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Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educational innovation is a key concept for policymakers, school leaders, and families, but its conflicting aspects make it hard to define clearly. This study explores how pro-innovation narratives are created within Spanish educational policies and how these narratives are received in schools. Using principles of critical discourse analysis, we examined a corpus of ten texts from three different discursive fields with a tailored analytical approach. This paper focuses specifically on findings related to regulations and the private school involved in the study. The results reveal a strong connection between Spanish educational laws and the political environment in which they were developed. Additionally, the study identifies new, economically-driven definitions for key concepts like education, quality, and innovation. A major conclusion is that today's "innovative" schools align with the principles of educational neoliberalism. In this context, the concept of innovation reflects lawmakers' goals, which school leaders endorse. At the school level, administrators adopt a self-promotional discourse that often appears contradictory and propagandist. [ABSTRACT FROM AUTHOR]

Background: India has the largest number of school-going children in the world. Morbidities among adolescents of both government and private school may differ and so need to be studied simultaneously. Therefore the present study was conducted to identify pattern of morbidities among adolescents attending public and private schools in Agra city of Uttar Pradesh. Materials and Methods: An observation cross-sectional study was conducted among 480 school-going adolescents in age group of 10-19 years studying in selected government and private schools in urban Agra. A multistage random sampling technique was applied to draw the required sample size. Appropriate statistical tests were applied. Results: Only 30.8% of school-going adolescents have no morbidity at present; while rest 69.2% has one or more morbidities. Mean number of morbidities among study participants was 1.30±1.18 with a range of 0-6. Anemia (43.33%), dental caries (18.54%), refractive errors (11.04%), acne (9.37%), upper and lower respiratory tract infection (6.87% and 4.58% respectively), gingivitis (6.04%), allergic rhinitis (5.83%), Chronic Supportive Otitis Media (5.62%) and fungal infection of skin (4.58%) were common morbidities. Conclusion: Regular health check-up of school-going adolescent is the need of the hour as more than 2/3rd of them have at least one or more morbidities at present. Anemia (43.33%), dental caries (18.54%), and refractive errors (11.04%) are top three morbidities; and if detected earlier through schoolhealth services, can easily be managed by effective preventive and curative services. [ABSTRACT FROM AUTHOR]

This study investigates the quality of education in public and private schools, focusing on various aspects of learning. The research aims to understand the differences and similarities in approaches, resources, and learning methodologies employed by both types of schools. Utilizing a qualitative approach, data was collected through interviews with deputy headmasters and heads of enterprises from selected public and private schools. The findings reveal significant differences in curricula, teaching methods, assessment practices, and teacher quality between the two types of schools. Public schools tend to emphasize student interactivity with a student-centered approach, while private schools are characterized by the use of modern technology and resources in learning. Despite these differences, both public and private schools share similarities in their commitment to improving the quality of teaching. Both types of schools invest in enhancing teacher competence through continuous training and professional development. The study concludes that although there are differences and similarities in approaches, resources, and learning methodologies in public and private schools, the quality of teachers and their commitment to improving teaching quality have a positive impact on both. This research provides valuable insights into the factors influencing learning quality in public and private schools, highlighting the crucial role of teachers and quality management in creating an effective and relevant learning environment for students.

Background: Intestinal parasitic infection is highly prevalent among children in the tropics. Identifying the most at risk group and subsequent targeted intervention will lead to cost effective and easy to implement control programme. We thus aim to determine the prevalence and pattern of intestinal parasite among pupils from public and private schools. Material and Method: This was a cross-sectional survey. Participants were recruited through multistage stratified random sampling. Information were collected using a questionnaire and early morning freshly passed stool sample was collected and processed from each participating pupil. Stool microscopy was done using saline and iodine preparations. Eggs were counted using Stoll’s method. Data obtained was analyzed using EPI INFO version 3.5.1. Results: Four hundred and twenty pupils were studied, 210 pupils from each school type. Prevalence of 78.1% and 17.1% were recorded for the public and private schools respectively. The pupils from the public schools were 17.23 times more likely to have intestinal parasitic infestation compared to those from private schools (OR =17.23, 95% CI = 10.6-28.01, p = < 0.0001) Ascaris lumbricoides was the most frequent isolate in both the public (62.8%) and private (66.7%) schools. The prevalence of multiple parasitic infestation was 14.8% in the public schools and none in the private schools. Socioeconomic status and source of water were the main factors with significant effect on the prevalence of intestinal parasite (p

