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The purpose of this study is to gain a better understanding of principles and ethics that dominate four schools with a Muslim profile, two in Sweden and two in England. The specific objectives of the study are: to examine educational policies with regard to primary schools with a confessional orientation in Sweden and England; to compare two primary schools with a Muslim profile in Sweden with two such schools in England; and in these four schools to describe and examine the manner in which school heads, teachers and other staff deal with the encounters between the values found in the national curriculum of Sweden and England respectively and the principles and ethics embodied in their private philosophy of life; to describe and examine the views of school heads, teachers and other staff on school leadership and any educational, ideological or personal role model they emulate; to describe and examine the expectations and views of parents with regard to the school with a Muslim profile; and describe the views of the pupils regarding their schools and the norms and values in school and; finally, to examine the attitudes of some local authority politicians in Sweden to MP schools. The findings indicate great difference between the two schools with a Muslim profile in Sweden, on the one hand, and the two schools in England, on the other. The fundamental reason for that lies in the parameters which had been established in these countries as the conditions for being permitted to establish and run a school with a confessional orientation. Since the schools in both countries had conformed to the relevant legislation and framework in their respective countries with regard to such schools, they had therefore consequently developed in different directions. ; Partly financed by Vetenskapsrådet (Swedish Research Council)

Includes a speech by Thomas D'Arcy McGee on the Separate School Bill of 1863. ; Date from Amicus. ; Cover title. ; Electronic reproduction. ; Mode of access: Internet. ; 44

School failure is an educational problem with multiple causes at different levels. In spite of a set of measures applied by educational agencies during many years, it remains a major problem in Portugal and in other countries, due to a variety of factors. The problem has social and political dimensions and consequently several solutions have been proposed. Nevertheless, solutions must take into account the individual level. This paper analyzes the contribution of Psychology to understand and propose solutions for individual children. A project is presented in which Applied Behavior Analysis techniques are applied to train 6-12 years old children with academic difficulties of very different origins. Training programs for Basic Behavior (precurrents), Social Behavior and Academic Behavior are explained. Results are evaluated in terms of % of attained objectives, time, and (subjective) teachers` satisfaction.

This article analyses the intentions and internal logic of a systematic quality work programme in Swedish schools as an example of institutionalization of an international super-standard in large public organizations. A programme theory analysis is used to illuminate the intentions, inner logic, involved actors, possible limitations and underlying assumptions of the evaluation system, which together constitute the systematic quality work. What is realistically achievable is also highlighted and analysed in relation to current research and the welfare liberal, and social democratic education policy perspectives expressed in the National curriculum. The programme analysis indicates an ambitious, all-embracing, and ever-present evaluation system and exposes inherent potential contradictions. The programme could foster improvement and mirrors the distribution of responsibilities that characterizes Swedish school governance, which implies that how the programme is enacted in schools will be decisive for its results. The potential of the programme in practice is discussed in relation to the varying local context's inherent risks and dilemmas, concerning governance, reductionism, constitutive effects, and working conditions. ; Vetenskapsrådet: Utvärderingars konsekvenser för grundskolans praktik - styrning, ansvarsutkrävande och verksamhetsförändring

Purpose. To investigate the implementation of state- and school-mandated physical education (PE) and physical activity policies on students' school-day physical activity behaviors. Design. Observational, cross-sectional study. Setting. Five elementary schools in rural Alabama. Subjects. Six hundred and eighty-three school-age children. Measures. School-day physical activity behaviors were assessed with pedometer step count, the System for Observing Fitness Instruction Time (SOFIT), and the System for Observing Play and Leisure Activity in Youth (SOPLAY). Analysis. Descriptive statistics (means and standard deviations) were used to describe the current health and in-school physical activity behaviors of students. Results. Students accumulated a daily average of 4079.57 (± 1678.1) and 3473.44 (± 1073.37) steps for boys and girls, respectively, throughout the school day. SOFIT findings indicate that students spent an average of 23.80 ± 5.33 min/d in PE and that 14.33 ± 6.10 min/d were spent in moderate to vigorous physical activity (MVPA). This equates to 59.38% of PE time spent in MVPA. SOPLAY findings showed that recess and before/after school activity was not provided. Conclusions. It appears that schools were in compliance with the state-mandated PE policies on paper but not in actuality. Students did not attend PE for 30 min/d. The implementation of PE as the sole physical activity opportunity provides inadequate amounts of physical activity during the school day.

One way to achieve Education Quality Standards is to apply management consistently. This study aimed to determine the school management model in implementing the quality of education and to find out the inhibiting factors at SMP Negeri 2 Bayan. This research uses a qualitative approach with a case study method. Data collection techniques using observation, interviews and documents. The data analysis technique uses an interactive model: data collection, data reduction, data presentation and final conclusions. The results of the study indicate that in implementing the quality of education at SMP Negeri 2 Bayan, the principles of independence, partnership, participation, openness, and accountability are the characteristics of the SBM model. In implementing the quality of education at SMP Negeri 2 Bayan by applying the School-Based Management model, the inhibiting factors in implementing quality are: 1) an assessment system that is not implemented properly; 2) a rigid and bureaucratic budgeting system; 3) the professionalism of personnel; 4) environmental conduciveness.

