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This research paper aims at identifying the reasons of the mushroom growth of the private schools in Pakistan and the difference between the private and government owned schools with respect to the facilities and quality of education they provide. The fee structures are not taken into account as they vary among private schools according to the location they are working in and the strata or class they are catering for. The latest trend observed is that the rural areas are also joining the race and middle class is also contributing to this rise in trend incorporating necessary adaptation to local environment. In developed countries like USA contribution of private schools is high in secondary and tertiary education while in developing countries like India and Pakistan, private schools are contributing more towards primary education. Private schools are mainly established in the houses but some elite schools have shifted to the jargon of purpose-built campus, quality education, foreign qualified teachers and placement in the foreign universities etc. But the fact remains eminent that private schools have improved the enrollment percentage at primary level, managed to give better physical facilities to students and have produced a higher level of learning outcomes.

Cover -- Title -- Copyright -- Dedication -- Contents -- List of Tables -- Chronology -- Acknowledgments -- 1 Introduction -- Part I Haiti: Colonial Hierarchies and Language Ideological Legacies in the Building of a Nation -- 2 Ayiti, Hispaniola, Saint-Domingue, and Then Haiti: A Brief Account of the Colonial History of Haiti -- 3 From Ideologies About 'Corrupted Language' to Linguistic Research: Unpacking Past and Present Representations of Creoles and Reconceptualizing Haitian -- 4 The Trajectory of Language and Education Policies in Haiti From the Era of Columbus to the Present -- Part II Researching and Theorizing Language-in-Education in a Post-Colonial Context -- 5 Language-in-Education in Haiti: Orienting Theories -- 6 Language in Use in Haitian Classrooms: Research Methodology -- Part III Doing Lessons in French and in Haitian in Two Schools: Texts, Talk, and Ways of Knowing -- 7 Teacher-Dominated Talk in a Third Grade History Lesson at KayPro School -- 8 "You don't know the lesson": Teacher Talk in a Fourth Grade Geography Lesson at Mango Fil School -- 9 Discussing the Environment in Haitian in a Third Grade Natural Science Lesson at KayPro School: Students' Voices and Positive Teacher Evaluations -- 10 Considering the Significance of Local Plants in Haitian: A Sixth Grade Lesson at Mangofil School -- 11 Dialogic Interactions in Haitian and in French at KayPro School -- 12 Reciting and Writing From the Textbook: A French-Medium Math Lesson in a Third Grade Classroom at KayPro School -- 13 Orienting to the Textbook as the Location of Knowledge: A Haitian language Arts Lesson at Mangofil School -- Part IV Moving Beyond the Workings of Coloniality: Redefining Language and Education Futures -- 14 Educating or Merely Schooling Haitian Students? -- 15 Concluding Reflections: Redefining Language and Education Futures in Haiti -- References.

Given what seems a constant barrage of criticism aimed at the academy from politicians and the public—and the great concern for buzz words like accountability and transparency—it has become fairly routine to see a defense of the humanities in opinion pieces in Inside Higher Education, The Chronicle of Higher Education, The New York Times, and even CNN.com. The pieces range from defending the intrinsic worth of the humanities to defending the concrete skills that we teach, like critical thinking and writing. Most of these arguments seem to imply that it's one way or the other; the defenders who argue for the former tend to see the pragmatic conversation as sullying the aesthetics of our disciplines, while the defenders arguing for the latter see the lack of discussion of anything other than marketable skills as pie-in-the-sky idealism.

В статье на основе изучения наследия известного русского педагога С. И. Миропольского охарактеризован подход к раскрытию принципа демократизма. ; In the article on the basis of studying the famous Russian teacher S. I. Miropolsky heritage is characterized the approach to the opening the democracy's principle.