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article provides a theoretical and practical analysis of the problem of the formation and development of elite higher education in Ukraine. In the context of the specified problem, the authors singled out: trends in the activity of educational institutions in the conditions of a full-scale invasion of Russia; factors of increased interest of researchers in studying the problem of elites, elite thinking, elite educational institutions; growth trends of private educational institutions in Europe and Ukraine. An analysis of different approaches to the interpretation of the concepts of "elite", "private school", "alternative educational institutions", "elite education", "elite university", etc. is offered. The authors proposed a description of different types of private schools, in particular, elitist, denominational, compensatory, conjunctural, national and alternative models. The article presents the classification of private schools (preschool, primary, day, non-formal, with moderate and high tuition fees, with historically developed traditions and modernity, etc.), and highlights their characteristic features. A comparative analysis of research and elite universities was partially carried out, and the characteristic features of a research university were singled out and characterized (the multi-functionality of the institution, the presence of a system of training specialists with a scientific degree, a wide selection of specialities and specializations, the formation of an intellectual environment around the university, a competitive and selective approach to the selection of students; the presence of corporate ethics, etc.). The article focuses on the specific characteristics of elite universities (autonomy, compactness, own traditions, small numbers, etc.), highlights the most significant factors of the emergence and development of elite higher education institutions in Ukraine (growing demand of the population for appropriate education, creation of an appropriate educational environment, expanded network of social provision of the most gifted students, etc.).

Under the French colonial period, in addition to the public school system, the French government has allowed the opening of many private schools to serve political goals and meet the learning needs of the people. To contribute to clarify the current situation of private schools in Annam during the French colonial period, based on documents of the French government including Decrees, Yearbook Reports, statistical documents... the article focuses on clarifying the The colonial government's private education policy from the second educational reform (1917 to 1945), at the same time restoring the private school system in Annam in terms of schools, programs, and studies, etc. On that basis, the author presents a few comments on private education in Annam since the second educational reform (from 1917 to 1945) and compare it with private education in Tonkin, Cochinchina during the same study period.

This study investigates the efficacy of implementing Individual Learning Plan (ILP) to enhance the writing skills of eleventh-grade students at MAS, (Madrasah Aliyah Swasta) Guppi Mamuju, an Islamic private senior high school in West Sulawesi, Indonesia. Conducted through a pre-experimental approach, the research population comprised eleventh-grade students from MAS Guppi Mamuju, totaling one class. Utilizing total sampling, one experimental class of eight students was selected. The study employed a writing test as the primary research instrument, assessing various aspects including content, organization, vocabulary, language use, and mechanics using Jacobs' scoring scale. Data analysis was conducted using Microsoft Excel's Automatic Data Analysis tool. The results indicated a notable improvement in students' writing ability following the implementation of ILP, as evidenced by the significant increase in mean scores from the pre-test (57.00) to the post-test (70.63), with a range of 13.37 points. Statistical analysis using the t-test supported the rejection of the Null Hypothesis (H0) and acceptance of the Alternative Hypothesis (H1). In conclusion, the integration of ILP effectively enhanced the writing skills of eleventh-grade students at MAS Guppi Mamuju.

Educational innovation is a key concept for policymakers, school leaders, and families, but its conflicting aspects make it hard to define clearly. This study explores how pro-innovation narratives are created within Spanish educational policies and how these narratives are received in schools. Using principles of critical discourse analysis, we examined a corpus of ten texts from three different discursive fields with a tailored analytical approach. This paper focuses specifically on findings related to regulations and the private school involved in the study. The results reveal a strong connection between Spanish educational laws and the political environment in which they were developed. Additionally, the study identifies new, economically-driven definitions for key concepts like education, quality, and innovation. A major conclusion is that today’s “innovative” schools align with the principles of educational neoliberalism. In this context, the concept of innovation reflects lawmakers’ goals, which school leaders endorse. At the school level, administrators adopt a self-promotional discourse that often appears contradictory and propagandist.

