scholarly journals Teacher's Wages as a Mechanism to Improve the Educational Attainment of Students in Algerian Schools "An Empirical Study from 1970 to 2018"

2021 ◽  
Vol 45 (2) ◽  
pp. 228-260
Keyword(s):  
Public Schools ◽  
Educational Attainment ◽  
Strong Relationship ◽  
Government Support ◽  
Education Economics ◽  
Government Schools ◽  
Modern Approach ◽  
Passing Rate ◽  
Short And Long Term ◽  
Teacher Wages

The purpose of this paper is to clarify the importance of education economics as a modern approach to educational research, especially the importance of the policy of raising teacher wages as a mechanism to improve the educational attainment of students in government schools. The study used the inductive approach by examining the experience of Algeria between 1970 and 2018, where the Algerian government raised teachers' wages by more than 100% with the aim of improving the educational attainment of students. Therefore, the study adopted the standard method through a statistical model for a linear relationship linking the passing rate in the baccalaureate exam to express the dependent variable represented in academic achievement for students, while invoking three independent variables to indicate teachers' wages which are: minimum wages, government support, and inflation. Through the ARDL method, the assessment results showed the direct and strong relationship between teacher wages and educational attainment for students in the short and long term. Keywords: Teacher wages, students ’educational attainment, public schools, Algeria

scholarly journals The Administrative and Educational Problems Facing Integrating People with Special Needs in Basic Government Schools in Tulkarm Governorate from the Teachers and Principals Perspective: المشكلات الإدارية والتعليمية التي تواجه دمج ذوي الاحتياجات الخاصة في المدارس الحكومية الأساسية في محافظة طولكرم من وجهة نظر المعلمين والمديرين

2020 ◽  
Vol 4 (25) ◽  
Author(s):  
Nael Mostafa Al-debee, Mirvat Mousa AL-Sharif
Keyword(s):  
Public Schools ◽  
Special Needs ◽  
Point Of View ◽  
Treatment Programs ◽  
Years Of Experience ◽  
Government Schools ◽  
Educational Qualification ◽  
Stratified Sample ◽  
Special Places ◽  
The Impact

This study aimed to know the administrative and educational problems facing integrating people with special needs in basic government schools in Tulkarm Governorate from the viewpoint of teachers and managers, and to know the impact of the study variables (gender, educational qualification, years of experience) on administrative and educational problems facing integration of people with special needs In the basic public schools in Tulkarm Governorate from the point of view of teachers and administrators, and to this end the descriptive approach has been used And designing a questionnaire consisting of (20) paragraphs, distributed on a random stratified sample of (60) teachers and administrators in the basic government schools in Tulkarm Governorate: The study reached the following results: that the total degree of administrative and educational problems facing the integration of people with special needs in Basic public schools in Tulkarm Governorate have an average of (3.86 out of 5), and at the level of fields; the field of administrative problems got (3.87) and the field of educational problems got an average of (3.85) and all of them are verbal (large), and that there are no statistically significant differences for the problems Administrative and educational facing the integration of people with disabilities The special needs in the basic government schools in Tulkarm Governorate from the viewpoint of teachers and administrators are attributed to the study variables (gender, educational qualification, years of experience) Based on the results, the study recommended the need for special places to play for people with special needs, and to find treatment programs in the event of problems for those with special needs.

scholarly journals Social support and its relationship to the level of achievement of high school students in Jordanian public schools: المساندة الاجتماعية وعلاقتها بمستوى الإنجاز لدى طلبة الثانوية العامة في المدارس الحكومية الأردنية

2020 ◽  
Vol 4 (42) ◽  
Author(s):  
Samar Fahed Al-Faleh
Keyword(s):  
Social Support ◽  
High School ◽  
High School Students ◽  
Public Schools ◽  
Family Support ◽  
Faculty Members ◽  
School Students ◽  
Government Schools ◽  
The Family ◽  
The Relationship

The study aimed to identify the level of social support (support by friends, support from the family, support by the teacher), and to analyze the relationship between social support and achievement among students of High school students in government schools. The study followed descriptive analytical approach based on a questionnaire applied to 137 students of Karak government schools. The study found that the students get moderate level of social support; the study showed that the level of friends support came first, followed by teacher support, followed by family support, and found a relationship between social support and achievement in Students of Karak government schools. In light of the results, the study recommended several recommendations, the most important of which is to sensitize parents and faculty members about the importance of social support.

