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In today's schools, students can be given high grades in examinations and class performance. High grades can lead to the problem of inflated grades. Inflated grades can lead to grade inflation. The subject of this study is to investigate the existence of high grades in primary school, secondary school and high school. The main purpose of the research is to reveal the existence, causes and consequences of high grades. The study group consists of teachers (n = 203) working in primary, secondary and high school educational institutions in Van. Case study design, one of the qualitative research methods, was used. According to the research results, the majority of teachers point out that inflated grades are given to cover up failures. According to the participants in this research, there is a problem of inflated grades at all levels of education. Likewise, inflated grades are common in both public and private schools. [ABSTRACT FROM AUTHOR]

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]

The aim of our study is to describe the identity of parents in a selected private alternative school. We chose a narrative approach based on an analysis of eight in-depth interviews with parents. The results of this research show how parent identities are manifested in their narratives in terms of opposition to mainstream education, negotiation of their needs and legitimisation of their choice. The research contributes to ongoing debates on school-choice policy by understanding how parents at a private school perceive themselves, form their decisions on choice of a school and how they justify their actions. Parent narratives are discussed in terms of quality of education as well as in terms of social justice in education. [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]

The evolution and conceptualization of inclusive education policies and practices have been dynamic in the global sphere. This qualitative case study aimed to explore inclusive education practices and experiences at a private school in the Caribbean by applying aspects of the socio-cultural and ecological systems theory. Data was collected from 27 stakeholders using interviews, focus group discussions, secondary data, and observation and analyzed using a thematic and narrative inductive approach. Findings show a significant cross- influence of the different systems on the learning of children with disabilities in inclusive classrooms. Emerging from the findings, the Contextual Systemic Inclusive-Education Model (CSIM) is proposed as a framework that schools can use to examine inclusive practices and experiences in their contexts where applicable. A key recommendation is for education systems to evaluate the context in which inclusive education occurs and explore the experiences of key stakeholders at the various levels who should work collaboratively and in synchrony to improve inclusive practices in schools. [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

Several issues arise in relation to the interpretation and application of an education contract in a private primary school. First of all, the nature of the contract as a public or private law contract, and possibly as a consumer contract, needs to be clarified. Either way, one of the parties should undoubtedly be entitled to protection as the weaker party. At the same time, this contract is an example of a contract that can be claimed, which raises the issue of the contractual obligation constituting an exception to the principle of autonomy of the will on which contemporary private law is based. The early termination of the contract in case of a serious breach of duty by one of the parties also brings problems. The article examines in more detail the specific nature of the educational contract, the contractual obligation and tries to find an acceptable solution to the complicated situation arising in connection with the early termination of this contract. [ABSTRACT FROM AUTHOR]

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.)

Since Plato and Aristotle, political theorists have discussed the important role of education in forming democratic citizens. They disagree, however, over whether public or private schools are more effective at nurturing citizenship. We conduct a statistical meta-analysis to identify the average association between private schooling and measures of four central civic outcomes: political tolerance, political participation, civic knowledge and skills, and voluntarism and social capital. Our search identifies 13,301 initial target studies, ultimately yielding 531 effects from 57 qualified studies drawing from 40 different databases. Using Robust Variance Estimation, we determine that, on average, private schooling boosts any civic outcome by 0.055 standard deviations over public schooling. Religious private schooling, particularly, is strongly associated with positive civic outcomes. The evidence is especially strong that private schooling is correlated with higher levels of political tolerance and political knowledge and skills. We discuss heterogeneities, robustness checks, and implications. [ABSTRACT FROM AUTHOR]

Globally, the private school share of enrollment increased from about 14 percent in 2000 to about 18 percent in 2019. We estimate the systemic effect of private enrollment share on learning outcomes. Estimates of the systemic effect of private school enrollment capture any competitive effects as well as any differences between public and private schools in raising student outcomes. We use new data from the World Bank on harmonised learning outcomes for mathematics, reading, and science to produce an unbalanced sample of 120 countries from 2000 to 2017. We find that, all else equal, on average, a one percentage point increase in private enrollment is associated with null to at most weakly positive effects on country-level learning outcomes. Countries that increased private school enrollment experience as much or slightly more learning than countries with no change in private school enrollment. [ABSTRACT FROM AUTHOR]

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.

