scholarly journals How teacher rotation in Japanese high schools affects the clustering of teacher quality: Comparing the distribution of teachers across public and private education sectors

2021 ◽  
Vol 29 ◽  
pp. 91
Author(s):  
Ryan Seebruck
Keyword(s):  
Public Schools ◽  
Public Sector ◽  
Teacher Quality ◽  
Private Schools ◽  
Educational Equality ◽  
Equal Distribution ◽  
Administrative Roles ◽  
The Public ◽  
Rotation System ◽  
Teacher Rotation

I examine a unique facet of Japan’s public education system: jinji idou, a mandatory teacher rotation system governed by the prefectural board of education where teachers are systematically transferred to other schools throughout their careers to appropriately staff schools, facilitate varied career paths, and identify future leaders for administrative roles. Although not a formal goal, this centralized system may also produce a more equal distribution of teacher quality across schools compared to the decentralized teacher labor market found in private schools. Because this system is present in public schools and absent in private schools, comparing sector differences offers a look at its impact on teacher quality distribution. Using a sample of 1,456 teachers nested in 49 schools, private vs. public group comparison tests indicate that, for most of the teacher quality traits examined, the public sector distributes teachers more equitably. Furthermore, the public sector has higher mean levels of teacher quality, intimating that education labor markets can be structured in ways that simultaneously minimize variation between schools without hindering quality, findings germane to scholars interested in educational equality.

scholarly journals Children’s Perspective of Game: A Comparison of the Public and Private Schools

2017 ◽  
Vol 5 (9) ◽  
pp. 158
Author(s):  
Nevin Gündüz ◽  
Tuğçe Taşpinar ◽  
Nurdan Demiş
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Qualitative Data ◽  
Structured Interview ◽  
Good Time ◽  
Public And Private ◽  
The Public ◽  
Analysis Technique ◽  
Private And Public ◽  
Competitive Games

The purpose of this research is to determine what the game means from the perspectives of children studying at public and private schools. Four questionnaires were applied to all the third grade parents of four schools; two public and two private schools in Ankara, and questionnaires were completed and sent back by 212 parents. A total of 32 volunteer students from four schools, 4 girls and 4 boys, who were determined according to the results of parents surveys consist of our student research group. Qualitative data were obtained by semi-structured interview technique. Content analysis technique was used for qualitative data and six main themes were created.As a result, children at private and public schools have described as ‘’the meaning of the play’’ theme, as ‘’having fun, being happy, having a good time with friends, ’learning new rules, being healthy and doing sports’’. In the research, they also stated that they play game types such as ’’rope, hide, hide and seek’’ which do not require materials in public schools while they indicated they play games such as ‘’ball, dart, taboo and technological games’’ in private schools. Children indicated that they play at school competitive games prepared by teachers in physical activities lessons. It is concluded that, there is not too much change in the meaning of the game in terms of children who study at private and public schools. Children’s type of game and materials especially change for both girls and boys and schools. Although there are purpose of "enjoy" for both of the two groups, but materials and games that used and played are different.

scholarly journals Health emergency preparedness: an assessment of primary schools in Abakaliki, South-Eastern Nigeria

2017 ◽  
Vol 4 (5) ◽  
pp. 1436
Author(s):  
Chinonyelum Thecla Ezeonu ◽  
Clifford Onuorah Okike ◽  
Maria Nwakaego Anyansi ◽  
James Osaeloka Ojukwu
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
School Safety ◽  
Primary Schools ◽  
Significant Proportion ◽  
Well Being ◽  
First Aid ◽  
Legal Responsibility ◽  
Cross Sectional ◽  
The Public

Background: Children spend a significant proportion of their day in school, thus pediatric emergencies such as exacerbation of medical conditions, accidental and intentional injuries are likely to occur. An estimate of 10 -25% of injuries occur while the children are at school. It is the legal responsibility of the schools to ensure the safety and well-being of the pupils/students and staff during school hours working towards prevention of accidents and being prepared for immediate solutions when the accidents occur.Methods: A cross sectional descriptive study of 31 registered primary schools in Abakaliki Metropolis. A prepared check list of facilities necessary for emergency care at schools derived from the school health programme evaluation scale was used for the assessment. Data was analyzed using the SPSS statistical package version 8, comparing findings in public schools with the private schools using Chi square. The level of significance was set at p<0.05.Results: A health room was available in 9.7% of schools exclusively private schools.  Nurses, doctors and trained first aiders were found in 6.5%, 9.7% and 32.3% respectively of schools. First aid boxes were available in 80.6% of the schools but only 67.7% of the schools could offer first aid treatment at emergencies. None of the public schools had a school safety patrol or a fire extinguisher in contrast to the private schools.Conclusions: Schools, especially the public schools in Abakaliki metropolis are ill prepared for emergencies.

scholarly journals Low-Fee Private Schools in Developing Nations: Some Cautionary Remarks

2020 ◽  
Vol 12 (01) ◽  
pp. 55-77
Author(s):  
Juan Espindola
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
State Intervention ◽  
Quality Education ◽  
Educational Equality ◽  
Educational Adequacy ◽  
Primary Level ◽  
State Of Affairs ◽  
State Interference ◽  
The Ideal