Private schools need help in handling school fees and financial processes. Traditional manual payment systems result in data processing issues, delayed financial reporting, and complications from misplaced records. Late fee payments threaten school income, which is crucial for staff salaries. Modern solutions are imperative. Desktop applications have limitations, requiring installation on specific devices, leading to compatibility concerns. This research opts for a web-based application. It employs prototyping models and predictive abilities using the Naïve Bayes algorithm. The web-based application aims to streamline fee management and predict payment delays, enhancing financial transaction management while prioritizing data security through database encryption. This web-based solution aligns with private schools' operational needs, simplifying payments and increasing late payment prediction accuracy. Extensive black-box testing validated its suitability, satisfying administrative staff needs. Four test cases gained administrative team approval. This innovation empowers private schools to optimize operations and financial management. In summary, the research tackles critical financial challenges private schools face by introducing a web-based application that simplifies payment processes, enhances accuracy in predicting late payments, and aligns seamlessly with administrative needs.

This study aims to obtain an overview of the transformational leadership of the head of a private high school in Makassar City. The approach in this study is Quantitative with a descriptive type of research that seeks to describe the four dimensions of transformational leadership of the head of a private high school in Makassar City. In this study, the data collection technique used was a questionnaire that was distributed to 92 samples from 1203 teacher populations who gave assessments to the heads of private high schools in Makassar City. The data analysis technique used in this study is descriptive statistics that only describe the state of the data as it is through parameters such as mean, median, mode, frequency distribution and other statistical measures. The results showed that the transformational leadership of the head of a private high school in Makassar City has (1) a tendency to ideal influence or charisma with a presentation of 77 or 83.16% is in a very high category, (2) inspirational motivational tendencies with presentations of 68.5% are in a very high category, (3) intellectual stimulation tendencies with a percentage of 66.3% are in a very high category, and (4) the tendency of individual consideration with presentations of 50% is in the high category. Research findings: Principals as transformational leaders can improve response, and commitment, pay attention to the concerns and needs of teachers and employees under them, change the awareness of teachers and employees under them about problems by helping them see problems in new ways, and excite and inspire teachers and employees under them to make extra efforts to achieve school goals. can help teachers and employees to see the positive impact of their work through direct interaction by responding, building commitment and making extra efforts to achieve school goals.

Background: Adolescence is a crucial phase in life and the presence of conditions like stress at this stage of life is a matter of concern. Educational stress is a leading cause of anxiety and depression among adolescents. Objectives: This study aimed to find out the educational stress among adolescents in public and private schools of Kathmandu. Research Method: A cross sectional descriptive design was adopted for this study. Probability cluster sampling technique used for selection of schools. The study samples were 426 students of public and private schools of Kathmandu. Self-administered semi structured questionnaire and rating scale were used for the data collection. Both descriptive and inferential statistics were used for data analysis purpose. Results: On an average, majority of the adolescents (79.3%) had moderate educational stress and 10.1% had severe educational stress. Based on type of school, private schools' students had significantly higher level of educational stress in comparison to public school students. However, public schools' students had more moderate level of educational stress (80.5%) in comparison to private schools' adolescents (78.2%). Factors found to be associated with educational stress from multivariate analysis were student's studying in nine class (AOR=2.140 95% CI: 1.408-3.252), student studying in private school (AOR=2.517 95% CI: 1.540-4.114) and use of internet (AOR=2.490 95% CI: 1.379-4.498). Conclusion: On the basis of these findings it is concluded that educational stress is highly prevalent among adolescents and is high enough in private schools. It should be prevented and identified early, so that they can lead a healthy life and can achieve future goal related to education and career. [ABSTRACT FROM AUTHOR]

The success criteria of any program, largely revolves around the success of its graduate in the practical field. The teaching practicum gives such opportunities for the prospective teachers to acquire desired teaching skills for a successful -career. The purpose of this study was to explore the experiences of the prospective teachers during teaching practicum by highlighting the opportunities and challenges. As private schools have been recently added to the pool of schools for practicum, therefore the study was delimited to the practicum in private schools that takes place during the third year of their program. Data was collected from 15 prospective teachers of three batches with help of semi-structured interviews. The data analysis was done through initial coding and then classifying codes into four themes. The emerging themes revealed opportunities in organized environments, infrastructure with facilities, and rigorous learning. Whereas the obstacles included allocation of classes, work pressure and trust concerns of cooperative teachers. However, the challenges didn’t shadow the learning of prospective teachers and served as much needed experience needed to be successful in future. This research aims to assist teacher educators and policymakers in harnessing the full potential of teaching practicum to cultivate a skilled workforce, ultimately enhancing the quality of education. [ABSTRACT FROM AUTHOR]

