scholarly journals The political process of international education: Complementarities and clashes in the Manitoba K-12 sector through a multi-level governance lens

2020 ◽  
Vol 28 ◽  
pp. 1
Author(s):  
Merli Tamtik ◽  
Angela O'Brien-Klewchuk
Keyword(s):  
Public Schools ◽  
International Education ◽  
School Administrators ◽  
Political Process ◽  
Policy Outcomes ◽  
Structured Interviews ◽  
Additional Layer ◽  
Non Governmental Organizations ◽  
Multi Level ◽  
K 12

International education has become a policy sector of growing importance to Canada. With increased government regulations, disconnect is often observed between the intended policy outcomes and practice. This study aims to explain this disconnect by analyzing the heterogeneity among stakeholder interests. It focuses on 1) distribution of authority; 2) heterogeneity of values; and 3) complementarities and clashes in policy issues. A multi-level governance (MLG) framework (Chou et. al., 2017; Hooghe Marks, 2003), as a guiding theoretical lens, is applied to examine the interactions among governments (federal-provincial), non-governmental organizations, school administrators, international students and their families in the context of the Manitoba K-12 sector. Data for this study were collected through document analysis and 40 semi-structured interviews. Findings indicate increased steering power of both the federal and provincial governments to regulate international education with conflicting agendas based on political ideologies. The pursuit of Canada’s economic competitiveness through K-12 international education has led to a rise in the authority of non-governmental actors, including parents and students, to shape the services, programs and curriculum content offered by public schools. The study proposes adding an additional layer to the MLG framework, that of the complexities within stakeholder groups.

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

scholarly journals Like Father, Like Son? A Story of Vietnamese Education System Over 30 Years of Transition.RCISS-0221-03

2021 ◽  
Author(s):  
Hiep-Hung Pham ◽  
Ha Bui
Keyword(s):  
Public Schools ◽  
Education System ◽  
International Schools ◽  
School Administrators ◽  
School Bus ◽  
Education Policies ◽  
Traditional Public Schools ◽  
K 12 ◽  
Short Essay ◽  
Full Day

From a heart-warming story of a father taking his six-year-old son to the school bus station every day, this article identifies some changes within Vietnamese K-12 education policies in the last three decades (1990–2020) and suggests some implications for primary stakeholders, including policymakers, educators, and school administrators. Thirty years, more school models, more sets of national standardized textbooks, more full-day class sessions, more high-quality facilities and services, yet more inequalities and skepticism—all of these changes will be discussed in detail below. Through this short essay, the authors want to introduce a new book project—in which this essay serves as a prelude—focusing on the emerging trend towards the decentralization process of Vietnamese K-12 education. The book will comprise narratives and analyses of socializing processes in our education system, such as the transition from traditional public schools to modern private and international schools. With this project, the authors hope to humbly contribute some significant insights into Vietnamese local educational research archives.

Representative Bureaucracy, Institutional Support, and Clientele Need: The Case of Undocumented Students

2021 ◽  
pp. 009539972110631
Author(s):  
Daniel P. Hawes
Keyword(s):  
Public Schools ◽  
Resource Constraints ◽  
Empirical Test ◽  
Undocumented Students ◽  
Policy Implications ◽  
Representative Bureaucracy ◽  
Policy Outcomes ◽  
Institutional Conditions ◽  
Multi Level ◽  
Level Performance

The theory of representative bureaucracy posits that passive representation is associated with improvements in policy outcomes for represented groups. This research examines the institutional conditions under which representative bureaucracy is enhanced or limited. It posits that the benefits of representation will be enhanced when institutional supports are stronger and when clientele need is greatest. Using a unique longitudinal, multi-level dataset, this paper tests competing theoretical conditions (including resource constraints, and task difficulty) under which representative bureaucracy is enhanced or constrained. The analysis tracks student-level performance of 400,000 undocumented students in Texas public schools from 2003 to 2011 providing a powerful empirical test as well as practical policy implications for administrators. It finds that the effects of representation are strongest when resources are abundant and clientele need is greatest. This suggests representative may be even more valuable to organizations than previously thought.

