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The purpose of this study to add to the body of knowledge by examining and discussing school choice trends through the perspective of rational choice theory. This qualitative research explores rationale behind the choice of government schools by middle-class parents in contemporary India. This research will also shed light on the features of the schools that parents consider while making school selection process. Finally, research focuses upon the process and context of decision-making and dynamics involved therein. In other words, the attempt is being made to understand what is the yardstick used by parents to differentiate “good” and “bad” school.

This qualitative research was conducted in two government (central and state) schools in Lucknow, India. The findings of the study are based on 22 qualitative interviews conducted with parents of school-going children, and principal or headmaster of the school. The interviews were unstructured and open-ended and were supported by observations. The observation was not only made of the social setting but also the reaction of the participants. The idea was to develop an emic view of the subject by exploring valid narratives. Pseudonyms were used to report the finding so as to maintain the confidentiality of the research subjects.

This research found that the majority of the parents chose school according to their social class, that is, the lower middle-class parents sent their wards to state government primary school, while the middle-class parents preferred to send their wards to central government school (Kendriya Vidyalaya). This study, therefore, lends credence to the contention that the middle class is a variegated social category and the dynamics of school choice vary across its subcategories. This lends credence to the contention that school choice decision is not solely a utilitarian choice and may be guided by emotion as well.

The originality of the research lies in the fact that the authors are extending the arguments made by the rational choice theory. The theory proposes that individual makes rational decisions motivated by self-interest and people look for the finest product or service and in pursuing them attempt to maximize their overall utility. Derivatively, Indian parents rationally make school choice decisions for their wards, gathering information and weighing various options and subsequently choose the “best” school for their children. This study moves beyond the prevailing perception that public schools offer low-quality education, and nobody attends such schools out of choice.

Exploring how racism continues to persist throughout public and nonprofit organizations is central to undoing persistent society-wide injustices in the United States and around the globe. The authors provide two cases for identifying and understanding the ways in which philanthropy’s whiteness does harm to K–12 students and communities of color.

In this article, the authors draw on critical race theory and critical whiteness studies, specifically Cheryl Harris' work to expose the whiteness of philanthropy, not as a racial identity, but in the way that philanthropy is performed. The authors characterize one of the property functions of whiteness, the right to exclude, as working through two mechanisms: neoliberal exclusion and overt exclusion. Drawing on this construction of the right to exclude, the authors present two cases: the Bill & Melinda Gates Foundation and the City Fund.

Whether intentional or not, the Gates Foundation and the City Fund each exclude communities of color in several ways: from changes to schools and districts, parents' experiences navigating school enrollment due to these changes, to academic assessments and political lobbying.

These cases provide a way for researchers and practitioners to see how organizations in real time reify the extant racial hierarchy so as to disrupt such organizational processes and practices for racial justice.

The decision to select one amongst many choices of higher education institutions (HEIs) is a complex process. At a theory-building level, this study investigates the determinants of students' decisions as they consider investing in a long-term credence service higher education (HE) contract in pre- and in-pandemic and the implications for education managers. The second aspect is how disruptive global events influence such choice-making.

The study hypothesized that there would be significant differences in the driving factors and their weight in students' decisions seeking admission into B-schools (Business schools). Structural equation modeling (SEM) and t-test validate the determinants and test hypothesized differences.

Results reveal that core faculty quality, industry exposure, institutional brand name, placement offered, return on investment and specializations offered are the preferred choice criteria. The results reveal that choice criteria in the pre-and in-pandemic differ significantly.

The application of the SEM approach on a large primary database of students during the pre and in-pandemic periods to understand the changes in the choice of B-school for admission is the original aspect of the paper. Insights from the four hypotheses which got rejected provide value to stakeholders. As the pandemic is rearing its head once again across the globe, this study would be able to inform admissions managers on how to navigate for admissions success.

The skillsets of science, technology, engineering and mathematics (STEM) graduates are widely recognised to be important for economic prosperity. At the same time, it is broadly accepted that in England there is a need to increase the number of people studying STEM degree courses and working in STEM. However, despite decades of interventions post-16, STEM participation rates remain lower than projected requirements. Some research reports suggest a lack of positive attitudes towards these subjects and aspirations amongst some social groups. As these debates continue, official reports such as those released by the Department for Education show these patterns from the labour market and higher education (HE) extend to both attainment and participation in science and math in school.

In this paper, the authors summarise the authors' findings from the analysis of official reports, policy documents and major research reports focussing on attainment in school science and math and post-compulsory STEM participation.

The authors identify the problematic ways in which STEM subject choices are made across the student life cycle and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.