Copyright of Interação em Psicologia is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: This study assesses first-aid facilities within school premises and assessment of teachers on first aid training. The objective was to assess and compare the first aid knowledge, attitude and practice among teachers from both public and private sector of some schools in Karachi. Methods: The study was cross-sectional and was conducted from March 2018 to September 2019. All participants were included after the informed consent and all of them were full-time teachers from both public and private sector schools. All of them were below 70 years and had minimum one year experience at least. Data was collected through the questionnaire method. Results: Total 384 teachers were included, out of which, 106 were from the public sector and 278 from the private sector. Also, 53% of public and 54% of private-sector teachers had performed first aid in their professional life. Only 27% of public and 40% private teachers think that they are able to handle emergency situations and have enough first aid knowledge. Out of all the teachers participated in, only 27% of public sector teachers think that they have sufficient knowledge regarding first aid, that they can handle emergency situation on their own. On the other hand, 40% of private-sector teachers have enough first aid knowledge to handle emergency cases on their own in schools. Conclusion: Knowledge and attitude regarding first aid training and management is unsatisfactory among the teachers at schools in Karachi. Public sector school teachers have a poor understanding of knowledge and practice of first aid as compared to the private sector. Although not enough but private sector schools do recognize the importance of first aid training more than public sector schools. [ABSTRACT FROM AUTHOR]

Private school leaders weigh costs and benefits when deciding whether to participate in school voucher programs. Regulatory costs associated with accepting voucher funding could reduce private school leaders' willingness to participate. We test this hypothesis through the first random assignment analysis of the effects of various regulations on the expressed willingness of private school leaders to participate in hypothetical voucher programs that draws upon national data. We randomly assign different regulations to U.S. private school leaders and ask them whether they would participate in a hypothetical school voucher program during the following school year. Relative to no regulations, we find that open-enrollment mandates reduce the likelihood that private school leaders report being certain to participate in a hypothetical choice program by about 14 percentage points, or 67%. The requirement that private schools accept the voucher funding amount as payment-in-full reduces the likelihood that private school leaders report being certain to participate by 16 percentage points, or 77%. Some regulations are more likely to deter private schools with higher reported tuitions, higher enrollment trends, more specialization, and more climate problems. [ABSTRACT FROM AUTHOR]

Managing a company or organization in today’s market is a challenge that each leader has to face. Companies have to adapt and embrace challenges, or they will be left behind by the competitors in the market. The leadership of a company has to be creative in order to fulfill the needs of the customers, the market, and its employees.

Copyright of Orbis Scholae is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper presents the multiple recompositions and arrangements that are taking place in the primary education sector in Tamil Nadu and Pondicherry. In the aftermath of independence, Educational policies have evolved under the influence of a popular electorate and a strong regional identity. The challenge is to show how this model is evolving in a neoliberal context, subject to a new world educational order and under pressure from parents, who have been particularly inclined since the 2000s to espouse the codes of the new middle classes without, in most cases, belonging to them. The paper questions the conditions for the emergence and exercise of private non-state actors and also the way in which the State, particularly the regional State, negotiates relations between the public and private sectors through reservations, subsidies and vouchers. Focusing on the effects of national and regional education policies based on research conducted in Tamil Nadu and Pondicherry since 2013, the paper emphasizes on a qualitative material from semi-directive interviews with pre-schooling actors and families, questionnaires and observations, supported by the dual status of the author as a researcher and teacher by profession in France.

Through the analysis of arrangements made to the Law of Preferential School Subsidy (2008) by private schools subsidized by the Chilean state, this contribution focuses on the repertoires of action of the pro-equity policy. Indeed, the circumvention of the non-selection and free schooling measures concerning disadvantaged students that we observed (2012-2015) calls into question the contractual approach as a lever for the engagement of educational actors in the fight against school exclusion. The article attempts to highlight the implementation of a governance by “accommodation” favoring the acceptability of institutional constraints by private education providers in Chile.

