Do Private Schools Force Public Schools to Compete?

Background: School uniform options such as skirts and dresses can impact physical activity and psychological wellbeing of girls. Restrictions that exclude trousers/pants or shorts as uniform options for girls can promote inequality in comfort and engagement in school activities. The South Australian Department of Education and Child Development (DECD) School Dress Code Procedure mandates school dress codes provide flexible uniform options with the right to choice, regardless of gender. This review examines public school adherence to DECD guidelines, and compares girls’ uniform options between public and private school sectors.Method: The proportion of girls shorts and pants/trouser options provided in school uniform policies collated in 2018 were compared across 486 public and 193 private primary, secondary, and combined schools within South Australia. Policies were grouped based on the choice they provided girls for shorts, and separately for trousers/pants. The groups were gender specific choice/open choice, unisex choice, restricted choice, or no option.Results: Overall, 98.6% of public and 26.4% of private school policies included shorts as a uniform option for girls. Of these schools, about nine in ten public, and just over half private, policies listed gender-specific or open choice shorts options. All public primary and high schools, and a majority of combined schools (98.8%) provided girls pants/trouser options, with 93.4% providing gender specific or open choices. This compared to 34.2% of private school policies including girls’ pants options. In total less than 1.0% of public, and 45.5% to 66.7% of private schools provide no opportunity for girls to wear shorts every day. Similarly, 56.0% of private schools do not provide any trouser/pant option.Conclusion: The results highlight a small proportion of public schools fail to follow mandated uniform policy procedures set by the DECD, specifically in context of shorts. Moreover, this report clearly demonstrates the discrepancy in girls’ uniform options between the public and private school sectors. We present suggestions and recommendations with the aim to improve current policy, as well as a need to advance adherence to policy and South Australian anti-discrimination legislation in public and particularly private schools.

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Wishes and Gratitude of Students from Private and Public Schools

Psico-USF ◽

10.1590/1413-82712016210317 ◽

2016 ◽

Vol 21 (3) ◽

pp. 651-662 ◽

Cited By ~ 4

Author(s):

Elisa A. Merçon-Vargas ◽

Maria Adélia M. Pieta ◽

Lia Beatriz de Lucca Freitas ◽

Jonathan R. H. Tudge

Keyword(s):

Public Schools ◽

Social Class ◽

Private Schools ◽

Social Contexts ◽

Chi Square ◽

Curve Estimation ◽

Age Related ◽

Gender And Age ◽

Private And Public ◽

Chi Square Analysis

Abstract We examined social class (measured by attendance in public or private schools), gender, and age-related variations in the expression of wishes and gratitude of 430 7- to 14-year-olds (181 male, 62.1% from public schools). Chi-square analysis indicated that students from private schools expressed significantly more social-oriented wishes and connective gratitude, whereas those from public schools expressed significantly more self-oriented wishes. Girls in the public schools expressed significantly more self-oriented wishes and verbal gratitude than did boys. Regression analysis (curve estimation) indicated that verbal gratitude, self- and social oriented wishes increased and concrete gratitude decreased significantly with age, but connective gratitude tended to increase. These findings support the idea that gratitude and wish types involve the development of cognitive aspects, such as taking others into account and thinking about the future, but it is also influenced by the social contexts in which children live, such as their social class.

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

Journal of Education and Training Studies ◽

10.11114/jets.v5i9.2603 ◽

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.

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Prevalence and causes of visual impairment and blindness among school children in Muzaffarabad, Pakistan

International Journal of Scientific Reports ◽

10.18203/issn.2454-2156.intjscirep20181393 ◽

2018 ◽

Vol 4 (4) ◽

pp. 93

Author(s):

Abdul Rauf Awan ◽

Junaid Jamshed ◽

Muhammad Mushtaq Khan ◽

Zahid Latif

Keyword(s):

