Search results

The basic structure of Korea's formal education system is 6-3-3-4. This school system, which was established soon after its independence from Japan after World War II, has not been changed very much until recently. Primary education covers grades 1–6. Kindergarten has not been a part of the official school system until now, although making it a part of the pubic school system has been under discussion for some years. In the secondary education sector, there are two levels of schools: middle schools covering grades 7–9, and high schools covering grades 10–12. After 12 years of formal education, students advance to higher education. Typically, undergraduate degree (B.A. or B.S.) takes four years.

With just a small proportion of the population holding a college degree, the material and symbolic advantages of higher education are quite substantive in Brazil. In the last decade, social demand led to the expansion of public universities and the adoption of affirmative actions. Using data from four public universities in the state of São Paulo, the paper shows an increase in the numbers of students from lower-income and less educated families. Their relative inclusion, however, has reproduced the traditional social segmentation in Brazilian higher education, keeping access to prestigious majors more difficult to those with fewer resources.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Despite the widespread use of teams and extensive research regarding school‐based teams, there is a paucity of research regarding team‐theory applied to high school administrations. This paper aims to explore the team structures and conditions of a public high school administration that has demonstrated success with a heterogeneous student population.

This is a case study employing multiple approaches within a qualitative particularistic case study methodology. The participants were the members of a public high school administration, plus the employees of the school. The study used surveys, semi‐structured interviews, and coded observations to examine the structures and conditions of the administration as a team.

The findings suggest practical strategies of value to school leaders seeking to increase the likelihood for administrative team success. A qualitative case study of a public high school administration revealed the presence of five enabling conditions and structures of high performance teams (HPT): real team, compelling direction, proper work structure, supportive context, and expert coaching.

This case study is limited to one participant school and the size limits the findings and may not be representative of the population of all public high schools. In addition, the findings warrant additional research that includes a broader, more extensive, and diverse population.

The findings in this research are of practical value to school leaders seeking to increase the likelihood for administrative team success.

This paper extends a model examined in other industries to education, and has both practical and theoretical value. The exploration of critical structures within a high school administrative team is new and its practical applicability increases its value.

The purpose of this paper is to investigate whether Taiwan’s “Stars Policy” for university admission can fulfill its major aim to promote educational equity. Implemented by the government, the policy relies on student within-school ranks to admit high achievers to top universities or departments, mainly in medicine.

Open data were collected from the government, universities, high schools, and news reports. High schools were identified as having benefited from the Stars Policy if more students were accepted into medical departments in the first year of the policy than one year before its implementation. χ² tests and logistic regression were used to examine how the benefit status interacted with school types and regions.

The results indicated that the Stars Policy benefited 25 high schools, namely, 9 community public schools (not top achieving in a region) and 16 struggling private schools (especially vocational). Contrary to expectations, private schools were three times as likely and private school students seven times as likely to have benefited from the Stars Policy. Schools located in disadvantaged regions did not benefit.

The Stars Policy is unique given its centralized and school-based system. The design, however, increases educational equity in a manner that fails to benefit disadvantaged students seeking admission to the top-achieving medical departments in Taiwan.

Internal aspects of public sector branding have received limited attention in existing research. The purpose is to examine, firstly, how public managers experience and handle the tension between empowering employees to be dedicated brand ambassadors while at the same time regulating their voice, and secondly, to outline some implications of aligning employee voice with the organization's brand, especially for the public interest.

The study is based on two sources of data. The first includes official admission statistics for high schools in Oslo, Norway, for 2018/2019. Schools in Oslo, a city which has introduced a competitive secondary education market, fall into three admission levels based on points necessary for entry. The second source is semi-structured interviews with principals in 15 high schools on different admission levels.

Most of the principals were concerned about how marketization of the high schools leads to a skewed distribution of students and an increasing divide between ‘good’ and ‘bad’ schools, but signalled market adaptation through their handling of employee voice. Due to reputation and branding concerns in the competition for students and funding, voice restrictions, not brand ambassadorship, was the preferred strategy to ensure brand alignment. The consequence of this strategy, the paper argues, is public silence at the expense of the public interest.