There is scholarly consensus that the involvement of fathers in preschool education optimizes child-adolescent development. However, in practice, fathers' participation is low compared to that of mothers. This article presents the results of a qualitative study aimed to exploring the perceptions of fathers with children who attend private educational centers in Chile about the conditions that encourage or discourage them from participating in their children's activities at school. Semi structured interviews were held with fathers of children who attend 8 preschools. The article reveals positive attitudes toward participation which are hindered by cultural, structural, and institutional factors. Conditions of possibility become privatized and come to depend on the ability to reach agreements among parental figures. This study contributes to the scientific understanding of the conditions affecting the participation of fathers in early education. The implications of these findings for parental involvement policies and the work of educational institutions are discussed. [ABSTRACT FROM AUTHOR]

This study explored the various aspects of Grade 12 English as a first additional language (EFAL) learners’ oral proficiency and compared the different aspects of poor oral achievement in selected public and private schools in Gauteng, South Africa. Furthermore, it investigated reasons for the difference in the level of English oral proficiency of the learners in these schools. The difference in the level of English language proficiency was found to be linked to several sociolinguistic factors and environments that exert an influence on the teaching and learning environment.The South African learning environment is characterised by multicultural learners who attain English as a FAL. Public schools are state-governed schools and private schools are independent, often found in the CBD and owned by private stakeholders. The private schools are not necessarily elitist or wealthier than public schools in Gauteng which is a densely populated area. Learners’ oral proficiency was compared to determine which environment was perceived to facilitate the desired advanced level of English oral proficiency.The main question was: Which areas related to the oral English Language proficiency of Grade 12 FET English FAL learners need to be addressed and how does this differ between learners from private and public schools? This study dealt with the learner responses of stakeholders and FET Grade 12 learners in Gauteng in former model-C public schools in Soshanguve and private schools in the CBD of Tshwane. A mixed-methods research approach was followed in order to highlight specific areas and to uncover discrepancies pertaining to poor oral English language proficiency. This is followed by qualitative, semi-structured interview responses to clarify the central focus of the study. The findings also confirmed that a limited vocabulary, due to inadequate exposure to English at home was considered the primary cause of the problem.

The purpose of this research was to 1) study transformational leadership of private school administrators, 2) study teamwork efficiency of private schools, and 3) study transformational leadership of administrators affecting teamwork efficiency of private schools in Roi Et province. The sample comprised of 52 school administrators and 291 teachers of private schools in Roi Et province. The research instrument for collecting the data was a five-point rating scale questionnaire. Statistical analysis of the data involved frequency, percentage, mean and standard deviation. Stepwise multiple regression was employed to test the hypothesis. Research results revealed as follows: 1. The transformational leadership of private school administrators was rated overall at a high level. Each individual aspect was also rated at a high level except that of Idealized Influence which was rated at a very high level. 2. The teamwork efficiency of private schools was rated overall at a high level. Each individual aspect was also rated at a high level except. 3. Concerning transformational leadership of administrators affecting teamwork efficiency, it was found that the individualized consideration was the best predictor of teamwork efficiency followed by the vision of leader, and the intellectual stimulation, respectively. These predictors could mutually explain the variance of teamwork efficiency of private schools in Roi Et province for 55.40 percent with statistical significance at.01 level. The predictive regression equations were as follows. Raw score regression equation: Y´ = 0.846 + 0.341X5 + 0.238X1 + 0.203X2 Standard score regression equation: Z´y = 0.369ZX5 + 0.253ZX1 + 0.212ZX2

BackgroundAlthough efforts toward practicing inclusive education have stalled in countries such as Ghana, the available data have mainly centred on enacting inclusive education in public schools. With private schools being notable alternative service providers to public schools, understanding private school teachers’ perceived self-efficacy toward teaching students with disabilities in the classroom is essential.MethodTo develop insights into inclusive practices, a two-phase mixed-methods design was adopted for this study. In the first phase, 82 teachers from six private schools responded to the self-reported Teacher Efficacy for Inclusive Practice (TEIP) scale. In the second phase, there were 10 participants, including principals (n = 3), heads of department (n = 4) and teachers (n = 3). While the quantitative data were subjected to confirmatory factor analysis, t-tests, analysis of variance and linear regression, the qualitative data were analysed thematically using the components of the TEIP scale as a priori themes.ResultThe study confirmed the structural validity of the TEIP scale in measuring teachers’ self-efficacy and the correlations and covariances between efficacy in managing behaviour and performing instruction and collaboration. There was divergence between the quantitative and qualitative data and background variables, such as educational qualifications, pre-service training in inclusive education and participation in professional development, which provided additional insights into the teachers’ self-efficacy.ConclusionThe findings show that some private school teachers teach students with disabilities despite having no confidence in their capabilities. The study findings underscore the need to create more training opportunities for private school teachers to enhance their confidence in practicing inclusive education in schools.

