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 Meanwhile, Section 3—which was entitled “Separate Schools for White and Colored Children”—was repealed on May 3, 1966.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.

Education

2020 ◽  
pp. 209-224
Author(s):  
Richard B. Collins ◽  
Dale A. Oesterle ◽  
Lawrence Friedman
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Attendance ◽  
The State ◽  
General Assembly ◽  
Board Of Education ◽  
Section 8 ◽  
Hiring Teachers ◽  
State Board Of Education ◽  
State Board

This chapter studies Article IX of the Colorado Constitution, on public schools. Sections 1 and 15 establish the basic structure for administration of the state’s schools. Section 1 provides for an elected State Board of Education. Section 15 authorizes the general assembly to create school districts “of convenient size” and provides for an elected board of education for each, which “have control of instruction in the public schools of their respective districts.” Section 16 forbids the legislature and the State Board of Education from prescribing public school textbooks. Section 2 requires free public schools open to all residents between ages six and twenty-one. Sections 3, 4, 5, 9, and 10 concern the state public school fund and trust lands. Section 17 sets minimum levels of financial support for schools. Section 8 bans the teaching of sectarian tenets or doctrines in public schools and the use of religious criteria in hiring teachers or admitting students. Section 11 empowers the general assembly to require school attendance or education by other means.

scholarly journals Divulgação científica sobre os fósseis de Picos, Piauí

2021 ◽  
Vol 12 (2) ◽  
pp. 203-213
Author(s):  
Joceane Layane Rodrigues De Moura ◽  
Jhenys Maiker Santos ◽  
Paulo Victor De Oliveira ◽  
Patricia Da Cunha Gonzaga Silva
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Public School System ◽  
The Public ◽  
Science Popularization ◽  
Marine Fossils ◽  
Adolescents And Adults ◽  
Paleontological Heritage ◽  
Relationship Of

O município de Picos, na mesorregião sudeste do Estado do Piauí, Brasil, destaca-se pela grande diversidade fossilífera, representada principalmente por fósseis marinhos com idade em torno de 380 milhões de anos, pertencentes ao período geológico conhecido como Devoniano. Para difundir o conhecimento sobre esse tema, pesquisadores do Laboratório de Paleontologia da Universidade Federal do Piauí (UFPI), Campus Senador Helvídio Nunes de Barros, desenvolveram um projeto de divulgação científica sobre paleontologia em escolas públicas do município de Picos, com ênfase no patrimônio paleontológico local. Foram realizadas oito intervenções compostas por oficinas pedagógicas para crianças, palestras temáticas e exposições itinerantes de fósseis, para adolescentes e adultos da rede pública de educação, em oito unidades escolares, totalizando um público de 1.160 integrantes da comunidade escolar. Essas intervenções constituem parte de um programa de popularização da ciência paleontológica intitulado Programa de Divulgação Científica em Paleontologia na rede pública de ensino de Picos, Piauí, que visa facilitar o acesso à ciência, incentivar a preservação dos fósseis, e fomentar o desenvolvimento de uma relação de identidade cultural com o patrimônio fossilífero da região. Palavras-chave: Paleontologia; Popularização da Ciência; Nordeste do Brasil Scientific disclosure about fossils in Picos, Piauí Abstract: The Picos municipality in the southeastern mesoregion of the Piauí State, Brazil, stands out for the large fossiliferous diversity represented mainly by marine fossils aged around 380 million years, from the geological period known as Devonian. To disseminate knowledge on the subject, researchers from the Laboratório de Paleontologia da Universidade Federal do Piauí (UFPI), Campus Senador Helvídio Nunes de Barros, developed a project for the scientific divulgation on paleontology in public schools in the municipality of Picos, with an emphasis on the local paleontological heritage. Eight interventions were carried out, composed of pedagogical workshops for children, thematic lectures, and itinerant exhibitions of fossils for adolescents and adults from the public-school system in eight school units, totaling an audience of 1,160 members of the school community. These interventions are part of a program for the popularization of paleontological science entitled the Program for Scientific Dissemination in Paleontology in the public-school system of Picos, Piauí (Brazil), which aims to facilitate access to science, encourage the preservation of fossils, and foster the development of a relationship of cultural identity with the region's fossiliferous heritage. Keywords: Paleontology; Science Popularization; Northeast Brazil

scholarly journals A Educação do Campo na rede pública de ensino do estado do Tocantins, Brasil (1999-2013)

2020 ◽  
Vol 28 ◽  
pp. 54
Author(s):  
Cícero Da Silva ◽  
Letícia Brito de Oliveira Suarte ◽  
Rosângela Ribeiro de Sousa Leitão
Keyword(s):  
Rural Education ◽  
Public School ◽  
School System ◽  
Public Policies ◽  
The State ◽  
Public School System ◽  
The Public ◽  
Brazilian Government ◽  
Data Source

This paper analyzes public policies for rural education developed by State Secretariat of Education and Culture (SEDUC-TO) in the state of Tocantins, Brazil. The research is bibliographical and documentary nature, and has as main data source documents such as projects, reports, and spreadsheets of the SEDUC-TO and others available on official agency sites, such as projects, edicts, regulations, resolutions, decrees, and laws. The results showed that the main programs of the Brazilian government to the Rural Education were developed in the public school system of the state of Tocantins from 1999 to 2013, although they are characterized as occasional actions.

