Does the Method of Schooling Impact Students' Perceptions of Scientists?

2016 ◽  
pp. 465-477
Author(s):  
Donna Farland-Smith
Keyword(s):  
United States ◽  
Public School ◽  
The United States ◽  
Home School ◽  
School Students ◽  
Public School Students ◽  
School Classroom ◽  
Home Schooled ◽  
Public School Classroom

In the last 60 years, many researchers have thoroughly examined public school students' perceptions of scientists (Barman, 1997; Chambers, 1983; Fort & Varney, 1989; Mead & Meraux, 1957; Schibeci & Sorenson, 1983). It has long been established and commonly accepted that many students, for example, perceive scientists in a negative light, as living lonely and isolated lives, being detached from reality and constrained by their work (Barman, 1997; Chambers, 1983; Fort & Varney, 1989; Mead & Meraux, 1957; Schibeci & Sorenson, 1983). Throughout this sixty years there has been an increase in learning about scientists outside these traditional settings public school classroom. Over 1.7 million students (3.4% of the population) in the United States are homeschooled. An investigation of home-schooled students' and their perceptions of scientists have never been investigated. This chapter compares home-school students in grades two through 10 with public school students in the same grades to determine if any differences exist between the groups relative to their perceptions of scientists.

Off the Grid: Vaccinations among Homeschooled Children

2007 ◽  
Vol 35 (3) ◽  
pp. 471-477 ◽  
Author(s):  
Donya Khalili ◽  
Arthur Caplan
Keyword(s):  
Public Health ◽  
United States ◽  
Public School ◽  
Private School ◽  
The United States ◽  
School Students ◽  
Health States ◽  
Public School Students ◽  
Sponsored Programs ◽  
Homeschooled Students

Every September, millions of parents around the country herd their children into pediatricians’ offices with school immunization forms in hand. Their kids have already received a dozen or more shots before the age of two, and, depending on the state in which they live, a dozen more may await them over the ensuing decade. To protect public health, states require that parents have their children immunized before they are permitted to attend public or private school, but the rules vary for homeschooled children. With the spectacular growth in the number of homeschooled students, it is becoming more difficult to reach these youth to ensure that they are immunized at all. These children are frequently unvaccinated, leaving them open to infection by diseases that have been all but stamped out in the United States by immunization requirements. States should encourage parents to have their homeschooled students vaccinated by enacting the same laws that are used for public school students, enforcing current laws through neglect petitions, or requiring that children be immunized before participating in school-sponsored programs.

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>

Statewide Public School Music Competitions/Festivals in Kansas and Oklahoma: The Beginnings of the School Music Contest Movement in the United States

2018 ◽  
Vol 41 (2) ◽  
pp. 132-155 ◽  
Author(s):  
George H. McDow ◽  
Daniel L. Stiffler
Keyword(s):  
United States ◽  
Public School ◽  
Music Education ◽  
Historical Analysis ◽  
The United States ◽  
The State ◽  
School Students ◽  
Secondary Sources ◽  
University Of Oklahoma ◽  
School Music

Music competitions have an ancient history dating back some two thousand years. In the United States, early music contests mimicked the German Saengerfests and Welsh Eistoddfods; however, some of the earliest continuously running music competitions held in America are the state contests for secondary school students. This article identifies for the first time Kansas and Oklahoma as holding the two earliest state school music competitions and corrects some long-standing erroneous information. It studies these two state events through historical analysis of primary sources and triangulates the data with secondary sources. Frank Beach at Kansas State Normal School in Emporia and Fredrik Holmberg at the University of Oklahoma were found to be the two initiators. These two state music contests were influenced by several things including the state track and field meets, previous music contests, the western pioneering spirit, European music systems, and the music specialties of the founders. In the end both contests were seen as promoting the cause of public school music by increasing both the quality and numbers of music education programs and as leading to the exponential growth of state music competitions throughout the United States.

scholarly journals “Keep Walls Down Instead of Up”: Interrogating Writing/Making as a Vehicle for Black Girls’ Literacies

2020 ◽  
Vol 10 (6) ◽  
pp. 159 ◽  
Author(s):  
Cassie J. Brownell
Keyword(s):  
United States ◽  
Public School ◽  
Presidential Election ◽  
Black Girls ◽  
Third Grade ◽  
School Based ◽  
School Classroom ◽  
Public School Classroom

Drawing on data generated following the 2016 United States presidential election, in this article the author considers how a classroom makerspace made Black girls’ literacies visible in new ways. During a six-week integrated humanities unit in a third-grade public school classroom in the Midwestern U.S., four Black girls used making to create a space for themselves to collaboratively make sense of contemporary (im)migration issues. In the findings, the author provides two analytic snapshots to illustrate how the girls’ making exemplified the six components of the Black Girls’ Literacies Framework—an asset-oriented framing that highlights how Black girls’ literacies are (1) multiple, (2) connected to identities that are (3) historical, (4) collaborative, (5) intellectual, and (6) political/critical (Muhammad & Haddix, 2016). In closing, the author offers provocations for educational researchers and practitioners to consider, as they facilitate school-based opportunities for Black girls’ literacies to be made visible through making.