Education

2021 ◽  
pp. 90-113
Author(s):  
Crawford Gribben
Keyword(s):  
Public Schools ◽  
Liberal Arts ◽  
The United States ◽  
Day Schools ◽  
Government Schools ◽  
Home Schools ◽  
The Public ◽  
Number Of Children ◽  
American Children ◽  
The 1960S

Since the 1960s, a growing number of American evangelicals have withdrawn their children from “government schools,” seeking alternative provision either in private Christian day schools or in parentally provided education within the home. Over two million American children are being home educated, and in the last few years, the number of children involved in home education has grown at a rate around twelve times that of the number of students entering public schools. Across the United States, but especially in north Idaho, an increasing number of believers are turning to several varieties of Christian education to dispute the minoritarian and subcultural assumptions of those believers who have conceded to liberal expectations, and to educate a generation of the faithful that will work to reclaim and eventually control the cultural mainstream. The influence of conservative religion on the public school system has never been greater, but in home schools, private schools, and liberal arts colleges, education has become a vital weapon in strategies of survival and resistance in evangelical America.

scholarly journals Parental Educational Attainment and Social Environment of Urban Public Schools in the U.S.: Blacks’ Diminished Returns

Children ◽  
2020 ◽  
Vol 7 (5) ◽  
pp. 44 ◽  
Author(s):  
Shanika Boyce ◽  
Mohsen Bazargan ◽  
Cleopatra H. Caldwell ◽  
Marc A. Zimmerman ◽  
Shervin Assari
Keyword(s):  
Public Schools ◽  
Educational Attainment ◽  
Environmental Risk ◽  
Educational Outcomes ◽  
Parental Education ◽  
Urban Public Schools ◽  
Social Environmental ◽  
Parental Educational Attainment ◽  
Hispanic White ◽  
White Youths

Background: Recent research has documented marginalization-related diminished returns (MDRs) of socioeconomic status (SES), defined as weaker effects of SES indicators, such as parental educational attainment, on securing tangible outcomes for the members of socially marginalized (e.g., racial and ethnic minority) groups, compared to privileged social groups (e.g., non-Hispanic Whites). Aims: To explore race/ethnic differences between non-Hispanic Blacks vs. non-Hispanic Whites who attend urban public schools on the effect of parental education on lower school environmental risk among American high schoolers. Methods: For this cross-sectional study, we borrowed the Education Longitudinal Study (ELS-2002) baseline data, a nationally representative study that enrolled 1706 10th grade youths who were attending urban public schools. From this number, 805 (47.2%) were non-Hispanic Black and 901 (52.8%) were non-Hispanic White youths. The dependent variable was the level of school social environmental risk measured using 18 items as self-reported, and was treated as a continuous variable. The independent variable was parental educational attainment, treated as a continuous measure. Gender, region, and parental marital status were the covariates. Race/ethnicity was the moderating variable. Linear regressions were applied to perform our data analysis. Results: Black students were found to attend schools with higher levels of social environmental risk. Youths with parents with a higher educational attainment were found to attend schools with a lower social environmental risk. We found a significant interaction between race (non-Hispanic Black vs. non-Hispanic White) and parental educational attainment on the level of school social environmental risk, suggesting that the protective effect of high parental education on reducing the school social environmental risk was smaller for non-Hispanic Black than for non-Hispanic White youths. Conclusions: Although high parental educational attainment is protective against social environmental risk for American youths, this protective effect is weaker for non-Hispanic Black than non-Hispanic White youths. The diminished returns of parental education in reducing school social environmental risk may explain why the effects of parental education on educational outcomes are smaller for non-Hispanic Black than non-Hispanic White youths (i.e., MDRs). The social environment indirectly generates racial youth educational disparities through deteriorating non-Hispanic Black youth educational outcomes across all SES levels. To prevent the confounding effects of private, suburban, rural, and Catholic schools, we limited this analysis to public urban schools. More research is needed on other settings.

In the Common Good: The Need for a New Approach to Funding Australia's Schools

2005 ◽  
Vol 49 (3) ◽  
pp. 264-277 ◽  
Author(s):  
Margaret Vickers
Keyword(s):  
Public Schools ◽  
Public Sector ◽  
Common Good ◽  
Economies Of Scale ◽  
Current Approach ◽  
Government Schools ◽  
Public And Private ◽  
New Approach ◽  
The Common Good ◽  
The Common

This article considers evidence which suggests that Australia's current approach to the funding of non-government schools does not serve the common good. Educational provision is now segmented and a majority of private schools have resources that are either moderately or highly superior to those available in public schools. The current funding system has failed to coordinate the activities of public and private providers, leading to duplication of provision, reductions in economies of scale, and increases in per-student costs. Students whose backgrounds and disabilities make them relatively costly to teach are heavily concentrated in the public sector. Private sector recurrent subsidies are tied to public sector per-student costs, forcing Australian taxpayers into an upward spiral of increasing outlays. The article concludes by outlining some proposals for change that would lead to a new approach to funding Australia's schools.

