Fear of a School-to-Deportation Pipeline: How Teachers, Administrators, and Immigrant Students Respond to the Threat of Standardized Tests and Deportation

Existing studies evaluate zero tolerance policies and the school-to-prison pipeline. Additional research identifies the role of criminal justice systems in deporting immigrants. Our work bridges these two literatures by discussing how immigrant students navigate the criminal justice system within schools. Using interviews with immigrant students, teachers, and administrators, we address the question: How is the school-to-deportation pipeline maneuvered by stakeholders? Our study identifies how school authority figures react to and even use the fear of the pipeline to (1) either protect students from becoming criminalized or (2) exclude students from standardized exam participation so as to maintain funding sources.

Pola Pendekatan Manajemen Berbasis Madrasah (Mbm) Di Madrasah Ibtidaiyyah

In the era of madrasa independence, especially in MI and the era of Madrasah-Based Management (MBM), the first and foremost task and responsibility of madrasah leaders is to make the madrasas they lead more effective, in the sense of becoming more useful for the madrasa itself and for the community. the wider community of users. In order for the duties and responsibilities of the madrasah leaders to become real, it would be necessary for them to understand, explore, and apply some of the concepts of management science that have been developed by thinkers in the business world. When seriously deepened, the concepts of management science may have value (in terms of values) that will not plunge our world of education into a business that can harm or disappoint the wider community of its users. MBM is one form of education reform, which offers schools to provide better and adequate education for students. Autonomy in management has the potential for schools to improve staff performance, offer direct participation to relevant groups and increase public understanding of education. In line with the spirit and spirit of decentralization and autonomy in the field of education, school authority also plays a role in accommodating the general consensus that believes that wherever possible decisions should be made by those who have the best access to local information, who are responsible for implementing policies and who are affected by policies. the policy. So that MI which uses madrasah-based management has the authority to regulate its own madrasa in order to achieve its goals. In other words, the MI has the right to empower its potential, both the potential of madrasa residents and the potential of the community. Thus, the leadership and governance that is owned must support the success of the goals that have been set.

Wer spielt warum mit? Schnittstellen in der Schulsystementwicklung und Prozesse ihrer Rationalisierung

The term "school system development" is used to define a subject area that lies between school reform and school development. These dynamics are essentially based on interfaces that are constituted around the local school authority. With reference to some socialtheoretical clarifications, the article uses empirical illustrations to show how interfaces contribute to the rationalization of school system development. In addition to the normative rules, the actors involved bring variable cultural frames of reference and material interests to bear about the organization of the school system.

Community Participation in Improving Quality of Education at Secondary School Level

The research study is narrative and it aims to see perceptions of school heads about the role of community in improving the quality of education at secondary school level in the southern seven districts of Khyber Pakhtunkhwa. The region is in a developing stage and badly affected by war and terror after 9/11. The total population of the study is 544 and 105 respondents were selected through a random sampling technique by taking 15 school heads from each district. Twelve open-ended questions were selected in light of the views of experts and were asked from the majority of respondents via face to face and some were interviewed through their cell phones. The responses were presented in narrative summary form and the study concluded that the community is supporting school authority for streamlining quality education but its role is less than the desired expectation. The school authority should adopt a flexible policy for the motivation of the community and ensuring their maximum participation in the school matters.

Lecturers’ perspectives on enhancing university graduates’ employability in Nigeria

This study investigated the lecturers’ perspectives on enhancing university graduates’ employability in Nigeria. Findings revealed that majority of the lecturers agreed that there is need for the undergraduates to acquire transferable skills and a broad-based experience. Also revealed that majority of the lecturers agreed that the undergraduates need to be exposed to internship and work experience irrespective of their field of study. In addition, majority of the lecturers agreed that guidance and counselling services should be vigorously pursued and revived in our institutions of learning. Based on the findings of this study, some recommendations were made; School authority should expose the undergraduates to internship and work experience scheme irrespective of their field of study. School authority should establish guidance and counselling unit to provide supportive service for the students especially on career-related issues. Government should improve the school environment by providing adequate infrastructural facilities, instructional materials that will enhance broad-based experience among the undergraduates. Keywords: Nigeria; career-related issues; guidance and counselling