School travel behaviors are associated with children’s health and well-being, traffic congestion, and sustainability. Australia has seen a steady rise in the number of car-passenger trips made by children to school, and a decline in walking-to-school. Australia differs from most nations in that it has one of the highest rates of private schooling in the world at around 34%, supported by high levels of Commonwealth Government funding. Little is known about the effects this has on travel behavior and whether it is a factor in Australia’s high rates of chauffeuring. This paper looks at journeys-toschool in South-East Queensland. Two research questions were posed: i) how do students in private and public schools travel to school, including mode shares and median trip-distances by mode?; and ii) is there any relationship between school type and mode choice, when controlling for key demographic and land use variables? Advanced geo-spatial matching allocated all trips made to schools in the 2017-2019 South East Queensland Travel Survey to either public or private schools. The resulting dataset included 2600 public school students’ trips to school and 1117 private school students’ trips to school. The public and private schools’ commuting travel behavior was then examined. Private motor vehicle is the most frequently chosen mode for travelling to school across the two groups (72.3% for public and 74.6% for private). The proportion of students walking/biking to school is 2.3 times greater for public than for private schools (16.8% versus 7.3%) even though those two groups share the same median trip distance value in active travel. For all other travel modes (automobile, public transportation and school bus), median trip distances are greater for private school students than private school students. Multinomial logistic regression modelling suggests that private school students are less likely to walk/cycle to school than public school students when controlling for key demographics and schools’ urban form characteristics. Private schools appear to disproportionately contribute to traffic congestion. Australia should consider amending its school policy frameworks to help address these concerns.

All education is spiritual and ergo homeschooling is resurging. Parent-directed, family- and home-based private education schooling – that is, homeschooling – is millennia old and has experienced a notable renascence around the world during the past 40 years. With respect to homeschooling, “Parent-directed means the parents have deliberately chosen to take responsibility for the education of their children, controlling both the education process and the curriculum (course of study). Family-based means the center of educational gravity is the home, with other resources being secondary” (homeschoolingbackgrounder.com, 2020). One of the key reasons that home education is growing is that more parents and more of the general public are recognizing that all education of children deals with values, beliefs, and, ultimately, an overall worldview (Weltanschauung). Because worldview is a comprehensive conception or apprehension of the world, especially from a specific standpoint, it is, de facto, spiritual. This paper shows that all education and schooling is the teaching, training, and indoctrination of children, that the worldwide rebirth of home education came with a focus on spirituality, that empirical evidence shows that all education is spiritual and spirituality is motivating many homeschoolers, and, finally, that scholarly theoretical arguments against homeschooling involve the spiritual.

This paper, based on an empirical study of private schools (n=35) and families (n=105) in select localities (n=3), explores how diversified school market(s) operate in Alwar city in Rajasthan in India. It observes that private schools execute a range of strategies, both ethical and unethical, to influence parents and attract admissions. School strategies range from the most modern methods such as advertising through local television channels, WhatsApp, Facebook, roadside billboards, wall-paintings, door-to-door visits, etc., to the invoking of primordial affiliations such as kinship ties, caste, and religious identities to reach out to parents. Schools use promises like offering better English-medium education, ensuring the safety and security of children, strict discipline, and providing coaching to prepare students for admission to prominent government schools and the engineering and medical institutes of the country as marketing strategies to help them flourish in a competitive education market. [ABSTRACT FROM AUTHOR]

This article studies how educational regional variations contributed to feed development disparities and conflicts between Northern and Southern Nigeria since the colonial era. It also analyses the stereotypes resulting from this educational gap, from the Biafra secession war to the Boko Haram jihadist insurgency today.

This study examined the threat pose by schools operating a joint section under UBE to academic activities of both the pupils and students. The research method adopted for this study is the qualitative descriptive design of survey type. Upper basic school I, II, and III students of 15 purposively selected schools operating joint section Universal Basic Education System in Ilorin metropolis were selected for the study. Researchers-designed structured interviews with content validity and 0.77 reliability index of the instrument was the only instrument used to elicit the needed data from the respondents. The findings of the study revealed that: upper basic school students were seriously distracted the students it is meant to cater for in many ways. Based on the findings, it was recommended among others that; the same time should be allocated to both sections for both school activities since they use the same compound to decrease distraction and confusion of the students or better still, sections should be structured in different locations to reduce overpopulation in the compound thereby making teaching and learning more effective.