scholarly journals Title IX coordinators as street-level bureaucrats in U.S. schools: Challenges addressing sex discrimination in the #MeToo era

2018 ◽  
Vol 26 ◽  
pp. 68
Author(s):  
Elizabeth J. Meyer ◽  
Andrea Somoza-Norton ◽  
Natalie Lovgren ◽  
Andrea Rubin ◽  
Mary Quantz
Keyword(s):  
Gender Equity ◽  
Title Ix ◽  
School Administrators ◽  
Sex Discrimination ◽  
Structured Interviews ◽  
Policy And Practice ◽  
State Regulations ◽  
Street Level ◽  
Street Level Bureaucrats ◽  
K 12

Sex discrimination in educational contexts is an ongoing problem despite the passage of Title IX in 1972. Many schools have not aligned their policies with new laws protecting students from bullying and harassment, and many professionals are unaware of their new obligations in regards to new state regulations. This article presents the findings from semi-structured interviews with 10 participants reporting on the roles and responsibilities of Title IX coordinators in their K-12 school districts. Title IX coordinators were difficult to locate and recruitment was a challenge in this study. However, our findings indicate a strong alignment with Lipsky’s concept of “street-level bureaucrats” (1971, 2010). We found that these school administrators had autonomy and discretion in interpreting and enacting their duties, however they lacked time, information, and other resources necessary to respond properly to the stated duties in their position. They reported spending very little time on Title IX-related duties, many felt under-supported and under-prepared, and few had comprehensive understanding of their responsibilities. We conclude with recommendations for policy and practice regarding the training and supports of Title IX coordinators and related gender equity efforts in K-12 schools.

scholarly journals Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools

2016 ◽  
Vol 36 (3) ◽  
pp. 508-519 ◽  
Author(s):  
Daniela Ribeiro Schneider ◽  
Ana Paula Dias Pereira ◽  
Joselaine Ida Cruz ◽  
Milene Strelow ◽  
Gail Chan ◽  
...  
Keyword(s):  
Public Schools ◽  
Data Analysis ◽  
Classroom Management ◽  
Program Implementation ◽  
Behavior Management ◽  
Classroom Behavior ◽  
School Administrators ◽  
Structured Interviews ◽  
School Students ◽  
Preventive Program

Abstract The article discusses the pilot implementation of the evidence-based preventive program Good Behavior Game (GBG) in public schools in four Brazilian cities. GBG is a method for classroom behavior management by teachers, which aims at developing sociability among elementary school students between 6 and 10 years old. The objective of this study was to evaluate the program implementation process, focusing on the acceptability and perceived results by the professionals involved. Mixed methods were used, and data analysis was conducted using triangulation, including questionnaires and semi-structured interviews with 28 teachers, 9 school administrators, and 6 coaches. Data analysis was performed through descriptive and inferential statistics and content analysis, according to the nature of data. GBG had a high acceptance among teachers and school administrators. Professionals highlighted the importance of stimulating teamwork, the systematic use of rewards, and the objectivity of classroom rules. Acceptability was attributed, in large part, to the effectiveness of the strategy for classroom management. Nevertheless, this study highlighted the need of adaptations to better reflect the Brazilian societal and economic context.

scholarly journals GESTÃO DEMOCRÁTICA: uma reflexão a partir da percepção dos gestores escolares

2020 ◽  
Vol 27 (4) ◽  
pp. 315
Author(s):  
Ana Lúcia Cunha Duarte
Keyword(s):  
Public Schools ◽  
School Administration ◽  
School Administrators ◽  
Methodological Approach ◽  
School Management ◽  
Academic Community ◽  
Structured Interviews ◽  
Democratic Management ◽  
Democratic School ◽  
Perceptions Of School

