Implementation and Incentive of Education Policies: Experience from the High School Admissions Quota Allocation Policy

2017 ◽  
Vol 50 (3) ◽  
pp. 203-216
Author(s):  
Wang Shiyue
Keyword(s):  
High School ◽  
Education Policies ◽  
Allocation Policy ◽  
Quota Allocation ◽  
High School Admissions

A Survey on Korean high school English teachers’ perception of English education policies.

2012 ◽  
Vol 67 (2) ◽  
pp. 367-391
Author(s):  
박지선 ◽  
박재은 ◽  
백인환 ◽  
Kyungsuk Chang
Keyword(s):  
High School ◽  
English Education ◽  
English Teachers ◽  
Education Policies ◽  
High School English

scholarly journals IMPLEMENTASI MANAJEMEN PENDIDIKAN ISLAM DALAM MEMBINA KEPRIBADIAN ISLAMI DI SMA ISLAM TERPADU MIFTAHUL KHOIR DAGO BANDUNG

2018 ◽  
Vol 4 (2) ◽  
pp. 162
Author(s):  
Casiska Winda ◽  
Ahmad Syamsu Rizal ◽  
Toto S Afriatin
Keyword(s):  
High School ◽  
Financial Management ◽  
Senior High School ◽  
Assessment System ◽  
Infrastructure Management ◽  
Education Policies ◽  
Education Management ◽  
National Education ◽  
Qualitative Descriptive ◽  
Unity Of Knowledge

Various education policies have been developed to achieve the national education objective, including the policy of Islamic education management. The research aims to find about the management of education program policies, management of educators and education personnel, management of curriculum and lesson planning, instructional management, infrastructure management, financial management, and assessment system management, especially at Miftahul Khoir Integrated Islamic Senior High School. Using a qualitative-descriptive approach, data were collected through observation, interviews, and documentary studies. Based on the research results, the management of education at Miftahul Khoir Integrated Islamic Senior High School is integrated well, and appropriate to The Unity of Knowledge theory, including the policy, the personnel, the curriculum, facilities and structures, the financial, and also the assessment system. Berbagai macam kebijakan pendidikan telah dikembangkan untuk mencapai tujuan nasional tersebut, termasuk kebijakan manajemen pendidikan Islam. Penelitian ini bertujuan untuk mengetahui manajemen kebijakan program pendidikan, manajemen pendidik dan tenagakependidikan, manajemen kurikulum dan perencanaan pembelajaran, manajemen pembelajaran, manajemen sarana prasarana, manajemen pembiayaan, dan manajemen sistem penilaian, khususnya di SMA Islam Terpadu Miftahul Khoir. Dengan menggunakan pendekatan kualitatif-deskriptif, pengumpulan data dilakukan melalui observasi, wawancara, dan studi dokumentasi. Berdasarkan hasil penelitian, manajemen pendidikan Islam SMA Islam Terpadu Miftahul Khoir bersifat terpadu sesuai dengan teori The Unity of Knowledge, yang meliputi kebijakan program pendidikannya, personel sekolahnya, kurikulumnya, sarana dan prasarana, keuangannya, dan juga sistem penilaiannya.Kata Kunci: Kepribadian Islam, Manajemen Pendidikan Islam, Pendidikan Islam.

The effects of high school personal financial education policies on financial behavior

2020 ◽  
Vol 78 ◽  
pp. 101786 ◽  
Author(s):  
Carly Urban ◽  
Maximilian Schmeiser ◽  
J. Michael Collins ◽  
Alexandra Brown
Keyword(s):  
High School ◽  
Financial Education ◽  
Financial Behavior ◽  
Education Policies

scholarly journals La interpelación de las políticas de inclusión a la gramática escolar de la escuela secundaria argentina

2019 ◽  
Vol 27 ◽  
pp. 25
Author(s):  
Cecilia Evangelina Melendez ◽  
José Alberto Yuni
Keyword(s):  
High School ◽  
Cultural Dimensions ◽  
Production Rules ◽  
Education Policies ◽  
Cultural Ideals ◽  
Theoretical Hypothesis

In this article it is proposed a theoretical- analytical reading about the manner in which inclusion policies in Argentinian high school interpellate school grammar during the last decade. In theory it is discussed the extent of the idea of interpellation; this permits the study of education policies and their effects in terms of performative manner and affectation to school logic, its production rules and functioning. School grammar it is conceptualized as a main source that generates and structures practices, identities and school discourses through which senses about schooling are built. According to this work's theoretical hypothesis, inclusion policies were directed to destabilize the components of that main generative source. In order to achieve this objective, the principal norms and actions of education policies trying to institutionalize new senses to this level are exposed. Such policies produced an interpellation to school ideology of school grammar that normalizes and classifies the subjects. The normative political changes having tendency to inclusion (in social, pedagogic and cultural dimensions) introduced a tertiary form that interpellates the main source of school grammar, which is organized in binary pairs of hegemonic opposed subordinates. That interpellation enables the arising of new cultural ideals and subjective and other institutional identifications.

