Classroom acoustics in public schools: A case study

The school mobility rate in St. Louis Public Schools was 40% in 2011-2012, meaning that nearly half of students exited or entered a given school midway through the school year. This alarmingly high rate of churning across schools is accompanied by high neighborhood turnover, particularly within low-income, urban neighborhoods. This constant, disruptive change presents a serious and fundamental challenge for urban education. In this article, we summarize the literature linking mobility to educational outcomes, examine the causes of hypermobility in the case study of St. Louis, describe some of the current approaches to this challenge, and propose additional policy and program solutions.

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The Institutionalization of Stewardship: Theory, Propositions, and Insights from Change in the Edmonton Public Schools

Organization Studies ◽

10.1177/0170840611433994 ◽

2012 ◽

Vol 33 (2) ◽

pp. 169-201 ◽

Cited By ~ 26

Author(s):

Lydia Segal ◽

Mark Lehrer

Keyword(s):

Public Schools ◽

Intrinsic Motivation ◽

Large Scale ◽

Situational Factors ◽

Principal Agent ◽

Stewardship Theory

Prior scholarship on stewardship as a principle of administration largely portrays stewardship as too idealistic and dependent upon situational factors to be institutionalized in large-scale organizations. Through a case study of the Edmonton Public Schools, this study explores the extent to which stewardship can be institutionalized as a central organizing principle, thereby ensuring performance and checking corruption in ways that are consistent with the primacy of intrinsic motivation. The study deepens our understanding of the challenges that managers face in reconciling stewardship with a bureaucratic context, documents practices that have been used to deal with these challenges, and more broadly discusses how it might be possible for islands of stewardship to emerge in a world governed by assumptions of human opportunism. To this end the paper develops a model of the choice that organization members face in deciding to elect a principal-agent or a stewardship posture within large-scale organizations. This model draws on assumptions of human ambivalence in choosing between self-serving and altruistic modes of conduct.

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TECNOLOGIAS GEOGRÁFICAS NO ENSINO MÉDIO: estudo de caso em escolas públicas de Montes Claros/MG

Revista Cerrados ◽

10.22238/rc24482692v15n12017p330a350 ◽

2020 ◽

Vol 15 (01) ◽

pp. 330-350

Author(s):

Welton Silva Ferreira ◽

Marcos Esdras Leite

Keyword(s):

High School ◽

Public Schools ◽

School Environment ◽

Search Criterion ◽

History Of ◽

Training Resources ◽

Teaching Learning ◽

The City ◽

State Schools

O presente estudo tem como finalidade, a investigação do conteúdo das geotecnologias no ensino médio em algumas escolas estaduais de Montes Claros-MG, com virtude na otimização e valorização desta área do conhecimento que compete ao ensino escolar, tendo em vista o avanço e acessibilidade dos meios tecnológicos aos estudantes, mas não há familiarização dos mesmos com esses meios no ambiente escolar. Aos professores, cabe considerar neste trabalho, a maneira como eles congregam o assunto proposto ao seu sistema de trabalho, analisando as possíveis dificuldades encontradas. Inicia-se o trabalho apresentando um breve histórico das geotecnologias e o seu desdobramento nos tempos vigente fazendo menção aos meios pedagógicos e de softwares voltados para a prática cartográfica. Metodologicamente serão acatadas como objeto e critério da pesquisa, cinco escolas estaduais localizadas no perímetro urbano da cidade. Posteriormente foi aplicado um formulário aos professores das referidas escolas, em modo de amostra, com intuito de acurar os entraves no processo de ensino-aprendizagem acerca da disciplina. Após a obtenção dos resultados verificou-se a capacidade de apreensão do conteúdo das geotecnologias e as arestas a serem aparadas no que tange o ensino. Palavras-chave: Geotecnologias; cartografia; ensino-aprendizagem; limitações. GEOGRAPHIC TECHNOLOGIES IN HIGH SCHOOL: a case study in public schools of Montes Claros / MG Abstract The present study has as its purpose, the investigation of the content of geotechnology in high school in some state schools in Montes Claros, MG, with virtue in optimization and enhancement of this area of knowledge that it is the responsibility of the schools, with a view to the advancement and accessibility of technological resources for students, but there are familiarization themselves with these means in the school environment. For teachers, it is considered in this work, the way they associate the subject proposed to its system of work, analyzing the potential difficulties encountered. It begins the work by presenting a brief history of geotechnology and its deployment in times legislation making mention to the training resources and software designed for the practice mapping. Methodologically speaking will be taken as an object and search criterion, five state schools located within the city limits of the city. It was later applied a form to teachers of these schools, in order to sample, with a view to enhance obstacles in the teaching-learning process about the discipline. After obtaining the results it was found that the ability to apprehend the contents of geotechnology and the edges to be trimmed edges in the teaching. Keywords: Geotechnology; cartography; teaching-learning; limitations. TECNOLOGÍAS GEOGRÁFICAS EN LA ESCUELA SECUNDARIA: un estudio de caso en las escuelas públicas en Montes Claros / MG Resumen El presente estudio tiene como objetivo, la investigación del contenido de geotechnologies en algunas escuelas secundaria estatales de Montes Claros, MG, con la virtud en la optimización y mejora de esta área de conocimiento que es responsabilidad de las escuelas, con miras a la promoción y la accesibilidad de los recursos tecnológicos para estudiantes, pero hay que se familiaricen con estos medios en el entorno escolar. Para los profesores, es considerado en este trabajo, la manera de asociar el tema propuesto para su sistema de trabajo, analizando las posibles dificultades encontradas. Comienza el trabajo presentando una breve historia de geotechnologies y su despliegue en tiempos legislación haciendo mención a los recursos de formación y software diseñado para la práctica ha cambiado. Metodológicamente hablando será tomado como un objeto y criterios de búsqueda, cinco escuelas estatales situadas dentro de los límites de la ciudad. Posteriormente se aplicó un formulario para los maestros de estas escuelas, a fin de muestra, con miras a acurar obstáculos en el proceso de enseñanza-aprendizaje acerca de la disciplina. Tras la obtención de los resultados se encontró que la capacidad de aprehender el contenido de geotechnologies y los bordes que va a recortar los bordes de la enseñanza. Palabras llave: Geotechnologies; cartografia; el proceso enseñanza-aprendizaje; limitaciones.