Providing Equal Educational Opportunity: Public vs. Voucher Schools

1992 ◽  
Vol 9 (1) ◽  
pp. 291-309 ◽  
Author(s):  
John E. Roemer
Keyword(s):  
Public Schools ◽  
Educational Attainment ◽  
School System ◽  
Educational Opportunity ◽  
Cultural Practices ◽  
Economic Status ◽  
Public School System ◽  
Equal Educational Opportunity ◽  
Voucher Schools ◽  
Innate Ability

All advanced societies maintain a commitment to equal educational opportunity, which they claim to implement through a public school system that is charged toprovide all children with an education up to a state-enforced standard. Indeed, what public schools do, even in the best of circumstances, is to provide all children with a more or less equal exposure to educational inputs (teachers, books), rather than to guarantee them equal educational attainment. Children, as the schools receive them, differ markedly in their docility — due in part to innate ability, but perhaps due more to the economic status and cultural practices of their families. Many, including myself, believe that the task of schools should be to provide some measure of equal educational attainment among students of heterogeneous talent and background. Schools should devote more educational resources to students who require them in order that they be educated to an acceptable standard.

scholarly journals New Jersey’s Leave of Absence

2019 ◽  
Vol 1 ◽  
pp. 88-94
Author(s):  
Wesley Morris
Keyword(s):  
Public Schools ◽  
New Jersey ◽  
State Legislature ◽  
The State ◽  
Board Of Education ◽  
Advocacy Groups ◽  
Leave Of Absence ◽  
Successful Education ◽  
State Board Of Education ◽  
Great Stride

This past June, Governor Phil Murphy helped take a great stride in making sure that every day counts for the students within New Jersey’s Public Schools when he signed a new bill into law. This new policy will work to ensure that schools and districts understand the level to which chronic absenteeism occurs and guarantee that schools disproportionately afflicted have plans to help fight absenteeism. Specifically, the policy identifies schools who have a greater than 10% absentee rate and requires them to establish a plan for improving attendance. It also requires schools to report the percent of students who are absent more than ten percent of the time on their School Report Card. Attendance is one of the most important aspects in ensuring a successful education for students of all ages. The Governor and state legislature, alongside advocacy groups like Advocates for Children of New Jersey (ACNJ), have taken the first steps in fighting one of the largest issues within New Jersey schools. With that being said, it is still extremely important to consider how the state board of education, along with individual districts and schools, will interpret and comply with the law.  

Evaluation of the Child With a Learning Disorder

PEDIATRICS ◽  
1976 ◽  
Vol 58 (3) ◽  
pp. 407-409
Author(s):  
Gwendolyn R. Hogan ◽  
Nell J. Ryan
Keyword(s):  
Special Education ◽  
Public School ◽  
Special Education Teachers ◽  
School System ◽  
Mentally Retarded ◽  
The State ◽  
Public School System ◽  
Learning Disorder ◽  
The Public ◽  
Specific Learning

In order to appreciate our approach to the evaluation of a child with a learning disorder it is necessary to provide some background material. The total population of the state of Mississippi consists of 2.2 million people of which 900,000 did not complete high school and 400,000 did not complete grade school. There are no publicly financed kindergartens and no compulsory school attendance laws in this state. Eighty-eight percent of the children who attend school are, however, educated in the public school system. The state is divided into 150 separate school districts and 1,140 special education teachers are provided for the entire state. Of these special education teachers, 1,000 are assigned to classes for the mentally retarded and the remaining 140 teachers provide instruction for children with specific learning disorders. In the Jackson Separate School District which includes the largest metropolitan area in the state there are 27,496 students enrolled in the public school system and of that number 852 students are in special education classes. Of these 852 students in special education, 644 are classified as educable mentally retarded, 100 are classified as trainable mentally retarded, and 108 are classified as having specific learning disabilities. This figure for children with specific learning disabilities is well below the estimated figure of 15% which has been determined by other surveys. The vast majority of children entering the first grade have been exposed to no structured learning situation. Routine testing for school readiness is not done in the public school system. Firstgrade students do receive vision and hearing screening tests which are administered by volunteers through the PTA.

