scholarly journals Why Polish Teachers Quit Jobs in Public Schools? Research Report

2020 ◽  
Vol 43 (1) ◽  
pp. 153-165
Author(s):  
Anna Michniuk
Keyword(s):  
Public Schools ◽  
Public School ◽  
Education System ◽  
Current Situation ◽  
Research Report ◽  
Research Results ◽  
Education Field

Summary The aim of the article is to present the reasons for leaving the job in public schools by Polish teachers. The author describes the current situation of teachers in Poland, paying attention to their salaries and some expectations set for them. Based on the research results (N = 108), it was found that Polish teachers most often leave teaching in public schools for: financial reasons (too low salaries), being mobbed by the headteachers, divisions in the teachers’ group and also too tough and outdated education system. These reasons are connected with internal and external motivations. Interestingly, after quitting a public school, almost 40% of the respondents wanted to stay in education field, 12% wanted to emigrate and 10% of respondents declared to move to the job which will be connected with ICT.

Computer Usage by Speech-Language Pathologists in Public Schools

1988 ◽  
Vol 19 (4) ◽  
pp. 423-427 ◽  
Author(s):  
Gail Ruppert Houle
Keyword(s):  
Public Schools ◽  
Public School ◽  
Computer Technology ◽  
Computer Usage ◽  
Attitudes Toward Computers ◽  
Speech Language Pathologists ◽  
Frequent Users ◽  
Service Training

This study investigated factors that influence public school speech-language pathologists' acceptance and/or resistance to computer technology. Significant differences were found between speech-language pathologists who are frequent users of computers in the workplace and those who seldom or never use them. These differences were attributed to differences in attitudes toward computers, available funding for computers, in-service training, and physical facilities.

scholarly journals When Does HARKing Hurt? Identifying When Different Types of Undisclosed Post Hoc Hypothesizing Harm Scientific Progress

2017 ◽  
Vol 21 (4) ◽  
pp. 308-320 ◽  
Author(s):  
Mark Rubin
Keyword(s):  
Philosophy Of Science ◽  
Present Article ◽  
Literature Search ◽  
A Priori ◽  
Scientific Progress ◽  
Research Report ◽  
Research Results ◽  
Different Types ◽  
Replication Crisis ◽  
Post Hoc

Hypothesizing after the results are known, or HARKing, occurs when researchers check their research results and then add or remove hypotheses on the basis of those results without acknowledging this process in their research report ( Kerr, 1998 ). In the present article, I discuss 3 forms of HARKing: (a) using current results to construct post hoc hypotheses that are then reported as if they were a priori hypotheses; (b) retrieving hypotheses from a post hoc literature search and reporting them as a priori hypotheses; and (c) failing to report a priori hypotheses that are unsupported by the current results. These 3 types of HARKing are often characterized as being bad for science and a potential cause of the current replication crisis. In the present article, I use insights from the philosophy of science to present a more nuanced view. Specifically, I identify the conditions under which each of these 3 types of HARKing is most and least likely to be bad for science. I conclude with a brief discussion about the ethics of each type of HARKing.

No Child Left Behind: The Ongoing Movement for Public Education Reform

2006 ◽  
Vol 76 (4) ◽  
pp. 461-473 ◽  
Author(s):  
ROD PAIGE
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
Public Education ◽  
Education Reform ◽  
Education System ◽  
Academic Skills ◽  
Public Education System ◽  
Left Behind ◽  
Public Education Reform ◽  
Original Goal

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent but largely unheeded calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits-all mandate and that its improvement targets are unrealistic. He further argues that the nation's public schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.

Using an Evaluation Hotline to Promote Stakeholder Involvement

2008 ◽  
Vol 29 (1) ◽  
pp. 58-70 ◽  
Author(s):  
Gary J. Skolits ◽  
Judith A. Boser
Keyword(s):  
Public Schools ◽  
Public School ◽  
Stakeholder Involvement ◽  
Community Leaders ◽  
Community Resources ◽  
School Evaluation ◽  
Design And Implementation ◽  
Community Stakeholders ◽  
Design And Application

This article addresses the design and application of a hotline to promote broader community-wide participation in a public school evaluation. Evaluations of community resources such as public schools present evaluators with challenges from the perspective of promoting stakeholder involvement. Although many evaluation stakeholders are readily identifiable, there are potentially many unknown and hard-to-reach community leaders and residents who may want to participate in the evaluation. An evaluation hotline offers a mechanism for potentially identifying and reaching some of these interested community stakeholders and enabling their participation. This article introduces an evaluation hotline design and implementation, along with perceived hotline strengths and weaknesses observed in its use.

Regional Geography Education in Poland

2020 ◽  
Author(s):  
Agnieszka Świętek ◽  
Wiktor Osuch
Keyword(s):  
Public Schools ◽  
Secondary School ◽  
Primary School ◽  
Education System ◽  
Geography Education ◽  
School Level ◽  
Lower Secondary School ◽  
Regional Geography ◽  
The Core ◽  
Regional Education