The study explored factors affecting senior high school students' academic performance in the Kassena-Nankana Municipality. Eighty-one (81) students, fifty-one (51) males and thirty (30) females were used to gather cross-sectional data on demographics and factors influencing their mathematics ability. They came from two senior high schools in the municipality, which were randomly sampled. Students in the chosen schools were asked to fill out questionnaires. The mixed-methods research approach was used and the descriptive design was adopted. The data was examined using a qualitative study that used a survey design to carry out the investigation. The findings showed that students' attitudes play a significant role in determining how well they succeed in mathematics. These include pupils who don't find mathematics very intriguing and who aren't motivated to learn the subject, among other things. Again, there was evidence of significant teacher-related variables that hampered student performance in mathematics. Examples include teacher absenteeism and inadequate time allotted for mathematics classes. Findings revealed that parents' inability to provide their children with necessary mathematics learning materials, parents' unwillingness to encourage their children to study mathematics, and parents' failure to monitor their children's progress in mathematics performance were all factors that hampered students' performance. It is recommended that, the creation of an environment that is conducive to learning and teaching, including individual studies by students should be inculcated. To boost their students' interest in mathematics, math teachers should develop the usage of teaching aids and mathematical models. Parents, instructors, the ministry of education, and school administrations should encourage pupils to study mathematics.

The purpose of this study is to understand how three elementary principals in Sequoia Unified School District (SUSD) enact equity-centered instructional leadership in service of increased learning outcomes for its most vulnerable students. Specifically, this study examines how these principals employ leadership content knowledge, skills and dispositions to create learning conditions for all students to thrive. Investigation of how three SUSD principals define and enact equity-centered instructional leadership will shed light on what equity-centered instructional leadership looks like in practice and the types of challenges elementary principals may encounter. The methodology used to conduct this three-month study was a cross case study analysis of three elementary principals in SUSD. Principal interviews, professional development observations, teacher focus group interviews and document analysis represented data collection methods employed to understand equity-centered instructional leadership. Findings from in-depth principal and teacher focus group interviews elucidate the importance of SUSD elementary principals developing a critical consciousness lens, political leadership skills, and technical expertise, grounded in instructional and transformational leadership research, to enact equity-centered instructional leadership. Challenges encountered by the elementary principals suggest that the combination of leadership knowledge, skills and dispositions are required for SUSD elementary principals to transform their school environment into an inclusive space to promote quality teaching and learning for all students.

This paper explores potential tensions in transformative learning and environmental and sustainability education (ESE) between, on the one hand, pluralistic approaches, and, on the other hand, promotion of societal change to address urgent issues. We stipulate that design of ESE inevitably contributes to a bounding of the plurality of facts and values that are acknowledged in a given learning process. Based on a frame analysis of the Swedish Green Flag initiative, we argue that such bounding by design is a key aspect of how ESE practitioners handle tensions between pluralism and urgency, either consciously or unconsciously. Given its inevitability and importance, we assert that bounding by design is insufficiently theorized in ESE literature, which might partly explain that practitioners perceive pluralistic ideals as challenging. In the empirics, we discern three justifications for bounding by design: (i) certain facts or degree of scientific consensus ; (ii) objectives decided by elected bodies ; and (iii) decisions taken by student and teacher representatives. We point to the theory of libertarian paternalism and a typology of democratic legitimacy as conceptual tools that can guide further scrutiny of pluralistic ESE and support practitioners in undertaking conscious and transparent bounding by design.

School network reform, lately is a topical question that in an everyday hurry can be heard about in teacher conversations, also in news, when politicians actively analyze the school network reform necessity in Latvia. About the fact, that the school network is not optimal and, that reform or other kinds of change is necessary, it is pointed out in this moments student grades at school and the percentage of students, that get into any universities to continue their studies. The high maintenance costs are the reason, to make some changes. Krustpils county is no exception - there, are also schools that work with a small student count and large maintenance costs.

The report of the Ministerial Reference Group on school staffing, while ostensibly addressing the mechanism by which the supply of teachers to schools is calculated, has greater significance for schools. Its recommendations appear to be related to neo-liberal theories of the state. Not only do they provide another opportunity for schools to choose to be bulk funded for teacher salaries, but they also introduce competition between schools by reducing staffing levels in smaller schools, and by providing capped contestable pools of funds for which schools must compete. The article explores the implications of these developments for the national collective contracts of teachers.

