionários semiestruturados contendo questões sobre os insetos, durante o mês de agosto de 2012. Foram entrevistados 316 alunos, sendo 190 de escolas particulares e 126 de públicas. Do total de entrevistados 62,4% foram do sexo feminino e 37,5% masculino. 56,3% responderam acertadamente que os insetos pertencem ao filo Arthropoda, 37% que possuem 3 pares de pernas e 78,2% que podem ser reconhecidos pelo número de pernas, pela presença de antenas e de olhos. Para 82,6% dos entrevistados os insetos possuem importância positiva e negativa. Alimento para outros seres vivos e transmissão de doenças as mais assinaladas com 20,3% e 25,8% respectivamente. Dos animais percebidos como insetos os mais citados foram besouro, mosquito e barata, sendo aranha o animal mais confundido e assinalado como inseto. Observou-se que o tipo de didática adotada em sala de aula pelos professores não tem tido muito sucesso na fixação desse conteúdo pelos alunos.</p><p align="center"><strong><em>Entomological perception from high school students from city schools Patos, Paraiba, Brazil</em></strong></p><p><strong>Abstract</strong><strong>: </strong>Insects are responsible for important activities for humans and ecosystems. However, they are usually associated mainly to the damages or losses caused to humans. The aim of this study was to analyze the entomological perception of High school students from the city of Patos, Paraiba. For this semi-structured questionnaires containing questions about insects were applied, during the month of August 2012. 316 students were interviewed, being 190 from private schools and 126 from public schools. From the total respondents 62.4% were female and 37.5% male. 56.3% correctly answered that insects belong to the phylum Arthropoda, 37% having three pairs of legs and 78.2% that can be recognized by the number of legs, by the presence of antennae and eyes. For 82.6% of respondents insects have positive and negative significance. Food for other living beings and transmission of diseases the most marked with 20.3% and 25.8% respectively. From the animals perceived as insects the most mentioned were beetle, mosquitoes and cockroaches, being the spider the animal which was most mistaken and reported as insect. It was noted that the type of didactic adopted in the classroom by teachers has not had much success in fixing of this subject by the students.</p><br /><strong></strong>

scholarly journals Equalizing Resources vs. Retaining Black Political Power: Paradoxes of an Urban-Suburban School District Merger in Durham, North Carolina, 1958–1996

2019 ◽  
Vol 59 (1) ◽  
pp. 35-64
Author(s):  
Esther Cyna
Keyword(s):  
North Carolina ◽  
School District ◽  
Economic Transition ◽  
Historical Context ◽  
Suburban School District ◽  
County Commissioners ◽  
Consolidated School ◽  
The City ◽  
City Schools ◽  
City Systems

Two separate school districts—a city one and a county one—operated independently in Durham, North Carolina, until the early 1990s. The two districts merged relatively late compared to other North Carolina cities, such as Raleigh and Charlotte. In Durham, residents in both the county and city systems vehemently opposed the merger until the county commissioners ultimately bypassed a popular vote. African American advocates in the city school district, in particular, faced an impossible trade-off: city schools increasingly struggled financially because of an inequitable funding structure, but a merger would significantly threaten fair racial representation on the consolidated school board. This article explores this core tension in historical context by looking at several failed merger attempts from 1958 to 1988, as well as the 1991 merger implementation, against the backdrop of desegregation, economic transition, profound metropolitan changes, and protracted political battles in Durham.

scholarly journals Quality of life and everyday mobility of schoolchildren: what choice do Moscow parents make?

2021 ◽  
Vol 98 ◽  
pp. 02002
Author(s):  
Elena Nekhorosheva ◽  
Elena Alekseycheva ◽  
Anastasia Kravchenko
Keyword(s):  
Educational Institution ◽  
Transport Infrastructure ◽  
Walking Distance ◽  
Average Travel Time ◽  
Big City ◽  
Key Factor ◽  
Families With Children ◽  
The City ◽  
City Schools

The educational space of a contemporary metropolis is characterized by broad diversity. Often, the choice of an educational institution that best meets the needs of the child and family is made in favor of a school that is at a distance from home, and the development of transport infrastructure makes this choice easier. Studies of children’s daily mobility, the factors that determine them, and the quality of families’ involvement in moving around the city to get an education are becoming quite relevant. The goal of the present research is to assess the significance to families with children of different ages of choosing a school within remote or walking distance and to describe the difficulties faced by parents. Methods included the authorial questionnaire, a sample of 414 parents of children studying in one of the administrative districts of Moscow. The basic results of the study can be formulated as follows. The topic of everyday educational mobility in the views of parents is relevant and significant for the city; the convenience of the school location is a key factor of choice; mobility increases as children grow up, with enlargement of schools, and the implementation of the “Big city schools” project which increases intraschool mobility; the average travel time to school is about 10 minutes on foot; for families whose children study in remote accessibility, the most important are vital topics of safety for the children’s life and health, including lifestyle issues; developing programs for parents whose children walk to school, and families who use private vehicles requires a differentiated approach.

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