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Descriptors:
Enrollment; Competition; Public Schools; Foreign Countries; Neighborhoods; Private Schools; Academic Achievement; Educational Improvement; Surveys; Correlation; Civil Engineering

Abstract:
Using data from the survey of the Ministry of Education, Nepal-2005 for school leaving certificate (SLC) exam, this paper attempts to estimate the impact of private school competition on public school performance for the case of Nepal. The study uses the number of private schools in the neighborhood as a measure of competition. The identification problem is that private school enrollment is likely to be correlated with public school performance. To address this, the study uses the existence of a motorable road within an hour's walking distance from the sample school as an instrument for number of private schools in the neighborhood. The OLS results show no significant relationship. In contrast, the IV method indicates a positive and significant impact of private school competition on public school performance, which holds true for the continuous and binary measure of private school competition. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Talent; Gifted; Public Schools; Home Schooling; Parent Attitudes; Educational Research; Interviews; Identification; Family Role; Parent School Relationship; Mothers; Parent Role

Abstract:
Homeschooling has witnessed a dramatic growth over the past decade. Included in this population are gifted and talented students, yet despite this growth there has been no appreciable increase in the research literature. To better understand the gifted homeschooling family, researchers interviewed 13 parents of homeschooled children their parents identified as being gifted. Four major themes emerged from the data: (a) "parents know best," (b) "isolation," (c) "challenges," and (d) "family roles." Findings reveal that these parents decided to homeschool only after numerous attempts to work in collaboration with the public school and that the mothers bore the primary burden of responsibility for homeschooling in these families. Though the move to homeschooling alleviated many of the issues experienced in public school, it brought a different set of challenges to these families. This exploratory study establishes a better understanding of why parents of gifted children ultimately decide to homeschool. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Art Therapy; Public Schools; School Counselors; National Standards; School Counseling; Models; Comparative Analysis; Career Development; Individual Development; Social Development; Delivery Systems; Management Systems; Accountability

Abstract:
Art therapists must overcome systemic challenges in order to continue to provide art therapy services in U.S. public schools. An understanding of how art therapy programs fit within the national standards of the American School Counselor Association (ASCA) and the ASCA National Model may help in this effort. This review article compares recently published literature on school art therapy with the guidelines set forth in the ASCA National Model. School art therapy programs can meet the core beliefs, philosophies, and missions that are currently identified with school counseling programs; however, evidence-based research is needed to validate school art therapy as an effective intervention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; Public Schools; Research Skills; Career Readiness; College Readiness; Technology Uses in Education; Portfolios (Background Materials); Electronic Publishing; Communities of Practice; Student Evaluation

Abstract:
An estimated 99% of the U.S. population understands that "teaching and learning 21st century skills are very important to the country's future economy", while 80% of those surveyed understand that "the things students need to learn in school today are different than they were 20 years ago". This study also showed that 88% of of the respondents understand that "21st century skills are important for schools to teach". Keeping these data in mind, one must not be surprised when employers see Oral Communication, Collaboration, Professional Work Ethic, Written Communications and Critical Thinking/Problem Solving as the most important skills for new hires in the coming years. In this article, the authors provide instruction and professional development as the Library Team at Skyline High School in Ann Arbor, Michigan. They provide examples of the types of technology skills that academic librarians might expect to see as students move from high school to a higher education setting. Academic librarians may find it useful to consider programs like this one while they develop and plan services that revolve around the use of technology. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Poverty; Disadvantaged Youth; Public Schools; Charter Schools; School Desegregation; Social Integration; School Effectiveness; Academic Achievement; Peer Influence; Student Attrition; Educational Finance; Faculty Mobility

Abstract:
In discussing socioeconomic integration before audiences, the author is frequently asked: What about high-poverty schools that do work? Don't they suggest that economic segregation isn't much of a problem after all? High-poverty public schools that beat the odds paint a heartening story that often attracts considerable media attention. In 2000, the conservative Heritage Foundation published a report, titled "No Excuses," meant to show that high-poverty schools can work well. The forward of the report proudly declared that the author "found not one or two ... [but] twenty-one high-performing, high-poverty schools." Unfortunately, these 21 schools were dwarfed by the 7,000 high-poverty schools identified by the US Department of Education as low performing. Knowledge Is Power Program (KIPP), a chain of 125 schools educating more than 35,000 students in 20 states and the District of Columbia, is often cited as evidence that high-poverty public schools ought to be able to produce very positive results. The school program emphasizes "tough love": a longer school day and school year, more homework, and the explicit teaching of middle-class habits and norms. (Contains 21 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Desegregation; Socioeconomic Status; Social Integration; Achievement Gap; Public Schools; Middle Class; Economically Disadvantaged; Students; Educational Change; Resistance to Change; School Choice; Politics of Education; Evidence; Educational Research; Cost Effectiveness; Barriers; Track System (Education); Magnet Schools; School Turnaround; Charter Schools