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Desafío TEP – Positive Educational Trajectories. A Public-Private Alliance to Strengthen Public Education During the Pandemic

10.1007/978-3-030-82159-3_4 ◽

2021 ◽

pp. 69-79

Author(s):

Juan Pablo Valenzuela ◽

Simon Rodriguez

Keyword(s):

Public Schools ◽

Public Education ◽

School Exclusion ◽

Educational Trajectories ◽

Education Service ◽

Educational Foundation ◽

Research In Education ◽

The University

AbstractThis case study describes the Desafío TEP project, which arose from a public-private alliance between the Arauco Educational Foundation, the Center for Advanced Research in Education (CIAE) from the University of Chile, and the Andalién Sur Local Public Education Service (SLEP). The goal of the project is to develop a model for the prevention of school exclusion (resulting from repetition and dropout) in public schools.Although the initiative was in consideration to be suspended due to the closure of schools across the country caused by COVID-19, instead the proposal was completely redesigned, recognizing that the pandemic would increase the problems of school exclusion. The innovations generated in this redesign are anticipated to lead to long-term sustainability and scalability in the region through cost reductions and the promotion of remote interactions between different establishments working in networks, such as the SLEP, the schools, and the teams from the CIAE and Arauco Educational Foundation. This network is further supported by the actors in the educational system of the territory.

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Pivoting in the Time of COVID-19: An in-Depth Case Study at the Nexus of Food Insecurity, Resilience, System Re-Organizing, and Caring for the Community

Frontiers in Communication ◽

10.3389/fcomm.2021.674715 ◽

2021 ◽

Vol 6 ◽

Author(s):

Rebekah Fox ◽

Joshua Frye

Keyword(s):

Public Schools ◽

Food Insecurity ◽

Unmet Need ◽

School Nutrition ◽

Lessons Learned ◽

School Lunches ◽

The Public ◽

Northwest Arkansas ◽

Meaningful Engagement

According to the School Nutrition Association, nearly 100,000 schools serve free or reduced school lunches and breakfasts daily to approximately 34. 34 million students nationwide. However, as COVID-19 forced many schools to close, students who depended on the public schools to meet the majority of their nutritional needs faced an even larger battle with food insecurity. Recognizing this unmet need, and that food insecurity was intertwined with other needs within the community, the Crystal Bridges Museum of American Art and its satellite contemporary art space the Momentary, partnered with the Northwest Arkansas Food Bank and over 30 additional partner organizations to pivot their existing outreach services. In this case study, we identify lessons learned by Crystal Bridges that might be useful for other organizations who seek to foster meaningful engagement with the public, especially in times of crisis. Specifically, we focus on three main lessons: 1) how the museum created a plan to learn through the pivot in order to capture their own lessons, 2) how the members of the organization experienced a sense of coming together (congregation) during the pivot, and 3) how the organization planned to improve both internal and external communication.