A questão central do presente estudo é a análise da percepção dos gestores escolares da rede de ensino público municipal de São Luís sobre gestão democrática. A análise dos dados da pesquisa que foram obtidos de entrevistas semiestruturadas realizadas com 15 (quinze) gestores escolares fundamenta-se em autores como: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre outros. Para garantir o anonimato, codificamos todos os participantes da pesquisa, para não serem identificados. Concluídas as análises, consideramos que os resultados poderão subsidiar a comunidade acadêmica em outras pesquisas similares, além de fornecerem dados à Secretaria de Educação do Municípios (SEMED). O artigo está dividido em 5 (cinco) seções: a introdução, que apresenta o objetivo, a questão central, a abordagem metodológica da pesquisa e os instrumentos de coleta de dados. Na segunda seção, aborda-se a administração escolar: o desafio da superação da lógica da empresa na escola pública. Na terceira seção, discutimos a gestão escolar democrática e suas implicações na qualidade do ensino, objetivando reforçar a importância da participação da comunidade escolar no projeto de melhoria da educação ofertada. Na quarta seção, apresentamos as percepções dos gestores escolares, relativas à gestão democrática, a partir das falas dos entrevistados. Por último, as considerações finais, que contemplam uma rápida análise das percepções dos gestores.    Palavras – chave: Gestão escolar democrática. Administração escolar. Qualidade.DEMOCRATIC MANAGEMENT: a reflection from the perception of school managersAbstractThe central issue of the present study is the analysis of the perception of school administrators of the São Luís public school system about democratic management. The analysis of the research data obtained from semi-structured interviews carried out with 15 (fifteen) school managers is based on authors such as: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), among others. In order to guarantee anonymity, we coded all research participants, so as not to be identified. After the analysis is completed, we believe that the results may support the academic community in other similar research, in addition to providing data to the Municipal Education Secretariat (SEMED). The article is divided into 5 (five) sections: the introduction, which presents the objective, the central question, the methodological approach of the research and the data collection instruments. In the second section, school administration is addressed: the challenge of overcoming the company's logic in public schools. In the third section, we discuss democratic school management and its implications for the quality of teaching, aiming to reinforce the importance of school community participation in the project to improve the education offered. In the fourth section, we present the perceptions of school managers, regarding democratic management, based on the interviewees' statements. Finally, the final considerations, which include a quick analysis of the managers' perceptions.Keywords: Democratic school management. School administration. Quality.GESTIÓN DEMOCRÁTICA: una reflexión desde la percepción de los gerentes escolaresResumen El tema central del presente estudio es el análisis de la percepción de los administradores escolares del sistema de escuelas públicas de São Luís sobre la gestión democrática. El análisis de los datos de investigación obtenidos de entrevistas semiestructuradas realizadas con 15 (quince) directores escolares se basa en autores como: Libâneo; Oliveira Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre otros. Para garantizar el anonimato, codificamos a todos los participantes de la investigación, para no ser identificados. Una vez completado el análisis, creemos que los resultados pueden apoyar a la comunidad académica en otras investigaciones similares, además de proporcionar datos a la Secretaría Municipal de Educación (SEMED). El artículo está dividido en 5 (cinco) secciones: la introducción, que presenta el objetivo, la pregunta central, el enfoque metodológico de la investigación y los instrumentos de recolección de datos. En la segunda sección, se aborda la administración escolar: el desafío de superar la lógica de la empresa en las escuelas públicas. En la tercera sección, discutimos la gestión democrática de la escuela y sus implicaciones para la calidad de la enseñanza, con el objetivo de reforzar la importancia de la participación de la comunidad escolar en el proyecto para mejorar la educación ofrecida. En la cuarta sección, presentamos las percepciones de los gerentes escolares, con respecto a la gestión democrática, basadas en las declaraciones de los entrevistados. Finalmente, las consideraciones finales, que incluyen un análisis rápido de las percepciones de los gerentes.Palabras clave: gestión escolar democrática. Administración escolar. Calidad. 

