Pernambuco

2019 ◽  
pp. 211-245
Author(s):  
Rebecca Tarlau
Keyword(s):  
Public Schools ◽  
Leadership Development ◽  
Educational Program ◽  
Public School Teachers ◽  
Local Leadership ◽  
The Public ◽  
Political Opportunities ◽  
Policy Goals ◽  
First Case ◽  
Santa Maria

Chapter 5 analyzes the MST’s attempt to transform public schools in the state of Pernambuco, beginning in the late 1990s after the movement already developed a national pedagogical proposal. This chapter argues that regime type is not as important in the context of states with low levels of capacity for implementing policy goals. In the first case of Santa Maria da Boa Vista, the MST’s increasing capacity for educational governance convinced multiple clientelistic regimes that it was worthwhile to collaborate with the movement. In addition, activists’ ability to garner the consent of municipal public school teachers pushed forward the movement’s educational program. The second case of Água Preta shows that the MST’s own movement infrastructure is a major factor that determines social movement outcomes. In this case, while the same political opportunities are open in Água Preta as in Santa Maria da Boa Vista, the internal divides within the settlements in Água Preta prevent local leadership development and thus hamstring activists’ ability to participate in the public schools.

scholarly journals Work of teachers co-organising the process of education of pupils with special educational needs in the opinions of public school teachers

2019 ◽  
Author(s):  
Marta Niemiec
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Inclusive Education ◽  
Educational System ◽  
Educational Needs ◽  
Public School Teachers ◽  
Special Educational Needs ◽  
School Teachers ◽  
The Public ◽  
Key Issues

One of the key issues within the area of issues related to contemporary special education is inclusive education. The purpose of the presented article is to analyse the key entities participating in the teaching and upbringing of pupils in the public educational system – the roles, tasks, professional qualifications, predispositions and personality traits of teachers of pupils with special educational needs. The article also presents results of research carried out by the author among teachers at public schools in the Silesian Voivodeship.

scholarly journals Public School Teachers’ Attitude towards Action Research in Magsaysay, Occidental Mindoro

2020 ◽  
pp. 11-16
Author(s):  
Mary Yole Apple Declaro-Ruedas ◽  
Emmanuel G. Ruedas
Keyword(s):  
Public Schools ◽  
Action Research ◽  
Public School ◽  
Self Efficacy ◽  
Influential Factors ◽  
Practical Training ◽  
Public School Teachers ◽  
School Teachers ◽  
Training Experience ◽  
The Public

This descriptive research study was conducted to determine the self-efficacy of the public school teachers in conducting action research; their attitude towards action research and identify the possible factors that hindered teachers from doing action research & their influence level. The study was conducted in the different public schools in Magsaysay, Occidental Mindoro from May to July 2016. The public school teachers from the Department of Education-Magsaysay District were purposively selected as the respondents of the study. The study adopted and modified the Attitudes toward Research (ATR) scale and self-efficacy test to suit the needs of the research objectives. Descriptive statistics such as mean, frequency and percentage were used to describe and quantify the variables. The result shows that the public school teachers in Magsaysay, Occidental Mindoro have an "average" level of research self-efficacy. They tend to hold "positive" attitudes toward research. The "very high" influential factors that hindered teachers from doing action research were work over-load which leaves little time or no time for conducting research, lack of practical training/experience in how to do action research and lack of research centres and research specialist in school or division.

Considerations for Principals: Service Animals in K-12 Public Schools

2020 ◽  
Vol 104 (2) ◽  
pp. 110-124
Author(s):  
Julie A. Sears ◽  
Lisa G. Driscoll ◽  
Jennifer A. Sughrue
Keyword(s):  
Public Schools ◽  
Educational Program ◽  
School Personnel ◽  
Community Schools ◽  
Section 504 ◽  
The Public ◽  
Disabilities Education Act ◽  
Or Practice ◽  
Education Act ◽  
K 12

Whether principals are required to allow service animals in the public schools is not entirely clear in law, policy, or practice. The matter is further complicated when the alleged harm caused by denying a request for a service animal is not clearly related to the educational program. The purpose of this article is to inform principals about the current laws and regulations that govern student requests regarding service animals, including a description of the rights and responsibilities of both students and school personnel in public schools. Guidance on developing actionable policies consistent with Fry v. Napoleon Community Schools, Americans with Disabilities Act of 2011, Individuals with Disabilities Education Act of 2004, and Section 504 of the Rehabilitation Act, 1973, is provided.

scholarly journals SECULARISM AND THE CONSTITUTION: CAN GOVERNMENT BE TOO SECULAR?

