scholarly journals Ethnic Segregation In Context: The Case Of Education In Vallecas - Puente De Vallecas

2003 ◽  
Vol 11 ◽  
pp. 49 ◽  
Author(s):  
David Poveda
Keyword(s):  
Public Schools ◽  
Social History ◽  
Educational System ◽  
Social Changes ◽  
Ethnic Segregation ◽  
Public And Private ◽  
Lower Middle Class ◽  
Private And Public ◽  
Ethnographic Analysis ◽  
High Degree

This article presents an ethnographic analysis of the social conditions and ideological processes that help understand how students are distributed unequally between private and public schools on the basis of their ethnicity. To do so, it examines the form these mechanisms adopt in a particular area of Madrid (Spain): Vallecas-Puente de Vallecas. This part of the city has undergone dramatic social changes during the last fifty years and has a very intense social history in Madrid. Currently, it shows a high degree of ethnic segregation between schools depending on their status (public vs. ‘private-concerted’). Also, contrary to what is considered the usual tendency in Spain, even though this area is predominantly lower-middle class, the majority of students of these two districts are enrolled in private-concerted schools. These circumstances are explained through a folk theory present in the community regarding the role of private education in processes of social mobility and an emic categorization of the type of pupils who attend public and private-concerted schools. In the conclusions, two themes are discussed: (a) implications that this case has for practical implementations of policy measures geared at reducing the “dualization” of the Spanish educational system and; (b) some strands of research that could be followed in the study of the role the educational system plays in the construction of social inequality.

scholarly journals The Extent of Practicing Social Interaction Skills by Jordanian Elementary School Students in accordance with Carl Orff’s Approach to Music Education

2018 ◽  
Vol 12 (3) ◽  
pp. 95
Author(s):  
Tariq William Odeh ◽  
Mohammad Saleem Al Zboon
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Social Interaction ◽  
Music Education ◽  
Elementary School Students ◽  
School Students ◽  
Public And Private ◽  
Private And Public ◽  
Social Interaction Skills ◽  
Interaction Skills

The present study aimed at identifying the extent of practicing social interaction skills by Jordanian elementary school students in accordance with Carl Orff’s approach to music education. The study’s population consists from all the male and female music teachers who teach at primary levels in public and private Jordanian schools (i.e. 350 female and male teachers). In order to collect the required data, the researchers developed a questionnaire that consists from 50 statements.It was concluded that the level of practicing the social interaction skills by Jordanian elementary school students is low from the perspective of the sampled teachers. That is because the total arithmetic mean is 1.80. As for the total standard deviation, it is 0.71. In addition, the means of all the questionnaire statements are within the moderate and low levels. In the light of the study’s results, the researchers recommend the following:Promoting the role of the music education at private and public schools. The researchers also recommend providing all the necessary means and instruments for facilitating and improving the educational processHolding more training courses for teachers regularly by the ministry of education about the music education strategies and methods.

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 Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers

2020 ◽  
Vol 13 (6) ◽  
pp. 109
Author(s):  
Aisha T. Alharbi
Keyword(s):  
High School ◽  
Public Schools ◽  
Foreign Language ◽  
T Test ◽  
Descriptive Statistics ◽  
Striking Similarity ◽  
Motivational Strategies ◽  
Public And Private ◽  
Efl Teachers ◽  
Private And Public

This study looked into Saudi female English as a Foreign Language (EFL) teachers’ perception of their motivational practices in the actual classroom in public and private schools. Forty (n=40) EFL teachers filled out a questionnaire consisting of forty-four motivational strategies that were based on a five-point Likert scale ranging from "very important" to "not important." Descriptive statistics have been used to determine the most and the least important teaching strategies viewed by EFL teachers in private and public schools. To determine if there was any difference between private and public schools’ teachers on how they viewed each strategy in terms of importance, inferential statistics, t-test has been implemented. The study revealed that participants in both educational contexts indicate that “teachers’ proper behavior” is the most significant motivational strategy while “having an encouraging environment” in the EFL classroom was ranked the least important strategy. The findings show that there existed a striking similarity between the two sets of teachers in regard to their perceptions of the importance of motivational strategies. The study suggests that English-as-a-Second-Language book planners should keep textbook materials in harmony with motivational strategies practiced by EFL teachers.