Abstract:
Integrating our schools is a goal that many of us share. But some seem to have given up on the idea, as plans to boost racial diversity have come under attack, and as the fixation on test scores has narrowed some people's concept of a good education. There is, however, new hope: integration by socioeconomic status. It's a cost-effective, legally sound strategy that can promote racial diversity while narrowing the achievement gap. (Contains 48 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Selection; Teaching Methods; Caring; Public Schools; Teacher Characteristics; Principals; Classroom Techniques; Teaching Skills; Mixed Methods Research; Administrator Attitudes; Interviews; Online Surveys; Teacher Behavior; Pedagogical Content Knowledge; Urban Schools

Abstract:
Purpose: Relatively little is known about how principals make decisions about teacher hiring. This article uses mixed methods to examine what characteristics principals look for in teachers. Research Methods: Data were gathered using a mixed method approach, including in-depth interviews with a representative sample of 31 principals as well as an online survey of 368 principals in the Chicago Public Schools. Data analysis techniques included both qualitative analysis to look for patterns and themes and exploratory regression analysis of surveys to examine variation in preferences across school and principal characteristics. Findings: Results indicate that principals focus on behaviors and skills rather than qualifications. Principals report looking for teachers who care about students, have content knowledge, are willing to go beyond contractual obligations, and have classroom management skills. Principals, in general, talk extensively about caring, classroom management, and willingness to "give extra," while most say little about content knowledge or teaching skills. Preferences vary substantially across low- and high-achieving schools. Implications: Whether the skills and behaviors that principals report focusing on during the teacher-hiring process are those that will benefit their students most is an important question, particularly because even ineffective teachers are rarely dismissed from public schools. (Contains 4 tables and 5 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Vocational Education; Engineering Education; Technology Education; Leaders; Industrial Arts; Educational History; Higher Education; Elementary Secondary Education; Community Colleges; Teacher Education Programs; Public Schools; Experimental Programs

Abstract:
Many vocational education, technology education, and now technology and engineering education leaders have made their mark on their profession. Their legacy is something that members of the profession enjoy and have a responsibility to continue and build upon. This is the third in a series of articles entitled The Legacy Project, which focuses on the lives and actions of leaders who have forged the profession into what it is today. Members of the profession owe a debt of gratitude to these leaders. One simple way to demonstrate that gratitude is to recognize these leaders and some of their accomplishments. The focus in this issue will be on Dr. Ralph Bohn, who graciously responded to a series of questions about himself and the influence that he and others had on the vocation/technology engineering education profession. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Racial Discrimination; Racial Bias; Racial Factors; High School Students; Secondary School Teachers; Administrators; Attitude Measures; Cultural Influences; Racial Relations; Educational Environment; Public Schools; African American Students; White Students; Hispanic American Students; Special Education; At Risk Students; College Bound Students; Honors Curriculum

Abstract:
This article uses data drawn from nine months of fieldwork and student, teacher, and administrator interviews at a southern high school to analyze school racial conflict and the construction of racism. We find that institutional inequalities that stratify students by race and class are routinely ignored by school actors who, we argue, use the presence of so-called redneck students to plausibly deny racism while furthering the standard definition of racism as blatant prejudice and an individual trait. The historical prominence of rednecks as a southern cultural identity augments these claims, leading to an implicit division of school actors into friendly/nonracist and unfriendly/racist and allowing school actors to set boundaries on the meaning of racism. Yet these rhetorical practices and the institutional structures they mask contributed to racial tensions, culminating in a race riot during our time at the school. (Contains 2 tables and 16 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; Public Schools; School Districts; Urban Education; At Risk Students; Screening Tests; Grade 9; Intervention; Time Management; Credits; Computation; Probability; Dropout Research; Identification; Prediction; Middle School Students; High School Students

Abstract:
This article describes the development of early warning indicators for high school and beyond in the Milwaukee Public Schools (MPS) by the Value-Added Research Center (VARC) at the University of Wisconsin-Madison, working in conjunction with staff from the Division of Research and Evaluation at MPS. Our work in MPS builds on prior early warning work by using both preexisting and new district data sets to build predictive models for identifying students at elevated risk of an entire series of adverse outcomes in high school and beyond, beginning with grade 9 retention and continuing into postsecondary education. This early warning work in MPS makes at least 2 significant contributions to the existing base of research: (a) broadening the set of outcomes that early warning work can predict; and (b) investigating new ways of conveying early warning information to practitioners, such as probability estimates for each outcome and the "total quality credits" (TQC) measure. (Contains 4 tables, 6 figures, and 5 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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