This paper examines and rejects two normative justifications for low-fee private schools (LFPS), whose expansion throughout the Global South in recent years has been significant. The first justification – what I shall call the ideal thesis – contends that LFPS are the best mechanism to expand access to quality education, particularly at the primary level, and that the premise of their success is that they reject educational equality and state intervention in educational affairs, traditionally associated with public schools, embracing instead educational adequacy and unregulated markets for education. Against this thesis, the paper argues that an ideal educational arrangement must not do away with educational equality and some degree of state interference. The other justification for LFPS – the secondbest thesis – contends that although LFPS do not represent the ideal state of affairs, they nonetheless bring us a step closer to the ideal of universal primary education; they are a ‘realistic’ approximation to that goal. Against the second-best thesis, the paper argues that this justification commits the approximation fallacy: by deviating from the ideal educational arrangement LFPS may obstruct rather than facilitate its achievement.

scholarly journals Ministerial Advisers in Slovakia: Profiles and Career Paths, 2010 – 2020

2020 ◽  
Vol 13 (2) ◽  
pp. 115-140
Author(s):  
Samuel Krajňák ◽  
Katarína Staronova ◽  
Heath Pickering
Keyword(s):  
Public Sector ◽  
Private Sector ◽  
Career Paths ◽  
Ad Hoc ◽  
Good Governance ◽  
Future Research ◽  
Equal Distribution ◽  
The Public ◽  
Coalition Governments ◽  
Advisory System

AbstractThis study examines the transparency of the regulatory framework under which ministerial advisors exist within the politicized context of a Central and Eastern European perspective. We compare profiles and career paths of ministerial advisers under five different types of coalition governments and examine if variance across government types can be explained by type of party – established vs. new parties. Empirically, the article draws on a cohort of 162 ministerial advisers in Slovakia across five governments from 2010 to 2020. We arrive at multiple findings. Firstly, we suggest the limitation in the availability and reporting of data is an important finding as it highlights accountability gaps and lack of government transparency irrespective of the party in power. Secondly, within the low regulatory environment, ministers appoint multiple types of staff including both formal “visible” ministerial advisers and “invisible” ministerial agents that, if one could accurately measure, would likely demonstrate that the ministerial advisory system is more inflated than we currently present. The ad-hoc nature of the advisory system also creates fluctuations in the size of the ministerial adviser cohort across governments and across different ministries. This would also help to explain the next finding, which is that, contrary to the experience in many countries, the overall size of the advisor population does not grow, probably because executive politicians have other avenues of appointing advisory agents. Fourthly, the advisers have a fairly equal distribution of prior employment from both the public sector and the private sector, but we do see some evidence of more established political parties preferring to recruit from the public sector and newer parties preferring to recruit from the private sector. Lastly, the appointment process appears to be highly controlled by individual ministers, suggesting personal ties are essential (link between ministerial and advisor education) and party-political criteria are a low consideration. The research is conducted using a biographical approach in which freedom of information requests and open source data is scrapped and then triangulated via a dozen interviews with current and former advisers. It argues that regulation is weak, lacking public scrutiny, which provides loopholes for employing ministerial agents in informal ways that could create, at worst, the opportunity for corrupt behavior, or at least, lead to poor practices in good governance. Therefore, future research should focus on both the formal “visible” and informal “invisible” ways that ministers recruit their advisory agents, how their agents function, and whether existing regulatory measures create a transparent and accountable governance framework.

scholarly journals National Review of Interscholastic Competitive Balance Solutions Related to the Public-Private Debate

2015 ◽  
Vol 1 (1) ◽  
pp. 29 ◽  
Author(s):  
James E. Johnson ◽  
Daniel R. Tracy ◽  
David A. Pierce
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Success Factors ◽  
The United States ◽  
Competitive Balance ◽  
Policy Makers ◽  
The Public ◽  
National Review ◽  
Athletic Success ◽  
State Association

The public-private debate in interscholastic athletics has vexed athletic administrators and policy-makers for more than a century. The ability of private schools to secure athletic talent beyond the defined geographic borders that restrain public schools has led to competitive imbalance in many states. Competitive imbalance is evidenced by a disproportionate amount of athletic success demonstrated by private schools, often in the form of state championships. To determine the current landscape of interscholastic competitive balance, commissioners and high-ranking officials at each state association listed within the directory of the National Federation of State High Schools (NFHS) were contacted to identify their policies. Current competitive balance solutions include enrollment classifications, separate playoffs, enrollment multipliers and subtractors, tournament success factors, and consideration of socioeconomic factors. The results of this analysis provide an overview of competitive balance solutions being implemented in the United States.

scholarly journals Choosing private compulsory schools: A means for class distinctions or responsible parenting?