The rapid increase in the number of the private schools in Turkey provides parents new choices. This also leads teachers and administrators who work for state schools and who are also parents themselves to make a choice between private schools and state schools. In this regard, the aim of this study is to review the opinions of teachers and administrators working for the state schools on private schools. The research method is qualitative phenomenology design. The study group involves a total 136 teachers and school administrators working in schools located in Sivas city centre. The data of the study is collected via a survey with open ended questions developed by the researcher. Content analysis method is used for the analysis, and the data are demonstrated with the graphics. As their positive opinions on private schools, teachers and administrators stated that private schools supports academic success, they are rich in physical environment, they have more extra-class activities, they provide convenience for working parents and they contribute to students’ progress. However, their negative opinions are private school fees, not enough contribution to student progress, constant turnover of teachers, and misleading behaviours towards parents. The findings show that, comparatively, the teachers and administrators are more reluctant to send their children to private schools, and besides, they have more negative viewpoints on private schools. At the end of the study, the suggestions both by the participants and the researcher are included.

In a context of globalization and neoliberalization of public policies, the adoption of a “new public management” affects all areas of society, from territorial development to education. In the education sector, the role of local authorities, private institutions, and parents has been reinforced. These transformations participate in the creation of more competitive school markets where schools became urban amenities. This article demonstates how school became a pivotal aspect of urban renewal projects and promotes the development of new partnerships. Mobilizing a dual methodology drawing on both qualitative and quantitative approaches, this article more precisely underlines how school is becoming a means for urban revitalization which may increase the risks of segregation and reinforce local inequalities.

The aim of this study is to examine the private school administrators’ views on talent management. 23 private high school administrators in Ankara in 2017-2018 academic year were selected by maximum diversity sampling method. Case study was used in this qualitative research. Data were collected using semi-structured interview form. Content analysis was used in the analysis of the data. Administrators mentioned student achievement, parents’ expectations, the importance of competition, the use of information technologies, material and physical opportunities, school climate, the importance of corporate culture, wage policy and career opportunities. It was revealed that there were problems in the correct determination of talent, mentorship, electronic learning, orientation, performance evaluation system based on objective criteria and leadership development activities for the future. Management strategies of educational institutions can be formed with talent management approach, trainings that will improve the talent management practices of school administrators can be used, and schools can use various channels to attract talented teachers.

Background: Private schools in South Africa are currently faced with the challenge of retaining a talented pool of teachers. An employee value proposition (EVP) could assist private schools in reducing teaching staff turnover. Aim: The aim of this study was to investigate the significance of an EVP in the retention of teachers at three selected South African private schools. The study thus sought to answer the following question: What is the significance of an EVP in the retention of teachers at three selected South African private schools? Setting: Time and money are spent on the recruitment and development of teachers. High turnover of teachers reduces all staff recruitment and staff development efforts to useless financial expenses. Methods: A qualitative research approach was followed. Semi-structured interviews were used to gather data from teachers at three different private schools in Johannesburg. Results: The findings showed that most private schools lack a clear and differentiated EVP. Despite their importance, EVPs were often not clearly communicated to staff members and the value of EVPs in the retention of teachers was mostly underestimated. Conclusion: The research highlighted the deficiencies in the EVPs of most schools. It also emphasised the backlog in the retention of teachers caused by a lack of a proper EVP.

In this manuscript, the researcher aimed to understand his lived experiences, beliefs, and the culture he is in, being a novice grade school teacher in a Philippine private school. Reflection as a research methodology is utilized to make sense of the data generated. The discussion is thematically dived into three parts, namely—(1) the delivery of instruction; (2) school and classroom culture; and (3) the school community. This paper contends that reflection fosters active thought about actions and situations, making the teacher truly engaged in the course of education. Reflection can help strive toward learning and progress. It is suggested for teachers to intentionally reflect so as to invite continuous learning and progress. This especially can be a manifestation of authenticity in the business of facilitation of learning among teachers. Furthermore, reflection is a prerequisite to rethinking pedagogical styles and teaching craft, leading to innovation in the educational arena.