Measuring the performance of educational institute by using standard of total quality (compare study between private and public schools)

2021 ◽  
Author(s):  
Yazen Mahmood ◽  
◽  
Saif Younis ◽  
Tala Saeed ◽  
◽  
...  
Keyword(s):  
Public Schools ◽  
Quality Management ◽  
Total Quality Management ◽  
Private Schools ◽  
Private School ◽  
Total Quality ◽  
Public And Private ◽  
Management Standards ◽  
Private And Public ◽  
Compare Study

This research aims to Identify the Total Quality Management standards and the ability to implementation theses standards in educational institutes of Kurdistan region (KRG) in Public and Private schools by ask a question : what is the reality of implementation the standards of Total Quality Management (TQM) in educational institutes of (KRG). The study take 100 sample (Sava private school and AL-Khouwa public school) and use the excel program for analysis the data and the result showed there are difference in implementation the standards between the Public schools and Private schools. The study recommended the need of sharing and disseminating concepts of implementation the standards of (TQM) between the workers in the educational sector.

Comparisons of Private and Public Schools: What Can We Learn?

1986 ◽  
Author(s):  
Richard J. Murnane
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Cognitive Skills ◽  
School Achievement ◽  
The United States ◽  
Public And Private ◽  
The Press ◽  
Private And Public ◽  
Public School Educators ◽  
Tuition Tax Credits

The previous chapter argues that comparisons of the performance of public and private schools can be misleading. This chapter examines in detail recent research providing such comparisons with the goal of clarifying what lessons can be drawn. The chapter also explains why the recent comparisons have puzzled, and in some cases infuriated, many public school educators. I begin by providing background on the best known of the recent studies. On April 7, 1981, at a conference attended by more than four hundred educators and the press, James Coleman announced the findings of research that he had conducted with Thomas Hoffer and Sally Kilgore on public and private high schools in the United States. Their principal finding was that Catholic schools and non-Catholic private schools are more effective in helping students to acquire cognitive skills than public schools are. Coming at a time of widespread criticism of public education and presidential support for tuition tax credits for families that use private schools, this finding was widely reported in the press and evoked a range of spirited reactions. Critics and supporters responded to Coleman, Hoffer, and Kilgore’s (henceforth CHK) work with articles and editorials with lively titles such as: “Coleman Goes Private (in Public),” “Lessons for the Public Schools,” “Coleman’s Bad Report,” and “Private Schools Win a Public Vote.” Over the succeeding months CHK’s work remained visible as critiques of their research and reanalyses of the data they used appeared in a variety of journals, in some cases accompanied by lengthy responses by CHK. Another wave of interest was sparked by the publication and subsequent reviews of CHK’s High School Achievement: Public, Catholic, and Private Schools Compared, in which they presented their final research findings. As a result of the wide range of responses to CHK’s work and the numerous symposia in which CHK have debated their critics in print, there is now ample material available to any reader interested in forming a judgment about the quality of the research that produced their main conclusion.

scholarly journals Secondary education as a group marker in St. Louis, Missouri

2020 ◽  
pp. 1-28
Author(s):  
Daniel Duncan
Keyword(s):  
Public Schools ◽  
Secondary Education ◽  
Social Changes ◽  
Catholic High Schools ◽  
Social Categories ◽  
Northern Cities Shift ◽  
Northern Cities ◽  
Education Groups ◽  
High Degree ◽  
Larger Sample

ABSTRACT This article calls attention to the saliency of secondary education within the community and its utility in constructing social categories, in order to consider how it affects linguistic variation. Older St. Louisans draw on secondary education to construct a divide between those who attended Catholic high schools and those who attended public schools. I show that speakers in a sample of older St. Louisans differ in production of the thought vowel based on education type. This effect is weakened in apparent time when we consider a larger sample that includes both older and younger speakers. I draw on Brubaker's (2004) view of groups as events and actions to argue that these categories were indexed only while they had a high degree of groupness, and suggest that social changes that led to diminished groupness between Catholics and Publics also resulted in the loss of a linguistic distinction between the groups. (Education, groups, Northern Cities Shift, Catholicism)*

scholarly journals Demographic Profiles and The Percieved-Actual Responses of The Grade 7 History Teachers on The Implementation of The K-12 Curriclum in The Province of Sulu

2021 ◽  
Vol 4 (2) ◽  
pp. 431-439
Author(s):  
Abdulla I. Mohammad
Keyword(s):  
Public Schools ◽  
Technical Assistance ◽  
Learning Resources ◽  
Public And Private ◽  
History Teachers ◽  
Demographic Profiles ◽  
History Curriculum ◽  
Private And Public ◽  
K 12 ◽  
Evaluation And Assessment