scholarly journals The Effect of Using Active Class Strategy through Educational Games on the Achievement of 7th Grade Students in English Language at Public Schools in Wadi Al-Sir Directorate, Jordan

2021 ◽  
Vol 11 (4) ◽  
pp. 286
Author(s):  
Monther Alogiliy ◽  
Mona Smadi ◽  
Fatima Al Jarrah ◽  
Mariam Al Khalidi
Keyword(s):  
Public Schools ◽  
Active Learning ◽  
English Language ◽  
Learning Strategy ◽  
Educational Games ◽  
Control Group ◽  
Seventh Grade ◽  
Government Schools ◽  
Level Of Significance ◽  
Experimental Group

This study aimed to investigate the effect of using active learning through educational games on academic achievement and retention in the English language subject among seventh-grade students in government schools in Wadi Al-Sir Directorate/Jordan. The study tool (achievement test) was prepared, and six appropriate educational games were designed to teach the educational content. To ensure the validity of the tool, the test was presented to five referees from teachers and educational supervisors in the Wadi Al-Sir Directorate of Education. The researchers also calculated the reliability of the test, and its value was (0.89), which is a good value that meets the purposes of the study, and the difficulty factor and the discrimination coefficient were calculated for each item of the test. The study population consisted of students of the seventh grade in public schools in Wadi Al-Sir directorate of education, and the study sample consisted of (120) students, who were divided into two groups, a control group, and an experimental group, where the experimental group studied using active learning strategy through educational games, while the control group studied using the traditional method, the application took two weeks. The results of the study showed the following: - There were statistically significant differences at the level of significance ((α = 0.05)) between the levels in the measurements: pre, post, and retention for the experimental group. - The presence of statistically significant differences at the level of significance () between levels (remembering, application, synthesis, and total score) in the measurements: pre-, post-, and retention for the control group. - There are no statistically significant differences at the level of significance () in the levels of memory and comprehension in the posttest between the control and experimental group, while there are statistically significant differences in the levels of application, analysis, synthesis, and posttest in favor of the experimental group. - There are no statistically significant differences at the level of significance () in the levels of remembering, comprehension, application, and the measure of retention between the control and experimental group, while there are statistically significant differences in the levels of analysis and synthesis, in measuring retention and in favor of the experimental group. The researchers recommended the necessity of using the strategy of active learning through educational games in teaching other subjects, and for the rest of the classes.   Received: 9 February 2021 / Accepted: 26 May 2021 / Published: 8 July 2021

scholarly journals Emotional Intelligence Skills and Self-efficacy Levels: Physical Education Teachers' Perspective

2016 ◽  
Vol 12 (10) ◽  
pp. 171 ◽  
Author(s):  
Fatima Eid Zaid AL-Adwan ◽  
Majed Mohammad Al – Khayat
Keyword(s):  
Emotional Intelligence ◽  
Public Schools ◽  
Physical Education ◽  
Private Schools ◽  
Self Efficacy ◽  
Training Programs ◽  
Strong Relationship ◽  
Physical Education Teachers ◽  
Public And Private ◽  
The Relationship

The aim of this study is to investigate the relationship between emotional intelligence skills and self-efficacy levels among physical education teachers from the teachers' own perspective. The researchers developed two scales that measure the emotional intelligence skills; and another one to measure self-efficacy levels for physical education teachers. These two scales were applied on (70) teachers from public and private schools of the Salt Directorate of Education in Jordan. The results show a strong relationship between the emotional intelligence skills and self-efficacy levels among physical education teachers. Therefore, the results also showed that the physical education teachers have high levels of emotional intelligence skills and self-efficacy levels. Also, the results show the presence of statistically significant differences between teachers in the emotional intelligence skills for the benefit of male teachers, and between public and private schools for public schools. The researchers have recommended that it is necessary to teach some training programs about emotional intelligence to physical education teachers in both public and private schools and universities.

scholarly journals مظاهر الازدهار الحضاري الإسلامي في إندونيسيا في أوائل القرن الحادي والعشرين MADHAHIR AL-IZDIHAR AL-HADHARI AL-ISLAMIY FI INDONESIA FI AWA’IL AL-QARN AL-HADI WA AL-‘ISRIN

2021 ◽  
Vol 23 (1) ◽  
pp. 173-197
Author(s):  
Mohammad Syairozi Dimyathi ◽  
Ahmad Satori
Keyword(s):  
Public Schools ◽  
Knowledge Integration ◽  
First Century ◽  
Education Economics ◽  
Architectural Style ◽  
Early Twenty ◽  
Islamic Financial Institutions ◽  
Private And Public ◽  
Islamic Civilization ◽  
Islamic Political Parties