Copyright of Revista Chilena de Antropologia is the property of Universidad de Chile and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The New Zealand schooling system is well-known for its progressive and innovative approach to education (Couch, 2012; Mutch, 2013; Wells, 2016). Their national curriculum is inclusive and flexible, allowing schools and teachers to select the content they deem necessary to meet the competencies in the designated learning areas (Ministry of Education, 2007). Additionally, the NZ education system provides choice to parents by offering a range of alternative approaches to schooling, such as Steiner Schools, Montessori Schools, Catholic Schools, or Kura Kaupapa Mãori (Mãori language immersion schools). Within such progressive public schooling system, one would not expect that there would be interest in alternative private schools. Yet, this study found the opposite. To examine the growing interest in independent alternative programs in New Zealand, this study uses a qualitative multiple-case study design of four independent educational programs in the North Island of New Zealand. [ABSTRACT FROM AUTHOR]

Using a recently released confidential dataset from the National Center for Educational Statistics (NCES), we find some evidence of "white flight" from public schools into private schools partly in response to minority schoolchildren. We also examine whether "white flight" is from all minorities or only from certain minority groups, delineated by race or income. We find that white families are fleeing public schools with large concentrations of poor minority schoolchildren. In addition, the clearest flight appears to occur from poor black schoolchildren. The results for "white flight" from Asians and Hispanics are less clear.

In this article I explore the role that class, and its intersections with gender, play in shaping the way that learners at a private, all-girls school in South Africa conceptualise their sexuality education. Drawing on data from focus group discussions with 2 friendship groups of Grade 10 learners, the evidence reveals the multiple, intersecting and contradictory ways in which middle-class young women navigate class and gender. Firstly, learners, in drawing on a discourse of middle-class excellence, reproduced class difference in their discussion of attending a private school. Secondly, they drew on this class capital to position themselves as immune to many of the issues dealt with in sexuality education, particularly teenage pregnancy. Finally, a discussion of the gender exclusivity of their school revealed that this class capital was not always available to them, as they prioritised a discourse of heterosexual desirability over middle-class excellence in speaking about their interactions with boys. The findings reveal the complex and changing ways in which young middle-class women discursively reproduce, resist and navigate the intersecting classed and gendered systems of power that shape their particular schooling context.

Aim: Assess the knowledge and behavior of Lebanese parents when it comes to melanoma and its prevention in children. Methods: A survey, to be completed by parents, was sent through children from three schools. Results: During sun exposure only 23.5% of 1012 respondents were always covering enough areas of their children's skin and 74.1% did not always apply sunscreen to their children. Parents of private school children were three times more likely to apply sunscreen to their children when exposed to sun, four times more likely to reapply sunscreen every 2–3 h and 21 times more likely to use a higher sun protection factor. Conclusion: Sun protection in children is insufficient and sunburns are frequent, illustrating the need for melanoma awareness campaigns.

Private school culture dominates the public-school culture in Pakistan. With no central regulating organization, private schools in the country autonomously construct their educational philosophy that underpins curriculum choice, pedagogic approaches, and school operations. In this perspective, there is an increasing inquisitiveness in the understanding of what determines a private school as a “successful” school. The researchers intend to understand the determinants of a successful private school and aim to explore the leadership behaviors of head teachers of such schools in Pakistan. The Beaconhouse School System (BSS), the largest private school system in Pakistan, took part in this case study. A sample of a total of 128 participants, comprising of teachers (n = 120), School Group Heads (SGH) (n = 4) and school head teachers (n = 4) of four most successful primary schools of BSS, was drawn to participate in this case study employing a mixed-methods design. Two survey instruments, Determinants of School Success (DSS) and Leadership Practice Index (LPI) were developed on a five-point Likert Scale and applied to identify four most successful primary schools of BSS. It was found that head teachers had established a whole-school approach towards students high achievement, promoted a culture of trust, commitment, shared vision, practiced distributed leadership and involved all stakeholders in creating a shared sense of direction for the school. Recommendations have been generated for improving the performance of school leaders.

Copyright of Social & Education History / Historia Social y de la Educación is the property of Social & Education History / Historia Social y de la Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Using 1990 Census microdata, we explore ethnic, racial and immigrant differences in private school attendance.  We find high rates of private school attendance among white natives, white immigrants, and Asian natives.  In contrast, we find low private school rates among black and Hispanic natives and immigrants, Asian immigrants, and other natives.  Variations in income per capita and especially parental education account for over 70% of the gap in private school attendance rates between white natives and all other groups.  We discuss ramifications for racial, language, and socioeconomic segregation in America's schools, and possible effects of school vouchers on segregation.