In this article we make an argument for the importance of embodied cultural capital in the generation of class advantage through private school students' access to Oxbridge. Private schools in England continue to reproduce advantage (Variyan 2019), however, establishing exactly how students are advantaged through private schooling is not straightforward. Previous studies of educational advantage have drawn on the broad concept of cultural capital (e.g. Bathmaker, Ingram and Waller 2013; Reay, David and Ball 2005) to elucidate processes of inequality. We contend that within this space of Bourdieusian analysis of middle-class advantage there is a need for further thinking about embodied cultural capital as a specific and powerful form working at the symbolic level. By examining a bespoke intervention in a private school in England, we shed new light on how students are advantaged when applying to elite universities through processes that facilitate the cultivation of embodied cultural capital. [ABSTRACT FROM AUTHOR]

Copyright of Istanbul Commerce University Journal of Social Sciences / İstanbul Ticaret Üniversitesi Sosyal Bilimler Dergisi is the property of Istanbul Commerce University Journal of Social 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.)

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, 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.)

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.

The article concerns the results of the survey conducted among the adult participants of the Italian language course. The aim was to identify the proposals of didactic tasks developing basic language skills and teaching through play in a private institution. According to the respondents, conversation is the most useful skill, rated as the “most enjoyable”. It is worth noting that practicing grammar skills is highly appreciated by learners. Listening comprehension is the most difficult for the respondents. The majority expressed a positive opinion towards ludic approach in learning process. [ABSTRACT FROM AUTHOR]

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]

Copyright of International Journal of Economics, Politics, Humanities & Social Sciences / Uluslararası Ekonomi Siyaset İnsan ve Toplum Bilimleri Dergisi is the property of International Journal of Economics, Politics, Humanities & Social 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.)

The study attempts to analyze the different semiotic devices used in the advertisements of private schools generally in Khyber Pakhtunkhwa, particularly in Kohat division. It explores the role that different semiotic devices play in the advertisements of private schools in Kohat division and reveals the implicit, hidden, and inherent ideologies behind using these semiotic devices in private school advertisements. The present study is qualitative, and the data were collected from the latest advertisements of 2023 advertised by the private schools in KP, specifically in Kohat division. Kohat and Karak districts were selected from Kohat division. Six schools from these two districts were selected through a simple random sampling technique. After selecting private schools, the advertisements given by the selected schools were downloaded and analyzed using Fairclough's (1992) three-dimensional model. The study expects to make private school owners realize that some parents do not look at the pictures and semiotic devices in advertisements; instead, they look at the quality education provided by the school when they look for a school for their children. [ABSTRACT FROM AUTHOR]

Copyright of Aled: Revista Latinoamericana de Estudios del Discurso is the property of Asociacion Latinoamericana de Estudio del Discurso 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 basic education in a developing country struggle with parental disinterest and resource limitations, hindering education access. Despite offering free tuition and food, the school has witnessed a worrisome increase in dropouts over the past five years. Hence, the study was conducted to examine the challenges of learner's persistence. Key informants consisting of the teachers, parents, and three former students formed part of the research participants. The findings showed that challenges to learner's persistence include family problems, financial difficulties, absence of a security guard, school location, lack of parental cooperation, and inadequate learning materials. Finally, the study recommended specific strategies to address these challenges. The implementation of these strategies can greatly contribute to improving the learner's persistence and their overall learning experience in a free basic education program. [ABSTRACT FROM AUTHOR]

Traditionally, the History of Education has come close to the reality of private and religious schools from eminently educational and pedagogical interpretative models. Despite the fact that these institutions perform educational functions, they must not hide their status as companies, which operate in an educational market that requires, for the achievement of business survival and growth, the implementation of different commercial strategies. This research aims to approach one of these strategies. Specifically, it focuses on the analysis of commercial benefits derived from the creation and dissemination of the corporate history of these educational centres. To do so, the historical method has been applied in a case study framed geographically in the Sant Francesc de Sales school (Ciutadella de Menorca, Spain) and temporarily in the years immediately following the Spanish Civil War, known as the Post-War period (1939–1945). The triangulation of written, oral and iconographic sources has allowed a wide and rigorous analysis of an untreated phenomenon in educational historiography, exposing explanatory models that could be reproduced in other cases of a similar nature. [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 International & Comparative Education is the property of International & Comparative Education Editorial, Beijing Normal University 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.)

