scholarly journals Impact of Knowledge of Natural Sciences on ENEM Performance: Considerations about Scientific and Technological Inequality to Social Justice

2021 ◽  
pp. e36746
Author(s):  
Diego Navarro ◽  
Matheus Ianello ◽  
Felipe Muneratto ◽  
Graciella Watanabe
Keyword(s):  
High School ◽  
Public Schools ◽  
Private Schools ◽  
Educational Inequality ◽  
Sociology Of Science ◽  
Natural Sciences ◽  
Sociology Of Education ◽  
Senior Year ◽  
Public And Private ◽  
Significant Performance

This paper sets out from the perspective sociology of education and sociology of science, aiming: analyze the performance of students in nature sciences compared to other areas of knowledge in the National High School Exam; analyze the performance of candidates from public schools and private schools; present preliminary considerations that indicate how the presence of scientific laboratories in schools show some evidence of improvement in performance. The debate goes through by mobilizing the concept of scientific inequality and cultural goodwill to propose an interpretation of data that allows a comparison between the performance in natural sciences of students from several school systems by comparative analysis among public and private schools. The data selection it reports on the microdata of the National High School Exam (ENEM) — 2017 edition — which was investigated the results of students from the final year (senior year) who scores between 600 and 1000 points in natural sciences in order to compare these results with other areas of knowledge. The data show that students from public schools have proportionally more significant performance (between fields of knowledge) in hard sciences (and writing) than students from private schools. In addition, it is found in this range of score of the analysis a disproportion of representativeness of students from public schools on objection of private ones that can be interpreted as a marked characteristic of social and educational inequality in the country.

scholarly journals Probabilitas Bernoulli Untuk Cluster Status Sekolah Menengah Atas Di Indonesia

2020 ◽  
Vol 2 (1) ◽  
pp. 11-21
Author(s):  
Tuti Purwaningsih ◽  
Ahmad Azhari ◽  
Riza Purnaramadhan
Keyword(s):  
High School ◽  
Public Schools ◽  
Private Schools ◽  
Rural Areas ◽  
Probability Model ◽  
School Level ◽  
Educational Goals ◽  
High School Level ◽  
Public And Private ◽  
Cluster Area

Di pedesaan, biasanya sekolah negeri begitu banyak diminati karena biaya pendidikan yang relatif terjangkau. Namun pada kenyataan, banyak orang tua memilih sekolah swasta untuk mendapatkan fasilitas belajar lebih nyaman baik dari sekolah maupun dari pengajarnya. Unsur-unsur pendidikan menjadi penentu keberhasilan proses peningkatan mutu pendidikan dalam pencapaian tujuan pendidikan di satuan pendidikan. Penelitian ini bertujuan untuk mendeteksi pembagian cluster terkait jumlah sekolah negeri dan swasta tingkat sekolah menengah atas tiap provinsi di Indonesia dengan menerapkan model probabilitas Bernoulli. Berdasarkan analisis yang sudah dilakukan dapat disimpulkan bahwa persebaran cluster menggunakan model probabilitas Bernoulli pada jumlah sekolah negeri tingkat menengah atas di indonesia memiliki 5 cluster dan banyak tersebar di bagian Indonesia wilayah tengah dan timur. Sedangkan pada jumlah sekolah swasta tingkat menengah atas di indonesia memiliki 6 cluster dan banyak tersebar di bagian pulau jawa. Provinsi-provinsi yang masuk ke wilayah cluster tersebut berarti memiliki karakteristik yang mirip yang dimilikinya sehingga mengelompok kedalam satu kelompok yang sama. In rural areas, public schools are usually in great demand because of the relatively affordable costs of education. But in fact, many parents choose private schools to get more comfortable learning facilities from both the school and the teachers. The elements of education are the determinants of the success of the process of improving the quality of education in achieving educational goals in educational units. This study aims to detect the division of clusters related to the number of public and private high school level schools in each province in Indonesia by applying the Bernoulli probability model. Based on the analysis that has been done, it can be concluded that the distribution of clusters using the Bernoulli probability model is that the number of senior high school public schools in Indonesia has 5 clusters and many are scattered in the central and eastern parts of Indonesia. Meanwhile, the number of high school private schools in Indonesia has 6 clusters and many are scattered in parts of the island of Java. Provinces that are included in the cluster area mean that they have similar characteristics so that they are grouped into the same group.