The primary aim of this paper was to determine the demographic profiles and the percieved-actual responses of the grade 7 history teachers on the implementation of the K-12 curriclum in the Province of Sulu. The descriptive research design was used in the study.  The study was conducted in Sulu both private and public schools. The study participants were composed of Grade 7 History teachers in public and private High Schools in some of the municipalities, province of Sulu for school year 2017-2018. The results concluded that The Grade 7 History teachers are not growing professionally in terms of their educational attainment both in perceived and actual implementation of the K-12 curriculum, they strongly agreed that the following problems exist: as Learning Resources, Teacher’s Competency, Method Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment. It is recommended that Based on the findings of the study on the issues and challenges confronting Grade 7 History teachers in the implementation of K-12 curriculum in the Province of Sulu, the following recommendations are: Grade 7 History teachers must improve their education attainment;History teachers spontaneously read more about techniques, strategies about History on the implementation of K-12 curriculum;History teachers must earn at least Master’s degree in line with his or her major; The DepEd must improve the implementation of the K-12 History curriculum in areas of Learning Resources, Teacher’s Competency: Method Approaches and Technique, Administrator’s Competency and Teaching, Supervisor’s Competency, Monitoring, Technical Assistance, Evaluation, and Assessment; The DepEd must sponsor more seminars for the History Teachers to participate in the actual implementation of the K-12 History Curriculum; There must be similar study conducted to assist the findings of this study; and Administration must fully support the program; that is and for the progress of the teachers.

Public Policy Toward Private Schools: A Focus on Parental Choice

1986 ◽  
Author(s):  
Mary-Michelle Upson Hirschoff
Keyword(s):  
Public Policy ◽  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
Government Regulation ◽  
Mixed System ◽  
Public And Private ◽  
Private Schooling ◽  
Private And Public ◽  
Major Factors

Not since the 1920s has our society faced so much controversy about public policy toward private elementary and secondary schools. Then, the major issue was whether private schools should be allowed to exist as alternatives to public schools. That issue was resolved in Pierce v. Society of Sisters, in which the Supreme Court upheld the right of parents to choose private schooling, and thus foreclosed a public monopoly. Today, our mixed system of private and public elementary and secondary education confronts increasing pressures for both fiscal and regulatory change. Most prominent in public debate are proposals for tuition tax credits and voucher systems and challenges to government regulation of private school teacher qualifications, curriculum, and admission practices (especially as the latter affect racial segregation). Two major public policy issues have replaced the issue of whether private schooling should exist at all: (1) To what extent should government encourage or discourage the choice of private schooling, that is, what balance between public and private schooling should government try to achieve? (2) What differences between private and public schooling should government promote or prohibit? Despite this change in emphasis, todays debates echo those of the 1920s in many respects. Just as the proponents of the 1920s laws restricting private schools feared that those schools would harm efforts to Americanize the children of immigrants, some argue today that private schools exacerbate social, economic, racial, religious, and ethnic divisions within the society and that aiding private schools will increase such undesirable effects. Now, as then, advocates of private schooling rest their arguments on the rights of parents to direct their children's education and on the benefits to society of diversity in schooling. Most dispute claims that private schools increase social stratification to any greater degree than do the public schools or that they are less effective in creating good citizens. One of the major factors that distinguishes today's debates from those of the 1920s is the greater attention paid to the impact of private schools on the quality of education.

Blurring Public and Private: The Pragmatic Desegregation Politics of an Elite Private School in Atlanta

2016 ◽  
Vol 56 (1) ◽  
pp. 61-89
Author(s):  
Michelle A. Purdy
Keyword(s):  
Public Schools ◽  
Civil Rights ◽  
Black Students ◽  
Civil Rights Movement ◽  
Private Schools ◽  
Private School ◽  
Historically White ◽  
Public And Private ◽  
Private And Public ◽  
White Elite

The school desegregation narrative often references historically white public schools as sites of massive resistance and historically white private schools as segregationist academies. Yet some historically white elite private schools or independent schools, such as The Westminster Schools (plural in name only), established in 1951 in Atlanta, Georgia, chose to desegregate. Such elite institutions, which have served as one catalyst for the creation and maintenance of social and cultural capital, became more accessible after Brown v. Board of Education through a combination of private and public decisions galvanized by larger social, political, and federal forces. Westminster's 1965 decision to consider all applicants regardless of race was emblematic of the pragmatic desegregation politics of Atlanta's city leaders during the civil rights movement and a national independent school agenda focused on recruiting black students. Drawing on institutional, local, regional, and national archival records and publications, this article examines the import of schools like Westminster to civic and business leaders, to the politics of race and desegregation occurring in large cities, and to the range of educational opportunities available in metropolitan areas. This examination yields an analysis of the leadership and politics of a southern historically white elite private school that black students desegregated in 1961.

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.

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