Although informal teacher learning (ITL) has been deemed critical for teachers in various contexts, it remains unknown how different kinds of ITL are associated with teacher self-efficacy, and how these relationships differ between public school teachers and private school teachers. Based on sociocultural theory and reflection theory, this study first categorised ITL activities into four types: (1) learning through interaction with colleagues, (2) learning through interaction with stakeholders (i.e. students, parents, friends, and researchers), (3) learning through interaction with multimedia, and (4) learning through reflection on practice. Borrowing from social cognitive theory, the study then investigated the relationship between each type of ITL and teacher self-efficacy among public school teachers and private school teachers. Survey responses were collected from 289 teachers in a pilot study and 510 teachers in the main study. Multigroup structural equation modelling was used to analyse the data. The results substantially support the existence of the four ITL categories listed above. Compared with the private school teachers, the public school teachers reported that they interacted more with stakeholders. The public school teachers' reflection on practice was significantly related to their self-efficacy, whereas the private school teachers' interaction with stakeholders and multimedia was important to their self-efficacy. [ABSTRACT FROM AUTHOR]

Copyright of Mediterranean Journal of Sport Science (MJSS) is the property of Mediterranean Journal of Sport Science (MJSS) 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.)

Novice English language educators at private schools confront a variety of issues in constructing their identities and coping with burnout, both of which can have an impact on their teaching methods and professional growth. Teaching is a very demanding profession, and it is common for instructors to experience severe stress, culture shock and burnout, especially in their early years. The purpose of this research is to investigate the causes of burnout among novice English language instructors in private schools, as well as how they negotiate and manage their teacher identity in the face of burnout. Semi-structured interviews and reflective diaries will be used as primary data collection methods in a qualitative research design based on interpretive phenomenological analysis. This study includes a sample of beginner English language instructors with fewer than three years of experience teaching in private schools. The collected data will be thematically examined to find patterns, themes, and meanings connected to burnout and teacher identity. The findings will add to the current literature on novice teacher burnout and teacher identity, as well as strategies for supporting and retaining novice English language instructors in private schools. [ABSTRACT FROM AUTHOR]

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University 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.)

Copyright of Mersin University Journal of the Faculty of Education / Mersin Üniversitesi Eğitim Fakültesi Dergisi is the property of Mersin University 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.)

Over the first two full school years under the COVID-19 pandemic, K-12 enrollment in public schools fell dramatically (i.e., by more than 1.2 million students) with losses concentrated among the youngest students. Currently, little is known about where these students went and what learning environments they are experiencing. In this research note, I present leading descriptive evidence on this question by combining public-school enrollment data with newly collected state-level data on private-school and homeschool enrollment and Census-based estimates of the changed size of the school-age population resident in each state. These data indicate that, between the 2019-20 and the 2021-22 school years, homeschool and private-school enrollment grew by 30 and 4 percent, respectively. Across the states with available data, increased homeschool enrollment and population loss each explain 26 percent of the public-school enrollment decline while the more modest increase in private-school enrollment explains 14 percent. Over a third of public-school enrollment loss cannot be explained by observed changes in nonpublic-school enrollment and the school-age population. This large residual indicates the pandemic may have shaped learning opportunities, particularly for the youngest children, in additional ways (e.g., skipping kindergarten, unregistered homeschooling, truancy) that merit further scrutiny. [ABSTRACT FROM AUTHOR]

