Search results

The purpose of this paper is to trace the establishment of area schools from two vantage points. The first vantage point is those who were legislatively responsible for public education in South Australia from the mid 1930s through to the end of World War 2. The second is the local community, with references to Karoonda (and districts) in particular.

The paper locates the evolution of area schools in the comprehensive public secondary schooling movement and the practice of borrowing policy initiatives from overseas and other education jurisdictions. Primary source documents have been used extensively throughout the article.

Initial resistance to the closure of small schools to form area schools was overcome by the provision of free bus transport, and the wider availability of secondary education, locally. Originally intended to provide instruction to students who would remain for most of their lives in rural communities, within ten years of opening, area schools became the means of mobility for many.

The continuing exodus of youth from rural areas in search of “greener pastures” has become one of the main issues confronting rural communities as they search for ways to maintain viability in a competitive, market driven economy.

The paper is a rigorously documented historical contribution towards debate and discussion about how governments, and others, may ensure access to secondary education in rural areas in light of demographic and economic factors.

The school fringe environment (peripheral 400 m buffer) offers an important opportunity for young people to obtain food and drink. There is international evidence to suggest socio-economic influence on food outlet availability and healthfulness within these environments; however the situation in the UK is unclear. The purpose of this paper is to describe food outlet provision (frequency and type) within primary school fringes across the spectrum of deprivation.

Ten primary schools in Newcastle upon Tyne were purposefully selected from a comprehensive list of all schools within the region. Two schools were chosen at random from each quintile of deprivation. A total of 400-metre buffer zones around schools were audited. School fringe food environments were classified using a Food Outlet Classification System. Access (i.e. frequency), and type of food outlets were compared to area level deprivation, obesity prevalence rates and area type.

Food outlet frequency was highest in the most deprived school fringe area. Convenience stores and takeaways represented the greatest proportion of total food outlets across all school fringe environments. More total food outlets were observed in fringes with above national average obesity prevalence rates for children.

UK case study approach limits widespread and international applicability.

Informs school, health and urban planning disciplines regarding current picture of UK school fringes.

Provides evidence in UK context that area deprivation and Census 2001 Supergroup class show significant correlations with school fringe food environment.

This paper examines the impact of extreme rainfall shocks on the performance in test scores of students living near at-risk urban areas in Brazil.

To identify the causal effect, we consider the exogenous variation of rainfall at the municipal level conditioned on the distance from the school to risk areas and the rainfall intensity in the school months.

The results suggest that extreme precipitation shocks, defined as a shock of at least three months of high-intensity rainfall, have an adverse impact on both math and language performance. Through a heterogeneous effects analysis, we find that the impact varies by student gender, with girls being more affected. In addition, among students who study near at-risk areas, those with better previous school performance and higher socioeconomic status are more negatively affected.

Our results suggest that extreme weather events can increase the differences in human capital accumulation between the population living near risk areas and those living more distant from these areas.

This study is designed to identify the policy shift on migrant children's11There are various definitions of migrant children in urban China. In this research, migrant children refer to the children from rural areas who have resided with their parents at the urban areas for at least six months without local household registration status. education at national level in urban China22With the rapid socioeconomic development and urbanization in China, the definition of urban China is changing. In this research, urban China refers to the major cities in China, such as Beijing, Shanghai, Guangzhou, Tianjin, Chongqing, and so forth. during the past decades. Meanwhile, it is expected to explore the policy limitations reflected by the practice at school level regarding accommodating migrant children's education.

This study is conducted through policy review regarding education for migrant children and analysis of data collected through questionnaires and interviews at one public junior high school in Beijing.

This study identifies a positive change of involving migrant children in urban public schools. However, there is a need for flexible mechanism that can fully accommodate various needs regarding migrant children's education in urban public schools.

The study argues the necessity of a multipartnership for establishing a sustainable public education system for accommodating migrant children education in urban public schools.

Being different from other research on the same issue in urban China, this study leads a new round of discussion on the quality education for migrant children.