Education in regional geography in Poland takes place at public schools from the earliest educational stages and is compulsory until young people reach the age of adulthood. Reforms of the Polish education system, resulting in changes in the core curriculum of general education, likewise resulted in changes in the concept of education in the field of regional geography. The subject of the authors’ article is education in regional geography in the Polish education system at various educational stages. The authors’ analysis has two research goals. The first concerns changes in the education of regional geography at Polish schools; here the analysis and evaluation of the current content of education in the field of regional geography are offered. The second one is the study of the model of regional geography education in geographical studies in Poland on the example of the geographyat the Pedagogical University of Cracow. Although elements of education about one’s own region already appear in a kindergarten, they are most strongly implemented at a primary school in the form of educational paths, e.g. “Regional education – cultural heritage in the region”, and at a lower-secondary school (gymnasium) during geography classes. Owing to the current education reform, liquidating gymnasium (a lower secondary school level) and re-introducing the division of public schools into an 8-year primary school and a longer secondary school, the concept of education in regional education has inevitably changed. Currently, it is implemented in accordance with a multidisciplinary model of education consisting in weaving the content of regional education into the core curricula of various school subjects, and thus building the image of the whole region by means of viewing from different perspectives and inevitable cooperation of teachers of diverse subjects. Invariably, however, content in the field of regional geography is carried out at a primary and secondary school during geography classes. At university level, selected students – in geographical studies – receive a regional geography training. As an appropriate example one can offer A. Świętek’s original classes in “Regional Education” for geography students of a teaching specialty consisting of students designing and completing an educational trail in the area of Nowa Huta in Cracow.

scholarly journals The Myth of Independence as Better: Transforming Curriculum Through Disability Studies and Decoloniality

2020 ◽  
Vol 9 (5) ◽  
pp. 96-121
Author(s):  
Maria Karmiris
Keyword(s):  
Public Schools ◽  
Public School ◽  
Disability Studies ◽  
Teaching And Learning ◽  
School Teacher ◽  
Postcolonial Studies ◽  
Independent Learning ◽  
School Practices ◽  
The Gaze ◽  
Teachers And Students

By situating this article within disability studies, decolonial studies and postcolonial studies, my purpose is to explore orientations towards independence within public school practices and show how this serves to reinforce hierarchies of exclusion. As feminist, queer and postcolonial scholar Ahmed (2006, p. 3) contends, “Orientations shape not only how we inhabit, but how we apprehend this world of shared inhabitance as well as ‘who’ or ‘what’ we direct our energy toward” (Ahmed, 2006, p. 3). I wonder how the policies and practices that I am oriented towards as a public school teacher limit the possibilities of encountering teaching and learning as a mode of reckoning and apprehending “this world of shared inhabitance?” I also wonder how remaining oriented towards independence as the goal of learning simultaneously sustains an adherence to colonial western logics under the current neoliberal ethos. Through Ahmed’s provocation I explore how the gaze of both teachers and students in public schools remains oriented towards independent learning in a manner that sustains conditions of exclusion, marginalization and oppression.

scholarly journals A Comparison of the Academic Achievement of Home School and Public School Students

2017 ◽  
Vol 7 (3) ◽  
pp. 01 ◽  
Author(s):  
Lyn Boulter
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
Public School ◽  
Grade Level ◽  
School Effectiveness ◽  
Written Language ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
Significant Difference

<p>This study added to existing data on home school effectiveness by comparing the academic achievement of 66 home school students with 66 of their grade-level peers in traditional public schools. The two groups of students were matched on gender, race, and grade level and were administered the Woodcock-Johnson Psychoeducational Battery III. No significant difference in overall academic achievement was found between the groups.  Both home school and public school students had average or above average scores in reading, math, written language, and broad knowledge (science, social studies, and humanities).  The results further revealed a downward trend in math, reading and broad knowledge scores with increasing grade level. This trend suggests that home school and public school students experience a “developmental mismatch” between the changes that occur in adolescence and their school/home experiences, resulting in lower motivation, confidence, and academic performance.</p>

scholarly journals PERKEMBANGAN MADRASAH PASCA UNDANGUNDANG NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL DALAM BINGKAI PENELITIAN

Dialog ◽  
2014 ◽  
Vol 37 (1) ◽  
pp. 61-74
Author(s):  
Nuruddin Nuruddin
Keyword(s):  
Public Schools ◽  
Human Resources ◽  
Education System ◽  
Educational Institutions ◽  
Competitive Advantages ◽  
Traditional Management ◽  
National Education ◽  
National Education System ◽  
Five Elements ◽  
Common Problems

This paper attempts to investigate madrasah in line with the 5 year momentum of madrasa (2004-2009) coincided with the enactment of the National Education System Act No. 20 of 2003. Hence, this is to portray the madrasa after the birth of the Act. Madrasah has a clear position that is equal to that of public schools. Madrasah can be viewed from five elements, such as, namely, access, quality, relevance and competitiveness, and management and governance. Further this also describes the demands that the  madrasa have to be more active in self-portraying as the best educational institutions with competitive advantages, and being able to build an extensive network. In this regard, Madrasa must first be able to overcome some common problems, such as lack of human resources, lack of infrastructure, limited funds, traditional management, and so forth.

A Look Back: Taking stock of public school choice in Kappan

2021 ◽  
Vol 103 (1) ◽  
pp. 6-7
Author(s):  
Teresa Preston
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Choice ◽  
Charter Schools ◽  
Alternative Schools ◽  
Private School ◽  
Magnet Schools ◽  
Public School Choice ◽  
Look Back

In this monthly column, Kappan managing editor Teresa Preston explores how the magazine has covered the questions and controversies about school choice. Although many authors across the decades objected to the use of vouchers to pay private school tuition, those same authors lent support to the idea of choice among public schools. Advocates of public school choice have endorsed various models for providing choices, from alternative schools, to magnet schools, to charter schools.

How to Create Sustainable Nonviolence Curriculum in Public Schools in Sweden

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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