scholarly journals PERBANDINGAN SMA NEGERI DAN SMA SWASTA BERDASARKAN NILAI AKREDITASI DAN NILAI UJIAN NASIONAL MENGGUNAKAN UJI-T DI KOTA MANADO

2016 ◽  
Vol 16 (2) ◽  
pp. 91
Author(s):  
Charles E. Mongi ◽  
Djoni Hatidja
Keyword(s):  
High School ◽  
Public Schools ◽  
Private Schools ◽  
Senior High School ◽  
T Test ◽  
P Value ◽  
Public And Private ◽  
Average Value ◽  
National Examination ◽  
Value Of Accreditation

ABSTRAK Sekolah Menengah Atas (SMA) merupakan jenjang pendidikan menengah setelah menempuh Sekolah Menengah Pertama (SMP). SMA di kota Manado terdiri atas sekolah yang berstatus negeri dan sekolah yang berstatus swasta. Jumlah sekolah negeri di Kota Manado adalah 9 sekolah dan jumlah sekolah swasta di Kota Manado adalah 37 sekolah. Sekolah dengan status negeri lebih baik atau tidak lebih baik dengan sekolah status swasta dalam hal ini SMA di Kota Manado. Tujuan dari penelitian ini adalah membandingkan dalam rata-rata SMA dengan status negeri dan SMA dengan status swasta berdasarkan nilai UN dan Akreditasi sekolah di Kota Manado. Data yang digunakan dalam penelitian ini adalah data nilai ujian nasional SMA di Kota Manado tahun ajaran 2014/2015 dan data nilai akreditasi SMA di Kota Manado sampai tahun 2015. Metode analisis yaitu analisis deskripsi untuk menggambarkan rata-rata sekolah berdasarkan status sekolah negeri dan swasta. Uji-t dilakukan untuk membedakan antara sekolah dengan status negeri dan sekolah dengan status swasta. Langkah-langkahnya adalah dengan membuat pengujian hipotesis statistika. Hasil dari penelitian ini diharapkan dapat memperkaya referensi tentang penerapan ilmu statistika dalam masyarakat khususnya dalam bidang pendidikan di daerah Sulawesi Utara. Hasil yang didapat yaitu nilai t-hitung sebesar 1.28 dan nilai p sebesar 0.219, untuk perhitungan berdasarkan nilai UN. Sedangkan untuk perhitungan berdasarkan nilai akreditasi, t-hitung sebesar 1.44 dan nilai p sebesar 0.169. Hal ini menunjukkan bahwa tidak ada perbedaan antara sekolah negeri dan sekolah swasta berdasarkan rata-rata nilai UN dan akreditasi di Kota Manado. Kata kunci: Akreditasi, Sekolah Menengah Atas, Ujian Nasional, Uji-t PUBLIC AND PRIVATE SENIOR HIGH SCHOOL COMPARATIVE BASED ON ACCREDITATION VALUE AND NATIONAL EXAMINATION TEST USING T-TEST IN MANADO   ABSTRACT Senior High School is an educational level after a Junior High School. High School in Manado consists of public school and private school, with the number of 9 public schools and private schools amounted to 37. Public schools in Manado can be better or no better than private schools. The purpose of this study is to compare the average value of National Examination and the average value of accreditation of senior high schools from public schools and private schools of Manado. The data used in this study is the national exam scores from high school in the city of Manado in the academic year 2014/2015 and the value of accreditation School in Manado until 2015. The analytical method used is the analysis of description to describe the average school based on the status of public and private schools. T-test is done to distinguish between schools with public schools and private schools, after it made a statistical hypothesis testing. The results of this study are expected to make reference to the application of statistical science in society, especially in the field of education in North Sulawesi. In calculations based on the National Examination, obtained the t-test of 1.28, and p value of 0219. while the calculation based on the value of accreditation, obtained t count by 1.44 and p value of 0.169. Based on that can be concluded that there is no difference between public schools and private schools based on the average of the National Examination and value of accreditation in Manado. Keywords: Accreditation, Senior High School, National Examination, t-test.

scholarly journals Can girls wear shorts and trousers too? A review of South Australian school uniform policy following mandated requirement for choice.