2020 ◽  
Vol 15 (2) ◽  
pp. 97-115 ◽  
Author(s):  
Auður Magndís Auðardóttir ◽  
Sonja Kosunen
Keyword(s):  
Public Schools ◽  
Private Education ◽  
Private Schools ◽  
Moral Dilemma ◽  
Geographical Location ◽  
Public And Private ◽  
The Public ◽  
The Social ◽  
Compulsory Schools ◽  
Good Behaviour

This study aims to explore the social and ethnic background of pupils admitted to private schools at the compulsory level in Iceland so as to identify possible social class segregation between public and private schools. Additionally, we examine how parents reason their choice of private education for their children. Bourdieu’s concepts of capital, symbolic power and distinction are used to think through our findings. Data consist of descriptive statistics and interviews with parents. Our findings show that many of the private schools attract privileged parents, but that this is contingent upon the schools’ geographical location. Parental discourse links good behaviour and ambition with the private schools, while simultaneously labelling the public schools as failing. Parents who align with the intellectual fraction show signs of experiencing a moral dilemma over their choice. Overall, our findings suggest that to some extent, private schools serve as a tool for educational distinction.

Politics, Markets, and the Organization of Schools

1988 ◽  
Vol 82 (4) ◽  
pp. 1065-1087 ◽  
Author(s):  
John E. Chubb ◽  
Terry M. Moe
Keyword(s):  
Public Schools ◽  
Comparative Analysis ◽  
Private Schools ◽  
Democratic Politics ◽  
National Study ◽  
Public And Private ◽  
The Public ◽  
Teacher Survey ◽  
Characteristic Methods ◽  
Hierarchic System

We offer a comparative analysis of public and private schools, presenting data from a new national study—the Administrator and Teacher Survey—that expands on the pathbreaking High School and Beyond survey. We find that public and private schools are distinctively different in environment and organization. Most importantly, private schools are more likely to possess the characteristics widely believed to produce effectiveness. We argue throughout that the differences across the sectors are anchored in the logic of politics and markets. This argument derives from our belief that environmental context has pervasive consequences for the organization and operation of all schools and specifically that the key differences between public and private environments—and thus between public and private schools—derive from their characteristic methods of social control: the public schools are subordinates in a hierarchic system of democratic politics, whereas private schools are largely autonomous actors “controlled” by the market.

scholarly journals Environmental Literacy of Peruvian Middle School Graders and their Teachers of Private and Public Schools

TAYACAJA ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Sandra Elizabeth Huamán Pastorelli ◽  
Carlos Alberto Choquehuanca Saldarriaga ◽  
Alberto Valenzuela Muñoz
Keyword(s):  
Public Schools ◽  
Primary Education ◽  
Private Schools ◽  
Environmental Literacy ◽  
Sixth Grade ◽  
School Curriculum ◽  
Public And Private ◽  
The Public ◽  
Private And Public ◽  
Literacy Level

The objective of the article has been to determine the relationship that exists between the environmental literacy of the students and their teachers of fifth and sixth grade of primary of the public and private schools of Metropolitan Lima 2019. A survey was applied to 1,396 primary education students, of whom 645 were in the fifth grade and 751 in the sixth grade and its 33 teachers, previously 11 public schools and 7 private schools were selected from all the UGELs of Metropolitan Lima area. According to the results of the research, it was concluded that there is an average level of literacy for students and teachers of 5th and 6th grade of primary education in Metropolitan Lima and a highly significant relationship between the environmental literacy of these students and their teachers , which leads to consider that, if you want to improve the literacy level of students, you must also improve the literacy level of teachers and the teaching of environmental issues be part of the school curriculum.

scholarly journals STUDENTS’ ABILITIES TO SOLVE MATHEMATICAL PROBLEMS ACCORDING TO ACCREDITATION LEVELS

2017 ◽  
Vol 10 (1) ◽  
pp. 1 ◽  
Author(s):  
Jackson Pasini Mairing
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Problem Solving ◽  
Private Schools ◽  
Junior High ◽  
Public And Private ◽  
Problem Solving Skills ◽  
The Public ◽  
Significant Difference ◽  
Mathematical Problems

Problem solving is important for mathematical learning because it enables students to enhance high thinking skills and positive attitudes. This research aimed at describing and comparing the abilities of junior high school students in grade VIII from one of the regencies/cities in Central Kalimantan (Indonesia) in solving mathematical problems based on schools’ accreditations (A, B, C, and unaccredited), and schools’ status (public and private). The researcher gave three mathematical problems to the students from 20 samples of schools. The schools were randomly selected from the population consisting of 62 junior high schools. Each student’s solution was scored using a holistic rubric. The scores were summarized using some statistics represented in tables and graphics and were analyzed using a Kruskal-Wallis nonparametric test because the data were not normally distributed. The finding indicated that the average scores of the public and private schools’ students were 4.71 and 3.49 (scale 0-12), respectively. Based on the percentages, namely 1.91% and 39.66%, the students were classified as good and naive problem solvers, respectively. Further test revealed that the students from the A-accredited public schools significantly achieved the highest score for problem solving skills. Meanwhile, the students in the A-accredited and the unaccredited private schools did not show a significant difference in the skills. Similar result was also found in the public schools which were accredited B and C, and unaccredited.

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