Palliative care knowledge, information sources, and beliefs: Results of a national survey of adults in the USA

2019 ◽  
Vol 18 (3) ◽  
pp. 285-292 ◽  
Author(s):  
Eric Adjei Boakye ◽  
Kahee A. Mohammed ◽  
Nosayaba Osazuwa-Peters ◽  
Min Jee Lee ◽  
Lauren Slomer ◽  
...  
Keyword(s):  
High School ◽  
Palliative Care ◽  
Healthcare Providers ◽  
Physical Symptoms ◽  
Education Policies ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Social And Emotional ◽  
The Usa ◽  
Nationally Representative

AbstractObjectiveDespite its established benefits, palliative care (PC) is not well known among patients and family/caregivers. From a nationally representative survey, we sought to assess the following associated with PC: knowledge, knowledge sources, and beliefs.MethodsData were drawn from the Health Information National Trends Study (HINTS 5 Cycle 2), a cross-sectional, survey of non-institutionalized adults aged 18+ years in the USA. Data were weighted and assessed by proportional comparison and multivariable logistic regression.ResultsA total of 3504 respondents were identified, and approximately 29% knew about PC. In the adjusted model, less PC knowledge was associated with: lower age (those aged <50), male gender, lower education (<high school graduation or high school graduate), and non-internet users. A little over half (55%) of respondents accessed healthcare providers first for PC information, and 80% considered providers the most trusted source of PC information. Most of the participants strongly/somewhat agreed that the goal of PC is to help friends and family cope with a patient's illness (90.6%), offer social and emotional support (93.4%), and manage pain and other physical symptoms (95.1%). Similarly, a majority (83.3%) strongly/somewhat agreed that it is a doctor's obligation to inform all patients with cancer about the option of PC.Significance of resultsPC knowledge was generally low (1-in-3 respondents knew of PC), with significant differences according to age, gender, education, and internet use. These data provide a baseline from which PC education policies and interventions may be measured.

Dynamic Matching in School Choice: Efficient Seat Reassignment After Late Cancellations

2020 ◽  
Vol 66 (11) ◽  
pp. 5341-5361
Author(s):  
Itai Feigenbaum ◽  
Yash Kanoria ◽  
Irene Lo ◽  
Jay Sethuraman
Keyword(s):  
High School ◽  
New York ◽  
New York City ◽  
School Choice ◽  
Operations Management ◽  
Natural Conditions ◽  
Dynamic Matching ◽  
On Demand ◽  
Deferred Acceptance ◽  
High School Admissions

In the school choice market, where scarce public school seats are assigned to students, a key operational issue is how to reassign seats that are vacated after an initial round of centralized assignment. Practical solutions to the reassignment problem must be simple to implement, truthful, and efficient while also alleviating costly student movement between schools. We propose and axiomatically justify a class of reassignment mechanisms, the permuted lottery deferred acceptance (PLDA) mechanisms. Our mechanisms generalize the commonly used deferred acceptance (DA) school choice mechanism to a two-round setting and retain its desirable incentive and efficiency properties. School choice systems typically run DA with a lottery number assigned to each student to break ties in school priorities. We show that under natural conditions on demand, the second-round tie-breaking lottery can be correlated arbitrarily with that of the first round without affecting allocative welfare and that reversing the lottery order between rounds minimizes reassignment among all PLDA mechanisms. Empirical investigations based on data from New York City high school admissions support our theoretical findings. This paper was accepted by Gad Allon, operations management.

scholarly journals Demystifying Subjective Well‐Being of Academically At‐Risk Students: Case Study of a Chinese High School

2021 ◽  
Vol 9 (4) ◽  
pp. 36-46
Author(s):  
Tianjun Cheng ◽  
Jin Jin ◽  
Junjun Chen
Keyword(s):  
High School ◽  
At Risk ◽  
Peer Relations ◽  
Filial Piety ◽  
At Risk Students ◽  
Well Being ◽  
Subjective Well Being ◽  
Education Policies ◽  
School Factors ◽  
Academically At Risk

Student subjective well‐being (SWB) is increasingly incorporated into today’s education policies and positive education movements. There is a growing interest in how well schools promote student well‐being, especially for disadvantaged students, e.g., the academically at‐risk, and which factors affect this process. This study investigates how teachers and academically at‐risk students perceive SWB and its influential precursors in a high school in China. The influential precursors in the present research were allocated into four dimensions, namely contextual factors, school factors, family factors, and individual factors. Via semi‐structured individual interviews with 12 teachers and 18 students for about one hour and content analysis of the interview data, the responses revealed that while students tended to have a superficial understanding of well‐being, traditional concepts about studying, blind filial piety, peer relations, and self‐efficacy were important factors shaping and influencing their SWB. These findings can inform the development of inclusive education policies concerning student SWB and the intervention and prevention systems of schools in both local and international contexts. Recommendations for organising lectures for parents and implementing programs providing instruction on SWB‐related skills for students are proposed to support academically at‐risk students, aiming to achieve the educational goal of success for all.

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