This article critically assesses the proposition that computers have a democratizing effect in schools by increasing job-relevant skills among diverse groups of students. Drawing on arguments that schools are limited in their ability to counter long-standing patterns of inequality, we examine how gender and socioeconomic status interact to shape computer use patterns among high school seniors both at home and at school. Our data come from a large representative sample of grade 12 students in a western Canadian province. We find that social inequalities are being reproduced in the home through access to, and use of, home computers, with job-relevant uses higher among both female and male students from more advantaged backgrounds. Home environment conditions the effect of school use of computers because students from higher SES families—who have higher academic achievement and goals—are more likely to use computers at home but less likely to do so in school. This finding challenges claims that computers in schools can level differences in cultural capital that students acquire at home. ; Cet article présente une analyse critique de la proposition selon laquelle l'ordinateur a un effet démocratisant dans les écoles en ce qu'il améliore des habiletés professionnelles chez divers groupes d'élèves. Puisant dans des arguments qui démontrent que les capacités qu'a l'école de redresser des inégalités de longue date sont limitées, nous nous penchons sur la façon dont le statut social des hommes et des hommes (le sexe) et le statut socio-économique influencent l'emploi que font les élèves de l'ordinateur à l'école et à la maison. Les données proviennent d'un échantillon important d'élèves en 12' année dans une province de l'ouest canadien. Les résultats indiquent que les inégalités sociales se reproduisent à la maison par l'accès à un ordinateur et l'emploi que l'on en fait. Plus précisément, les élèves (garçons et filles) provenant de foyers plus aisés se servaient plus de l'ordinateur de façon à améliorer leurs compétences professionnelles. L'environnement à la maison affecte l'emploi que font les élèves des ordinateurs à l'école dans le sens que les élèves de familles de statut socio-économique plus élevé (et dont le rendement et les objectifs académiques sont plus élevés) sont plus portés à employer un ordinateur à la maison mais moins portés à le faire à l'école. Cette conclusion remet en question les arguments selon lesquels les ordinateurs à l'école peuvent niveler les différences dans le capital culturel que les élèves acquièrent à la maison.

PurposeThe purpose of this paper is to outline the emergence of pupils' firms in Germany since the beginning of the 1990s.Design/methodology/approachThe exploratory study is mainly based on a survey conducted with 88 projects that were presented at a pupils' firm fair in Berlin in November 2005, where pupils' firms from all over Germany presented themselves. During the fair, pupils, teachers and representatives of supporting organisations were interviewed. Furthermore, a comparison of other pupils' firms and supporting organisations' information material was undertaken.FindingsThe paper concludes with questioning the exclusive conceptualisation of the pupils' firms as educational projects within school and renders problematic their emphasis on providing business ideas and management skills. The paper argues for more reflection on the wider social and political implications around issues to do with pupils' autonomy and makes a case for preferred forms of self‐determined and cooperative working.Originality/valueThe paper discusses the goals and interests pursued in founding and promoting pupils' firms. It asks what experiences, opportunities and risks are involved for the pupils and what further approaches are becoming apparent, or are thinkable. In Germany, pupils' firms have not been systematically analysed.

"This volume examines how the public and private domains in school education in India are informed and mediated by current market realities. It moves beyond the simplistic dichotomy of pro-state vs pro-market factors that define most current debates in the formulations of educational reform agendas to underline how they need to be interpreted in the larger context. The essays in the volume present a series of conceptual and empirical investigations to understand the growth of private schools in India; investigate the largely uncontested claims made by the private sector regarding provision of superior quality of education; and their ability to address the educational needs of the poor. Further, the book looks at how the private-public dichotomy has been extended to professional identity of teachers and teaching practices as well. Rich in primary data and supported by detailed case studies, this volume will be of interest to teachers, scholars and researchers dealing with education, educational policy, school education and public policy. It will also interest policy makers, think tanks and civil society organizations."--Provided by publisher.

Presenting visions of multilingual school, this book examines the pedagogical, socio educational, and socio political issues that impact on their development and success. It considers issues of multilingual schooling in different countries and for diverse populations and groups, while taking into account the global pressures of the 21st century

Utilizing a qualitative, multisite case study design and the theoretical framework of Hoy and Hannum (1997), the design and execution of this research investigates plausible explanations for the difference in student achievement between high performing (HPS) suburban middle schools and low performing (LPS) urban middle schools. Aside from the great disparity in SES, test scores, and funding, findings show stark contrasts between the 2 types of schools with regard to the technical, managerial, and institutional levels of the schools' organizational health (i.e., teacher efficacy, curriculum articulation, student expectations, collegiality, instructional leadership, institutional integrity, etc.). Outlining quick fixes and easy-to-follow reform initiatives that are not so easy to achieve is a grave disservice and, under these circumstances, promoting best practices as an ecological package promotes false hope. The power of this study encourages us to move away from the structures per se and return to the deeper meaning and purpose under girding them.

ABSTRACT The study by legal scholars and educators argue that an interdisciplinary approach in teaching law is inevitable. This article seeks to analyze two questions: being first, to what extent law schools in Indonesia adopt interdisciplinary subjects into the curriculum. Second, to what extent these interdisciplinary subjects are relevant to the government's Industry 4.0 Roadmap. This study analyses the curriculum of law schools, both in private and public universities across Indonesia, as well as making the comparison with other universities in ASEAN. These samples of law schools represent three major regions of Indonesian archipelagos; these are the eastern, central and western region.RESUMEN El estudio realizado por especialistas en derecho y educadores argumenta que el enfoque interdisciplinario en la enseñanza del derecho es inevitable. Este artículo busca analizar dos preguntas: en primer lugar, en qué medida las facultades de derecho en Indonesia adoptan materias interdisciplinarias en el plan de estudios. Segundo, hasta qué punto estos temas interdisciplinarios son relevantes con la Hoja de ruta de la Industria 4.0 del gobierno. Este estudio analiza el plan de estudios de las facultades de derecho, tanto en universidades privadas como públicas de toda Indonesia, y también compara con otras universidades de la ASEAN. Estas muestras de facultades de derecho representan tres regiones principales del archipiélago de Indonesia, estas son: la región oriental, central y occidental.