Visual Acuity ◽

Public Schools ◽

Visual Impairment ◽

Private Schools ◽

School Children ◽

School Health ◽

Vision Loss ◽

Screening Program ◽

Sampling Technique ◽

Cross Sectional

Background: Vision loss in childhood has serious implications in all stages of child’s growth and development. It poses social, educational and occupational challenges, with affected children being at greater risk of developing behavioral, psychological and emotional problems, lower self-esteem and poorer social integration. The aim of this study was to assess the prevalence and identify the causes of visual impairment and blindness in school children of UC Gojra, Muzaffarabad, Pakistan so that prevention strategies could be implemented.Methods: This was a school-based descriptive cross-sectional study conducted among public and private schools. A multi-stage stratified random sampling technique was used for selecting study participants aged 5-20 years from 24 schools in Muzaffarabad. The vision of school children was examined for visual acuity using standard Snellen chart. Those participants who had visual acuity of <6/18 in either eye underwent a more detailed ophthalmic examination to diagnose the causes of VI. An exploration of demographic variables was conducted using Chi-square test. Results: The mean age of participants was 10±2.83. The prevalence of visual impairment was 19.6% and 2.3% for severe visual impairment. The age group most affected by VI was 11-15 years (74.2%). There were increased chances of developing VI with advancing age of the participants. Males contributed 88.7% of the cases of VI while females contributed only 11.3%. The class category 5-6 had higher percentage of VI cases (32.7%). Public schools contributed 52.8% of the cases of VI while for private schools the corresponding percentage was 47.2%. The leading cause of VI was refractive error (89.3%) followed by amblyopia (5.0%). Other causes of VI included cataract (1.2%), corneal disease (1.8%), strabismus (1.8%) and nystagmus (0.6%).Conclusions: There is a need to implement school health policy on visual screening prior to admissions in schools and annual eye screening program for early detection and prompt treatment of eye problems among school children in Muzaffarabad.

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The Pandemic's Effect on Demand for Public Schools, Homeschooling, and Private Schools

SSRN Electronic Journal ◽

10.2139/ssrn.3929192 ◽

2021 ◽

Author(s):

Tareena Musaddiq ◽

Kevin Stange ◽

Andrew Bacher-Hicks ◽

Joshua Goodman

Keyword(s):

Public Schools ◽

Private Schools ◽

On Demand

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

10.24086/afs2020/paper.280 ◽

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.

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

Private Education ◽

10.1093/oso/9780195037104.003.0014 ◽

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.

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Principals’ conceptions of teachers’ power basis: a phenomenographic study

International Journal of Educational Management ◽

10.1108/ijem-07-2017-0166 ◽

2019 ◽

Vol 33 (5) ◽

pp. 1035-1051

Author(s):

Gökhan Özaslan

Keyword(s):

Public Schools ◽

Private Schools ◽

Educational System ◽

Social Power ◽

Study Data ◽

Legal Rights ◽

Content Type ◽

National Education ◽

Bases Of Power ◽

Power Basis

Purpose The purpose of this paper is to describe the various ways in which a group of principals conceptualize the power basis of teachers within teacher–principal interactions. Design/methodology/approach The present study takes power as a potential to influence people as it was conceptualized in the taxonomy developed by French and Raven (1959/1968) and Raven (1993). This taxonomy was also used to discuss the conceptions emerged in the interview data. A total of 16 principals, 8 from public schools and 8 from private schools, were interviewed. Findings The phenomenographic analysis of the interviews with the 16 principals revealed five ways of understanding teachers’ power basis. These conceptions (in the form of categories of description) were: (a) the principal’s sense of reciprocity, (b) teachers’ field-specific knowledge, (c) teachers’ administrative experience, (d) teachers’ union affiliation and (e) teachers’ legal rights. Categories (a) and (b) were common to all the study’s participants. Category (c) was unique to participants from private schools, while categories (d) and (e) were unique to participants from public schools. Research limitations/implications Three topics – the subtler forms of legitimate power, the issue of teacher tenure and the influence of unions on the educational system – appeared to have potential for interesting future studies in the field of educational management. Practical implications There is an apparent need to include social power as a course component in preparatory programs for educational administrators. The revised power taxonomy, which took its final form after the revisions made by Raven (1993), appeared to be an adequate explanatory theory to understand the teachers’ bases of power, and as such, it can be used to structure the content of the course about power interactions in school settings. In addition, the Turkish Ministry of National Education should handle the issue of unions’ improper influence over the educational system and take necessary measures in order to maintain the effective functioning of public schools. Originality/value To date, subordinates’ bases of power as a research subject has apparently been ignored. The present study is the first to reveal variations in the ways that school principals conceptualize teachers’ basis of power. Although the study data were collected in one city in Turkey, the research implications drawn from its findings can inspire interest in this neglected field of study all around the world.

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Revisiting the Role of Private Schooling on Children Learning Outcomes: Evidence from Rural India

South Asia Economic Journal ◽

10.1177/1391561419853678 ◽

2019 ◽

Vol 20 (2) ◽

pp. 274-302

Author(s):

Karan Singhal ◽

Upasak Das

Keyword(s):

Public Schools ◽

Learning Outcomes ◽

Private Schools ◽

Private School ◽

Rural India ◽

Rural Children ◽

Private Schooling ◽

Selection Of ◽

Better Than

In the view of increasing preference of private schooling in India, this article assesses its impact on learning outcomes for rural children from 8 to 11 years. Despite earlier attempts to study the issue, this article stands out in two ways. Firstly, it addresses the problems arising because of non-random selection of children attending private schools. Secondly, it also presents an all-India estimate unlike most studies which have dealt largely with few states. Our results show the performance of children attending private school to be significantly better than those from public schools. This difference is evident among ‘low-fee’ private schools as well. However the private schooling premium differ across regions and groups, and there are several other concerns regarding affordability, access and segregation which require further deliberation and debate. JEL: I2, I21, I28

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