Not interviewing teachers or middle managers may be seen as a limitation, but principals were chosen as they are the main decision makers and strategists in high schools. Using a qualitative research design may be a limitation, but this design was chosen as it seems appropriate in order to uncover the school executives' perceptions, experiences and thoughts.

Selling the brand to employees and enabling them to further sell it to external stakeholders is an enticing ideal but perhaps less possible to implement in reality for public sector organizations facing strong market mechanisms because the concern for the brand image takes precedence. Public sector managers should exercise care when managing employee voice so as to not negatively influence employees’ commitment to the brand. They should also be aware of the implications of voice restrictions for the public interest. Public silence may cause a less informed public with limited possibilities to make informed school choices and knowing how money is spent.

The present study is among the first to explore internal aspects of public sector branding. Researching the position of employee voice in brand alignment strategies is a novel contribution. The study is unique in its focus on the implications of branding for the public interest.

To analyze and find a model design of Adiwiyata environment-based management for schools built on wetlands.

The research approach used is qualitative descriptive research, which provides complex details about a phenomenon or situation that has not been expressed through direct observation. The research was conducted at State Senior High School in Dumai city, which has participated in Adiwiyata program. Objects in the study are school communities including educators, education personnel, learners, cleaning personnel, and canteen management. Sampling was done randomly (simple random sampling). Students sample taken were from X, XI, and XII grades for both schools. Number of the population in SMA Negeri 2 (Public Senior High School 2) were 1,006 people. SMA Negeri Binaan Khusus (Binaan Khusus Public Senior High School) were 594 people. The number of samples eligible in the study was 30–500 people. Data collection techniques were conducted by using observation, interview, questionnaire, and documentation performed in both schools. Data analysis used qualitative and quantitative descriptive analysis with a simple statistical approach in the form percentage.

Public Senior High School 2 and Binaan Khusus Public Senior High School have school plans on activities related to environment-oriented education school management. Planning is outlined in school programs and school development planning programs by fulfilling infrastructure facilities supporting school activities with environmental insight. Programs are made by both schools, some are carried out in accordance with the plan. Nevertheless, some of the programs are not yet realized. For example, Public Senior High School 2 planning in building a greenhouse. Binaan Khusus Public Senior High School's fishpond plan was abandoned.

The originality of this research appears in the novelty of the use of built models that involve all school communities to be able to change and instill caring behavior and attitudes toward the environment in order to realize Adiwiyata-program-based environment-oriented education school management. But, there is no Adiwiyata program implementation model; therefore, the model in this study does not include the components of Environment–Based Curriculum Implementation

Program efficacy and outcomes can often be determined through an examination of collaborative activities between and among inner city school districts with high dropout rates and private, public, and nonprofit organizations. Kettl (2004) adeptly describes additional collaborative practice trends that not only transform governance structures, but blurs the line between and among sectors. These trends illuminate the need for governmental agencies to collaborate with nonprofit and for-profit organizations to address “wicked problems” where no single organization has sufficient resources and the consequences are enormous. The paper aims to discuss theses issues.

Utilizing a quantitative approach, this research compares the efficacy of a newly developed collaborative alternative education program to existing programs in New Jersey's Newark Public Schools during 2008-2009.

The results indicate that the overall performance of the students enrolled in the new research models is significantly higher than in the existing program due to incentives and not administrative collaboration.

Implications for future research include: first, the need for studies to reveal enduring, universal effects of collaboration; second, longitudinal studies of the effects of collaboration on alternative education issues; and third, an evaluation of the effectiveness of collaborative training.

This research intends to contribute to the literature concerning these distinctive types of partnerships – specifically the integration of three very different systems into a collaborative service. This single case study presents support of how these services subsist within four settings and what force they have on special services for students in alternative education in the public schools.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

What evidence is available to assess the concrete effects of teacher unions on public schools and to provide a basis for the most reliable conclusions? Other reviews of teacher unions often ask related but different questions that emphasize the institutional context, evolution, and operation of collective bargaining in public schools. Two prominent examples of this genre are Teacher Unions in Schools (Johnson, 1984) and The Changing Idea of a Teachers’ Union (Kerchner & Mitchell, 1988). Other contributions to the present volume offer related perspectives.