Drawing on our experience as professors who teach human rights, social justice, and social movements courses at an urban college in Providence, R.I., with a student body that includes large populations who are of color, first generation, economically disadvantaged, and nontraditional in other ways, we explore the relevance and impact of these grand narratives for the lives of our students and their sense of political agency. In particular, we advocate for a critical approach to human rights pedagogy to counter and overcome the pervasive individualization that undergirds the grand narrative of human rights. We argue that a critical (and radical) human rights pedagogy must evaluate the position of the individual in modern life if liberation through human rights law and activism is to be possible. By challenging the individualization that forms the basis of the grand narrative of human rights, we can unlock the power and promise of human rights and social justice education as a driver of student and community agency.

Western Australia introduced a new Western Australian Certificate of Education (WACE) Music course for Year 11 and 12 students in 2009. Course construction was protracted due to political interference, input from vested interests within the music teaching community and adverse community publicity. The result has been the creation of a long and potentially confusing syllabus document. This article reports on music teacher experiences with the new course five years after its initial implementation. A questionnaire was distributed to all WACE music teachers asking them to respond to 27 statements drawn from a literature review relating to course design in music education, and the WACE syllabus document. At the end of the questionnaire, participants were invited to provide extended responses regarding the new course. Extended responses were frequently negative and sometimes contradictory, leading the researchers to conclude that after five years, the WACE music syllabus document, as a driver of 'curriculum', is creating a degree of discontent and confusion in the minds of many music teachers. The lessons are obvious: for any curriculum to achieve a desired educational outcome, the syllabus document needs to be clear and consistent, be guided by a philosophy which is coherent and transparent to teachers, and drawn from the relevant literature on the subject.

Includes bibliographical references (leaves 88-93). ; Amidst growing concerns about the impact of HIV/AIDS on the political, social and economic spheres of our country, comes the responsibility of government to address this pertinent issue, especially through HIV/AIDS education, in schools. Pertinent to HIV/AIDS education is the school and teacher. Therefore this study investigates the influence of school culture on teachers' understanding and teaching of HIV/AIDS, particularly, how a school's culture may restrain and/or allow HIV/AIDS teaching. Whilst school culture is the main focus, attention is paid to teachers since they are the mediators of knowledge. The study seeks to investigate what values/perceptions of teachers, influence HIV/AIDS lessons. The study is located in the qualitative paradigm because it seeks to gam a deeper understanding of how school culture is constituted and consequently affects teachers' teaching of HIV/AIDS. Methods of data collection include observations, interviews and documentary analysis. Data was collected in three primary schools in the Western Cape. These schools were selected to embrace the diversity prevalent in South African society, especially in relation to socio-economic status, religion, culture, race and gender. Intermediate and senior phase life-skills teachers were selected for participation. Principals, deputy principals, school administration clerks as well as governing body chairpersons were interviewed to establish how the school culture defines their position and role at the school, and conversely, how they contribute in shaping the school's culture.

Throughout the 1990s, transnational higher education, ie., everything involving international student & teacher mobility, curricular exchanges & inter-institutional educational cooperation, has grown considerably & constitutes one of the most notable forces transforming higher education systems. This article documents the growth & diversification of transnational higher education & analyzes the strategies of various countries & higher education institutions, which can be spurred on by motives as diverse as mutual comprehension, improve quality & competitiveness of their higher education offer, attracting talents, the construction of a service export industry. It argues that the various forms of transnational higher education should continue to grow in the coming decades, whether there is international convergence or diversity of national strategies. Adapted from the source document.