Some aspects identified here warrant further research and will be of particular interest to researchers, practitioners and policymakers.

In this new report, the authors identify the problematic ways in which STEM subject choices are made across the student life cycle in England and then discuss how the leaky pipeline metaphor can be ambiguous and needs to be used with caution.

Women's travel pattern is different from those of men. Women who have both paid employment and unpaid care work have more complex travel patterns. However, land-use policies and urban mobility strategies in the Egyptian context do not consider these differences. This paper analyzes and discusses the travel patterns of the Egyptian working women with children. It examines the difference between men's and women's travel behavior in different income levels. The paper aims at determining the main factors that affect working women's travel patterns within the care economy framework and suggesting recommendations for enhancing women's travel patterns in Greater Cairo Region (GCR).

The methodology relies on conducting a quantitative and qualitative analysis using questionnaires and interviews with working women and men from different social/economic levels in two different workplaces in GCR.

The results demonstrate that income level, workplace locations, schools locations, and schools typologies greatly affect working women's travel patterns in GCR.

The study findings will help urban planners and decision-makers to improve working women's mobility to make their daily trips shorter and more accessible to achieve equitable cities through understanding the conducted affecting factors and considering the suggested recommendations.

As responsibilities of high school principals continue to expand, their workweeks become longer, and their attention is stretched in multiple directions. How principals from various school types use their time is influenced by their organizational structures and external policies. To gain deeper insights into the workload, priorities and constraints faced by high school principals, this study examines principal time use (PTU) patterns across different school types, including traditional public schools (TPSs), charter schools, Catholic schools and non-Catholic private schools.

Drawing on the national representative data from the High School Longitudinal Study of 2009 in the USA, this study examines and compares PTU in various leadership tasks across different school types, controlling for school and principal characteristics.

Among various high school types, principals in TPS had the longest workweeks. However, the extended workweek did not necessarily result in significantly more hours or a larger proportion of their time dedicated to instructional leadership. Instead, TPS principals allocated more time to administrative tasks and student affairs than principals in other school types.

By examining PTU of different school types, this study adds new evidence on the influence of contextual factors on leadership behavior. It also offers policy implications to enhance principals’ capacities, alleviate their workload and to prioritize time use in different leadership domains.

This study investigated how superintendents lead the process of within-district racial and socioeconomic integration.

The researchers used Constructivist Grounded Theory methodology to analyze interviews with superintendents, documents and videos from four school districts in suburban, southeastern Pennsylvania.

The emergent “Leadership for In-District Integration” theory indicated that superintendents who led redistricting initiatives aligned their systems for organizational equity only after developing culturally competent leadership practices and building trusting relationships within the school community. Despite these efforts, only two of the four districts achieved racial or socioeconomic balance in the targeted grade levels. In all districts the efforts to integrate their schools for equity were ongoing.

The current study's findings indicate that school leaders may face less conflict with constituents about school desegregation if they capitalize on existing needs to redraw district boundaries for other purposes. Superintendents seeking to engage in such work should set clear goals for what constitutes desegregation, view integration as more than demographic balancing and seek support to develop culturally competent leadership practices that build trusting relationships among community members.

The Leadership for In-District Integration theory adds conceptual and practical value to the field of educational administration by effectively illustrating what it meant to superintendents to integrate a school system and revealing insights that may help other school leaders make such a change. This research is significant because it is one of the few studies that focuses primarily on leadership factors associated with integration within suburban school districts.

The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.

This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.

Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.

Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.

The purpose of this paper was to develop a quantitative classroom observation method that is able to analyse the school day to identify Time-on-Task losses comprehensively and systematically, at a level of detail that can be used by teachers and principals to stimulate and focus practical improvement efforts.

The novel Time-on-Task Analysis (TOTA) model was developed by triangulating the conceptual framework of the Overall Equipment Effectiveness metric with the semantics and structure of the target domain. Once developed, the model was tested structurally against a time-series classroom observation data set, after which the resulting TOTA was presented to a sample of 52 education stakeholders, who then gave their perspectives of the analysis in a structured survey.

The ontological model was found to be accurate, complete and without conceptual incongruencies, and its output novel and useful by the sample of education stakeholders. Of the participants, 90.3% found the analysis to provide a new perspective, 94.2% reported that the analysis triggered improvement ideas and 80.8% thought that their school(s) could benefit from a TOTA study.

The TOTA model introduces a time-loss-focused perspective to the field of quantitative classroom observation studies, which is dominated by more sociologic- and pedagogic-focused topics. Its grounding in Overall Equipment Effectiveness also gives it a more detailed and systematic approach than the few Time-on-Task studies done to date, resulting in a model made for the “Gemba”: the school classroom.