Irish vs. Yankees

2018 ◽  
Author(s):  
James W. Sanders
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Theory And Practice ◽  
Parochial Schools ◽  
Parochial School ◽  
Social Forces ◽  
Moral Exemplars ◽  
The Public ◽  
Irish Catholics

As a social historian, James W. Sanders takes a new look at a critical period in the development of Boston schools. Focusing on the burgeoning Irish Catholic population and framing the discussion around Catholic hierarchy, Sanders considers the interplay of social forces in the nineteenth and early twentieth centuries that led to Irish Catholics’ emerging with political control of the city and its public schools. The latter reduced the need for parochial schools; by at least the 1920s, the public and parochial schools had taken giant steps toward one another in theory and practice under the leadership of the Catholics who presided over both systems. The public schools taught the same morality as the Catholic ones, and, in the generous use of Catholic saints and heroes as moral exemplars, they came dangerously close to breaching the wall of separation between religion and the public school. As a result, despite the large Irish Catholic population, Boston’s parochial school system looked very different from parochial schools in other American cities, and did not match them in size or influence. The book begins in 1822 when Boston officially became a city and ends with the Irish Catholic takeover of the Boston public school system before the Second World War.

Rising

2017 ◽  
Author(s):  
Arna Bontemps
Keyword(s):  
Public Schools ◽  
Public School ◽  
The State ◽  
Access To Education ◽  
The Public ◽  
Common Schools ◽  
History Of ◽  
The City

This chapter examines the history of Negro achievement in education in Illinois. In January 1825 the Illinois Legislature enacted a law calling for the establishment of common schools in each county of the state. These schools were to be open and free to every class of white citizens between the ages of five and twenty-one years, but it was not until the year 1841 that Negroes were given consideration. In the city of Chicago no discrimination was shown against Negro children in the public schools until 1863, when the council passed an order establishing a separate school for colored children. The first school for Negro children was opened by Miss Rebecca Elliott, who came to Peoria from Cincinnati in 1860. In Cairo, the first public school for Negroes was started in 1853. Also during this period, several churches in Alexander County conducted daily classes that taught readin', writin' and 'rithmetic. This chapter discusses various initiatives to increase Negro access to education in Illinois.

EDUCATING BOYS TO BE QUEER: BRADDON’S LADY AUDLEY’S SECRET

2002 ◽  
Vol 30 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Jennifer S. Kushnier
Keyword(s):  
Public Schools ◽  
Public School ◽  
School System ◽  
Close Friend ◽  
Public School System ◽  
The Novel ◽  
The Public ◽  
Eton College ◽  
Lady Audley's Secret ◽  
Heterosexual Marriage

AT THE END OF MARY ELIZABETH BRADDON’SLady Audley’s Secret (1862), her hero- detective Robert Audley marries the near-identical sister of George Talboys, his one close friend since their days at Eton College years before. Throughout the novel, Braddon characterizes Robert as having effeminate mannerisms and a strong longing to be with George. She consciously makes him an alumnus of Eton College, which one contemporary critic cited as a prime example of “characteristic faults and virtues” of the entire public school system (Payne 35). One perceived “fault” of the public schools in particular was that homosexuality and homoeroticism were condoned among the boys, who were later expected to “become” heterosexual upon graduation. But Robert’s homoerotic urges do not disappear with his “purchase” of a heterosexual marriage at the novel’s end.

scholarly journals Economic and Social Impacts of Public Schools Management on the City of New Orleans and the State of Louisiana

2020 ◽  
Vol 6 (2) ◽  
pp. 1
Author(s):  
Matthew Uwakonye ◽  
Gbolahan S. Osho ◽  
Onochie Jude Dieli ◽  
Michael Adams
Keyword(s):  
Public Schools ◽  
Public School ◽  
New Orleans ◽  
School Performance ◽  
School System ◽  
Poor Performance ◽  
Public School System ◽  
The Public ◽  
Inner Cities ◽  
The City

Poverty, illiteracy, and crimes are key factors that commonly lead to poor performance in public schools in many inner cities. Without an adequate solution to eradicate these issues, a city could propel towards a path to destruction. Over the past decade, the city of New Orleans, which is known for its exotic party atmosphere, has been crippled by its failing school system, as well as increasing crime and poverty rates. New Orleans has eagerly strived to improve its social stature, but there are several issues that affect the performance of the public school system. Several research studies have shown that strong education is the key to both economic growth and crime rate reduction. Within the city of New Orleans, it is often realized that the management of the public school system has a major impact on the student’s success rate. Statistics shown that within the recent years, tests scores have been continuously lower, crime has been higher than expected, and the teacher’s salary has been unsatisfactory. This prompts the question of whether there are significant associations between social economic factors and public school performance in inner city such as New Orleans. Hence, this current research will attempt to examine factors contributing to public school performance in New Orleans.

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