College of Agriculture New Course Department of Agricultural Systems Technology and Education New Course Add Multiple List Add Multiple List, Title Change Department of Landscape Architecture and Environmental Planning University Studies Request, Prerequisite Change Department of Nutrition, Dietetics and Food Sciences New Course Credit Hour Change Course Number Change Credit Hour Change, Prerequisite Change, Course Description Change Title Change Department of Plants, Soils and Climate New Course Title Change, Course Description Change Title Change, Credit Hour Change, Course Description Change School of Applied Sciences, Technology and Education Title Change School of Veterinary Medicine New Course Credit Hour Change, Prerequisite Change Delete Course Department of Art and Design New Course Department of Music Reactivate Course Department of Theatre Arts New Course Title Change Prerequisite Change Title Change, Prerequisite Change Course Number Change, Prerequisite Change Course Number Change, Prerequisite Change, Dual List Change Course Number Change, Credit Hour Change, Prerequisite Change Title Change, Credit Hour Change, Prerequisite Change Title Change, Credit Hour Change, Prerequisite Change, Course Description Course Number Change Course Number Change, Title Change, Prerequisite Change Course Number Change, Title Change, Prerequisite Change, Course Description Change Course Number Change, Title Change, Credit Hour Change, Prerequisite Change, Course Description Change Course Number Change, Title Change, Prerequisite Change, Dual List Change Course Number Change, Title Change, Prerequisite Change, Course Description Change, Dual List Change Inactivate Course Delete Course Department of Management Course Description Change Title Change, Course Description Change Department of Management Information Systems New Course Prerequisite Change Course Description Change Course Number Change, Title Change, Prerequisite Change, Course Description Change School of Teacher Education and Leadership New Course Course Description Change Department of Family, Consumer, and Human Development New Course Course Number Change, Title Change, Course Description Change Title Change, Course Description Change Course Description Change Prerequisite Change, Course Description Change Credit Hour Change Department of Health, Physical Education and Recreation New Course Title Change, Course Description Change Credit Hour Change, Grade Mode Change, Prerequisite Change, Course Description Change Department of Psychology New Course Credit Hour Change Department of Civil and Environmental Engineering New Course Department of Computer Science University Studies Request Department of Mechanical and Aerospace Engineering Course Number Change Course Number Change, Prerequisite Change Department of History University Studies Request Department of Political Science New Course Grade Mode Change, Prerequisite Change, Course Description Change, Repeatable for Credit Department of Watershed Sciences Inactivate Course Other Discontinuing of Plan C option Creating new Master's degrees Discontinuing of specializations Discontinuing of the MA degrees in Elementary Education and Secondary Education Reducing the number of credits required for PhD in Electrical Engineering Offering a 36 credit Advanced Standing option to the Master of Social Work program

The research hypothesis that organizes our work can be summarized as follows: medicine and education, which share the same epistemological status of theories- practices, within the meaning of Durkheim (1911), are producers of knowledge on development and mental functioning child, from the practices they deploy in the social field. Our object is to follow the social and historical conditions in which these "practices of the human spirit" (Gauchet and Swain, 1980) become visible because sustain by institutions and disciplines that open to a diversified and competitive professionalization arbitrated by the state. Originally, reflective analysis of our specialist teacher then responsible for health and social services, was themed according to two levels of questions: one concerns the social shaping issues of trainability children long known as "inadequate"; the other dynamics of professional practices and their arrangements through the intersection of school, educational and nursing institutions. This results in a new light continuities and discontinuities in the development of public education policies for outsized children since the concept of development of the early twentieth century than in the inclusion today put forward to deal with the disability. The combination of socio-historical study of special education and the contributions of the sociology of professions allows us to consider the process of professionalization in their historical thickness, eg the evolution of teacher professional identity before the new requirement for education of disabled students. More fundamentally we emerging issues related to the legitimacy of professionalities between secular and scholarly knowledge. ; L'hypothèse de recherche qui organise nos travaux peut être synthétisée ainsi : la médecine et la pédagogie, qui partagent le même statut épistémologique de théories-pratiques, au sens de Durkheim (1911), sont productrices de savoirs sur le développement et le fonctionnement psychique de l'enfant, à partir des pratiques ...