تبحث هذه الدراسة عن مظاهر الازدهار الحضاري الإسلامي في إندونيسيا المعاصرة، من مظاهر الازدهار السياسي والثقافي والاقتصادي والعمراني الإسلامي في إندونيسيا. وتم اختيار في هذا البحث المنهج الوصفي الاستقرائي. ومن نتائج هذا البحث، أنه ظهر في عصر الإصلاح العديد من الأحزاب السياسة الإسلامية. وعلى الرغم من أن هذه الأحزاب الإسلامية لا تحظى بكثير من أصوات الناخبين، إلا أن ائتلافها يمكنها إخراج العديد من الشخصيات البارزة في المناصب الاستراتيجية في المؤسسات التنفيذية والتشريعية في البلاد. وفى عهد الإصلاح أيضا ظهر التقدم في مجال التربية والتعليم، ومن بينه إنشاء المدارس الإسلامية المتكاملة الأهلية والحكومية من المراحل الابتدائية والإعدادية والثانوية، كما أنشأت الجامعات الإسلامية الحكومية والأهلية التي فتحت الكليات العامة لخلق التكامل المعرفي فيها. وفى أواخر عهد سوهرتو بدأ التقدم في مجال الاقتصاد الإسلامي بإنشاء بنك المعاملات الإسلامي. وانتشرت بعد ذلك البنوك الإسلامية مثل BSM الشريعة BRI الشريعة BNI الشريعة وغيرها من البنوك الإسلامية. كما أنشئت كذلك المؤسسات المالية الإسلامية الأخرى. ومن مظاهر التقدم فى مجال الفنون المعمارية وجود الهندسة المعمارية للمساجد في إندونيسيا حيث انتهجت أنماطا كثيرة، وقلدت الدول الإسلامية في الشرق الأوسط. ومع ذلك هناك نمط معماري آخر في إندونيسيا الذي وضعته مؤسسة بانشاسيلا الخيرية الإسلامية (YAMP) التي بنت مئات من المساجد على نفس النمط المعماري.This article explores the manifestations of Islamic civilization prosperity in current Indonesia, from politics, education, economics, and architecture. The method used in this research is descriptive-inductive. In the early twenty-first century, especially in the era of reform, many Islamic political parties appeared. Although these Islamist parties do not receive many votes, their coalition can bring out some prominent figures in strategic positions in the country›s executive and legislative institutions. Meanwhile, in the field of education, the establishment of numerous Islamic private and public schools from any levels of education in which frames the concept of knowledge integration could be identified as one of the glories. The development as well as discovered in the field of economics and architectures. For the former, it started with the establishment of a huge number of Islamic Bank (Muamala) and other Islamic financial institutions. The latter is proven with the presence of mosque architecture adopting many styles of Islamic countries in the Middle East. There is another architectural style in Indonesia developed by the Pancasila Islamic Charitable Foundation (YAMP) which has built hundreds of mosques in the same architectural style.

scholarly journals Reflections of online mediations in the process of continuing teacher training focusing on local environmental problems

2017 ◽  
Vol 19 (4) ◽  
pp. 773
Author(s):  
Gabriel Gerber Hornink ◽  
Maurício Compiani
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Spatial Organization ◽  
Action Theory ◽  
Early Stage ◽  
Collaborative Work ◽  
Strong Relationship ◽  
Physical Aspect ◽  
School Students ◽  
Face To Face

The city walls go beyond their physical aspect towards the perception that invisible walls divide society and generate significant impacts. This theme was part of the fieldwork for high school students from public schools in Campinas-SP (Brazil) in the context of the Anhumas River in the School Project (ARS). The fieldwork Walls was developed by a multidisciplinary group of teachers through face-to-face meetings and online activities in the TelEduc learning virtual environment. This work focuses on how online mediation with face-to-face interaction allowed the construction of the fieldwork, making participants think critically about social and spatial organization. To analyze this process, the mediated action theory was used, admitting “agents-acting-with-cultural-tools” and statements as units of analysis. A method was developed to analyze the online forum and its relations, together with other TelEduc data and interviews. The results indicate a strong relationship between online and face-to-face discussions, although at an early stage of the use of digital technology, highlighting the possibility of an independent access schedule. The analysis of semantic flows in the forums indicated the route for the construction of the concept of walls, starting with concrete / physical walls and proceeding to the abstract and the consequences for the use and occupation of space. The enhancement of the work was expected from the use of digital technologies, which actually happened, though culturally there remains a difficulty in online collaborative work, which highlights the use of email regarding the diversity of tools, requiring a deeper process of digital enculturation.

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