2010 ◽  
Vol 72 (1) ◽  
Author(s):  
Jorge O. Elorza
Keyword(s):  
Public Schools ◽  
Public School ◽  
Religious Belief ◽  
Scientific Evidence ◽  
Sufficient Evidence ◽  
Public School Teachers ◽  
Religion And Science ◽  
School Teachers ◽  
The Public ◽  
The Universe

     When the “jurisdictions” of religion and science overlap, the conclusions they each reach sometimes conflict. For example, religiously conservative views towards sex or the formation of the universe may be undermined by the secular instruction students receive in public schools. With respect to normative matters, such as views towards sex, courts have resolved the conflicts by stating that public school teachers can neither directly contradict religious beliefs nor compel adherence to the secular view. However, with respect to empirical matters, such as how planets formed, courts have implicitly recognized—although never expressly stated—that a different standard must apply. So long as sufficient evidence exists to support an empirical claim, a public school may teach it. The fact that it directly contradicts a deeply held religious belief, as does evolution for example, is irrelevant.      How far does this principle extend? If scientific evidence leads us to conclude that a particular aspect of God cannot be true, can this be taught in the public schools? In order to explore this issue, I first lay out a framework that isolates the tension that exists between religion and science and that introduces the concept of the memist God. Second, I examine the extent to which science has spoken to the question of God’s existence and I determine that it has certainly addressed one particular aspect. Specifically, science has disconfirmed the claim that the theist God has the power to violate the laws of physics. Last, once the issues are properly identified and the framework set, I explore whether teaching the non-existence of the theist God would violate the underlying values of the religion clauses. I conclude, first, that teaching that the theist God does not exist would not violate any of the underlying values and second, that the consequences of doing so are not as far-reaching as may be initially believed.

Frustration in the schools Teachers speak out on pay, funding, and feeling valued

2019 ◽  
Vol 101 (1) ◽  
pp. NP1-NP24
Keyword(s):  
Public Schools ◽  
Public School ◽  
Public School Teachers ◽  
School Teachers ◽  
The Public ◽  
The Past

The 2019 PDK Poll of the Public’s Attitude Toward the Public Schools finds that half of public school teachers have considered leaving the profession in the past year, and majorities say that, given the opportunity, they’d vote to strike, an action that large majorities of parents and the public say they’d support. In other results, Americans say that public schools need to be better funded, that they should require students to study civics and offer Bible classes as electives, and the mediation should be used more than detention and suspension to deal with misbehaving students.

scholarly journals Local Public Leadership Development through Social Learning to Face the Fourth Industrial Revolution

2019 ◽  
Vol 54 (6) ◽  
Author(s):  
Wildan Taufik Raharja ◽  
Suryanto ◽  
Jusuf Irianto ◽  
Falih Suaedi ◽  
Dian Yulie Reindrawati
Keyword(s):  
Leadership Development ◽  
Public Sector ◽  
Social Learning ◽  
Industry 4.0 ◽  
Public Services ◽  
Industrial Revolution ◽  
Local Leadership ◽  
The Public ◽  
Public Leadership ◽  
Fourth Industrial Revolution

This research aims to give an alternative solution for leadership development in the public sector to face the Fourth Industrial Revolution (Industry 4.0). The development of global information technology has demanded public services to adjust to today’s technologies. The problem of this study isthe public sector leaders, who are in the majority consisting of baby boomers generation up to generation X. These generations are not too familiar with technology. Traditional training models cannot improve the competencies of leaders who are predominantly old; adult learning must be developed. They do not need competency development classes, but they need mentoring to learn directly. This is a challenge to the development of local leadership in the public sector against Industry 4.0, which is implicated in the increase of public services based on technology and network. This research uses a qualitative research approach with a case study perspective. The focus of this research is local leadership competencies in the public sector. The data aretaken from primary data by interview and secondary data from literatureanddocuments that are related to the research aims.The results of this study recommend the concept of leader-member exchange, where possible in the process of social learning, to develop public leadership in the era of Industry 4.0. Here, the challenge is the desire and ego of leaders to study with their subordinates.

A Rural County Speech and Language Program

1977 ◽  
Vol 8 (4) ◽  
pp. 250-255 ◽  
Author(s):  
Hildegarde Traywick
Keyword(s):  
Public Schools ◽  
Speech And Language ◽  
Rural County ◽  
Language Program ◽  
The Public ◽  
Madison County

This paper describes the organization and implementation of an effective speech and language program in the public schools of Madison County, Alabama, a rural, sparsely settled area.

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