Education for Everyday People: Obstacles and Opportunities Facing the Obama Administration

2009 ◽  
Vol 79 (2) ◽  
pp. 345-359 ◽  
Author(s):  
Gloria Ladson-Billings
Keyword(s):  
United States ◽  
The United States ◽  
School Students ◽  
National Interests ◽  
Interest Convergence ◽  
Public School Students ◽  
Diverse Communities ◽  
Meaningful Engagement ◽  
Definition Of ◽  
Future Of Education

In this essay, Gloria Ladson-Billings describes her reaction to Barack Obama's election and her desire to share these historic moments with folks she considers "everyday people." She then looks to the future of education in the United States and highlights obstacles to the Obama administration's meaningful engagement with education issues. Ladson-Billings uses the frame of interest convergence to suggest that this new administration has the opportunity to engage in pragmatic politics and to put forward polices that simultaneously promote both the interests of public school students—particularly those from disenfranchised communities—and national interests. She illustrates this argument through a chronicle imagining a future discussion among the president's cabinet. Finally, she closes by describing the power of the president's inauguration for uniting diverse communities and broadening the definition of everyday people.

Home schooling in the Show-me-State: a preliminary study of perceptions and academic performance

2005 ◽  
Author(s):  
◽  
Tanya Ruhlander
Keyword(s):  
Public School ◽  
Home Schooling ◽  
School Policy ◽  
The State ◽  
Home School ◽  
College Freshman ◽  
Act Scores ◽  
School Students ◽  
Home Schoolers ◽  
Home Schooled

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this mixed methods case study was two-fold: first, in regards to home schooling, an exploratory study of analyzing educational policy and accountability second, the study will examine how home-school parents and public school officials perceive the current state of regulation for home school students. This study was of mixed design. It was a quantitative study with a between subjects research design in which the ACT scores of home schooled and a group of public school students are compared controlling for gender and ethnicity and a qualitative study examining perceptions on Missouri's public school and home school policies in a telephone interview. The correlational analyses of the data revealed weak and not significant correlations among all the variables. The ANOVA and regression analyses showed there were not significant differences in ACT scores between college freshman that have attended a public school and college freshman students who were home schooled, even when controlling for gender. The interviews revealed that even though home schoolers and public education administration have a common goal to educate children, their differing views on the topic of regulation and accountability. The state would like there to be more accountability for home schoolers. While home schoolers do not feel any more control is needed by the state over home schoolers. This study was a truly exploratory look into home schooling in Missouri. The preceding description about perceptions on home school policy in Missouri illustrates there are strong opinions on both sides of the issue. Further, the findings seem to support the idea that there will probably not be any immediate changes to the home school policy in Missouri.

Novos modelos de educação superior

2020 ◽  
Author(s):  
Manuel Tavares Gomes ◽  
Eduardo Santos ◽  
Sandra Gomes ◽  
Daniel Pansarelli ◽  
Donizete Mariano ◽  
...  
Keyword(s):  
Higher Education ◽  
Public School ◽  
Empirical Research ◽  
Graduate Program ◽  
Point Of View ◽  
School Students ◽  
Public School Students ◽  
New Models ◽  
Cognitive Justice ◽  
Access Policies

This book, consisting of nine chapters, is the result of multiple theoretical and empirical research carried out by students in the post-graduate program in education (PPGE) at Universidade Nove de Julho (UNINOVE). The object of the research was to carry out a study on the new models of higher education, implemented in Brazil between 2005 and 2013. The studies carried out focus, above all, on institutional principles, student access policies, the internationalization process, quota policies, and mechanisms for inclusion in higher education for public school students. These were studies that used, as a theoretical basis, epistemological models of a counter-hegemonic character and, from a methodological point of view, an essentially qualitative approach. The studies showed, generically, the possibility of building other models of higher education capable of overcoming the elitism, characteristic of traditional universities. The inclusion of students from public school reveals that it is possible to make higher education a right for everyone, democratizing it, in the sense of establishing social and cognitive justice. Keywords: higher education; new models; empirical research; Brazil; social and cognitive justice.

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