The pattern of racial segregation in U.S. elementary and secondary schools has changed significantly over the last 25 years. This chapter examines the relationship between the racial composition of schools and the choices white parents make concerning the schools their children attend. Restricted access files at the Bureau of the Census allow us to identify each household's Census block of residence and, in turn, suburban public school districts and urban public school attendance areas. We find that the racial composition of schools and neighborhoods are very important in the school and location decisions of white families.

Observes, while most school site management personnel are familiar with the multitude of visual representations of statistical data, via graphs and charts, the value of visual representations of geographical information remains largely unknown in educational management. Explains that geographical information systems (GIS), in addition to determining the exact geographical street address location of a client, can also overlay important SES, thematic information such as demographic characteristics (per capita household income, percentage, minority, etc.), and man‐made, and when natural geographical barriers are combined a powerful visual representation or picture of a client service area emerges. Describes how these visual representations of educational service areas can then be used to support educational policy analysis and school site management. Presents several illustrations of how GIS mapping procedures can be applied to school site management, planning and policy analysis. Draws three illustrations of GIS mapping from the school management areas of co‐ordination of school site outreach services to educational policy areas of ensuring “equity” in access to instructional services. Explores extensions of GIS mapping procedures to other areas in educational policy analysis and school site management.

This study attempted to clarify the relationship of power of school heads and participation of English teachers in school decisions. A deliberate sample of eight schools was drawn from the schools in the northwest of England. The major criteria for selection were: size (medium to large); location(urban‐suburban and reasonably accessible from Manchester); and representatives of the types of schools found in that geographic area. A descriptive analysis indicated that English teachers do perceive themselves participating in most decision areas. At a second level of analysis the relationship between status and intensity of participation was computed with r = .544 for the 103 members of staff (p<.001). An implication is that competence is a criterion for status position, leading to involvement and hence power in the social system. The final analysis dealt with implications of use of power from a description of participation patterns. The clusterings found lend credence to the belief that English heads are controlling those areas of power where tangible rewards and punishments are evident. They appear to be supporting participatory management in such other areas as those where teachers do not desire involvement or those which carry minimal expenditure of organizational resources.

The purpose of this paper is to explore and quantify the impact of geographically defined school zones on house prices in New Zealand.

This paper develops a series of hedonic pricing models to analyse 10,000 house sales transactions over a 21‐year period within a compact group of inner Auckland suburbs, which represents the epicentre of the school zoning debate in New Zealand. The study diverts from past research, which mainly focuses on school quality measures such as standardised test scores, and instead analyses the comprehensive price impacts of access to popular state schools. Its unique approach employs a geographic information system to divide the study area into effective school zones and then further subdivide into suburbs, thus offering a vital indicator of internal validity.

The study's findings indicate that the influence of school zoning on house prices is not uniform and the variation in price effects is largely a function of the uncertainty of future zone boundary definitions. Although some “in‐zone” suburbs have enjoyed accelerated house price growth following the reintroduction of zoning in 2000, peripheral suburbs’ price premiums have diminished.

In contrast to standard hedonic studies on school quality, this paper offers an innovative approach that integrates geography to solve what is essentially a spatial economic problem.

Policymakers have focused on improving STEM outcomes for US high school students for over 50 years. Much of this focus has centered on improving the quality of STEM teachers, particularly in poor and minority schools. Few, if any, of these efforts have considered the importance of the content knowledge of those providing instructional leadership in schools – namely, principals and assistant principals. This chapter examines the percentage of school leaders with teacher certification in mathematics or science and the degree to which teacher and school leader turnover interrupts the leadership–teacher relationships. The study concludes relatively few school leaders have the content knowledge to provide deep instructional leadership. Moreover, the study finds combined teacher and school leader turnover greatly diminishes the sustained relationships between instructional leaders and teachers, particularly in lower-performing schools.

Investigates school‐leavers and students, but more importantly, primary groups of schoolchildren are being targeted, because of their growing power as consumers – even affecting others in purchasing products – such as own family members. Chronicles that the majority of children seem to save extensively at school or the Post Office, building society or bank, etc., and examines this in detail – particularly school savings schemes. Looks at different school systems, numbers of children involved and schools without a scheme. Discusses further pros and cons of saving schemes and also the implications of these for bank marketing. Concludes that the present project has been essentially exploratory, but further research might well be required.