Age at Menarche among the School Going Children of Jorpati, Kathmandu

Background and objectives: The present study was conducted to explore the mean age at menarche and associating factors among the Nepali school girls of Jorpati, Kathmandu. Materials and methods: The 500 girls of aged between 9-18 years were collected from the seven school of Gokarneshowr Municipality, Jorpati, Kathmandu after taking ethical clearance from NHRC. The healthy girls without any growth-related disorders and genetic abnormalities were included in the study. The consent was taken from the school authority and individual student by providing written consent and ascent form. The data thus collected were tabulated and analyzed by using SPSS 16. Results: The age at menarche of the respondents was 12.56 ±1.12years and menarchial age varied from 9-16 years. Similarly, the mean age at menarche of sisters and mothers were 12.96 ± 1.25 and 14.30 ± 1.58 respectively. The mean age at menarche of vegetarian group was 12.42 years as compared to non-vegetarian was 12.58 years. The lowest mean age at menarche was in Newar (12.30 years) and highest mean age at menarche in Limbu (13.33years). Followed by age at menarche in Brahmin (12.58 years), Chhetri (12.74 years), Rai (12.60 years), Lama (12.43 years), Gurung (12.66 years) and others (12.56 years). Conclusions: There was decrease in age at menarche with successive generation as a result of increase in urbanization, better dwelling and smaller family size as compared to previous generation.

HUBUNGAN ANTARA PERSEPSI SISWA TERHADAP IKLIM SEKOLAH DENGAN MOTIVASI BELAJAR PADA SISWA MADRASAH TSANAWIYAH SARONGGE SUMEDANG

Students whom felt that school environment was conducive and according to his/her needs and motivation will have positive image and perception towards their school. This positive perception could be seen that students felt that schooling environment will have full support for their learning progress while following all academic and learning activities at their school have major impact on their progress also—both of which would given great contribution on their participation in learning activities—while also helped them to be more focused and more disciplined. An implementation of fairness on rules, award and punishment were also contributed to the feeling that students felt that they were also part of their school and increasing their sense of belongings to their community—which then would lead and motivate them more to achieve higher achievement both inside and outside of school environment.Sample population in this research are students of Madrasah Tsanawiyah Sarongge which consisted of 70 students—which would then made this research as a population research since in this case the research was conducted on a large scope of areas with all the subjects were made as samples. Statistic technique used in this research to manipulate and process data acquired from data gathering is a Spearman Rank’s Correlation. As from this research concluded, we could see that there is a 0.535 correlation between students perception towards schooling environment with learning motivation. Furthermore, we could also find out a positive correlation between academic emphasize aspect and expectation of success with learning motivation—which means that the higher perception those students had, the higher learning motivation built up inside them which would then resulted in higher expectation of success both from school authority and themselves.

Schooling as a Formative Political Experience: Authority Relations and the Education of Citizens

How does formal education matter for inequalities of political behavior across the citizenry? Most answers to this question focus on the things that schools allocate, such as skills, knowledge, and resources. By contrast, we draw on policy feedback research to resuscitate a more “Deweyian” appreciation for schools as sites where citizens have their earliest formative experiences with public authority and learn what it means to participate in a rule-governed community. Using nationally representative panel data, we conduct an intersectional analysis of how race, class, and gender combine to shape student experiences with school authority relations, and estimate how these experiences are associated with later citizen dispositions in young adulthood. We find strong evidence that negative school authority experiences depress young adult political engagement and trust in government. American schools, we conclude, function as powerful sites of experiential learning that tighten the bond between social hierarchies and civic inequalities.

Autonomy in face of school authority, bullying and school performance

In order to verify the relationship between autonomy in face of authority, bullying and academic performance, we developed three scales that were applied to 274 ninth-graders from public schools in São Paulo, of which 122 were girls with a mean age of 14.1 years (SD = 0.8). It was found that the more students defended punishment for disobedience and respect for authority, the more frequently they were appointed as the best in class and vice versa; these students also considered being victims of violence, which indicates that even students with good performance do not necessarily develop autonomy in face of authority, as they may be following rules without thinking about them. Students who suffer violence tend not to be independent from authority. Further research including students from private schools could corroborate the results of this study.