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Implementation of Early Childhood Care and Education Curriculum 2017: A Case Study of Pakistani Public Schools

Global Regional Review ◽

10.31703/grr.2020(v-i).63 ◽

2020 ◽

Vol V (I) ◽

pp. 604-615

Author(s):

Aroona Hashmi Hashmi ◽

Raima Mubashar ◽

Fasiha Altaf

Keyword(s):

Public Schools ◽

Qualitative Data ◽

Sampling Technique ◽

University Campuses ◽

Early Childhood Care ◽

Childhood Care ◽

The Government ◽

Observation Protocol ◽

Parent Relation

The study was determined to find the teachers' practices in the implementation of the ECCE curriculum in public schools. The objective of the study was to find out the teachers' practices in the implementation of the ECCE curriculum in public schools. All the ECCE teachers in public schools formed the population of the study. The 20 teachers were observed through the purposive sampling technique. The data was collected by using the ECCE teachers' practices observation protocol in the implementation of the ECCE curriculum. The qualitative data was analyzed through thematic analysis. The data represents that the teachers' practices in ECCE are knowledge, learning environment, instructional strategies, assessment, individualized attention and teacher-parent relation. It is recommended that the ECCE centres may be built-in university campuses for the facilitation of the teaching practices of their prospective teacher. The government may take the initiative to build ECCE centres in collaboration with the private sector to enhance the quality.

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Corporate social responsibility: a case study in the company of urbanization of Curitiba

Social Responsibility Journal ◽

10.1108/srj-03-2018-0067 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Ananda Silva Singh ◽

Eduardo De Carli ◽

Luiz Aurélio Virtuoso ◽

Andréa Paula Segatto ◽

Fernanda Salvador Alves

Keyword(s):

Corporate Social Responsibility ◽

Public Schools ◽

Social Responsibility ◽

Public Transportation ◽

Single Case ◽

Transportation System ◽

Content Type ◽

Corporate Social ◽

Practical Implications

Purpose The purpose of this paper is to analyze the commitment to a corporate social responsibility (CSR) practice developed by Company of Urbanization of Curitiba S/A – URBS, located in Curitiba (Paraná), Brazil. The paper observes the CSR practice developed by the company. Design/methodology/approach A descriptive study that used a qualitative approach was held. The research strategy of the research used consisted of a case study. Data were collected through semi-structured, in-depth interviews, documental analysis and direct observation. These data were further analyzed through the content analysis’ perspective. Findings The organization in question, even without obligation, develops a CSR project that contributes to the formation and awareness of young citizens, comprising ethical, voluntary, economical and legal responsibilities. Research limitations/implications Because of the fact that this is a single case study, the results cannot be generalized, representing only the reality of this case. Practical implications The practical implications of this study lies in the attention toward training of students of public schools, especially in aspects of buses and services usage and care for public equity, factors that even contribute to citizenship and the formation of better people and professionals. This will, in the future, contribute to form citizens that are more aware and who will tend to contribute to adequate usage of the transportation system as a whole, resulting in savings for the organization. Social implications The project analyzed in this study contributes to the formation of better citizens regarding the respect and ethical responsibilities they develop toward the public transportation system. Originality/value This paper demonstrates the commitment to a CSC practice made by a mixed-economy organization that develops this practice to contribute to the formation of citizens of the city. The value of this paper lies in the fact that it shows how CSR practices can be aligned with other practices of organizations, contributing to all stakeholders involved in it.

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How to Create Sustainable Nonviolence Curriculum in Public Schools in Sweden

Research Anthology on School Shootings, Peer Victimization, and Solutions for Building Safer Educational Institutions ◽

10.4018/978-1-7998-5360-2.ch036 ◽

2021 ◽

pp. 743-762

Author(s):

Giuseppina Wright

Keyword(s):

Public Schools ◽

Public School ◽

School System ◽

Public School Systems ◽

School Settings ◽

Governmental Organizations ◽

Quantitative Results ◽

Swedish School ◽

And Training

Author argues the urgent need for nonviolence training and the contemporary challenges of implementing such plans. Furthermore, chapter briefly discusses the eruptions of violence and experienced in Europe, along with innovative ways to educate all stakeholders. In addition, the chapter includes a case study of a Swedish school, with research of contemporary nonviolence training and curriculum. The chapter will benefit a variety of entities and organizations, such as educators in public school systems and governmental organizations. Findings suggest a growing concern amongst educators, students and parents due to escalating threats and acts of violence in school settings. Moreover, findings indicate partial integration of sustainable nonviolence curriculum into some Swedish schools. Author proposes to integrate and implement nonviolence training into the Swedish public school system as nationally mandated integrated subjects. Further research suggests additional research conducted to measure qualitative and quantitative results nonviolence curriculum and training.

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