scholarly journals School marketing on their websites and students in need of special support: Independent schools in the Stockholm local education market

2021 ◽  
pp. 147821032110504
Author(s):  
Jude K Tah ◽  
Helen Knutes-Nyqvist
Keyword(s):  
Academic Performance ◽  
Independent Schools ◽  
Market System ◽  
Local Education ◽  
Special Support ◽  
Adequate Information ◽  
Education Market ◽  
School Marketing ◽  
Marketing Information

A key component of the functioning of a market system of education is the provision of information to consumers. While marketing may be used by schools to provide information to consumers. The marketing information may appeal to some consumers and not others. This study examines independent schools marketing on their websites and how it appeals to consumers in need of special support. The findings show that these schools market their goals and values, studentship, methods and programmes, services as well as facilities. The marketing by these schools may not appeal to students in need of special support in the failure to provide relevant and adequate information to them and framing of their studentship that does not include students in need of special support as well as the focus on academic performance.

scholarly journals Mentoring Clinical-Year Medical Students: Factors Contributing to Effective Mentoring

2018 ◽  
Vol 5 ◽  
pp. 238212051875771 ◽  
Author(s):  
Hind I Fallatah ◽  
Yoon Soo Park ◽  
Jamila Farsi ◽  
Ara Tekian
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Career Planning ◽  
Clinical Skills ◽  
University Faculty ◽  
Mentoring Program ◽  
Special Support ◽  
Student Academic Performance ◽  
Academic Mentoring ◽  
King Abdulaziz University

Theory: Academic mentoring is an effective method of enhancing undergraduate medical student academic performance, research productivity, career planning, and overall satisfaction. Hypotheses: This study investigates the relationship between mentor characteristics and mentee academic performance, with an emphasis on identifying students who need special support. Methods: A cross-sectional study was conducted among fourth-year medical students at King Abdulaziz University Faculty of Medicine undertaking the clinical skills module (CSM) rotation. Mentors included senior and junior faculty members from the Department of Internal Medicine and the Department of Family Medicine. King Abdulaziz University Faculty of Medicine assigned 1 mentor for every 10 medical students. We organized our mentoring program in the following format: (1) an initial group meeting (mentor with all 10 medical students) and (2) subsequent one-on-one meetings (mentor with each mentee alone). We assessed mentor characteristics, student academic performance and satisfaction, and the rate of mentees referred for special support. Results: A total of 184 students completed the CSM rotation. Among these, 90 students responded to the preprogram survey, with 83% reporting that mentoring was important to them. Group meetings and one-on-one meetings were attended by 60% and 49% of all students, respectively. The most frequent type of support required by the participating students was psychological support (12% of mentees). Participation in the mentoring program had no significant effect on student academic performance. Mentor seniority ( P = .024) and motivation ( P = .002) were significantly associated with the rate of student referral for special support. Conclusions: This study demonstrated that academic mentoring can be effective in enhancing student outcomes and promoting special support for students. Moreover, mentor and mentee motivation were found to be essential elements of a successful mentoring program.

scholarly journals Making Poor Choices? Demand Rationalities and School Choice in a Chilean Local Education Market

2017 ◽  
Vol 11 (2) ◽  
pp. 258-281 ◽  
Author(s):  
Xavier Bonal ◽  
Antoni Verger ◽  
Adrián Zancajo
Keyword(s):  
School Choice ◽  
Local Education ◽  
Education Market

The Reform of Schools Funding: Some Case-Study Lessons

1996 ◽  
Vol 14 (3) ◽  
pp. 351-366 ◽  
Author(s):  
M Barrow
Keyword(s):  
Education Reform ◽  
Central Government ◽  
Funding Agency ◽  
Local Education Authority ◽  
Funding Formula ◽  
Local Education ◽  
Education Market ◽  
Education Authority ◽  
Substantial Change

Since the Education Reform Act of 1988 there has been substantial change in the funding of schools in Britain. Individual schools now have their own budgets which are determined by formula, and they have substantial freedom to spend their budgets as they wish. They are also entitled to keep any savings which they make, and these are rolled forward to the next financial year. The funding formula for a school is designed by its local education authority, subject to constraints imposed by central government. More recently a class of self-governing, or grant-maintained, schools has developed with a parallel funding system which is also formula based. A new institution, the Funding Agency for Schools, has been created to oversee the financing of these schools. In this paper, which is based on interviews with officers in six local education authorities and on documentation from several others, the author assesses these recent changes in the education ‘market’. It is concluded that the market is not working well due to the complexity of the funding arrangements, the institutional arrangements, the inappropriate incentives offered, and the change in the ‘atmosphere’ of the education market.

scholarly journals CHARACTERISTICS OF INDEPENDENT SCHOOLS DIRECTED AT STUDENTS IN NEED OF SPECIAL SUPPORT: A STUDY OF SCHOOL WEBSITE PRESENTATION

2019 ◽  
Vol 77 (3) ◽  
pp. 317-337
Author(s):  
Lotta Anderson ◽  
Gunvie Möllås ◽  
Lisbeth Ohlsson
Keyword(s):  
Inclusive Education ◽  
Independent Schools ◽  
Pedagogical Practice ◽  
Daily Routines ◽  
Special Support ◽  
Individual Instruction ◽  
Teaching Content ◽  
Inclusive Learning ◽  
Methods Of Treatment ◽  
Support Treatment

The aim of the research was to explore how 55 Swedish independent schools, directed at (or limited to) students in need of special support (SNSS), describe their organisation, work and visions. The empirical data of the research consisted of the schools’ website presentations, which were processed and analysed in consecutive steps. The results showed that the students’ complicated school- and life situations were often combined with disabilities mainly in the neuropsychiatric field. The majority of the schools (76%) practiced both schooling and methods for treatment and care, differentiating their role from the mainstream track. Neuropsychiatric and psychological perspectives had a significant influence, reflected in how the schools describe their daily routines, therapeutic methods of treatment and access to specific categories of staff. Small groups, individual instruction and competent staff were described as specific features. Teaching content and didactic aspects were seldom highlighted. The focus on the websites was on socialisation and subjectification while qualification, i.e. knowledge development, had a more limited role. The study points to a need for further research exploring daily pedagogical practice in more depth and calls for a greater focus on student perspectives. Consequences for learning contexts are discussed in the concluding part of the article. The specialist role, the independent schools in the present study tended to take on are most urgent issues to discuss in an educational context striving for equity and inclusive learning environments. Keywords: inclusive education, independent schools, students in need of special support, treatment methods, website presentation.

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