2019 ◽  
Author(s):  
Sarah Cohen-Woods ◽  
Rachel Laattoe
Keyword(s):  
Public Schools ◽  
Private Schools ◽  
Private School ◽  
South Australia ◽  
Dress Code ◽  
School Policies ◽  
Public And Private ◽  
School Uniform ◽  
Uniform Policy ◽  
Gender Specific

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.

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.

Determinants of school choice and their relation to success to the institution: a comparative study between public and private schools in Bangladesh

2020 ◽  
Vol 35 (1) ◽  
pp. 217-231
Author(s):  
Tamgid Ahmed Chowdhury ◽  
Ishrat Jahan Synthia
Keyword(s):  
Public Schools ◽  
School Choice ◽  
Private Schools ◽  
Urban Areas ◽  
Structural Equation ◽  
Choice Model ◽  
School Characteristics ◽  
Equation Modeling ◽  
Public And Private ◽  
Content Type

PurposeThis paper aims to identify the determinants of school choice and factors that define the success of a school as perceived by the parents and then compare “Public” and “Private” schools with respect to the explored criteria to determine the strengths and weaknesses of the institutions.Design/methodology/approachThe study is based on 1,121 quantitative data collected through survey questionnaire from the parents living in urban areas of Bangladesh. The school choice model was developed and validated by applying structural equation modeling.FindingsThis paper offers a statistically significant, robust and reliable five-dimensional 23-item school choice model that includes both school characteristics and preferred outcomes as perceived by the parents. Characteristic-wise comparisons in terms of characteristics revealed that public schools are superior to private institutions in fulfilling several choice criteria such as parents–teacher relationships, performance of the teachers, offerings of special programs, safety assurance in the campus and in having bigger campus with playground. On the other hand, private schools dominate in providing better educational environment, arranging training to the teachers, ensuring satisfactory library services and delivering information effectively to the parents. Among outcome determinants, government schools are well ahead in creating self-discipline, morality and good work habits among students. Private schools are superior in developing critical thinking skill of the kids.Originality/valueThere is a gap of comprehensive empirical study on school choice in South Asia region that includes both school characteristics and outcomes. Therefore, this paper contributes significantly to the relevant literature.

scholarly journals CONSUMPTION OF MINIMALLY PROCESSED AND ULTRA-PROCESSED FOODS AMONG STUDENTS FROM PUBLIC AND PRIVATE SCHOOLS

2019 ◽  
Vol 37 (2) ◽  
pp. 173-180 ◽  
Author(s):  
Camila Silva Ferreira ◽  
Dyene Aparecida Silva ◽  
Cristiana Araújo Gontijo ◽  
Ana Elisa Madalena Rinaldi
Keyword(s):  
Public Schools ◽  
Total Energy ◽  
Energy Intake ◽  
Private Schools ◽  
Private School ◽  
Total Energy Intake ◽  
Processed Foods ◽  
School Students ◽  
Minimally Processed ◽  
Public And Private

ABSTRACT Objective: To compare and analyze the consumption of minimally processed and ultra-processed foods among students from public and private schools. Methods: Study conducted in Uberlândia, MG, with fifth-grade students from three private and six public schools, selected by stratified cluster sampling. We collected data on food consumption using the 24-hour recall. Foods were classified into four groups (G) according to extent and purpose of processing: fresh/minimally processed foods (G1) culinary ingredients (G2), processed foods (G3), and ultra-processed foods (G4). Total energy intake (kcal) of each group, amount of sugar (g), sodium (mg), and fiber (g) were quantified and compared according to administrative affiliation (private or public). Results: Percentage of total energy intake was: G1 - 52%; G2 - 12%; G3 - 5%; e G4 - 31%. Energy intake from G1 (53 vs. 47%), G2 (12 vs. 9%), and G3 (6.0 vs. 0.1%), and amount of sodium (3,293 vs. 2,724 mg) and fiber (23 vs. 18 g) were higher among students from public schools. Energy intake from G4 (36 vs. 28%) and amount of sugar (20 vs. 14%) were higher among students from private schools. The consumption of foods from G1 in the school environment was higher among students from public schools (40 vs. 9%). Conclusions: Foods from G1 represent the highest percentage of total energy intake, while those from G4 constitute a third of calories consumed. Processed juice, sandwich cookie, processed cake, and breakfast cereals are more frequent among private school students; snacks and juice powder are more common for students from public schools.

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