Purpose: Burnout is a condition of psychological pressure experienced by private teachers in Indonesia. In dealing with such problems, the role of the principal as a leader is very important for organizing human resources, in this case, teachers, so that they can minimize burnout. This study aims to find out the effect of transformational and instructional leadership on private teachers facing burnout in Indonesia. Method: A quantitative descriptive-correlational research method was used in this study. The research sample comprised 560 private teachers spread across several provinces in Indonesia. The data collection instruments were the Multifactor Leadership Questionnaire (MLQ), the Principal Instructional Management Rating Scale (PIMRS), and the Maslach Burnout Inventory-Educators Survey (MBI-ES). Descriptive data processing and hypothesis testing was carried out with SPSS application version 26.0. Findings: Based on the results of hypothesis testing, it was revealed that the principal's transformational leadership had a negative and significant effect on teachers' burnout. The principal's instructional leadership also had a negative and significant effect on teachers' burnout. Furthermore, the application of these two leadership models together (simultaneously) can reduce teacher burnout. Implications for Research and Practice: We recommend that school principals both in state schools and also in private schools should carry out the transformational and instructional leadership models to boost the teacher performance and decrease the burnout. In addition, it was also felt that stress behavior, emotional exhaustion and burnout are very serious problems experienced by teachers so that further research can apply other leadership style approaches to overcome this problem. [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.)

Opponents of homeschooling associate it with unchecked and unreported abuse and neglect of children, often arguing for more regulation of or an outright ban of home education. Do homeschool students experience more maltreatment than those in schools and, if so, is it happening in or outside the home? Empirical evidence to answer this question is lacking, data collection during schooling age poses several constraints, and school-age children may under-report incidences due to fear. To address this gap in information and literature, we draw nationally representative data from 1,253 previously homeschooled and conventionally schooled (public and private schools) adults to anonymously report about their abuse and neglect experiences during school age. Cross-sectional findings suggest that school sector is a non-issue after considering the role played by demographics (e.g., family structure, years in foster care, large family size, and household poverty) in the maltreatment of children. The incidences of abuse and neglect for homeschool children are statistically significant only at community or some type of school, and the occurrence rates there are double or more than at family where the rate is not significant. Results suggest that policymakers should consider the larger role of demographics in framing policies to protect children from abuse and neglect. [ABSTRACT FROM AUTHOR]

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.

Voucher policies represent a market mechanism to support school choice, with the expected effect of stimulating competition among schools and, in turn, positively benefiting the educational outcomes. As the only Italian region adopting this policy to free private/public school choice, Lombardy is the subject of this study. In particular, we aim at understanding whether the voucher policy still affects private school enrollments, considering its de-financing in 2016. Findings show that this reduction did not impact private enrollments. Reasons could be probably found in the well-rooted motivations behind private school choice and in the low amount of the voucher, which does not cover the full private school enrollment. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to reveal what kind of intentions local governments and local councils can show and how they can exercise their authority with respect to restricting the expansion of correspondence high schools, such as increasing the number of schools, increasing the number of students, and expanding the student recruitment area. For this purpose, this paper analyzed the minutes and documents of the councils of private schools, the minutes of the prefectural assemblies, and the minutes of the city assemblies. I reviewed the expansion process of the 24 private correspondence high schools (12 in Nagano, 9 in Ibaraki, and 3 in Okinawa prefecture) established in and after 2000. These three prefectures are where such high schools have been expanding remarkably. The findings of this paper are as follows: First, the school capacity and the student recruitment area could be expanded as much as possible if the capacity was expected to be filled or if satellite facilities could be established. Second, the prefectural government mainly expected the expansion of private correspondence high schools to create diverse educational opportunities, collaborate with private educational institutions, and attract more students to the prefecture through in-person classes. On the other hand, they expressed concerns about competition among correspondence high schools, reliability of school organizations, and student recruitment by correspondence high schools established in other prefectures. However, the councils of private schools, which are the approving agencies, were able to approve the application if it met the criteria, even if there were doubts about the application. Third, the municipalities expected similar things to those of the prefectures from the expansion of private correspondence high schools: creation of educational opportunities, contribution to educational activities in the city, enhancing the appeal of the city to students outside the prefecture, and economic benefits gained from students' visits to the city. However, when the provision of closed school buildings and other facilities was involved, the municipalities could discourage the establishment of schools by not providing closed school buildings and other facilities if they had concerns about the school corporation or its establishment plan. These results imply that the prefectural government's private school-related departments and private school councils, which are supposed to supervise private schools, may express concern about the expansion of private correspondence high schools, but it is hard for them to restrict the expansion, and that municipalities, general administrative departments other than private school-related departments, and councils, which have no authority to supervise private schools, can virtually restrict the establishment of private schools. Finally, this paper raises the following issues: How should the establishment/expansion of private correspondence high schools be regulated, and what agencies and organizations should be involved with the approving process. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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.)