Unfolding Teachers’ Professional Development Through Public School Administrators’ Varying Practices For The K-12 Program

2020 ◽  
pp. 10-19
Author(s):  
Shamseda Azis Tabao
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Financial Support ◽  
Professional Growth ◽  
School Administrators ◽  
Appraisal System ◽  
Knowledge And Skills ◽  
Teachers Professional Development ◽  
K 12 ◽  
School Heads

There is no denying that professionals, including teachers, need to develop their knowledge and skills to be able to deliver their duties exemplarily. As expected, school heads should be supportive of the teachers’ quest. Hence, this study ventured to determine the practices of school heads that foster teachers’ professional development in terms of four aspects: (1) provisions of opportunities for professional growth; (2) assessment of teachers’ training needs; (3) conduct of in-service trainings; and (4) financial support. The investigation also included assessing the teachers’ development in terms of pedagogical knowledge and skills. A total of 172 teachers from seven (7) public high schools representing nine (9) districts of Marawi City, Philippines participated in this study. Data were collected through a survey questionnaire constructed based on the indicators of the Performance Appraisal System for School Administrators under Staff Development and the National Competency-Based Teachers Standards (NCBTS). Based on the findings, the respondents disclosed that their school heads show only moderate support for the first three aspects of professional development, with conducting of in-service trainings receiving the highest support among them. However, financial support for teachers’ professional development was low due to the lack of funds for public schools. These led to the conclusion that professional development is difficult to some teachers, especially in the context of the study, because school heads do not fully support them. Conspicuously, some impeding factors are behind this phenomenon, and immediate solutions are imperative to address such hindrances.

scholarly journals Fee-Paying English Language Learners: Situating International Students’ Impact on British Columbia’s Public Schools

2019 ◽  
Vol 21 (2) ◽  
pp. 46-79
Author(s):  
Ryan Deschambault
Keyword(s):  
English Language Learners ◽  
Public Schools ◽  
International Students ◽  
Public Education ◽  
International Education ◽  
Language Learners ◽  
English Language ◽  
Wide Range ◽  
Educational Migration ◽  
K 12

This article examines the relationship between international education and English as an additional language (EAL) education in British Columbia’s public education system. Drawing on a wide range of data generated as part of a longitudinal study of high school aged fee-paying international students (FISs) in an urban school district in British Columbia, I make the case that FIS recruitment and presence is having a socializing impact on EAL education in British Columbia’s public schools. In contrast to the way FISs are accounted for in official government statistics, I show how, across multiple actors and dimensions of the public system, FISs are routinely treated and represented as English language learners (ELLs). I argue that these routinized constructions are evidence of the multilayered socialization of EAL education by internationalization efforts in British Columbia’s K-12 sector, and discuss some of the ways this FIS socialization is consequential for EAL learning and teaching in public high schools. I situate my discussion of the FIS-EAL relationship within the larger context of applied linguistics and education-related research on internationalization and educational migration in K-12 settings, and raise questions about how FIS socialization is relevant to discussions of public education.

Physical Activity Opportunity in K-12 Public School Settings: Nevada

2007 ◽  
Vol 4 (1) ◽  
pp. 30-38 ◽  
Author(s):  
Monica Lounsbery ◽  
Tim Bungum ◽  
Nicole Smith
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Physical Education ◽  
School Administrators ◽  
Perceived Barriers ◽  
School Age Children ◽  
School Day ◽  
Physical Activity Programs ◽  
K 12 ◽  
Physical Activity Opportunity

Objectives:We examined the status of physical activity opportunity in Nevada K-12 public schools. The focus was on determining both prevalence and nature of existing programs as well as school administrators’ perceived barriers to offering physical activity programs.Methods:A 15 item questionnaire was used to assess prevalence and nature of programs as well as perceived barriers.Results:Nevada school-age children do not have regular access to physical education. Excluding physical education, more than 30% of schools do not provide physical activity programming. Most existing programs are competitive sport related. In addition, as students matriculate through school, fewer program options and opportunities to participate throughout the school day are available. Lack of funds was the most frequently reported perceived barrier to offering physical activity programs.Conclusions:Opportunities to be physically active over the course of the school day are limited and as a result, hinder important national objectives for health-related outcomes.

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